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Positive Behavioral Interventions and Supports/Multi Tiered Systems of Supports:
Overview
Campaign for Community WellnessPlacer County Office of Education
@PCOE_PBIS
Luke Anderson
Senior Director, PSS
Kerri Fulton
Coordinator, PSS
Ruth Volpi-Lane
Program Analyst
Lizbeth Campo
Staff Secretary II
Alicia Rozum
Coordinator, PSS
Cassandra Flowers
Regional Coach/Trainer
Denae Rollins
Regional Coach/Trainer
Mark Alfaro
Regional Coach/Trainer
Kim Allen
Regional Coach/Trainer
Michael Lombardo
Ex. Dir. Prevention Supports & Services
Goals for Today
Provide overview of Positive Behavioral Interventions and Supports
Provide update on Placer County PBIS Implementation
Provide overview of PBIS Response to COVID-19 and Community NeedsPBIS at Home Sequence
Trauma and Equity
Traditional Service Delivery in Schools
Academic Need
Mental Health Need
Behavior Need
On a scale of 1-5 how efficient and effective is this model likely to be? What are the problems that you see with this example model?
MTSS Defined MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to student needs, with frequent data-based monitoring to inform decision-making and empower each student to achieve their potential.
• We organize our resources• Multi-Tier Mapping, Gap Analysis
• So kids get help early• Actions based on outcomes (data!), not procedures
• We do stuff that’s likely to work• Evidence-Based interventions
• We provide supports to staff to do it right• Fidelity: Tiered Fidelity Inventory (SW-PBIS TFI and Reading TFI)
• And make sure they’re successful• Coaching and Support• Progress monitoring and performance feedback• Problem-Solving process• Increasing levels of intensity
Academic System
Behavior System
Mental Health System
MTSS
PBIS
What is PBIS?
Positive Behavioral Interventions and Supports
What is the purpose of PBIS?
…to make schools more effective and equitable learning environments for ALL students.
Predictable
Consistent
Positive
Safe
PBIS Elements
PRACTICES
SupportingStaff
Implementation
SupportingStudent Outcomes
OUTCOMES
Academic Achievement & Social, Emotional, and Behavioral Competence
SupportingDecision Making
• Team based leadership and coordination
• On-going professional development including coaching with local content expertise
• Continuum of evidence-based practices
• Evaluation of implementation fidelity
• Continuous data-based progress monitoring and decision-making
• Comprehensive universal screening
PBIS/MTSS 3-Tiered System of Support: Site Teams
CICO
Modified
CICO
Targeted SEL
GroupsPTR
Student
Centered
Teams
WRAP
Intervention Team
Plans School-Wide
Supports
Using TIPS Process
Uses Process data;
Determines Overall Intervention Effectiveness
Recommends Interventions
Universal
Team
Staff Implement
and Give Feedback
on Tier I System
Targeted
Literacy
Groups
Ea
ch T
arg
eted In
terven
tion
has
Assig
ned
Co
ord
ina
tor
Ea
ch D
etermin
es Stu
den
t Resp
on
seEach Student Centered Team
has Assigned Coordinator
Each Determines Student
Response
Integrated team structure by expanding current PBIS Team
Mental Health & Wellness
Supporting Student Wellness
Supporting Decision MakingSupporting
Staff Response and Prevention
Social Worker
Mental Health
Admin
School Psychologist
Academic Staff
Integrated School Team Family
Behavior Staff
Community Based
Agency
Core Practices of PBIS
• Define
• Teach
• Acknowledge (reinforce)
• Respond to behavioral errors in a primarily instructive or restorative manner
PBIS Update in Placer County
• Rocklin Video Here
When compared to similar schools without PBIS,
In a school implementing PBIS with fidelity…
A student is 37% less likely
to have received one or more
Out-of-School Suspensions
A Hispanic student
is 33% less likely to
have received one
suspension
A Black student is 28%
less likely to have received
two or more suspensions
Students are 35% less likely to lose a day of
academic instruction to
suspension
A student with a disability is
69% less likely to be referred to an
alternative setting for disciplinary
reasons
Response to Community Needs
Discipline Disproportionality
2.20%0.60%
6.30%
2.70%
20.20%
0.40%
60.10%
6.10%
1.30%
5.00%
1.20% 2.40% 1.30%
24.90%
0.60%
56.30%
6.60%
1.70%
AfricanAmerican
American Indianor Alaska Native
Asian Filipino Hispanic orLatino
Pacific Islander White Two or MoreRaces
Not Reported
African American, Native, and Latinx Students are Suspended at a Higher Rate than thier Enrollment
Percent of Cumulative Enrollment Percent of Students Suspended
COVID-19
• School Closures
• Loss of Instruction
• Shift to Distance Learning
• Increase in Family Stress
• Loss of school connectedness
PBIS at Home: Google Slides
PBIS Basics for Home/Distance Learning
tinyurl.com/PBISatHome2020
PBIS Basics at Home Workbook
PBIS at Home: Google Workbook
PBIS Basics for Home/Distance Learning
tinyurl.com/PBISatHome2020
ContentsRoutines & SchedulesHome Behavior ExpectationsBehavior MatrixTeach-Remind-Reward• Teach•Remind•Reward
RespondSelf-Care
Remind1. Define behaviors you will provide a
reminder for (example: washing hands before mealtime). a)
b)
c)
d)
CA PBIS Recognition System Update • Due to the COVID-19 Pandemic, the traditional CA PBIS Coalition Recognition
System has been replaced with the California PBIS Community Cares Recognition System for 2020
• To participate, schools need only to provide a story or artifact (e.g., video, picture, document) that demonstrates their commitment to supporting their community, families, and/or students during the COVID-19 pandemic.
• Examples include but are not limited to:
• Remote recognition systems (Example) or strategies to connect to students (Example)
• Strategies to continue basic services (e.g., school lunch Example)Community partnerships
• Innovative academic, mental health, and behavior supports during distance learning
• Visit California PBIS Community Cares to learn more and participate
Trauma and Equity
• Consistency, Predictability, Understanding Behavior, Trauma Informed Responses to Behavior...PBIS is a trauma informed framework, organizing the implementation of trauma informed practices!
• Trauma and Equity Informed PBIS training:• Understanding impacts of trauma• Using data to identify discipline disproportionality• Vulnerable decision points• Implicit bias and neutralizing routines• De-escalation strategies• Trauma responsive interventions (Cool Down Kits, groups inc. CBITS, etc.)
Questions and Discussion
Luke Anderson
Senior Director, PSS
Kerri Fulton
Coordinator, PSS
Ruth Volpi-Lane
Program Analyst
Lizbeth Campo
Staff Secretary II
Alicia Rozum
Coordinator, PSS
Cassandra Flowers
Regional Coach/Trainer
Denae Rollins
Regional Coach/Trainer
Mark Alfaro
Regional Coach/Trainer
Kim Allen
Regional Coach/Trainer
Michael Lombardo
Ex. Dir. Prevention Supports & Services
