NH RESPONDS: RtI in Behavior (PBIS) Strand A: Readiness February 6, 2009 Presented by: Eric Mann, LICSW [email protected] (603) 206-6820

NH RESPONDS: RtI in Behavior (PBIS)

Strand A: ReadinessFebruary 6, 2009

Presented by:

Eric Mann, [email protected]

(603) 206-6820

mailto:[email protected]

Professional Development for Excellence in Education

Presentation to School Faculty

Support for NH RESPONDSis provided by

the NH Bureau of Special Education, NH Department of Education under a

grant from the US Department of Education, Office of Special Education

and Rehabilitation Services

NH RESPONDS Lead Partners

NH Department of Education- Bureau of Special Education NH Center for Effective Behavioral Interventions and

Supports at SERESC (NH CEBIS) Expertise in Positive Behavior Supports Expertise in integration of mental health and school

supports Institute on Disability at University of NH

Expertise in Literacy within an RtI model Expertise in PBIS and Intensive Interventions (RENEW)

for Secondary Transition and Dropout Prevention

RtI in Behavior – Strand A

Strand A is for schools considering using PBIS as a multi-tiered RtI system for behavior support.

Presumes participants need basic info about PBIS & the features it addresses in order to decide whether to pursue implementation

Topics covered in the 2-day workshop: PBIS as a multi-tiered RtI continuum of behavior support

System, data & practices features of Tier 1 (primary) supports, Tier 2 (secondary) supports, & Tier 3 (tertiary) supports.

How PBIS promotes positive school climate & academic and behavioral outcomes

Assessing school readiness; our experiences in gaining commitments for implementing PBIS

Building a credible, representative Universal (primary systems) Leadership Team

Broad Outcome

After the 2-day session, participants will have information necessary to determine whether PBIS as an RtI framework is a good match for their school and whether to work on an action plan to:

1. Build a universal leadership team

2. Address school readiness and commitments for implementation, and

3. Access training and support

Two-Day Agenda

Introductions Why Systems Change? RtI and PBIS PBIS Primary RtI Systems

Universal Team Development Prevention and Response Features

Data-based Decision Making Primary Systems Check Systematic Screening PBIS Secondary RtI Systems Features PBIS Tertiary RtI Systems Features

Discussions Protocol Every so often there will be a ‘Discussion’ slide Discussion Process:

1. Take 5 minutes to discuss with your school colleagues

1. Please invite folks who are here without a ‘teammate’ and nearby into your discussion

2. Jot key notes/ideas/questions/concerns that emerge from your discussion

3. 5 minute group share (share as you are comfortable)

4. Jot action items on your planning sheet if these arise from the discussion

We Know that Schools are Faced with Increasing Challenges

1. The Challenge of Educating an Increasingly Diverse Student Population

2. The Challenge of Providing a Safe, Orderly, & Positive School Climate Conducive to Learning

3. The Challenge of Improving Academic Achievement

4. The Challenge of Producing Students Capable of Competing within a Global Economy

5. The Challenge of Accomplishing These Outcomes with Diminishing Resources

Guiding Principle: Social Behavior and Achievement are Linked

To improve the academic success of our children, we must also improve their social success.

Academic and social failures are reciprocally and inextricably related.

As a result, systems to support behavior and literacy should be integrated

How Full is Your Plate?

Schools and educators are bombarded with changing mandates, competing initiatives and often a train and hope approach to professional development that is not aligned to a few core priorities and outcomes

How Full is Your Plate?

We believe programs need to be philosophically aligned and thoughtful in determining a small number of priorities and using a train and sustain approach aligning professional development activities to those few core priorities and outcomes

RtI Implementation Starts From Where You Are

RtI is a process, not a set curriculum

It’s a roadmap with a set of guiding principles

Effective RtI systems require buy-in and commitment from staff, administration and district leadership

Will RtI Match Your Student Outcomes?

Improving Literacy and Social Competence Improving Reading Proficiency on Statewide

Assessments Decreasing Problem Behavior, Office Discipline

Referrals, Suspensions and Expulsions Reducing Drop Out Rates Increasing Graduation Rates Reducing the Gap between Students with Disabilities

and Peers Improving Post-Secondary Outcomes

Will RtI Match Your Teacher Needs?

Creates systems of behavior and literacy support for teachers

Promotes streamlined processes – working smarter not harder

Requires efficient access to data for decision-making

Aligns professional development to teacher needs, student needs and district needs

Promotes improvements in consistency of practices

Responsiveness to Intervention (RtI)

A systematic framework for improving social, emotional, behavioral & academic outcomes for children in K-12 schools & ECE Programs.

A broad set of evidence-based systemic & individualized strategies to effectively prevent & respond to academic and behavioral problems.

A strategic approach in which collaborative teams use effective group processes & data-based decision-making to achieve desired outcomes.

Responsiveness to Intervention? National Center on Response to Intervention

www.rti4success.orgp

Response to intervention: Integrates assessment & intervention within a multi-

level prevention system to maximize student achievement & reduce behavior problems.

