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