An Overview of Missouri School-Wide Positive Behavior Support

1. An Overview of Missouri School-Wide Positive Behavior Support Missouri Department of Mental Health’s Spring Training Institute 2011 May19-20, 2011 Heart of Missouri RPDC

2. Purpose of Today’s Session Provide an overview of Schoolwide Positive Behavior Support (SW-PBS) including: Integration of social/behavioral and academic instruction (RtI) Potential schoolwide outcomes Missouri SW-PBS organization and impact 2

3. Responsibility Schools have the responsibility to provide an education to students in safeand predictableenvironments. Establishing a positive, proactiveschool-wide discipline plan is a necessary first step for enabling schools to achieve their goals and responsibilities (Colvin, 2007).

4. A Little History of SW-PBS • National PBS Center began at University of Oregon: www.pbis.org • National grant funded by OSEP • Co-directors are Dr. Rob Horner, Dr. George Sugai, and Dr. Tim Lewis • Missouri one of first pilot states under the guidance of Dr. Tim Lewis • Schoolwide Positive Behavior Support (SW-PBS) = Positive Behavior Interventions and Support (PBIS) = Effective Behavioral Support (EBS)

5. What Is Positive Behavior Support? SW-PBS is a broad range ofsystemic and individualized strategiesfor achieving important social and learning outcomes while preventing problem behavior. OSEP Technical Center on Positive Behavioral Interventions & Supports www.pbis.org

6. What Is Positive Behavior Support? An Evidenced Based Practicewhich develops a systemic process shown to: • Increase student achievement • Increase attendance • Increase school success While decreasing challenging behaviors.

7. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

8. A Continuum of Support for All Academic Systems Behavioral Systems • Tier Three • Individual Students • Assessment-based • High Intensity • Tier Three • Individual Students • Assessment-based • Intense, durable procedures • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier One • All students • Preventive, proactive • Tier One • All settings, all students • Preventive, proactive

9. Consistent schoolwide “core” curriculum Core instruction is based on effective instructional practices Core instruction implemented with fidelity Consistent, prioritized, and protected time allocated to instruction Data decision rules to identify those at high risk “non-responders” Tim Lewis, Ph.D.; Iowa PBS & RTI presentation 10/03/08 Tier 1 Supports for Academic andSocial Behavior: Core Instruction

10. The Seven Essential Components of SW-PBS Systems • Administrator support, participation and leadership • Common purpose and approach to discipline • Clear set of positive expectations (for all students & staff) • Procedures for teaching expected behaviors • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging inappropriate behavior • Procedures for ongoing monitoring and evaluating effectiveness of the SW-PBS system

11. #1: Administrative Support, Participation, and Leadership Implement SW-PBS Support SW-PBS Sustain SW-PBS

12. #2: Common Purpose and Approach to Discipline Form a representative SW-PBS Team Collaborate with all staff to plan and implement Align SW-PBS Statement of Purpose with School/District Mission Statement

13. #3: Clear Set of Positive Expectations and Behaviors Provides consistency in language Provides consistency in what to teach Provides consistency in what to recognize Provides consistency in what to correct The cornerstone of everything else that schools will do related to SW-PBS!

14. Elementary Matrix Example

15. Middle School Matrix Example

16. High School Matrix Example

17. Discussion • How might you see your work connecting with these components of Schoolwide PBS?

18. #4: Procedures for Teaching Expected Behavior Develop lessons to teach the matrix expectation skills Select lessons based on school data Teach expected behaviors/skills for all school settings Develop and follow a schedule for teaching Teach, model, and practice

19. #5: Continuum of Procedures for Encouraging Expected Behavior Humans require regular & frequent feedback on their actions – from others, self, and environment Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

20. #6: Continuum of Procedures for Discouraging Inappropriate Behaviors Defining minor behaviors vs. major behaviors Consistent procedures Efficient office discipline referral form

21. #7: Procedures for Ongoing Monitoring • Big 5 Data Review • Average Referrals Per Day Per Month • Referrals by Problem Behavior • Referrals by Location • Referrals by Time • Referrals by Student

22. Unique to Early Childhood PBS • Program-wide positive behavior support vs. school-wide • Focus on developmental appropriateness rather than copying elementary building programming. • Learning occurs through play and trial and error actions. • Social instruction goes beyond rules and routines. • Blending of constructivist educational approach and PBS methodology. • Data collection: classroom vs. use of principal’s office or buddy room. • Beckner, Rebecca, (July 2004). Early Childhood Positive Behavior Support Supplemental Materials for the Missouri PBS Institute Model, p. 2 & 3.

