School Counselors and PBIS (Positive Behavior Intervention and Support)

School Counselors and PBIS School Counselors and PBIS (Positive Behavior Intervention(Positive Behavior Intervention

and Support)and Support)

North Carolina School Counselor Association Western Region Drive-In Workshop

Asheville, NC

March 28, 2014

Jayme Benfield, Program Specialist/PBIS Coordinator, Buncombe County Schools

Jennifer Brunson, Rutherford County District PBIS Coordinator/School Counselor, Ellenboro Elementary School

In this session you will…

Gain a better understanding of how PBIS Gain a better understanding of how PBIS and the ASCA National Model fit togetherand the ASCA National Model fit together

Understand your roles in the PBIS modelUnderstand your roles in the PBIS model Get examples and resources for everyday Get examples and resources for everyday

integrationintegration

Revised RoleRevised RoleTheThe ConnectedConnected CounselorCounselor

Collaborates with all stakeholdersCollaborates with all stakeholders Establishes a data driven school counseling program Establishes a data driven school counseling program

that aligns with school/district mission and SIP goalsthat aligns with school/district mission and SIP goals Advocates for equity and access for ALL students Advocates for equity and access for ALL students Leader in the school – provides input to leadership Leader in the school – provides input to leadership

team to positively affect student achievementteam to positively affect student achievement

SYSTE

MS

SYSTE

MS

SupportingSupportingStaff BehaviorStaff Behavior

DATA

DATA

SupportingSupportingDecisionDecisionMakingMaking

PRACTICESPRACTICES

SupportingSupportingStudent BehaviorStudent Behavior

PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport

OUTCOMESOUTCOMES

Social Competence &Social Competence &Academic AchievementAcademic Achievement

4

ASCA National ModelASCA National Model

Tertiary Delivery(for individual students)* Individual, intensive

intervention

Secondary Delivery(for some students)

* Targeted, group-based

Universal Delivery(for all students)

* Preventive and proactive

Tertiary Interventions(for individual students)•Assessment-based

• Intense, durable procedures

Secondary Interventions(for some students: at-risk)

• High efficiency•Rapid response

Universal Interventions(for all students)

• All settings• Preventive, proactive

Comprehensive School Counseling

Programs PBIS

Connecting School Counseling Programs and PBIS

PBIS Tier I Core FeaturesPBIS Tier I Core Features PreventativePreventative Define and teach school-wide positive Define and teach school-wide positive

expectationsexpectations Acknowledgement system for acknowledging Acknowledgement system for acknowledging

positive behaviorspositive behaviors Clearly define problem behaviors and consistent Clearly define problem behaviors and consistent

consequences for problem behaviorsconsequences for problem behaviors Collect and use data for decision-making and Collect and use data for decision-making and

problem solving (Implementation Data and problem solving (Implementation Data and Discipline Data)Discipline Data)

Continuum of intensive, individual interventionsContinuum of intensive, individual interventions

ASCA Model – Delivery SystemASCA Model – Delivery SystemClassroom GuidanceClassroom Guidance

Have schedule postedHave schedule posted Have monthly topics posted on website as Have monthly topics posted on website as

well as bulletin boards or hallwayswell as bulletin boards or hallways Classroom guidance allows us to get to Classroom guidance allows us to get to

know ALL studentsknow ALL students Helps us work with teachers to implement Helps us work with teachers to implement

Guidance Essential StandardsGuidance Essential Standards Allows whole group discussion regarding Allows whole group discussion regarding

socio-emotional, cognitive and career socio-emotional, cognitive and career developmentdevelopment

Guidance Curriculum ResourcesGuidance Curriculum Resources

• Second Step: Learning Skills and Social Skills

• Steps to Respect: Bullying Prevention and Intervention

Web ResourcesWeb Resources

http://www.ingenuical.com/ingenuical/connections/

http://www.counselorsroom.com/SC_Home.php

www.pinterest.com

School Counselor BlogsSchool Counselor Blogs-Entirely Elementary -Entirely Elementary -jyjoyner counselor (MS)-jyjoyner counselor (MS)-elementaryschoolcounseling.org-elementaryschoolcounseling.org