Schools using RtI: Identify students at risk for poor learning outcomes Monitor student progress Provide evidence-based interventions Adjust the intensity and nature of those interventions

depending on a student’s responsiveness

Responsiveness to Intervention

RtI is based on a continuum of support and requires critical factors and components to be in place at the Primary/ Universal (Tier 1), Secondary/ Targeted (Tier 2), and Tertiary/ Individual (Tier 3) levels.

Responsiveness to Intervention

The ultimate goal of an RtI model is a comprehensive and integrated approach to a continuum of academic and behavior support for students.

Tier Scope Focus Features Tools Data

Tier 1

Whole School, All students, Screening and Early Identification

Literacy

Literacy StandardsWord IDLanguage ComprehensionPrint Processing

Explicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Differentiated instructionContinuous assessmentResearch-based literacy curriculumClassroom-wide and small group Benchmark assessmentData-driven instruction

DIBELSNWEAAIMSweb Other

Behavior

Behavior ExpectationsPromotion of positive behavior (define, teach, recognize)Response to problem behavior(define behaviors and response processes)

Matrix of expected behaviorsTeaching plan and practiceRecognition planProblem behavior definitionsResponse processReporting/Data collection

Weekly data reports of problem behavior; Attendance,Periodic self-assessments

Big Outcomes for the 3 TiersPrimary System Outcomes:

1) Classroom teacher & school-wide system supports as many students as possible using effective general structures, & best instructional & behavior management practices

2) As few students as possible require higher level supports


Tier 2

Small Groups and Individual Supports Based on Similarities of Needs and Data

Literacy

Additional group instruction time to address specific skill needs

Diagnostic assessmentSmall groups based on specific skill needs(e.g., comprehension, sight word recognition, vocabulary)

DIBELSAIMSweb Other

Behavior

Targeted group interventions based on function of behavior

Teacher Check, Connect and ExpectCheck-In, Check-OutPASS (Preparing and Supporting Self-Managers)Social Skills GroupsInterest/Strength based GroupsOther group interventionsFunctional Behavioral Assessment and Support

Weekly data reports of problem behavior or prosocial behaviorProgress monitoring of group interventionsPeriodic self-assessments

Big Outcomes for the 3 TiersSecondary System Outcomes:

1) Increased opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools

2) Strategic small group interventions support as many at-risk students as possible• Social, emotional or academic skill-building groups• Function-based support groups (designed to match student

function of behavior)• Organized strength/interest based activities

3) Increased monitoring of targeted skills to measure intervention progress

4) Level of support is commensurate w/ level of need

5) As few students as possible require tertiary system supports

A 3-Tier ApproachLevel 3

Targets the 1-5% who are not responding to Tier I and Tier II efforts.

Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction

Increased monitoring of targeted skills to measure intervention progress

Student-centered and adapted to meet individual needs.


Tier 3

Individual Assistance Focused on Needs and Data

Literacy

Additional individual instruction time to address specific skill needs

One-on-one instructionExplicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Alternative Education Planning (HS)

DIBELSAIMSweb Diagnostic Assessment

BehaviorIndividualized plan for behavior supports

Functional behavioral AssessmentBehavior Support PlanPerson-Centered PlanningLife Space Crisis Intervention (LSCI)WraparoundRENEW School-to Career Planning (HS)Alternative Education Plans (HS)

Weekly data reports of problem behaviorProgress monitoring of studentPeriodic self-assessmentsStudent Progress Tracker (HS)

Big Outcomes for the 3 TiersTertiary System Outcomes:

1. Individualized interventions support students w/ chronic or intensive needs & their families

1. Positive & productive communications amongst systems

2. Big needs identified & addressed strategically & respectfully (home, school & community needs)

3. Long-term, on-going adaptable supports addressed to sustain progress

2. A ‘fix’ or a ‘cure’ for the student is not the expectation; providers accept the complexity and challenges of meeting intensive needs

1. Progress is measured over time; frequent monitoring of target skills

2. Assess symptom reduction or symptom management

3. Assess reduction in frequency or intensity of concerning behaviors

3. 4) Safety needs are met

1. De-escalation strategies used

2. Crisis intervention readily accessible; insight-enhancing strategies used

Basic RtI Philosophy

When students demonstrate ‘non-response’ to interventions

(strategies, supports, instruction, etc…), it is the intervention that

must be changed in order to increase the likelihood of

achievement

Big Idea:

PBIS = RtI

PBIS is Response to Intervention (RtI):

■ PBIS is the ‘Behavior Side’ of RtI■ We know that social behavior, emotional

development & academic achievement are integrally linked

■ It follows that effective RtI systems must address social, emotional AND academic development

PBIS: It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

PBIS is Response to Intervention (RtI):

■ RtI & PBIS philosophy provide the lens through which we:■ Implement ‘prevention’ strategies■ Screen for risk factors (risk for school failure or

social/ academic disengagement)■ Implement early ‘interventions’ to address needs■ Gauge student ‘response’ to interventions■ Provide changes to interventions to increase

likelihood of success

RtI Logic

Teach with Best Curriculum and

Instruction

Screen Universally and Frequently

Intervene Early at All Levels

Modify and Specialize for Non-responders

Use Student Behavior as Progress

Indicator

1. Knowing HOW to assess progress (methods must be efficient/effective ; use data-based decision making)

2. Knowing WHEN to assess progress (address frequency; early)

3. Determining criteria /benchmarks for response (it’s working) and non-response (it’s not working)

4. Applying efficient & effective supports along a continuum so that students receive support commensurate w/ their needs (effective/ efficient/ early practices)

