Entry ActivityWhat is your current

participation & knowledge of PBIS

practices?

Sticker your answers!

Today We Willunderstand the importance of…

•Implementing PBIS in our buildings

•Participating in our PBIS school teams

•SW-PBIS practices & systems as it is related to ASCA responsive services

•Using data to drive intervention & highlight outcomes

Hazelwood School District PBIS/RTIwww.hazelwoodschools.org/

Hazelwood School District PBIS/RTIwww.hazelwoodschools.org/

HSD Learning & Behavior Support Team

HSD Learning & Behavior Support Team

22 Schools Recognized

as Bronze Level

9 Schools Recogniz

ed as Silver

Level

1 SchoolRecognized

as Gold Level

11 SCHOOLS!

2012 – 2013 MO SW-PBIS AWARDS

Silver AwardsJamestown

Jana KeevenLawson

Hazelwood Early Childhood Centers

North Middle School

Bronze AwardsArrowpointBarrington

BrownGarrettMcNair

District Universal Team Leaders

• Hazelwood Learning & Behavior Support

• 4 District Universal Team Leaders (UTL)– Adrian Sperduto – East– Nicole Fritz – Central– Stacy Hargrove & Matt Berry – West

• Building Coaches– Universal – Tier 2/3 Systems

Management System

Accountability

FoundationDelivery System

ASCA National Model ASCA National Model

Guidance Curriculum

Individual Student Planning

System Support

Responsive Services

Missouri Comprehensive Guidance & Counseling Program

Four Program

Components

Delivery System

How do we change our thinking from:

Measuring how often we provide counseling services?

To

PARADIGM SHIFT (ASCA, 2005)

Focusing on the outcomes of the counseling services we provide?

Guidance Counselor•Reactive

•Services provided to few students

•Impact measured via feelings or perceptions

•Ancillary role to school improvement process

•School counselors in isolation

ToPARADIGM SHIFT (ASCA, 2005)

Professional School Counselor• Proactive/Data driven

• Services provided to ALL students

• Impact measured via

achievement data

• Essential role in school improvement process

• School counselors as school leaders

From

The Role of the Professional School Counselor

“Professional school counselors serve a vital role in maximizing student success.

Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students.

Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community, and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program."

American School Counseling Association, revised, 2009

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

SupportingDecisionMaking

Basics: 4 PBIS

Elements

Supporting Social Competence & Academic Achievement

• Not specific practice or curriculum…it’s general approach to preventing problem behavior

• Not limited to any particular group of students…it’s for all students

• Not new…its based on long history of behavioral practices & effective instructional design & strategies

PBIS is…..

Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk

Goal: Reverse Harm Specialized Group Systems for Students At-Risk

Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

AcademicAcademic BehavioralBehavioral SocialSocial

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

≈

≈

≈

PBIS Framework

Positive Action;Social Skills Improvement System

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Positive Behavior Support

� Three tiered proactive and Three tiered proactive and preventative approach to preventative approach to disciplinediscipline

� Enhance Quality of LifeEnhance Quality of Life

� Decrease Problem behaviorDecrease Problem behavior

� Builds Positive RelationshipsBuilds Positive Relationships

� Encourages Positive BehaviorEncourages Positive Behavior

� Three tiered proactive and Three tiered proactive and preventative approach to preventative approach to disciplinediscipline

� Enhance Quality of LifeEnhance Quality of Life

� Decrease Problem behaviorDecrease Problem behavior

� Builds Positive RelationshipsBuilds Positive Relationships

� Encourages Positive BehaviorEncourages Positive Behavior

1. Clear set of positive expectations & behaviors2. Procedures for teaching expected behavior3. Continuum of procedures for encouraging expected

behavior4. Continuum of procedures for discouraging

inappropriate behavior5. Procedures for on-going monitoring & evaluation6. Efficient and effective PBS leadership team exists within

the building7. District level support

School-wide Systems

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Problem-solving

Problem-solving

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

~80% of StudentsALL

~15%Some

~5%FEW

Integrating the Work of School Counseling with PBIS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

