School Counselors and PBIS (Positive Behavior Intervention and Support)

1. School Counselors and PBIS (Positive Behavior Interventionand Support) North Carolina School Counselor Association Western Region Drive-In Workshop Asheville, NC March 28, 2014 Jayme Benfield, Program Specialist/PBIS Coordinator, Buncombe County Schools Jennifer Brunson, Rutherford County District PBIS Coordinator/School Counselor,Ellenboro Elementary School

2. In this session you will… • Gain a better understanding of how PBIS and the ASCA National Model fit together • Understand your roles in the PBIS model • Get examples and resources for everyday integration

3. Revised RoleTheConnectedCounselor • Collaborates with all stakeholders • Establishes a data driven school counseling program that aligns with school/district mission and SIP goals • Advocates for equity and access for ALL students • Leader in the school – provides input to leadership team to positively affect student achievement

4. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support 4

5. ASCA National Model

6. Connecting School Counseling Programs and PBIS Comprehensive School Counseling Programs PBIS Tertiary Delivery (for individual students) * Individual, intensive intervention • Tertiary Interventions • (for individual students) • Assessment-based • Intense, durable procedures Secondary Delivery (for some students) * Targeted, group-based • Secondary Interventions • (for some students: at-risk) • High efficiency • Rapid response Universal Delivery (for all students) * Preventive and proactive • Universal Interventions • (for all students) • All settings • Preventive, proactive

7. How do these features align with a comprehensive School Counseling program? Preventative Define and teach school-wide positive expectations Acknowledgement system for acknowledging positive behaviors Clearly define problem behaviors and consistent consequences for problem behaviors Collect and use data for decision-making and problem solving (Implementation Data and Discipline Data) Continuum of intensive, individual interventions PBIS Tier I Core Features

8. ASCA Model – Delivery SystemClassroom Guidance Have schedule posted Have monthly topics posted on website as well as bulletin boards or hallways Classroom guidance allows us to get to know ALL students Helps us work with teachers to implement Guidance Essential Standards Allows whole group discussion regarding socio-emotional, cognitive and career development

9. Guidance Curriculum Resources • Second Step: Learning Skills and Social Skills • Steps to Respect: Bullying Prevention and Intervention

10. Web Resources http://www.ingenuical.com/ingenuical/connections/ http://www.counselorsroom.com/SC_Home.php www.pinterest.com School Counselor Blogs -Entirely Elementary -jyjoyner counselor (MS) -elementaryschoolcounseling.org

11. Other School–Wide Activities School-wide Assemblies • Possible awards for noticing students with great character or leadership skills • Working with music teacher to come up with a themed song (character, 7 Habits, expectations, etc) Presence “The New Open House” • Booth – explaining what the counselor does – brochures • Serving food to families • Open clothes closet and/or food pantry Presence

12. Parent Education Coffee with • Monthly sessions • Parent survey for topics • Follow-up sessions if needed • Webpage on school site the Counselors

13. PBIS Tier 1 DataASCA Model - Management • School-wide data • Acknowledgement/Reinforcement Systems • Discipline Data – Majors (ODRs)/Minors (Classroom Management) • School-wide PBIS Team goals – Action Plan and School Improvement Plan • Guidance Curriculum • Pre/Post tests • Bullying data (Reporting System) • Parent Education Sessions • Pre/Post Surveys • Session Evaluations

14. Connecting School Counseling Programs and PBIS Comprehensive School Counseling Programs PBIS Tertiary Delivery (for individual students) * Individual, intensive intervention • Tertiary Interventions • (for individual students) • Assessment-based • Intense, durable procedures Secondary Delivery (for some students) * Targeted, group-based • Secondary Interventions • (for some students: at-risk) • High efficiency • Rapid response Universal Delivery (for all students) * Preventive and proactive • Universal Interventions • (for all students) • All settings • Preventive, proactive

15. How do these features align with a comprehensive School Counseling program? Targeted, group-based interventions Focuses on systems that support students not responding to the universal expectation Data decision rules for identifying interventions to match student needs Referral process for all staff to know how to access secondary support in a timely manner Interventions/systems available for implementations for student success PBIS Tier 2 Features

16. ASCA Model – Delivery System Supplemental Supports Small groups counseling sessions Check-in Check-Out (CICO) Mentoring School-based mental health Outside referrals (mental health, Salvation Army, YMCA, etc.) CHAPS (Child Help and Parent Support) DSS Consulting – problem solving with teachers and families

17. Small Group • Run by School Counselor and Speech Pathologist • Based on PBIS ODRs (Office Discipline Referrals) • Groups are based on grade level • Topics -School-wide Matrix -Bus Behavior -Classroom Behavior -Social Skills

19. CICO Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school Daily performance data used to evaluate progress

22. What Does it Look Like? CICO Model

23. PBIS Tier 2 DataASCA Model - Management Small Group Intervention Assessment Pre/Post rating scales Progress monitoring Check In Check Out Assessment CICO data sheets Mentoring Program Number of mentoring matches Teacher surveys Student surveys Peer Mediators Teacher surveys Student surveys

24. Small Group Data

26. CICO Data

28. Connecting School Counseling Programs and PBIS Comprehensive School Counseling Programs PBIS Tertiary Delivery (for individual students) * Individual, intensive intervention • Tertiary Interventions • (for individual students) • Assessment-based • Intense, durable procedures Secondary Delivery (for some students) * Targeted, group-based • Secondary Interventions • (for some students: at-risk) • High efficiency • Rapid response Universal Delivery (for all students) * Preventive and proactive • Universal Interventions • (for all students) • All settings • Preventive, proactive

29. How do these features align with a comprehensive School Counseling program? Targeted, individualized, intensive interventions Focuses on interventions for students who have not responded to Tier 1 and Tier 2 interventions System for receiving and responding to individual student referrals Develop and implement interventions to address individual problem behaviors Determine effectiveness of Tertiary System PBIS Tier 3 Features

30. ASCA Model – Delivery Systems Individualized Interventions Individual counseling sessions Student planning Facilitate an FBA (Functional Behavior Assessment) Observations Parent-Teacher Conference Home visits/Hospital Mental Health referrals Other outside referrals Consulting – problem solving

31. PBIS Tier 3 DataASCA Model - Management Individual Intervention Assessments • School Team Intervention Data • Behavior Rating Scales • ODRs • Grades/Assessments

32. Web Resources for Tier 3 www.interventioncentral.org www.pbisworld.com pbis.ncdpi.wikispaces.net

33. ASCA Model - Accountability • Reporting Out • -Tier 1 • Post lessons/activities on website • Send information home about lessons • Advertise parent participation in group sessions to staff • -Tier 2 • Share information regarding… group results, mentors connected, CICO results with teachers • -Tier 3 • Keep all stakeholders updated on results of individual interventions

36. Chart of Teacher Evaluation Results

37. References and Resources • PBIS Team Training Slides, NC DPI, September 17, 2012 • Integrating the Role of the Professional School Counselor and PBIS, Matheson, Erin and Olsen, Jake, Highline Public Schools, February 2, 2012 • ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf

38. Thanks for coming!! • Jayme Benfield jayme.benfield@bcsemail.org • Jennifer Brunson jbrunson@rcsnc.org