Implementing RtI Means:

RtI as applied to Reading Instruction

1. Primary Reading Supports are in place.

Classroom Teachers provide: Prevention supports thru consistent quality teaching practices;

implement evidence-based reading curriculum w/ fidelity Early Primary interventions/ strategies for students who demonstrate

need for a little extra support in the classroom

1. Benchmarks/ Criteria are in place to determine students who are not responding to primary supports

2. Efficient access to effective secondary supports are in place (sm group supports to address areas targeted for improvement) Progress monitoring occurs

3. Benchmarks/ Criteria are in place to determine students who are not responding to secondary supports

4. Efficient access to tertiary level individualized supports are in place

Systemic Process of RtI

Literacy Behavior

80%-90%

Primary Interventions

•All students•Core curriculum•Preventive, proactive

Tertiary (Intensive, Individualized) Interventions

•Individual students•Specifically tailored instruction•Progress monitoring

Secondary (Targeted Group ) Interventions

•Some students (at risk indicators)•Additional instruction•Progress monitoring

5%-10%

1%-5%

Primary Interventions

•All students•Core Curriculum•Preventive, proactive

Secondary (Targeted Group) Interventions

•Some students (at risk indicators)•Additional instruction•Progress monitoringTertiary (Intensive,

Individualized) Interventions

•Individual students•Specifically tailored instruction•Progress monitoring

PBIS Principle:

Apply the RtI Model to Behavioral

Support

PBIS Continuum of Supports:

A System of Care and

Education

Links to Wraparound Facilitation & Person-Centered Planning

School-basedIntensive Supports Coordinator

Effective SW & Classroom Management Systems & Practices (Prevention & Response)Ample Opportunities for Student Mastery & Use of Strengths

High Rate Positive Teacher-Student Contacts (All Teachers-All Students)Positive School-Parent Contacts

Array of ‘Function-Based’, Skill-Based,& Interest/Strengths-Based

Group Interventions for Non-Responders to Primary Systems and Efficient Early Interventions

Individualized Function-Based Support Plans for School-Wide & Group

Non-Responders

School-basedIntensive Supports Links to Community Collaboratives

Mann & Muscott (2007)

Frequent Check for Non-Responders to Primary Systems Address Academic, Social, Emotional, Physical Risk Factors

Implement Teacher Primary-Plus InterventionsImplement an Efficient Early Systematic Secondary Intervention

( e.g. Teacher Check, Connect and Expect)

Intensive Support Plans &Crisis Intervention

Primary

Preven-

tion:

~80%

Secondary

Preven-

tion:

~15%

Tertiary

Preven-

tion:

<5%Links to MH and other

Community-Based Supports

OUTCOMES

PBIS-NH Supports

SupportingAdults/ Staff

SupportingStudents and Families

SupportingDecisionMaking

Primary Prevention: Universal

Approaches

9. Data-Based Decision Making

3. School-wide Expectations for

All Locations

2. Communication with Staff and

Families

7. Responding to Problem Behavior

5. Teach Expectations in Locations

6. Recognize Students for

Exhibiting Expected Behaviors

1. Universal Team and Processes

Muscott & Mann (2006)

DATA

SYSTEMS

PRACTICES

4. Classroom Management

8. Systematic Screening

Steps for Implementing Universal Systems of PBIS

Create a representative, credible and influential universal leadership team which meets regularly and uses effective team processes.

Composition of the Universal School Leadership Team by Role

Administrators Curriculum/Assessment DirectorGeneral Education Classroom Teacher Special Education TeacherBehavior Specialist/Guidance/PsychologistReading/Literacy Specialist and/or Title I

CoordinatorFamily MemberParaeducator

Universal Leadership Team Membership

Person w/ school-wide decision-making influence Person (people) w/ classroom experience & expertise Person (people) w/ expertise in specially designed

instruction Person with behavioral expertise Person with curricular expertise (literacy; numeracy) Person (people) w/ skill & experience in data-based decision

making Person (people) w/ expertise in family perspective Person (people) w/ expertise in student perspective

Consider developing diverse student leadership

Team members know the mission, support the mission, and can easily articulate the

mission to others

Effective Teams Have a Defined Mission

Effective PBIS-NH Teams Identify Ground Rules, Agree to Them,

and Stick to Them!Ground Rules are Reviewed Regularly

But are Respected Until a Decision

is Made to Change

Effective Teams Agree to Ground Rules

Effective Teams are outcome and action driven

Use action planning Promote accountability

Issue Decision Made/Action Task

Person Responsible

To Be Done by Date

Additional Comments

Purpose/Type of Meeting:

Date:

Attendees:

NH CEBIS MEETING MINUTES

Action Planning Steps

1) Identify Issue (Team Meeting Process – Where / Time to meet)

2) Identify TASK(s) to Complete (Find distraction-free location / poll Team members for best time)

3) Identify Person / People Responsible for Completing the Task (John H)

4) Identify When the Task is to be Completed (2/2/05 – one week prior to next planned Team meeting)

Collaborative Team Process Checklist

Mann and Muscott, 2004

Tool to assess team functioning (14 items)Assess status (In place, Partial, Not in Place)Identify Priority (High, Medium, Low)Develop action plan based on prioritiesShould be completed 2xs a year (Fall,

Spring)Team functioning is priority #1!

