Delivering Tertiary Supports Within the School-Wide Positive Behavior Model

1. Delivering Tertiary Supports Within the School-Wide Positive Behavior Model Annie McLaughlin, M.T. Carol Davis, Ed. D., Ilene S. Schwartz, Ph. D. University of Washington anniemcl@u.washington.edu cadavis1@u.washington.edu

2. Today’s Agenda • Overview of the process that the project model schools currently use • Two case studies and other examples of the implementation of the project to include students with disabilities • Questions and discussion

3. What do we know? • Challenging behavior in the classroom are the most requested issues for consultation • Consultation or out of district placements can account for up to one-third of a districts special education budget • Consultation does not provide a long term solution to dealing with challenging behavior in the schools • Challenging behavior puts students at an increased risk for exclusion

4. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive What is SWPBS? 1-5% 5-10% 80-90%

5. What are the challenges to providing PBS for ALL students? • Building capacity must be a district initiative. • The spectrum of social behavior across students is extremely wide. • The depth of knowledge of challenging behavior has to be extensive. • Teachers are unfamiliar with the notion of function-based behavior plans. • Collaboration and/or role release between staff members is challenging. • Budgets are tight.

6. What are assumptions on which the model is based? • Schools must meet the differing needs of ALL children. • Within district expertise should be developed. • Administration plays an active LEADERSHIP role. • Behavior plans must be evidence-based. • Schools must be willing to consider alternatives to suspension and alternative placements • Ongoing data collection and review are necessary

7. Scaling the Pyramid Develop within school district teams with expertise in tertiary levels of PBS to provide assessment, intervention, and progress monitoring support for students with the most challenging behavior. Provide ongoing professional development that builds capacity within the school and district.

8. Triage Team 1 mtg/week 2 – 3 people Targeted interventions Safe & Civil Schools Team 1 mtg/qtr 3 – 4 people • Evaluating Environments and Office Referrals • Supporting Safe and Civil Schools • Making changes Academic Small group Behavioral CICO Social Skills Implementing in School Buildings Support Team 1 mtg/week 3-4 people Individualized Interventions

9. Technical Assistance Teams Provide technical assistance In school awareness training Take referral from school team member Conduct an FBA Provision of additional resources schoolwide Brainstorm potential behavior plan solutions Ongoing training for team Assist in the implementation Use data to adjust plan

10. Technical Assistance Teams A team used to: • Provide suggestions for curriculum modifications and accessing the general education curriculum • Provide ongoing support and expertise in the areas of Functional Assessment and Behavior Planning • Provide support for data collection • Provide ongoing monitoring of program implementation and student progress

11. Who is on the Technical Assistance Teams? • School district employees • Multi-disciplinary team members • SPED/GENED teachers • ELL/Reading/Math facilitators • School psychologists • Social worker • Paraprofessionals • Administrator • Chosen with school administrator input

12. Team member characteristics: • Strong in his/her area of expertise. • Uses data to make decisions in own practice • Uses behavioral principles in own practices • Believes in the benefits of PBS • Are respected members of their professional discipline • Have experience as both leaders and participants in the educational process

13. What does participating as a team member mean? • Participation in teams is voluntary • Time released from regular school duties • Compensation is provided for team participation • Participate in various training activities to build knowledge in PBS • Working as a collaborative team member to influence challenging behavior

14. What does participating as a team member mean? • Records review • Observations • Functional Assessment • Behavior Planning • Making materials • Coaching during initial implementation • Conducting person centered plans

15. Technical Assistance Team (TAT) Training Base knowledge (plus expertise): • Core knowledge in school-wide PBS • Core knowledge in social skills and curriculum modification • All essential components of delivering technical assistance • Person-centered planning • Functional Behavior Assessment linked to evidence-based behavior plan

16. TAT Training • Long term (one year) training is provided to the team members across a year • A project staff member (either hired within the district or from the University) provides approximately 10-15 hours a week with the TAT members • Teams also attend yearly trainings and have access to current literature • Teams meet weekly along with project staff