School-wide AssembliesSchool-wide Assemblies

Possible awards for noticing students with great Possible awards for noticing students with great character or leadership skillscharacter or leadership skills

Working with music teacher to come up with a Working with music teacher to come up with a themed song (character, 7 Habits, expectations, etc)themed song (character, 7 Habits, expectations, etc)

PresencePresence

“The New Open House”

•Booth – explaining what the counselor does – brochures

•Serving food to families

•Open clothes closet and/or food pantry

Presence

Other School–Wide ActivitiesOther School–Wide Activities

Parent EducationParent Education

Monthly sessionsMonthly sessions

Parent survey for topicsParent survey for topics

Follow-up sessions if neededFollow-up sessions if needed

Webpage on school site Webpage on school site

PBIS Tier 1 DataPBIS Tier 1 DataASCA Model - ManagementASCA Model - Management

School-wide data• Acknowledgement/Reinforcement Systems• Discipline Data – Majors (ODRs)/Minors (Classroom

Management)• School-wide PBIS Team goals – Action Plan and School

Improvement Plan

Guidance Curriculum• Pre/Post tests• Bullying data (Reporting System)

Parent Education Sessions• Pre/Post Surveys• Session Evaluations


intervention












Programs PBIS


PBIS Tier 2 FeaturesPBIS Tier 2 Features

Targeted, group-based interventionsTargeted, group-based interventions Focuses on systems that support students not Focuses on systems that support students not

responding to the universal expectationresponding to the universal expectation Data decision rules for identifying interventions Data decision rules for identifying interventions

to match student needsto match student needs Referral process for all staff to know how to Referral process for all staff to know how to

access secondary support in a timely manneraccess secondary support in a timely manner Interventions/systems available for Interventions/systems available for

implementations for student successimplementations for student success

ASCA Model – Delivery System ASCA Model – Delivery System Supplemental SupportsSupplemental Supports

Small groups counseling sessionsSmall groups counseling sessions Check-in Check-Out (CICO)Check-in Check-Out (CICO) MentoringMentoring School-based mental health School-based mental health Outside referrals (mental health, Salvation Army, Outside referrals (mental health, Salvation Army,

YMCA, etc.)YMCA, etc.) CHAPS (Child Help and Parent Support)CHAPS (Child Help and Parent Support) DSSDSS Consulting – problem solving with teachers and Consulting – problem solving with teachers and

familiesfamilies

Small GroupSmall Group•Run by School Counselor and Speech Pathologist

•Based on PBIS ODRs (Office Discipline Referrals)

•Groups are based on grade level

•Topics

-School-wide Matrix

-Bus Behavior

-Classroom Behavior

-Social Skills

CICOCICO• Research-based intervention effective

with 75% of students who participate

• Check-in & check-out daily with an adult at school

• Daily performance data used to evaluate progress

What Does it Look Like?What Does it Look Like?

CICO Model


Small Group Intervention AssessmentPre/Post rating scalesProgress monitoring

Check In Check Out AssessmentCICO data sheets

Mentoring ProgramNumber of mentoring matchesTeacher surveysStudent surveys

Peer MediatorsTeacher surveysStudent surveys

CICO DataCICO DataName:Name: Date: Date:

Check in Check in RespectRespect AttitudeAttitude MannersManners

Goal 1 Goal 1 Listen and Listen and

follow directionsfollow directions

Goal 2 Goal 2 Ask for Help Ask for Help (stay in your (stay in your

seat, raise your seat, raise your hand)hand)

Goal 3 Goal 3 Getting along Getting along

with otherswith othersTotal Daily PointsTotal Daily Points

Check outCheck out 4 2 4 2

0 0 4 2 4 2

00 4 2 4 2

0 0

4 = Great Day - Achieved goals with a 4 = Great Day - Achieved goals with a reminderreminder

2 = Okay Day - Achieved goals with 2 verbal reminders2 = Okay Day - Achieved goals with 2 verbal reminders

0 = Tough Day - Did not achieve goals0 = Tough Day - Did not achieve goals Parent Initials: _______________Parent Initials: _______________