Discussion

How would you determine who would be on the Universal (Primary Systems) Leadership Team at your school?

How would you address family and student voice on this team?

Building the Positive Prevention Features of PBIS

1. Identify desired outcomes and critical questions to address based on a review of existing (or additional) sources of data using data-based decision making processes.

Data-Based Decision-Making Process Mann & Muscott (2006) Adapted from Horner (2003)

1. Begin w/ Broad Outcomes and Key Questions Broad terms: What do we want to achieve? (e.g. ‘Want Safe

Classrooms’)2. Identify scope of Problem (scope & context) using Data

(e.g. assess current safety of classrooms - who, what, when, where?)

3. Translate Broad Outcomes into Specific Objectives w/ Criteria for Success With precision, what we want to achieve by when (e.g. ‘98% of

students daily demonstrate ‘safe hands and feet’ by 11/1’) 4. Identify Action Plan to get to the outcomes

Who does what by when? (Strategic Plan) 5. Monitor and Evaluate progress –

Use post-data to assess your progress (Did it work?)(Adapted for Webinar, 9/16/2008)

Broad Goals of PBIS

Regain instructional time lost to behavioral interferences

Maximize academic engagement time and academic achievement for all students

Increase prosocial behavior Enhance school climate for students and adults Increase the willingness and ability of teachers to

work with students with more complex behavior needs

Adapted from Sugai and Horner, 2000

Amherst Street Elementary SchoolNashua, NH (350)

Cohort 4 Year 1 2006-07Referrals: 152

DiscussionWhat challenges do you

experience in terms of school climate and discipline?

What outcomes related to climate, discipline or school culture would you want to achieve?


2. Establish a clear set of (3-5) positively stated program or schoolwide behavioral expectations based on needs and culture.

3. Clearly define expected behaviors in the different settings by location (e.g., classroom, bus, bathroom, hallway, playground) or routine (e.g., arrival, lunch, circle time).

Antrim Elementary School Eagle Soars

BERLIN HIGH SCHOOL CONDUCT ACTION GUIDE

Be Responsible Have Respect Strive for Success

In the CLASSROOM

In the HALLWAY

In the CAFETERIA

In ASSEMBLIES/EVENTS

•Come prepared.•Be on-time—both feet must be through the classroom door by the time the bell stops ringing.•Pick up after yourself.•Respond to reasonable requests.•Complete your ‘own’ assignments and tasks as required.

•Model positive behavior and acknowledge it in others. •Help others in need.

•Honor others’ personal space.•Apologize if you bump into someone.•Use appropriate language and voice.•Display affection appropriately.

•Be on-time.•Practice polite table manners.•Leave the floor and table clean for the next group using the facility.•Consume only your own food and drink.

•Walk to the right.•Use time for intended purpose only.•Keep the hall and floors clean.

•Be silent during announcements.•Dress appropriately (see Dress Code).•Allow others’ expressions and ideas.•Use appropriate language and voice.•Honor others’ property.•Honor others’ property.

•Engage in learning.•Maintain a positive outlook towards school.•Model positive behavior and acknowledge it in others.

•Wait your turn in line.•Keep your hands, feet and food to yourself.•Use “please” and “thank you”.•Use appropriate language and voice.

•Eat lunch with someone who is eating alone.•Model positive behavior and acknowledge it in others. •Compliment the kitchen staff.

•Participate appropriately.•Come and go in an orderly fashion.•Pick up after yourself.•Sit with your class during school assemblies.

•Help create an environment where everyone can enjoy the activity.•Treat visitors kindly.•Use appropriate language and voice.

•Encourage others to enjoy the presentation or event.•Model positive behavior and acknowledge it in others.

revised: 9/27/07

Amherst Street Elementary SchoolBe a Safe, Respectful, Responsible You

Playground Expectations

Playground

Follow adult directions

Be a good sport

Use kind words

Play fair

Follow your Pledge

Return everything you borrowed

Walk quietly into the building

Use playground equipment properly

Report unsafe behavior

Stay in the playground area

Hallway Expectations:Thorntons Ferry Elementary School

DiscussionWhat are 3-5 core values or

behavioral expectations that would you identify for your school?

Are these expectations easily translated into specific, observable behaviors that demonstrate them?