Tier 2 Prevention• • • • •

Tier 3 Prevention• • • • •

Tier 1 Prevention• • • • • •

Integrating the Work of School Counseling with PBIS

Guidance Curriculum

• Classroom Presentations- Make SW-PBS Team aware of Missouri Comprehensive Guidance Curriculum

and SW-PBS lessons compliment each other

- Assist with embedding social behavioral skills curriculum in academic content

- Assist with embedding social behavioral skills curriculum in Career Development Curriculum

• Structured Groups

How does the MO Comprehensive Guidance Curriculum address SW-PBS Goals?

Tier 1

Tier 1

Tier 1

Individual Student Planning

• Appraisal

• Educational and Career Planning

• Development of Personal Plans of Study

• Structured Groups

How does the Individual Student Planning address SW-PBS Goals?

Responsive Services

• Individual Counseling- Articulate the differences between an intervention and individual counseling.

• Small Group Counseling - Articulate the difference between an intervention and small group counseling

- Clarify how a school counselor is a member or liaison of a team but may or may not be the leader of the implementation of a specific team-based intervention

Make HSD Counselors & Social Workers aware of how Responsive Services address SW-PBS Goals?

Tier 3

Tier 2

Tier 2

More of Responsive Services

• Consultation- Share information regarding individual students to help accurately identify the function of the behavior

- Contribute professional knowledge to inform creation and implementation of appropriate intervention plans

- Assist in developing viable functional behavioral assessments and behavioral intervention plans

• Referral - Facilitate relationships with other agencies and utilize effective collaboration with them

Make HSD Counselors & Social Workers aware of how Responsive Services address SW-PBS Goals?

Tier 3

Tier 3

Tier 3

Tier 1

Tier 2

Tier 2

Tier 3

System Support

• Program Management- Collaborate with all school personnel to create a seamless approach to student development by integrating skills taught through Guidance and Counseling and MO SW-PBS.

• Program Evaluation - Assist with data-based decision-making to accurately identify strengths and needs associated with

academic, career and personal/social development (tiers 1, 2 and 3).

• Fair Share Responsibilities

Make HSD Counselors & Social Workers aware of how System Support address SW-PBS Goals?

Tier 3

Tier 1

Tier 2

Tier 3

Tier 2

Tier 1

More of System Support

• Staff and Community Relations- Develop relationships with families and share information as appropriate

- Serve as a resource along with special education personnel

• Consultation- Share unique skills and knowledge addressing academic, personal/social and career development of all students - Share training and expertise in the science of behavior - Educate all staff members about confidentiality guidelines, regulations and rationale (tier 2, 3)- Educate all staff members regarding the unique role and training of the school

counselor- Provide training in how to conduct observations

Tier 3

Tier 1

Tier 2

Tier 2

Tier 3

Tier 2

Tier 3

Tier 1

Tier 1

Tier 1

Tier 1

Tier 1

Tier 2

Tier 2

Tier 3

Tier 3

Tier 2

Tier 3

Tier 2

Tier 3

More of System Support

• Committee Participation- Attend SW-PBS Training

- Be knowledgeable about the functions and purposes of each tier team

- Become a member or liaison of each tier team

• Community Outreach

Program Advocacy- Advocacy for the alignment and integration of MO Comprehensive Guidance and Counseling Program with SW-PBS Goals

Tier 3

Tier 1

Tier 2

Tier 3

Tier 2

Tier 1

Tier 1

Tier 1

Tier 2

Tier 3

Tier 2

Tier 3

Small Group Discussions• Purpose – to allow Professional School Counselors to explore and

learn more about “Integrating the Role of the Counselor in PBIS”.

