Secondary Support Systems

1. Secondary Support Systems Implementation in the “Real World”

2. Who Are We?

3. Agenda • What is PBIS? • What are PBIS Secondary Interventions • Where we were • Where we are now • Where we would like to be

5. Our School—North Elementary • K-5 • 556 number of Students • 60% free-reduced lunches • 45% non-white • 9% Special Education

6. PBIS in Alton School District • 14 years implementing • History • Universal coach • Secondary • Tertiary • Our role

7. What is PBIS? • Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success. • As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.

8. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: What is meant by “layering” interventions? Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

9. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

10. Secondary Interventions at North • Check In Check Out (CICO) • Secondary Academic Instructional Groups (SAIG) • Individualized Check In Check Out • Simple Functional Behavior Assessment (FBA) Behavior Intervention Plan (BIP)

11. CICO • 1) Check-In, Check-Out (CICO): Relatively easy and quick to implement for up to 10-15% of all students. • Each adult volunteer checks in and out with multiple youth (up to 10 students) • All youth get same intervention • Same check in and out time • Same school-wide behavioral expectations as goals • Same number of opportunities for behavioral feedback (ratings) • Same Daily Progress Report (DPR) • Datato assess Impact of Intervention: Reduction in ODRs, points earned on Daily Progress Report (DPR), grades, attendance, etc. • Data-Based Decision Rule for Responding: Student earned average of 80% or more of their Daily Progress Report (DPR) points with no new office discipline referrals (ODR’s) during the reporting period..

12. “No significant learning occurs without a significant relationship” • James Comer

13. Check In Check Out at North

14. Barriers • CICO Facilitators • Teacher Buy-In • Time & Location • Reward System

15. Barrier 1-CICO Facilitators • Where we were: • Only one facilitator • One coordinator (secondary coach) entering all data • Where we are now: • 11 facilitators • New coordinator (not secondary coach) • A few entering individual data • Where we are going: • More facilitators? • All entering individual data and emailing to coordinator weekly

16. Barrier 2-Teacher Buy-In • Where we were: • Refusal • Filling out sheet at the end of the day • All 2’s or all 0’s • Where we are: • Short in-service—watched PBIS video • NO refusals • A few are still filling out at the end of the day • Where we are going: • All teachers complete sheet throughout the day providing ongoing feedback to student • Consistently share data with staff

17. Barrier 3-Time & Location • Where we were: • No clear time or place • Often forgotten • Often did not have time to make it to every student • Where we are: • Designated locations for each facilitator • Designated time---Including announcement • Difficulty with substitutes • Where we are going: • Consistent plans for teacher substitutes AND facilitator absences

18. Barrier 4-Reward System • Where we were: • Small treat for students who met goal • Students returning to class with treat • Unhappy teachers  • Where we are: • Positive praise • Treat at end of week sometimes • Graduation party-Inconsistent • Where we are going: • Using stickers and/or stamps • Consistent graduation party

19. Transition to Secondary Academic Instructional Groups (SAIG) • Data reviewed weekly to determine next step (RTI) • If a student is not responding after 2 weeks move on to next layer of interventions (SAIG) • Exceptions: • Student continues to receive major office referrals • Student is making good progress-just not meeting definition of ‘responding’

20. SAIG • 2) Social/Academic Instructional Groups (SAIG): Youth are supported in a small group for direct instruction of replacement behaviors, structured practice and feedback. • Examples: • Problem-Solving: To learn replacement behaviors for fighting, arguing, etc. • Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal, etc. • Academic Behaviors: To learn replacement behaviors for getting out of seat, calling out during instruction, poor studying habits, etc. • Data to assess Impact of Intervention: Reduction in ODRs, percentage of points on Daily Progress Report (DPR), grades, attendance, behavior surveys, etc. • Data Based Decision Rule: Student has earned average of 80% or more of their Daily Progress Report (DPR) points, has had no new office discipline referrals during reporting period.

21. SAIG Barriers • Organizing Groups • Curriculum • Times to meet • Tracking Attendance/Taking Notes

22. Barrier 1- Organizing Groups • Where we were: • Struggled with having enough students to start a new group---students would have to wait for service until other members identified • Students with different needs grouped together • Where we are: • Ongoing groups that can be joined at any point • Students plugged in faster • Where we are going: • Improve data-based decision making

23. Barrier 2-Curriculum • Where we were: • Intervention not targeting need • Group lessons pulled from many different materials depending on social worker’s preference • Where we are: • Using evidence-based curriculum (Skillstreaming, Second Step) • Supplementing with other materials • Getting teacher input regarding student needs • Where we are going: • Targeting more appropriate needs for pro-social and academic groups

24. Example-Curriculum • Letter Home • Teacher Form • Additional Activities Used

25. Barrier 3-Times to meet • Where we were: • Coordinating times with individual teachers • Unable to form groups due to having no time that works for all teachers • Missing instructional time • Where we are: • All groups occurring during lunch (Students AND teachers happy) • Where we are going: • Coordination with detention

26. Barrier 4- Tracking Attendance/Taking Notes • Where we were: • Creating social work file for each student receiving services • Inconsistency in what form to use for notes • Where we are: • Use group attendance form that includes date and lesson • Where we are going: • Still debating whether form needs place for comments • Working on ways to communicate with other schools when student moves

27. CICO w/individualized features • 3) Simple Tier 2/Secondary Interventions with Individualized Feature/s: Individualizations are fairly generic (see below), and designed without lengthy discussion of individual students. • Examples: • Check-In, Check-Out with Individualized Feature/s(same CICO as above with one or more of the following changes): • Change location or time of Check-In and/or Check-Out • Change Check-In, Check-Out person (change adult or use a peer instead) • Individualize student expectations/goals beyond regular school-wide expectations • Mentoring (ex. CnC): One adult has scheduled check-in times with the student throughout the day to provide ongoing support, pre-corrects or simply a connection/relationship. • Data to assess Impact of Intervention: Reduction in ODRs, grades, attendance, percentage of Daily Progress Report (DPR) points earned, etc. • Data Based Decision Rule for Responding: After 10 weeks of mentoring, student has earned 80% of Daily Progress Report (DPR) points, has not received any new office discipline referrals, is passing all academic core classes, and has improved daily attendance by at least 50%.

28. FBA • 4) Brief Function-based Behavioral Intervention Plan (Developed by Tier 2 Team): A simple behavior support plan developed quickly/easily for one student by thetier 2generic problem-solving team. Brief tier 2 behavior intervention plans address only one behavior, typically only in one setting. Interventions are chosen or designed based on assessed “function” of the youths’ behavior or skills-deficits (i.e. youth needs to know how to appropriately ask for attention.) • Examples of Function-based Supports: • Increased adult support and monitoring; instructional prompts in the natural environment. • Individualized school-based supports for student success (alter routines and physical arrangements.) • Function-based social skills training and practice (teach key rules and skills.) • Data to assess Impact of Intervention: Reduction in ODRs, percentage of Daily Progress Report (DPR) points earned, direct observation data recorded on simple scatter plots, etc. • Data Based Decision Rule for Responding: After four weeks, youth has no new office discipline referrals and a 50% reduction in the identified problem behavior. In addition, student earns 80% of DPR points, and increase grades and attendance by 75%.

29. School Social Workers • Data usage • Delivery of services • Classroom lessons • Teacher requests • Caseload

30. Questions?

31. Resources • Northelementarysocialwork.wordpress.com