4. Systematically teach the expected behaviors within locations using effective instructional practices

5. Develop a strategy to acknowledge students for exhibiting desired behaviors to be used systematically when (a) targeting specific behaviors for improvement and/or (b) improving school climate

Dublin Consolidated ESTeaching the ABC Expectations

Recognizing Expected Behavior and Providing Positive Adult-Student

Contacts When using praise, provide acknowledgement as

quickly after the expected behavior as possible Provide specific, verbal acknowledgement using

words from the behavioral matrix Target high rates of positive attention on problem

routines Provide a 4:1 ratio of positive contacts to corrective

contacts Provide acknowledgement to or positive contact

with as many students as possible

DiscussionWhat issues arise when thinking about

how staff and administrators will respond to the idea of:1. Increasing positive contacts with

students

2. Using a system for positive recognition following teaching of behaviors targeted for improvement

Building the Response to Problem Behaviors Features of PBIS

1. Definitions of Problem Behaviors

a. Majors (office-managed) vs. Minors (staff managed)

2. Office Discipline Referral Form or Form for Recording Problem Behaviors

3. Process for Responding to Problem Behaviors

4. Continuum of Consequences and Supports (Reteaching, Punishments) addressing Problem Behaviors

5. Determine a Data Management System (SWIS)

Example: ‘Minor Language’ vs. ‘Major Language’

Inappropriate language – Inappropriate verbal comments that are not directed toward an individual or group.

Abusive language – Inappropriate verbal messages that include swearing, name calling and profanity overtly directed toward someone.

Discussion

How would you approach gaining consensus from staff on problem behavior definitions?

What challenges may arise?

Data-Based Decision-Making Process Mann & Muscott (2006) Adapted from Horner (2003)

1. Begin w/ Broad Outcomes and Key Questions Broad terms: What do we want to achieve? (e.g. ‘Want Safe

Classrooms’)2. Identify scope of Problem (scope & context) using Data

(e.g. assess current safety of classrooms - who, what, when, where?)

3. Translate Broad Outcomes into Specific Objectives w/ Criteria for Success With precision, what we want to achieve by when (e.g. ‘98% of

students daily demonstrate ‘safe hands and feet’ by 11/1’) 4. Identify Action Plan to get to the outcomes

Who does what by when? (Strategic Plan) 5. Monitor and Evaluate progress –

Use post-data to assess your progress (Did it work?)(Adapted for Webinar, 9/16/2008)

Gathering Discipline Data

Office Referral DataGather the information needed to

make good decisionsEvidence your progressHow will you know discipline system

is working?When will you check?

Components of a PBIS Office Referral Form

• Date• Time of the Incident• Location of the Incident• Teacher’s Name/Name of Referring Staff• Student’s Name• Problem Behavior• Possible Motivation for the Behavior• Others Involved• Administrative Decision• Other Comments (Optional)

Sample – Data Collection Form

Student Name:____________________Grade: ___ Behavior Location:Date: ______________ Time: ________________ __ Classroom __Hallway Teacher:__________________________________ __ LibraryReferring Staff: __________________________ __ Bathroom __Field Trip

__Bus __ Other

Others involved: __ None __Peers __ Staff __Other __ Unknown

Behavior Motivation Consequence

_ Abusive language __ Obtain peer attention __ Time in office__ Defiance/Disrespect __ Obtain adult attention __ Redirection__ Disruption __ Obtain items/activities __ Ignore/ None__Fighting/Physical aggression __ Avoid peers __ Loss of privileges__Harassment/Teasing __ Avoid adult __ Conference with student__Lying/Cheating __ Avoid task/activity __ Detention__Property Damage __ Don’t know __ Parent Contact__ Skip class/Truancy __ Other __ In-School Suspension

__ Individualized Instruction__ Out of School Suspension

Major __ Expulsion Minor









Primary System Check A representative Universal Team that includes administrator

Functions effectively and efficiently Team’s mission/ purpose is understood by team & staff

Team regularly reviews school-wide data & uses data to guide decision-making (data are shared with staff regularly)

Primary ‘Prevention’ features are in place: Classroom teachers implement classroom behavior management &

instructional strategies at high level w/ school-wide consistency Behavioral Expectations established & taught (visible throughout school) A Behavioral Matrix that displays specific expected behaviors in various

school locations or routines is documented & visible Specific behaviors, driven by data, are periodically targeted for

improvement & systematically taught with full staff participation A system to recognize positive behavior is in place & used following

teaching of specific behavior targeted for improvement Recognition system is implemented w/ full staff participation

Positive school climate is encouraged & includes emphasis on high rates of positive contacts fm adults to students

Primary System Check

A strategy for proactive positive parent contact is implemented Primary ‘Response’ features are in place: Accurate data gathered and summarized for efficient decision making An office referral form is in place that efficiently provides key

information regarding discipline system violations Problem behaviors are defined in Major (office-handled) & Minor (staff-

handled) versions & is practiced accurately by staff Procedures for responding to problem behavior for Majors & Minors are

established & implemented with accuracy Criteria for identifying students who are not responding to general

primary supports (i.e., ‘early non-responders’) as evidenced by at-risk indicators is established & known by staff

Efficient access to an early secondary tier support with on-going progress monitoring is available for ‘early non-responders’

Assure Universal Supports Occur Prior to Focus on Secondary Supports

Mann (2008)

Primary Support Features: A Continuum of Responses to Student Problem Behavior (sample):

•High rate Adult-Student positive contacts•Consistent language: Behavioral Expectations and Behavioral Matrix•Consistent process for teaching behavioral expectations & response to problem behavior•Systematic targeting & teaching behaviors in need of improvement (based on data)•Systematic recognition of specific expected behaviors that are targeted for improvement•Effective classroom management practices•Effective instructional practices•Common definitions of desired behaviors •Proactive & positive parent contact•Common definitions of problem behaviors•Continuum of responses to problem behavior

•Acknowledge the positive behavior of a student who is exhibiting the behavior you want to see•State the positive expectation (behavior) to class•Physical proximity to student (stand closer)•Humor or tangential comment or point of interest to distract•Positive attention to student for prior performance•Non-verbal cue•Direct verbal reminder of the expectation•Re-teach positive behavior•Discreet 1:1 conference with student•Administrative conference with student•Phone converse w/ parent (promote partnership)•Conference with parent (promote partnership)•Detention and/or Suspension•Referral to Guidance•Early ‘non-responder’ referral to secondary system

Discussion

What Primary Systems features are in need of improvement at your school?

