Lucille Eber Ed.D State Director, IL PBIS Network www.pbisillinois.org

1. Implementing a School-wide Systems of Positive Behavior Interventions and Supports (SW-PBIS)Children Come First ConferenceSponsored by Wisconsin Family TiesNovember 17, 2009breakout session Lucille Eber Ed.D State Director, IL PBIS Network www.pbisillinois.org

2. Implementing School-wide Positive Behavior Support • Establish PBIS leadership team • Secure commitments & resources • Self-assess and build action plan • Tailor implementation to your school culture • Arrange for high fidelity implementation • Define, teach, monitor, reward behavioral expectations • Build continuum of consequences for behavioral errors • Establish high-intensity interventions for students with chronic problem behavior. • Collect and use data for on-going decision-making. 6. Establish systems for small group and individual behavior support for students with more complex needs

3. Challenges : • Fragmentation of efforts on behalf of youth • Lack of effective behavior practices in schools • Lack of data-based decision making • Low fidelity or low dosage interventions

4. 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)

5. What SW-PBIS is… • Evidenced based practices imbedded in a systems change process • A prevention continuum that includes wraparound value-based practices • A process with conceptual foundations in Applied Behavior Analysis (ABA) • A framework for organizing mental health supports and services for all students

6. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

7. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

8. Types of Group InterventionsTargeted -Tier 2 • Check in/ Check Out Systems • Check and Connect • Newcomers Club • Homework Study Groups • Anger Management Instructional Group • Other Social Skills Instructional Groups • “Support” Groups (divorce, grief, etc)

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

10. Critical Features of SW-PBIS • Team driven process • Instruction of behaviors/social skills • Data-based decision-making • Instruction linked to evaluation • Defines social culture of the school

12. Action PlanElements:Universal Level 1. Self evaluate building strengths and needs EBS/Self-Assessment Survey 2. Establish procedures for on-going monitoring and evaluation Data Collection & Use 3. Establish a clear set of positively stated behavioral expectations School-Wide Expectations 4. Clearly define expected behaviors for classroom/non-classroom Matrix/Behavioral Curriculum 5. Establish procedures for teaching expected behavior Cool Tools/Behavioral Lesson Plans 6. Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan 7. Establish procedures for discouraging inappropriate behavior Problem Solving & ODR

13. Carbondale High School Began implementation this year (2007-08) and have already seen a 30% Decrease in ODRs for the months of August and September, resulting in a Gain of 408 Instructional Hours

14. Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours 121 6-hour school days What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School

15. Fox Creek Elementary School • Since 2004, Fox Creek Elementary has: • reached/maintained full implementation • of PBIS • reduced ODRs by 75% (from 580 to 148) • improved ISATscores named 2007 No Child Left Behind Blue Ribbon School by US Department of Education.

16. Fox Creek Elementary School Increased ISAT Scores over Three Years

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

18. 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

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

22. Critical Features of Secondary/Tier 2 Group Interventions • Intervention is continuously available • Rapid access to intervention (72 hr.) • Very low effort by teachers • Consistent with school-wide expectations • All staff/faculty in school are involved/have access • Flexible intervention based on descriptive functional assessment • Adequate resources (admin., team) • Continuous monitoring for decision-making

23. Why do Secondary/Tier 2 Group Interventions Work? • Improved structure • Prompts throughout the day for correct behavior • System for linking student with at least one adult • Student chooses to participate • Increased feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded

24. Why do Secondary/Tier 2 Group Interventions Work? • Increased frequency of acknowledgment/ reinforcement for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

25. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In BEP Cycle

26. Data-Collection for Decision-Making Regular use of data by BEP team • Monitor BEP points earned each day • Academic achievement • Office Discipline Referrals • Other outcome data

27. Parkwood Elementary School (U-46) 72% (18/25) students averaged daily points at or above 80% 28% (7/25) students averaged below 80% Out of 20 referrals during the four weeks, 11 were received by CICO students 60% (17) students have not received a referral since CICO

28. CICO Individual Student Progress Report 4/7 4/14 4/21 4/28 5/5 5/12

29. Perry Elementary School (D300) Entrance to CICO: • Teacher referral • Two of more office referrals Progress Monitoring on CICO: • PAWS (positive actions with support) for PALS (respect property, all others, learning and self). Each student has the ability to earn 56 points a day. (4 areas, 2 point maximum during 7 one hour periods) the goal is that each student will achieve 45 points (or 80%). Exiting CICO: • Student s graduate from CICO if they have met 80% or better of their goals during a four week period. Currently 35 students on CICO • Approximately 70% of students are increasing total points on a weekly basis. • 17.5% of students are being moved to more intensive interventions.