Comments:Comments:


intervention












Programs PBIS


PBIS Tier 3 FeaturesPBIS Tier 3 Features

Targeted, individualized, intensive interventionsTargeted, individualized, intensive interventions Focuses on interventions for students who have Focuses on interventions for students who have

not responded to Tier 1 and Tier 2 interventionsnot responded to Tier 1 and Tier 2 interventions System for receiving and responding to System for receiving and responding to

individual student referralsindividual student referrals Develop and implement interventions to address Develop and implement interventions to address

individual problem behaviorsindividual problem behaviors Determine effectiveness of Tertiary SystemDetermine effectiveness of Tertiary System

ASCA Model – Delivery Systems ASCA Model – Delivery Systems Individualized InterventionsIndividualized Interventions

Individual counseling sessionsIndividual counseling sessions Student planningStudent planning Facilitate an FBA (Functional Behavior Facilitate an FBA (Functional Behavior

Assessment)Assessment) ObservationsObservations Parent-Teacher ConferenceParent-Teacher Conference Home visits/HospitalHome visits/Hospital Mental Health referralsMental Health referrals Other outside referralsOther outside referrals Consulting – problem solvingConsulting – problem solving


Individual Intervention Assessments• School Team Intervention Data

• Behavior Rating Scales

• ODRs

• Grades/Assessments

Web Resources for Tier 3Web Resources for Tier 3

www.interventioncentral.org

www.pbisworld.com

pbis.ncdpi.wikispaces.netpbis.ncdpi.wikispaces.net

ASCA Model - AccountabilityASCA Model - AccountabilityReporting Out

-Tier 1• Post lessons/activities on website• Send information home about lessons• Advertise parent participation in group sessions to

staff

-Tier 2• Share information regarding… group results, mentors

connected, CICO results with teachers

-Tier 3• Keep all stakeholders updated on results of individual

interventions

TEACHER EVALUATION RESULTSTEACHER EVALUATION RESULTS

Scale: 1 (never) to 5 (always)Scale: 1 (never) to 5 (always) AverageAverage

1)1) The counselors plan appropriate activities for my classroom.The counselors plan appropriate activities for my classroom. 4.774.77

2)2)Classroom guidance activities are effective in making children more Classroom guidance activities are effective in making children more

aware of their own behaviors and feelings.aware of their own behaviors and feelings. 4.584.58

3)3)Classroom guidance activities are effective in making children aware of Classroom guidance activities are effective in making children aware of

the needs and feelings of others.the needs and feelings of others. 4.544.54

4)4)The concepts taught during classroom guidance lessons were The concepts taught during classroom guidance lessons were

integrated into daily classroom practices.integrated into daily classroom practices. 4.314.31

5)5) The counselors work effectively with ALL students.The counselors work effectively with ALL students. 4.694.69

6)6)I can see positive changes in students who receive individual or small-I can see positive changes in students who receive individual or small-

group counseling. group counseling. 4.484.48

7)7)The counselors provide me with feedback regarding students who are The counselors provide me with feedback regarding students who are

receiving counseling.receiving counseling. 4.464.46

8)8)The counselors provide small groups to address specific concerns of the The counselors provide small groups to address specific concerns of the

students.students. 4.814.81

9)9)The counselors adhere to the ethical standards of the profession (ex: The counselors adhere to the ethical standards of the profession (ex:

confidentiality).confidentiality). 4.924.92

1010))The counselors are available to consult with me when necessary.The counselors are available to consult with me when necessary. 4.654.65

Chart of Teacher Evaluation ResultsChart of Teacher Evaluation Results

0

1

2

3

4

5

6TEACHEREVALUATIONRESULTS Scale: 1(never) to 5 (always)

TEACHEREVALUATIONRESULTS Scale: 1(never) to 5 (always)




References and ResourcesReferences and Resources

• PBIS Team Training Slides, NC DPI, September 17, 2012

• Integrating the Role of the Professional School Counselor and PBIS, Matheson, Erin and Olsen, Jake, Highline Public Schools, February 2, 2012

• ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf

Thanks for coming!!Thanks for coming!!

Jayme BenfieldJayme Benfield

[email protected]

Jennifer BrunsonJennifer Brunson

[email protected]@rcsnc.org

Documents

School Counselors and PBIS (Positive Behavior Intervention and Support)