Targeted (Secondary System) Readiness

1. Identification of at-risk indicators (i.e. concerns that are predictive of risk future social, emotional, behavioral, academic problems)

2. For at-risk indicators, identify primary interventions/supports that should exist in response to at-risk indicators

3. Document the criteria/benchmarks for when a student demonstrates non-response to primary system interventions/supports (i.e. higher level supports are needed)

At-Risk Categories

What common categories of concern indicate risk for future chronic problem behavior, academic/ social disengagement, or school failure? Major office disciplinary referrals? Attendance/ Late to school? Frequent nurse visits? Homework not completed? Other academic indicators (literacy, numeracy development)? Behavioral concerns not addressed through discipline system

(e.g. social withdrawal, internalizing) ? Other?

What is Screening? Salvia & Ysseldyke (1988)

Screening is an initial stage of assessment in which those who may evidence a particular problem, disorder, disability or disease are sorted out from among the general population.

Individuals who perform below standard thresholds on screening measures are considered “at-risk.”

Types of Screening Already used in Many School

ReadinessAcademicVisionHearingDentalScoliosis________?Why Not Behavior?

Why Screen for Behavior?Kauffman (2001)

To find youngsters whose problems are not immediately obvious and identify early problems with a high degree of accuracy.

Early identification leads to early intervention

Early intervention is effective, efficient and humane

ODRs Are Not Sufficient as a Screening Tool

Cheney, et al. Office discipline referrals typically involve acting

out, noncompliance, and disruption, which are known as externalizing types of behaviors

Thus, students with less disruptive, more internalizing behavior problems such as extreme shyness, withdrawal, and depression, who are equally in need of supports and intervention, are often not identified

A Systematic Screening Process for Behavior Disorders

A multi-gated screening process to identify students at-risk for developing ongoing behavior concerns that includes teacher judgments and uses national norms to assess the level of risk

At each stage, level of risk is determined Those with elevated risk who may require

additional assessment or services continue to the next stage

Those who don’t have an elevated risk “exit” the system.

Systematic Screening for Behavior Disorders

The SSBD is a multiple gate screening process that identifies elementary aged students (grades 1-6) at-risk for emotional and behavioral disorders.

The SSBD involves three gates, or stages, to identify students at-risk for developing ongoing behavior concerns.


The areas of concern are externalizing and internalizing behavior problems

Externalizing and internalizing account for nearly all of the behavior problems that underlay child adjustment problems in school and for which students are commonly referred to school psychological services

SSBD and the Beacons ProjectCheney, et al

Results suggest that students who receive early support and intervention have: fewer referrals to multidisciplinary teams for

special education eligibility shown improvements in their social and academic

functioning based on reviews of both report cards and state achievement test scores

improved their on-task behavior reduced the level of disruptive behaviors to a level

comparable to their typically developing peers.

Multiple Gate Screening Stage 1: teacher nomination and rank ordering

of students along two dimensions of behavior disorders – internalizing & externalizing.

Stage 2: teachers complete the BASC-2 Behavioral Emotional Screening System for each of the nominated students.

Students whose elevated scores exceed the established cut off are candidates for Stage 3.

Stage 3: the student is referred to the appropriate school-based team to determine additional diagnostic assessments and appropriate interventions

SSBD Stage OneNominating Externalizing Students

Externalizing refers to all behavior problems that are directly outwardly, by the student, toward the external social environment.

Externalizing behavior problems usually involve behavioral excesses (i.e., too much behavior) and are considered inappropriate by teachers and other school personnel.

Stage OneNominating Externalizing Students

Displaying aggression towards objects or persons

Forcing the submission of others

Defying the teacher Being out of seat Not complying with

teacher instructions or directives

ArguingHaving tantrumsBeing hyperactiveDisturbing OthersStealingNot following

teacher or school-imposed rules

Stage OneNominating Internalizing Students

Internalizing refers to all behavior problems that are directly inwardly (i.e., away from the external social environment) and that represent problems with self. Internalizing behavior problems are often self-imposed and frequently involve behavioral deficits and patterns of social avoidance.

Stage OneNominating Internalizing Students

Having low or restricted activity levels Not talking with other children Being shy Timid and/or unassertive Avoiding or withdrawing from social situations Preferring to play or spend time alone Acting in a fearful manner Not participating in games or activities Being unresponsive to social initiations by others

and Not standing up for one’s self.

