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Implementing a School-wide Systems of Positive Behavior Interventions and
Supports (SW-PBIS)
Children Come First ConferenceSponsored by Wisconsin Family Ties
November 17, 2009breakout session
Lucille Eber Ed.D State Director, IL PBIS
Networkwww.pbisillinois.org
Implementing School-wide Positive Behavior Support
1. Establish PBIS leadership team2. Secure commitments & resources3. Self-assess and build action plan
1. Tailor implementation to your school culture
4. Arrange for high fidelity implementation• Define, teach, monitor, reward behavioral expectations• Build continuum of consequences for behavioral errors• Establish high-intensity interventions for students with chronic
problem behavior.
5. Collect and use data for on-going decision-making.6. Establish systems for small group and individual behavior
support for students with more complex needs
Challenges : Fragmentation of efforts on behalf of youth
Lack of effective behavior practices in schools
Lack of data-based decision making
Low fidelity or low dosage interventions
Positive Behavioral Interventions & Supports
“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…
Effectively educate all students, including students with challenging social behaviors Adopt & sustain the use of effective instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
What SW-PBIS is…
• Evidenced based practices imbedded in a systems change process
• A prevention continuum that includes wraparound value-based practices
• A process with conceptual foundations in Applied Behavior Analysis (ABA)
• A framework for organizing mental health supports and services for all students
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
Tier 3/Tertiary
SIMEO Tools: HSC-T, RD-T, EI-T
Small Group Interventions (CICO, SSI, etc)
In
terv
entio
nAssessm
en
tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004
Group Interventions withIndividualized Focus (CnC, etc)
Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Scatter Plots, etc.
Types of Group InterventionsTargeted -Tier 2
• Check in/ Check Out Systems• Check and Connect• Newcomers Club• Homework Study Groups• Anger Management Instructional Group• Other Social Skills Instructional Groups• “Support” Groups (divorce, grief, etc)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Critical Features of SW-PBISTeam driven process
Instruction of behaviors/social skills
Data-based decision-making
Instruction linked to evaluation
Defines social culture of the school
Problem Solving Steps
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
Action Plan Elements: Universal Level
1. Self evaluate building strengths and needs
EBS/Self-Assessment Survey
2. Establish procedures for on-going monitoring and evaluation
Data Collection & Use
3. Establish a clear set of positively stated behavioral expectations
School-Wide Expectations
4. Clearly define expected behaviors for classroom/non-classroom
Matrix/Behavioral Curriculum
5. Establish procedures for teaching expected behavior
Cool Tools/Behavioral Lesson Plans
6. Establish a continuum to encourage/celebrate expected behaviors
Acknowledgment Plan
7. Establish procedures for discouraging inappropriate behavior
Problem Solving & ODR
Began implementation this year (2007-08) and have already seen a
Carbondale High School
30% Decrease
in ODRs for the months of August and September, resulting in a
Gain of 408 Instructional Hours
What does a reduction of 850 office referrals and 25 suspensions mean?
Kennedy Middle School
• Savings in Administrative time
• ODR = 15 min
• Suspension = 45 min
• 13,875 minutes• 231 hours
• 29, 8-hour days
• Savings in Student Instructional time
• ODR = 45 min
• Suspension = 216 min
• 43,650 minutes• 728 hours
• 121 6-hour school days
Fox Creek Elementary School
named 2007 No Child Left Behind Blue Ribbon School by US Department of Education.
Since 2004, Fox Creek Elementary has:
• reached/maintained full implementation of PBIS
• reduced ODRs by 75% (from 580 to 148)
• improved ISAT scores
Fox Creek Elementary School
OverallAfrican
American Students
Economically Disadvantaged
Students
Third Grade Reading2004-2007
14% 42% 23%
Third Grade Math2004-2007
16% 24% 30%
Fifth Grade Reading2004-2007
25% 19% 33%
Fifth Grade Math2004-2007
18% 1% 24%
Increased ISAT Scores over Three Years
0
5
10
15
20
25
Sep Nov Jan Mar MayMonths
Office Referrals per Day per Month1994-1995
0
100
200
300
400
500
600
1 2 3 4 5 6 7 8 9 101112131415
Behaviors
Office Referrals by Behavior1994-1995
0
200
400
600
800
1000
1200
1400
Classroom Bus
Location
Office Referrals by Location1994-1995
Major ODR’s by Time - Mid Year(9/2/02-3/01/03)
0
20
40
60
80
100
1 7 13 19 25 31 37 43 49 55 61 67 73 79
No. of Referrals
Office Referrals by Student1994-1995
Critical Features of Secondary/Tier 2 Group Interventions
• Intervention is continuously available• Rapid access to intervention (72 hr.)• Very low effort by teachers• Consistent with school-wide expectations• All staff/faculty in school are involved/have access• Flexible intervention based on descriptive functional
assessment• Adequate resources (admin., team)• Continuous monitoring for decision-making
Why do Secondary/Tier 2 Group Interventions Work?
• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult• Student chooses to participate
• Increased feedback• Feedback occurs more often• Feedback is tied to student behavior• Inappropriate behavior is less likely to be ignored
or rewarded
Why do Secondary/Tier 2 Group Interventions Work?
• Increased frequency of acknowledgment/ reinforcement for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management system
BEP Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Data-Collection for Decision-Making
Regular use of data by BEP team
• Monitor BEP points earned each day
• Academic achievement
• Office Discipline Referrals
• Other outcome data
Parkwood Elementary School (U-46)
• 72% (18/25) students averaged daily points at or above 80%
• 28% (7/25) students averaged below 80%• Out of 20 referrals during the four weeks, 11
were received by CICO students• 60% (17) students have not received a referral
since CICO
CICO Individual Student Progress Report
0
1
2
3
4
5
F M T W Th F M T W Th F M T WTh F M T WTh F M T W Th F M T W Th F
School Days
ODR c
oun
t
0%
10%20%
30%
40%50%
60%
70%
80%90%
100%
daily
% o
f to
tal C
ICO
poi
nts
4/7 4/14 4/21 4/28 5/5 5/12
Perry Elementary School (D300)Entrance to CICO:• Teacher referral• Two of more office referrals
Progress Monitoring on CICO:• PAWS (positive actions with support) for PALS (respect property, all others, learning
and self). Each student has the ability to earn 56 points a day. (4 areas, 2 point maximum during 7 one hour periods) the goal is that each student will achieve 45 points (or 80%).
Exiting CICO:• Student s graduate from CICO if they have met 80% or better of their goals during a
four week period.
Currently 35 students on CICO• Approximately 70% of students are increasing total points on a weekly basis.• 17.5% of students are being moved to more intensive interventions.
Other Types of Group Interventions
• Newcomers Club
• Homework Study Groups
• Lunch Bunch
• Bus Riders School
• Anger Management Group
• Grief Group
• Others from today’s audience
Critical Features of Secondary/Tier 2 Group Interventions
• Intervention is continuously available• Rapid access to intervention (72 hr.)• Very low effort by teachers• Consistent with school-wide expectations• All staff/faculty in school are involved/have access• Flexible intervention based on descriptive functional
assessment• Adequate resources (admin., team)• Continuous monitoring for decision-making
Why do Secondary/Tier 2 Group Interventions Work?
• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult• Student chooses to participate
• Increased feedback• Feedback occurs more often• Feedback is tied to student behavior• Inappropriate behavior is less likely to be ignored
or rewarded
Why do Secondary/Tier 2 Group Interventions Work?
• Increased frequency of acknowledgment/ reinforcement for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management system
The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work!
Ownership & Voice: A Key to Intervention Design
Interventions…
What Happens During the Wraparound Process?
The wraparound process creates a context for design & implementation of research-based behavioral, academic and clinical interventions
The task is not redesign the individual but to redesign the environment in order to
prevent problem behavior and ensure an acceptable behavior is produced instead-
Rob Horner
Effective Behavior Interventions:
Function – based Proactive Have adequate dosage of:
InstructionPracticeSupportEncouragementMonitoring
Points to Keep in Mind
When Action Planning with a Team…
Scientifically sound strategies can fail if they don’t fit with values and skills of those who are supposed to implement them.
Functional Assessment Pathway
Setting EventTriggeringEvent or
Antecedent
Problem Behavior
MaintainingConsequence
THE FUNCTION“Get something”“Get away from
Something”
Build a Competing Behavior Pathway
Setting EventTriggeringAntecedent
Desired Behavior
Problem Behavior Maintaining
Consequence
ReplacementBehavior
MaintainingConsequence
Bruce
• 5th grade
• Difficulty socially interacting with peers at school and in the community
• Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year
• DCFS involvement
Tier 2/Secondary Supports
• In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out.
• By January, data (SWIS & BEP) showed that student was not responding to CICO
• Team modified his Check-In/Check-Out to a Check and Connect
• School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.
Behavioral Pathway
Setting Event
Days with Gym
Antecedent
Less structured activities that involve competition
Problem Behavior
Negative comments about activity and to peers leading to physical contact
Consequence
Sent out of P.E. class
Function
To escape setting
Brief Function-based Interventions
•
Setting Event Supports
•Add check-in before gym
Teaching Strategies
•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)
•Teach how to approach gym teacher to ask for a drink of water to leave setting.
