PBIS & Mental Health School Based Clinicians

1. PBIS & Mental Health School Based Clinicians Success Beyond Six Conference St. Michael’s College August 17, 2012

2. SBS Conference Panel • Michelle Chamberlain – Vergennes Union HS • Cheryl Huntley - CSAC • Ken Kramberg - VTPBiS State Leadership Team • Julia Paradiso – DMH • Doug Todd - CSAC

3. So WHAT is School-wide PBIS? • Positive Behavior Supports (PBIS) is a proactive, • school-wide, • data driven, • systems approach • to improving social and academic competence for all students.

4. What is School-wide Positive Behavior Support? • School-wide PBIS is: • IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. • Evidence-based features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

5. SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS & SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 27

6. PBIS and ABA: Understanding the Connections It all started with ABA! Positive Behavior Interventions and Supports (PBIS) emerged from Applied Behavior Analysis (ABA), established in the 1960’s as an approach to problems of behavior adaptation.

7. Vermont PBiS www.pbisvermont.org

8. 17,000 schools in U.S.112 schools in VT Where is PBIS? 33% of VT Schools

9. Where are PBIS Schools? 112 Schools~ 43 Supervisory Unions/Districts as of June 30, 2012 Northeast Kingdom Region: Barnet Blue Mountain Union Bradford Brownington Brighton Burke Town Charleston Coventry Irasburg Lowell Lyndon Town Millers Run Newport Town North Country High School North Country Junior HS Orleans St. Johnsbury Sutton Village Troy Waits River Champlain Region: Alburgh Allen Brook Bakersfield Browns River Brewster Pierce C.P Smith Chamberlin Champlain Charlotte Central Hinesburg Edmunds Folsom Grand Isle Highgate Integrated Arts Isle La Motte J.J. Flynn Jericho Milton MVU Middle Orchard Porters Point Fairfield Richmond Sheldon St. Albans City Sustainability Swanton Williston Southwest Region: Bennington Castleton Molly Stark Monument Northwest Pownal Rutland Intermediate SUCCESS Lamoille Region: Barre City Bethel/Whitcomb Craftsbury Crossett Brook Eden Central Hardwick Hazen Middle School Hyde Park Johnson Lakeview Lamoille Union Middle Orange Center Peoples Academy Middle Rochester Sharon Stockbridge Thatcher Brook Tunbridge Twinfield Union Elementary Washington Village Waterville Williamstown Windsor State STreet Wolcott Woodbury Addison Region: Bingham Bridport Bristol Lincoln Monkton Mt. Abe Ripton Salisbury Shoreham Vergennes Elementary Vergennes HS Southeast Region: Bellows Falls Middle Bridgewater Dothan Brook Floodbrook Gateway Green Street Jamaica Killington Newbrook Ottauquechee Putney Reading Riverside Stamford Vernon Wardsboro Wilder Windham Windham

11. Success in PBIS

13. Is PBIS in Your School?

14. Old Approach  New Approach Each school works out their own plan with Mental Health (MH) agency; A MH counselor is housed in a school building 1 day a week to “see” students; No data to decide on or monitor interventions; “Hoping” that interventions are working; but not sure. District has a plan for integrating MH at all buildings (based on community data as well as school data); MH person participates in teams at all 3 tiers; MH person leads group or individual interventions based on data; For example, MH person leads or co-facilitates small groups, FBA/BIPs or wrap teams for students.

15. Social Worker/School Psychologist Discussion of Role Changes Questions raised by Current Model Specifics Provided by Innovation What data /criteria are used for determining support services? What data /criteria are used for monitoring student progress? What data /criteria are used for determining whether student are prepared for exiting or transitioningfrom support services? Review ODRs, CICO, grades, attendance, parent/teacher concerns We model, reinforce, practice skills we want students to obtain (rate skill attainment) Review ODRs, CICO, grades, attendance, parent/teacher concerns

16. http://www.pbisvermont.org/resources/presentations-a-articleshttp://www.pbisvermont.org/resources/presentations-a-articles

17. Activities for Mental Health Staff to Adopt in PBIS Schools At the Universal Level: • Participate in PBIS Leadership Team • Promote and teach school-wide behavior expectations, provide acknowledgements and respond consistently to problem behaviors. • Promote awareness and provide training in mental health prevention practices. • Help review and interpret data for decision-making • Help schools identify community resources for prevention

18. Activities for Mental Health Staff to Adopt in PBIS Schools (cont’d) At the Targeted Level: • Participate on systems level and student level teams • Coordinate and provide targeted interventions • Communicate with families • Coordinate/identify community resources • Help review and interpret data for decision making

19. PBIS Targeted Level Intervention:Check-In/Check-Out (CICO) Provides systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with: • Students who do not respond to school-wide interventions • Students with repeated referrals • Students seeking adult attention

20. Activities for Mental Health Staff to Adopt in PBIS Schools (cont’d) At the Intensive Level: • Participate in systems level and student level teams • Facilitate Wraparound Teams for students/families • Collaborate with community service providers, families, and natural supports • Conduct FBAs/BIPs • Consult on use of interventions to match student needs

21. Continuum of Supports at theTargeted/Intensive Levels Small group interventions: Check-in Check-Out (CICO), social/academic instructional groups, tutor/homework clubs, etc. Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect, mentoring/tutoring, etc. Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc. Illinois PBIS Network, Revised Sept., 2008

22. Continuum of Supports at theTargeted/Intensive Levels (cont’d) • Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community • Wraparound: A more comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors

23. PBIS Intensive Level: Wraparound Wraparound is a family-driven, team-based processfor planning and implementing services and supports. Teams create plans that are geared toward meeting the unique needs & strengths of children and youth with complex needs and their families. The wraparound team members meet regularly to implement and monitor the plan to ensure its success.

24. Vergennes Union High School

27. VUHS Video

28. How Can You Become More Fluent in PBIS? • Talk with your school/DA to become more involved • Ask to be on the PBiS team • Visit www.pbis.org • Visit www.pbisvermont.org for information and trainings: • Introduction and Practice in Functional Behavioral Assessment (FBA) and Behavior Intervention Planning (BIP) • BEST Summer Institute