• Directions – 1. Move to your designated poster based on the number you received when

you entered.2. Meet your team mates and introduce yourself; designate a recorder and a

reporter.3. Review the content provided.4. Discuss your reaction to the content and how it fits in with your current

work .5. What systems and practices as HSD counselors/social workers do you

currently implement and integrate within the PBIS framework?6. Document any suggestions/thoughts/questions you have on the content

and anything you believe should be listed.7. Be prepared to share with everyone!

PBIS Data Sources• Office Discipline Data

Average Referrals Per Day, Per MonthReferrals by Problem BehaviorReferrals by LocationReferrals by StudentReferrals by TimeOSS/ISS/DH

• Attendance• Teacher Referrals• Nurse Visits• Refocus/Buddy Room Passes• AIMSWeb Behavior Screener September, January & May

System Response Options

(K-5, 575 total enrollment) Total # of Students in Category for Time Period: List date at top

of column & total # of youth in each box

Date: 7/08

Date: 9/08

Date: 10/08

Date: 11/08

Date: 12/08

Date:

A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP)

65 49 49 78 58

B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound)

5 3 3 4 4

C. Students being considered for Special Education Testing 4 3 2 3 1

D. Students with Special Education process in progress (being tested, placement being considered, etc.)

0 1 5 2 9

E. Students that were tested and did not qualify for Special Education

0 0 0 0 0

F. Students suspended on one occasion 1 0 1 3 3

G. Students suspended on two or more separate occasions 12 0 0 0 0

H. Students placed (or at rick of placed) in separate setting or “Safe School” (ex. Alternative to suspension program)

0 0 0 0 0

I. Students in Special Education setting, out-of-home school 3 1 1 1 1

J. Students in “short-term” restrictive placement in clinical setting (hospitalization)

0 0 0 0 0

K. Students with expulsion hearing in progress 1 0 0 0 0

L. Students expelled 0 0 0 0 0

Systems-Response Tool: School A

Interventions

Check-in Check-out (CICO) Social/Academic Instructional Groups

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

School-Wide Mentoring

Brief Function-based Interventions Wraparound Support

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

September 2316

6 2 37 21 0 0 2 1

October 2020 30

30 1 1 21 21 1 1 2 2

November 2222 48

40 4 4 21 21 2 1 4 2

December 2622 48

42 4 4 21 21 3 2 3 2

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool

School Name: Jefferson Middle School Total Pop: 450

Check-in Check-out (CICO) Targeted 2 Intervention FA/BIP Wrap-Around

#

Enrolled#

Responding # SSD#

Responding # Enrolled # Responding # SSD#

Responding # Enrolled # Responding # SSD # Responding # Enrolled#

Responding # SSD#

Responding

March 40 25 17 10 30 20 8 5 2 2 2 2 1 1 1 1

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool

Benefits of Integrating MO-Comprehensive Counseling with MO SW-PBIS

•Delivery of two systems of support in one

•Increased awareness and visibility of counseling/social work services

•Allows for increased support of program (staff and resources)

•Data collection and tracking helps formalize counseling/social work program

Immediate Ways to Integrate…•Become an intervention coordinator

•Facilitate a PBIS team

•Become a CICO buddy

•Attend a new training

•Conduct a small group

•Collect data

•Be communication liaison (team to staff/team to team)

Upcoming SSD PBIS Trainings…

SSD Learning Center – The Crossings

August 28th 8:30 – 3:30PBIS Tier 3 – RENEW (Rehabilitation, Empowerment, Natural Support, Education and Work)

September 30th 8:30 – 3:30 PBIS Tier 3 – Functional Assessment-Based Interventions

To Register go to:http://www.solutionwhere.com/ssd/cw/main.asp

Special Thanks

Tara Schillhahntschillh@hazelwoodschools.org

Questions? Comments?Contact Info:

Matthew Berry953-7835

mberry2@hazelwoodschools.org

Twitter: @1wildcounselor

Check out: www.onewildcounselor.weebly.com

www.gowestpbis.weebly.com