Implementation Procedures Stage One: General Procedures

Screenings are recommended twice a year in October and February

Group administration at a faculty meeting or training is efficient – allow 90 minutes for Stage One and Two

Classroom teachers complete Stage One on all students in their class they have known for at least one month

A class list is needed


Hill Walker Herb SeversonOregon Research Institute

BASC-2Behavioral and Emotional Screening System

Randy Kamphaus & Cecil Reynolds Pearson Publishers

Stage Two: Administration of BASC-2 Behavioral Emotional Screening

Administer the BASC-2 BESS Teacher Form Level Child/Adolescent (K-12)

27 Questions – 5-10 minutesEach item rated Never, Sometimes, Often

and Almost Always Never means that you have not observed it

Rater must be familiar with student – daily contact for a month or more

Mark every item with best estimate

Stage Three: Referral to Appropriate School-Based Team

Students who are deemed at elevated risk or extremely elevated risk should be referred to the appropriate school-based team

Antrim Elementary School (K-4th Grade)

Enrollment 133 students in 9 classrooms

98% Caucasian; 1% Hispanic; 1% African American

15% Free and reduced lunch

NECAP Reading 84% (3rd); 81% (4th); 71% (5th)

Antrim Elementary School Screening Example

9 classrooms screened 1st grade through 4th grade teachers used SSBD gate

1 and identified 3 internalizers and 3 externalizers (Gate 1)

Six students from the 7 classrooms were assessed using the BESS

Kindergarten teacher screened all students using BESS in am and pm sections

23 of 130 students or 18% scored elevated or extremely elevated

Antrim Elementary School Process

Team met with every teacher of the 22 students for 15-20 minutes to discuss results and other data including quick FBA (1 moved)

Attendance, tardies, nurse office visits, NWEA academic scores, office discipline referrals and teacher judgments about academic performance

All families contacted and decision made to offer group intervention support for all 22 students

21 of 22 families agree to accept supports

Antrim Elementary School

“This was the best public relations activity I’ve ever done. I told the families we were offering their child support before there were problems at school, before they got frustrated and before they would lose ground academically and socially. The families were grateful.”

James Elder, Assistant Principal

Antrim Elementary School Seven Group Interventions

Teacher Check, Connect and Expect Check In and Check Out Buddy Group: 1:1 with Younger Child Changing Families Groups (2) Anxiety, stress, Coping Skills Group Social Skills Using Direct Instruction Group Self-Esteem Group

Targeted (Secondary) System of Support

Efficient access to supports for ‘at-risk’ populationAt-risk for social, emotional,

academic failure and/or disengagement

Secondary PreventionTargeted Approaches

A Function-BasedPerspective

2. Data-Based Decision Making

4. Early Identificationand Referral

Processes

3. Communication with Staff and

Families

6. Targeted Group Interventions

7. Functional Assessment

Muscott & Mann (2007)

DATA

SYSTEMS

PRACTICES

5. Scheduled Feedback

1. Targeted Team and Processes

8. BehaviorSupport Planning

Targeted (Secondary System) Readiness

1. Determine how secondary system is activated and what happens with activation of secondary system (for example):a. Information form & data go to a ‘Quick Integrated

Screen Team’ to:a. Assign to an early systematic intervention (e.g.

Teacher Check, Connect and Expect (TCCE)b. Assign to Function-based or Skills-based or

Strength/Interest-based Targeted Group Intervention

c. Request Functional Assessment or intensive planning

b. Monitor Progress Systematically

At-Risk Categories

What common categories of concern indicate risk for future chronic problem behavior, academic/ social disengagement, or school failure? Major office disciplinary referrals? Attendance/ Late to school? Frequent nurse visits? Homework not completed? Other academic indicators (literacy, numeracy development)? Behavioral concerns not addressed through discipline system

(e.g. social withdrawal, internalizing) ? Other?

Possible Behavior Categories to Address for Non-Response Criteria (Benchmarks)Mann & Muscott (2008)

Possible Category Consider Non-Response CriteriaODR Disruption Disrespect/ Non-comply Language

#, Time Frame, Teacher/ Admin response continuum, parent partnership

3 Majors/ repeated minors - no improvement after steps on response continuum (includes parent connection)

Nurse Visits #, Time Frame, Reason, Nurse response process

4 visits to nurses office in 1st month w/ soft signs of illness, followed nurse primary response procedures

Attendance or Tardies #, Time Frame, Admin Response Process

4 absences in 1st month of school; 8 overall; SW response process in place

Homework Completion #, Time Frame, Teacher Response Process, TGI

Not complete 2/6 assignments; 2 per wk; teacher or team response process; refer to HW club

Hygiene #, time frame, intensity, response and support process, TGI

Continued occurrence following parent contact, teacher conference, nurse consult & referral to guidanceAddress frequency and intensity criteria, referral social skill club

Other Behavioral Concerns: Includes retreat/ withdrawal/ internalizing (Teacher initiated or addressed through Systematic Behavior Screening)

Behavior(s), teacher response, school system response (guidance, family worker), parent partnership

Continued occurrence following parent contact, observation & refer to guidanceAddress frequency & intensity criteria

Discussion: What are your school’s at-risk categories?

What categories of concern do you believe have a relationship to risk of future chronic academic, social, or behavioral failure or disengagement

Of the young children who show early signs of concerning behavior, it has been estimated that fewer than 10% receive services for these difficulties.