30. Other Types of Group Interventions • Newcomers Club • Homework Study Groups • Lunch Bunch • Bus Riders School • Anger Management Group • Grief Group • Others from today’s audience

31. Critical Features of Secondary/Tier 2 Group Interventions Intervention is continuously available Rapid access to intervention (72 hr.) Very low effort by teachers Consistent with school-wide expectations All staff/faculty in school are involved/have access Flexible intervention based on descriptive functional assessment Adequate resources (admin., team) Continuous monitoring for decision-making

32. Why do Secondary/Tier 2 Group Interventions Work? Improved structure Prompts throughout the day for correct behavior System for linking student with at least one adult Student chooses to participate Increased feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored or rewarded

33. Why do Secondary/Tier 2 Group Interventions Work? Increased frequency of acknowledgment/ reinforcement for appropriate behavior Adult and peer attention Linking school and home support Organized to morph into a self-management system

34. Interventions… Ownership & Voice: A Key to Intervention Design The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work!

35. What Happens During the Wraparound Process? The wraparound process creates a context for design & implementation of research-based behavioral, academic and clinical interventions

36. The task is not redesign the individual but to redesign the environment in order to prevent problem behavior and ensure an acceptable behavior is produced instead-Rob Horner

37. Effective Behavior Interventions: • Function – based • Proactive • Have adequate dosage of: • Instruction • Practice • Support • Encouragement • Monitoring

38. Points to Keep in MindWhen Action Planning with a Team… Scientifically sound strategies can fail if they don’t fit with values and skills of those who are supposed to implement them.

39. Functional Assessment Pathway Maintaining Consequence THE FUNCTION “Get something” “Get away from Something” Problem Behavior Setting Event Triggering Event or Antecedent

40. Build a Competing Behavior Pathway Maintaining Consequence Desired Behavior Setting Event Triggering Antecedent Maintaining Consequence Problem Behavior Replacement Behavior

41. Bruce • 5th grade • Difficulty socially interacting with peers at school and in the community • Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year • DCFS involvement

42. Tier 2/Secondary Supports • In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out. • By January, data (SWIS & BEP) showed that student was not responding to CICO • Team modified his Check-In/Check-Out to a Check and Connect • School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

43. Behavioral Pathway Antecedent Less structured activities that involve competition Setting Event Days with Gym Problem Behavior Negative comments about activity and to peers leading to physical contact Consequence Sent out of P.E. class Function To escape setting

44. Brief Function-based Interventions • Setting Event Supports • Add check-in before gym • Antecedent Strategies • Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport • . More frequent activities with less focus on competition (parachute, 4-square, etc...) • Pre-correct • Teaching Strategies • Teach social skills (getting along with others, friendship, problem solving, sportsmanship) • Teach how to approach gym teacher to ask for a drink of water to leave setting. • Teach student how to re-enter and continue with activity • Consequence Supports • Acknowledging/rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

45. Better Access to Universal Systems • Secondary supports provided student with opportunities to use new skills and be acknowledged/rewarded at high frequency • Student was able to ‘earn’ his way into the monthly incentive program in April and May.

46. Tier 3/Tertiary Support • Wraparound process lead to identified community interests and LAN funding to support these • Student attended summer camp and is involved in football

47. Data-based Progress • By May, Bruce’s reading skills improved by 19% (only gain since October) • Bruce had no additional office referrals after January. • Decreased risk of failure in home, school, and community placements

48. What is Wraparound? • Wraparound is a process for developing family-centered teams and plans that are strength and needs based • (not deficit based) • across multiple settings and life domains.

49. Wraparound and PBIS The wraparound process is a key component on the continuum of a school-wide system of PBIS. Value-base: • Quality of Life; Voice/Ownership Data-based Decision-Making: • Efficient & Effective Actions

50. Value Base • Build on strengths to meet needs • One family-one plan • Increased parent choice • Increased family independence • Support for youth in context of families • Support for families in context of community • Unconditional: Never give up P.Miles, 2004