School-wide PBS and School-based Mental Health: Integration Opportunities in Pennsylvania

1. School-wide PBS and School-based Mental Health: Integration Opportunitiesin Pennsylvania Harrisburg, Pennsylvania November, 2006 Lucille Eber, (lewrapil@aol.com) IL PBIS Network www.pbisillinois.org

2. Resources: • (Fixen, et al, 2005)“Implementation Research: A Synthesis of the Literaturehttp://mim.fmhi.usf.edu • (Kutash et al, 2006) “School-based Mental Health: An Empirical Guide for Decision-Makers”http://rtckids.fmhi.usf.edu • (Bazelon Center, 2006)“Way to Go”….School Success for Children with Mental Health Care Needswww.bazelon.org • www.pbisillinois.org • www.pbis.org

3. A Key Question: • How do we move from “expert driven”, one-student at a time, reactive approaches to building capacity within schools to support the behavior/mental health of ALL students?

4. The Role of the Behavior Specialist or Behavior support Team?? • Reactive? • Too little, too late? • Integrity of interventions? • Structures to ensure prevention as well as effective interventions? OR Ensuring/guiding capacity of local school staff to be behaviorally competent?

5. Students with Complex Needs…. • Need access to and can benefit from all 3 levels of SW-PBS • And may need additional support from beyond school-based services as well.

6. Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

7. 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)

8. ٭ “Big Idea” Goal is to establish host environments that support adoption, sustain use, & expansion of evidence-based practices (Zins & Ponti, 1990)

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

10. Going to Scale with Effective Systems/Practices If you invest, do it so it will last 10 years! • Implement with high fidelity • Must be durable • Must be sustained (in place 5 years) • Delivered by typical agents • Outcome data used to adapt • Modify to local setting • Establish system

11. Implementation emphasizes: • Team-based planning & problem solving • Instructional approaches; data-based • Active administrator support/participation • Long-term action planning • Staff commitment • On-going professional development

12. What SW-PBS is… • Evidenced based practices imbedded in a systems change process • A prevention continuum • A process with conceptual foundations in Applied Behavior Analysis (ABA) • A framework for organizing mental health supports and services

13. SW-PBS (primary) >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students Secondary & Tertiary Team-based coordination & problem solving Local specialized behavioral capacity Function-based behavior support planning Person-centered, contextually & culturally relevant Capacity for wraparound facilitation District/regional behavioral capacity Linked to SW-PBS practices & systems What does PBIS look like?

14. Universal Example • Leadership Team identifies need • Response to high frequency of bullying (data) • Lessons taught school-wide (all staff all kids) • Direct instruction linked to “Respect” expectation • Practice activities in all settings • Prompts in settings (i.e. playground, halls, classroom) • Recognition of skills being demonstrated • Assessment of outcomes • Has bullying decreased?

15. Questions to Guide IL PBIS Implementation: • 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? L

16. Evaluation Linked to Implementation • Implementation Surveys (all 3 levels) • Team Checklists, Coaches Checklists • School-wide Evaluation Tool (SET) • Levels of implementation & Profiles • Existing School-based data: BehaviorAcademics ODRs Homework ISSs Class work OSSs Grades Tardies ISAT Attendance Achievement Test Scores On task-Academic

17. System-wide Evaluation Tool (SET) • Research quality tool for assessing Universal/School-wide PBIS • External person spend 2 hours at school, reviewing documents, interviewing staff, interviewing students. • PBIS is “in place” when with a score of at least 80% Total and 80% on Teaching sub-scale.

18. Assess features that are in place Determine annual goals for team Evaluate on-going efforts Design and revise procedures Compare efforts from year to year Expectation defined Expectation taught System for rewarding behavior expectations System for responding to behavioral violationa Monitoring and decision-making Management District-level support School-wide Evaluation Tool (SET)

19. Does PBIS Implementation Result in Changes in Student Behavior? • Is there a reduction in Office Discipline Referrals when PBIS is implemented? • Do students and faculty perceive the environment as more safe when PBIS procedures are implemented? • Are there savings in faculty/student time? • Are there gains in academic performance?

20. Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLY review the following data/graphs: The Average # of referrals: Per day per month By type of behavior By location By time of day By student

21. Office Referrals per Day per Month 1994-1995 25 20 15 10 5 0 Sep Nov Jan Mar May Months

22. Office Referrals by Behavior 1994-1995 600 500 400 300 200 100 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Behaviors

24. Major ODR’s by Time - Mid Year(9/2/02-3/01/03)

26. ODRs Per 100 Students per day n=61 Schools n=91 Schools

29. Comparing School Safety Survey Partial vs. Fully Implementation FY06 Risk & protective factors

30. % of students

35. Six Year Comparison of Sparta School District Least Restrictive Environment

37. Opportunity for MH integration through School-based Leadership Team System and Data Structures Needed: • leadership team is in place… • Team looks at range of universal data (not just ORD’s) • Capacity to get 80-90% of staff consistently implementing inventions

38. MH Integration opportunity at the Universal Level • High % of youth come from multiple homeless shelters in the neighborhood • High % of kids have experienced death/violence • High % of suicide threats/attempts

39. Does School-wide PBIS increase school’s capacity to “catch” and respond to MH needs of students sooner?

40. School-wide Positive Behavior SupportsA Response to Intervention Model Universal School-Wide Assessment School-Wide Prevention Systems Secondary Tertiary Group Interventions AnalyzeStudent Data Small group interventions Individualized Interventions (simple) Complex individualized interventions Interviews, Questionnaires, etc. Intervention Assessment Observations, FBA Multiple settings Multiple Perspectives Team-Based Wraparound Interventions Multi-Disciplinary Assessment & Analysis Adapted from T. Scott, 2004

43. # of Interventions reported

45. A Unique Secondary Example… • AA males (26) ; 30% of schools ODR’s • Function: Attention/recognition (24) • High status mentors from community • Instruction on individual goals • Modeling social/emotional skills/responses • “Built in” reinforcement (attention from high status adults)

46. Teaching Excellence Academics Motivation (TEAM) • Meetings to discuss goals • Meetings monthly with a speaker from the community to discuss topics such as: • Respect • Peer Pressure • Pride • Discipline • Goal Setting • Importance of School • School/Athletes • Personal Experiences

47. Guest Speakers • Sept: Dr. Maurice P. (U of I Professor) • Oct: Mr. Joe S. (State Farm Insurance) • Nov: Reverend D. (Talks Mentoring) • Jan: Mr. Jonathan W. (Champ. Police Officer) • Feb: Mr. C. (School Superintendent) • Mar: Mr. Verdell J. (Basketball Camp Director) • April: Glenn M. (Computer Programmer) • May: Mr. Tracy L. (President of Urban League)

48. Community Outings/Incentives • University of Illinois vs. Michigan football game • University of Illinois vs. Wisconsin basketball game • Bowling at GT’s Western Bowl • Chicago Bulls vs. Cleveland Cavaliers basketball game • Thanksgiving Dinner • Christmas Celebration/Gathering • Parkland College tour/class observation

49. Results of Secondary Intervention • TEAM members represented 19% of all discipline referrals, (baseline was 26%) • 88% (21) had improved behavior/academics •  Three (3) attained honor roll status SOC components embedded in intervention: • Cultural relevancy • Unique Strengths/needs approach • Community resources integrated

50. Does School-wide PBIS increase School’s capacity to identify MH needs and reach out to families in a timely manner?