•Teach student how to re-enter and continue with activity
Consequence Supports
•Acknowledging/rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)
Antecedent Strategies
•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport
•. More frequent activities with less focus on competition (parachute, 4-square, etc...)
•Pre-correct
Better Access to Universal Systems
• Secondary supports provided student with opportunities to use new skills and be acknowledged/rewarded at high frequency
• Student was able to ‘earn’ his way into the monthly incentive program in April and May.
Tier 3/Tertiary Support
• Wraparound process lead to identified community interests and LAN funding to support these
• Student attended summer camp and is involved in football
Data-based Progress
• By May, Bruce’s reading skills improved by 19% (only gain since October)
• Bruce had no additional office referrals after January.
• Decreased risk of failure in home, school, and community placements
What is Wraparound?
Wraparound is a process for developing
family-centered teams and plans that are
strength and needs based
(not deficit based)
across multiple settings and life domains.
Wraparound and PBIS
The wraparound process is a key component on the continuum of a school-wide system of PBIS.
Value-base: – Quality of Life; Voice/Ownership
Data-based Decision-Making:– Efficient & Effective Actions
Value Base
• Build on strengths to meet needs• One family-one plan• Increased parent choice• Increased family independence• Support for youth in context of families• Support for families in context of community• Unconditional: Never give up
P.Miles, 2004
Who is Wraparound for?
•Youth with multiple needs across home, school, community
•Youth at-risk for change of placement (youth not responding to current systems/practices)
•The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)
individual students
built upon strengths
voice, priorities of youth and family
based on unique youth and family needs
culturally relevant teams and plans
plans include natural supports
traditional and non-traditional interventions
multiple life domains
unconditional
Features of Wraparound:
Life Domain Areas to ConsiderLife Domain Areas to Consider
Physical Needs/Living SituationPhysical Needs/Living Situation Family/AttachmentFamily/Attachment SafetySafety SocializationSocialization Cultural/SpiritualCultural/Spiritual
Emotional/Psychological Emotional/Psychological HealthHealth Educational/VocationalEducational/Vocational LegalLegal
Wraparound is:• An ongoing planning process
used by:
• A team of people
• Who come together
• Around family strengths and needs
• To create a unique plan of interventions & supports
• Based upon a process of unconditional care – no blame, no shame
Wraparound is Not:• A set of services
• A one or two time meeting
• A special education evaluation
• An individual counselor who links with the family or student
• Only for families and students we judge as “workable”
• The presence of flexible funds
• 6th grade student
• Behavior difficulties and academic failure
• GPA 1.25 (2nd quarter)
• 6 ODRs (1st two quarters)
• 15 Out-of-School Suspensions (safety)
• Family support needs –history of mobility with plan to move at the end current school year. Student moved nine times since first grade
Andy
Why move to Phase I wraparound instead of an FBA around one problem behavior?
– Discussing problem behaviors would not have motivated family to participate on team.
– Probably not the first time schools have approached family in this manner (“let’s talk about behavior”)
– Bigger needs to work on to improve quality of life for youth and family
– Open-ended conversation and use of wrap data tools helped engage family
The team developed a mission statement:
“Andy will be happy and confident in school”
Andy
Using Data to Keep the Team Moving“Celebrate Success of current plan”
Andy
• Andy was happy at school and his mother was pleased with the help that the wrap team provided. Teachers were pleased with the change in Andy.
• Data is used to then identify “next steps”.
Andy
Using Data to Keep the Team Moving “Identify Ongoing Needs & Next Steps”
Andy
The check and connect intervention and other strategies helped Andy feel better about being at his school.
The team identified unmet “needs”. The data is used to engage the team to continue working on a plan.
Educational Information Tool
Andy
• The family expressed that for the first time in their son’s school experience, they felt supported and optimistic. Andy’s mother wants him to continue at this school.
• Andy’s team will help develop a plan that supports his independence from adults.
1st/2nd Qtr.
3rd/4th Qtr.
ODRs 6 0
GPA
OSS
Tardy
1.25
15
23
2.30
0
6
How do we decide what data to collect/examine/use?
How do we use the data to help us decide how to spend our time? Implementation Effect Integrity/Fidelity Capacity Sustainability
If we train schools, do they implement?If schools implement, do students/schools benefit?Do students with greater needs benefit from implementation?
If schools implement, is there fidelity?If schools implement, is there sustainability? Over time?
Questions to Guide IL- PBIS Implementation:
Website Resources
• pbis.org
• pbisillinois.org
• swis.org (School wide information system)
• Pbssurveys.org