23. Discussion • How might you see your work connecting with these components of Schoolwide PBS?

24. Tier 2 Level of Support

25. Tier 2 Interventions • For students who… • Are at-risk for an academic and/or social-behavioral concern • Continue to engage in frequent problem behavior despite effective schoolwide, Tier 1 prevention efforts • Need additional teaching, monitoring and feedback • Could benefit from extra attention or support at school before they are in crisis (Crone, Hawken & Horner, 2010)

26. Tier 2 Interventions For students with… • Low level problems • Non-compliance, disrespect • Work completion • Attendance, tardy • ODR 2-5, classroom minor 4-6 range • Behavior occurs across multiple locations • Students with internalizing concerns, but not self-injurious

27. Tier 2 Interventions alone are not for… Students with… • Serious or violent infractions • Extreme chronic behavior (6+) • Individualized support • Problems that require FBA-BIP/Wraparound

28. Goals of Tier 2 • Have available a menu of interventions for responding to the diverse range of student needs • Provide interventions to support approximately 15% of the student population who are at risk, but not currently engaging in severe problem behavior (Walker & Horner, 1996; Crone, Hawken & Horner, 2010, p. 7)

29. Key Features of Tier 2 Interventions • Continuous availability & quick access to the intervention • Similar implementation across students • Low effort by classroom teachers • Intervention is consistent with schoolwide expectations Office of Special Education Programs (OSEP, 2005)

30. Key Features of Tier 2 Interventions • Criteria for access to Tier 2 interventions is clearly established • All staff trained on how to make a referral, and how to implement the intervention • Data are used continuously to monitor progress and to determine when a student will exit the intervention or when supports will be intensified. • System for communicating with participating student, staff and families is developed Office of Special Education Programs (OSEP, 2005)

31. Example Tier 2 Small Group Interventions • Check-in/Check-out (BEP/CICO) • PreK-12 • Crone, Hawken & Horner, 2010 • High rates of performance feedback

32. Example Tier 2 Small Group Interventions • Check & Connect Mentoring Program • K-12 • Sinclair, Christenson, Lehr & Anderson, 2003 • Drop-out prevention & school engagement

33. Example Tier 2 Small Group Interventions • Small Group Social Skills Training • PreK-12 • Elliott & Gresham, 2010 • Instruction to acquire or build fluency in social skills

34. Why Use Tier 2 Interventions • Not all students require an intensive, individualized intervention • Can be effective in preventing severe problem behavior • Allows use of fewer resources while still providing positive effect • Supports use of interventions matched to student need/problem

35. Discussion • How might you see your work connecting with schools to provide Tier 2 supports within Schoolwide PBS?

36. Tier 3 Level of Support

37. Tier 3: Individual When small group/targeted not sufficient When data indicate increased risk Linked to core curriculum / outcomes Tim Lewis, Ph.D.; Iowa PBS & RTI presentation 10/03/08

38. Individual Student System (Tier 3) • Function-based behavior support planning (FBA) • Team- & data-based decision making (same types of teams as secondary level) • Targeted social skills & self-management instruction (individual and student specific - based on FBA and Team decisions) • Individualized instructional & curricular accommodations to teach and reinforce replacement social and behavioral skills

39. Tier 3 - Wraparound • Individual PBS plans are implemented across educational, work, recreational, home, and community settings in which a person interacts with others. • Empower both the individual for whom a PBS plan is created as well as others who live and work closely with that individual (Bambara, Nonnemacher, & Koger, 2005).

40. Discussion • How might you see your work connecting with schools to support students needing Tier 3 supports within Schoolwide PBS?

41. Missouri Schoolwide Positive Behavior Support (MO SW-PBS) Impact and Structure

42. Increasing Instructional Time Elementary Data: 2006-2007= 185 ODRs 2008-2009= 69 ODRs Time gained from 2006-07 to 2008-9: 4 Student Days 5 Administrator Days

43. Discipline Down

44. Discipline Down – Academics Up

45. Middle School Data

46. Time Gained Students: 112.5 days Administrator: 11 Days

47. What’s in it for Missouri Schools? Increased instructional time Consistent language used by all staff Improved school climate Ownership to schoolwide system Use of data for decision making More efficient use of resources/time

48. MO SW-PBS Initiative 2005 – Present • Over 597 Schools, 176 Districts and Growing • Recommend district-level Adoption • State-level Training through • Summer Institute & Summer Workshops • RPDCs • Technical Assistance Provided by: • Coordinator • Assistant Coordinator • Tier Two Consultants • Data/Web Consultant • Regional Consultants in RPDCs