18. What happens when a student is referred to the TAT? • The TAT member observes in the classroom for primary and secondary strategies • The need for more intensive intervention is determined by the school team • The TAT member conducts classroom observations resulting in an FBA • The TAT (at weekly meetings) brainstorms options for intervention plans • Student is monitored

19. Technical Assistance Team Case Management • Each team of 4 will manage approximately 12 students • Each student is observed approximately 2 hours every other week • Meetings with teachers and other service providers occur at least twice monthly • Each student is discussed at least 2x a month at team meetings

20. Technical Assistance Team Meetings • Issues are identified and prioritized by the teacher or the TAT member to be discussed at the team meetings. • The TAT members meet 1X a week to discuss students. • The expertise of each of the members is used in the solution of the problem through the examination of data and brainstorming.

21. What does this means for students? • All students are served by the team (provided some level of expertise). • Some teachers/teams need ongoing assistance with solving instructional or behavioral problems • All students receive ongoing monitoring (surveillance)

22. What are tertiary supports? • Antecedent Interventions • Prespecifying the reinforcer • Providing choices • Instructional modifications • High-Probability Requests • Teaching strategies • Social skills • Functional Communication Training • Consequent Strategies • Reinforcement systems

23. What is the impact of this project on the tertiary supports provided in a school? • Teacher/Classrooms • STP Student Assessment • CARS Classroom Atmosphere Rating Scale • Students • CBM (WJ subtests) • Office Discipline Referrals • Engagement, task completion • Specific data based on behavior plan • Team • Pre-post on behavior plans

24. Examples: Case studies

25. Silverbrook Eagle’s Cove

27. Tucker • 5th grade student who loves to read, play on the playground, and play video games at home • Attends general education class for science and literacy and special education classes for math and integrated unit • Qualifies under Emotional/Behavior Disorder and was qualified in the 5th grade

28. Initial Steps • Referral form • Initial Classroom Observation • # of Office Discipline Referrals: 3/wk • # of SWPBS tickets received: 0

29. Initial team meeting • The information was brought the team meeting. • Decision to continue with a full FBA • Functional Assessment Interviews with teacher, student, and parent • Scatterplot • ABC

30. Follow-up team meeting FBA

31. FBA Hypothesis

32. Behavior Intervention Plan

33. Follow-up

34. Follow-up meeting: 2 weeks later Next check-in: 4 weeks

35. Tim • 6 year old boy who loves reading, math, computer, and learning facts in subjects he is interested in • Attends general education 1st grade classroom with some adult support • Qualifies under Autism and has been attending school since he was 3

36. Initial Steps • Referral form • Identified specific behavior as not following directions from adult • Initial Classroom Observation • # of Office Discipline Referrals: 0/wk. • # of SWPBS tickets received in two quarters: 1. • School average is 3 in two quarters

37. Initial team meeting • The information was brought the team meeting. • Decision to continue with a full FBA • Functional Assessment Interviews with teacher and parent • Scatterplot • ABC • Motivational Assessment Scale

38. Follow-up team meeting FBA

39. FBA Hypothesis

40. Behavior Intervention Plan

41. Follow-up meeting: 2 weeks later Next check-in: 2 weeks

42. Behavior Intervention Plan REVISED

43. Follow-up meeting: 2 weeks later Next check-in: 4 weeks

44. What have we learned? • Administrative support at the district level and at the school level is necessary (i.e. resources, FTE, funding). • TAT members must meet criteria. • Schools need to be implementing School-wide Positive Behavior Support. • Schools need to be using or be willing to use data and progress monitoring tools.

45. What have we learned? (Cont) • TAT members increase their efforts when they perceive their contributions to be unique and important to the team/child. • TAT members are more effective when they have the support of administration and colleagues to change programs based on data. • TAT members remark that the on-going (initial support from project staff) training component assists in developing more confident TAT members.

46. What have we learned? (Cont) • Team members with less than 1.0 FTE have flexible schedules that support collaboration. • Model must be flexible. • Pay attention to your consumers including school personnel, parents, and students.

47. Questions? Our website: Feel free to contact us: Annie McLaughlin at anniemcl@u.washington.edu, Carol Davis at cadavis1@u.washington.edu