Kazdin & Kendall, 1998 Center for Evidence Based Practice: Young

Children with Challenging Behavior www.challengingbehavior.org

Primary to Secondary Supports: Staff Needs

Staff implement primary systems and practices with fidelity Staff know ‘at-risk’ concerns that trigger secondary level supports Staff know what steps to take (‘primary supports’) prior to referral to

secondary support system Staff know how to initiate referral process to secondary system & what to

expect when a student is referred Staff know what “function of behavior” means

Staff think about how to influence predictors before a referral is made (part of primary response process)

Staff are trained in conflict cycle and implement de-escalation techniques with fidelity (initial response to conflict; crisis prevention techniques)

Staff are trained in effective parent contact practices/ school addresses proactive positive contact strategies

Function of Behavior

Function of Behavior: What is gained or avoided as a result of

the behavior (i.e. what reinforces the behavior, making it likely the behavior will repeat

given similar context)

“ To Get”(gain access

to)

“To Avoid”(escape from)

Attention

Activity/ Task

Tangible

Sensory

Function: ‘To Get or Avoid’, that is the question

Functional Assessment Looks at Repeated Patterns

of Behavior

Functional assessment answers the question:

Why would the child continue to engage in problem behavior, rather than simply why did (s)he exhibit the behavior?

Functional AssessmentSugai, 1998

Functional Assessment identifies the reliable predictors of behavior

resulting in a hypotheses of the ‘function’ of behavior

Setting Events

TriggeringAntecedents

ProblemBehavior

Testable Hypothesis:Simple Behavior Pathway

MaintainingConsequence

Function?(What is the child

getting or avoiding as a result of the behavior)

Setting Events

TriggeringAntecedents

ProblemBehavior

Testable Hypothesis:Simple Behavior Pathway

MaintainingConsequence

Function:(What is the child

getting or avoiding as a result of the behavior)?

Weak Calculation Skills

History of feeling embarrassed when in front of class

Teacher random call up to complete board problems

Escalating disruption: throws object, calls out, swears

Sent out of class to Hallway or Office

Teacher Check, Connect and Expect (TCCE)

An Early Systematic Intervention for Primary Non-Responders

Student is Nominated for Teacher Check, Connect and Expect Meets a criterion for non-response to primary systems of support

Parental Permission/ Coach Assigned Review Meeting Date Set

Teacher(s) ‘Coached’ in Greeting, Feedback & ReviewTCCE Implemented

Classroom Teacher(s) provide feedback at set intervals

throughout day

TCCE Card with Behavioral Expectations

Provided in AM

TCCE CoachSummarizes Data

Keeps Targeted Team informed

TCCE Coach meets after 20 School Days with Student, Teacher, Parent

to Review Progress

Exit Program

ReviseProgram

One Minute Review at end of day with ‘Last’ Teacher or Lead Teacher

TCCE Card to Coach

Consider Different Support

Mann & Muscott (2007)

Adapted from Crone, Horner & Hawken (2004)

‘Teacher Check, Connect and Expect Process’

Quick Screen is performed by Integrated Screen-Team

(academic & behavioral sub-set of Targeted Team)

Targeted Group Interventions and Functions of Behavior

Access Adult Attention/Support. Examples: Check-In/ Check-Out Adult Mentoring Programs

Access Peer Attention/Support. Examples: Social Skills Instruction Peer Mentoring Self-monitoring system with Peer Share Component

Academic Skills Support (function: academic task escape) Organization/ Homework planning support Homework Completion Club Tutoring

Strength/ Interest Based Activities. Examples: Basketball Club Mural Makers

Antrim Elementary School 07-08A Piloting of Practices Year

Enrollment is approximately 150 The Triangle for 07-08

85% Green; 13% Yellow; 2% Red Teacher Check, Connect, Expect Targeted Groups

Math Club; Walking, Running Club, Mural Makers Club

Mural Makers – Six students 9/1 – 2/28 22 ODRS or 3.7 month 3/1 – 5/21 1 ODR of .3 month

PBIS NH Big IdeaData-based Decision-Making

Where do we want to be?

How will we know we’ve gotten there?

When will we check?

Tertiary Systems Features

Community-Based Referral

Processes

Intensive Supports Coordinator

Staff Trained in Intensive Supports & MH Issues

School-Based Referral Processes

De-escalation Team

Emergency Planning Team

SYSTEMS

Home-School-Mental Health Communication Processes

Date-Based Decision Making

Community Resource Mapping

Systematic Screening

Emergency Response Plans

Conflict Cycle/ Escalation Cycle/Life Space Crisis

Intervention

Intensive FBA & BSP

Person-Centered Planning; Wraparound

Facilitated Referrals to Community Supports

PRACTICES

TertiaryPracticeFeatures

Build Relationships with Families & Students

Mental Health Primer

Next Steps: What You Can Do if Interested in Pursuing Training and Support

Discussion

What information do you need to move from interest to readiness?

What other action steps would you need to move forward?

Documents

NH RESPONDS: RtI in Behavior (PBIS) Strand A: Readiness February 6, 2009 Presented by: Eric Mann, LICSW [email protected] (603) 206-6820