PBIS & SAP Integration: Overcoming Challenges and Sharing Best Practices

1. PBIS and SAP Leanna Lawson Allegheny Intermediate Unit Leanna.lawson@aiu3.net Susan L. Tarasevich, Ed.D. Addiction Medicine of WPIC-UPMC tarasl@upmc.edu

2. Agenda Setting: PBIS & SAP Integration What are the issues you face when implementing PBIS & SAP with fidelity What do you know that works with PBIS and SAP integration? GOOD IDEAS???? What do you want to leave this session with? TAKE AWAYS What questions do you have with PBIS and SAP integrations? Your feedback with be shared with the work group that is generating a new PBIS & SAP Integration document

3. Fidelity to Student Assistance Act 211 of 1990 BEC 24 P.S. 15-1547 PA Code Chapter 12 §12.42 http://www.pacode.com/secure/data/022/chapter12/s12.42.html Basic Education Circular for Alternative Education for Disruptive Youth BEC 24 P.S. 1901-1906 C Basic Education Circular regarding Truancy BEC 24 P.S. 13-1327 Corrective Action Response regarding Special Education

4. School Level Team Composition Student and Family

5. SAP Promotes Effective Infrastructure • Infrastructure – Admin Support, Policy & Procedure • Clear Process – that is useful in obtaining information about an individual student • Engages Parents and Caregivers – focus on relationship building and stages of change • Competency-based Standardized Training Need - promoting comprehensive prevention Don’t forget the impact SAP can have at TIER 1

6. Policies & Procedures: A Strength of SAP Discipline Controlled substances Medication Tobacco Bullying Cyberbullying Portable Electronics/Techs Suicide/MH Act 71 Truancy Alternative Education Homeless and Displaced Students

7. WHAT IS PBIS?

8. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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 SAP CAN WORK HERE • Behavioral Health Liaisons • Link with Larger Systems of Care SAP Behavioral Health Screening/ Assessment CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP

10. Synergy SAP and PBIS What do we do for a FEW students? What do we do for ALL students? What do we do for SOME students?

11. Synergy SAP and PBIS SYSTEMS MANAGEMENT TEAM • Behavioral Health Liaisons SAP BH Liaison Screening TX FOCUS TEAM RENEW Check In Check Out SAP Referral for Policy Violators and ODR Frequent Flyers Updated Policy and Procedures Tobacco, Suicide Teaching Be Safe, Be Responsible, Be Respectful rules all areas

12. 1-800-QUIT-NOW (1-800-784-8669) High School #1: Systematic Approach to Nicotine Seven violators received BH Screenings and five referred for school based MH treatment – underlying depression and trauma Academic and behavior (function-based) plan for individual student Prereferral process fpr special ed…meet the data requirements fpr evaluation Counselor received training in NOT on TOBACCO the ALA evidence based cessation program (20 did group) SAP and PBIS Universal Team Cross trained Student PBIS Informants worked with area actors to educate students through VIDEO and SMALL GROUP CAMPAIGNS on effects of chew and snuff Revise School Tobacco Policy to Reflect Changes such as e-cigarettes & address all people on campus as well as offer help SAP REFERRAL Teaching Be Safe, Be Responsible, Be Respectful rules all areas 22 Tobacco Violations: Sounds like a SAP Referral to Me – major system change; can choose in school group; PA Quitline ; other

13. Barriers to Integration • Time limited therefore, team blocking occurs and • People admire the problem, not problem solve • Use tools to help engage teams to get the work done, rather than admire problem • Initial line of inquiry (slow triggers) • Team meeting agenda; minutes; progress monitoring • Creating a crisis plan – from mild to moderate to severe

14. Barriers • Understanding the limits of problem solving and putting a plan in place AND it gets followed through on • If we don’t articulate the WHYs - they aren’t going to do it. Even suggestions may not be done properly • Assess the intensity of the problem and how many people around the table will address it

15. Elementary versus High School • Elementary naturally works with academic concerns • High school teams don’t usually offer academic interventions other than tutoring • Need to model and mirror the tools • Initial Line of Inquiry reviews current data, it’s a problem solving tool that builds a plan from it that can be used for any student • Culture of the High School versus Elementary

16. Tool Sharing • Review the tools and give case studies from elementary middle and high school • Do they know enough about the student to create a good plan for academics and behaviors or both…. • Buy in is critical… • Cant figure out how to do the work, and if we write a great behavior plan, but there is a lack of understanding around how to implement, or why this is important

17. Case Study • Keep doing SAP work; keep working with less intensive students (focus team – less intensive have time to look at referral) outside linkages right now; in-school supports & problem solving; or both. Invite the key people – in very intensive cases. Special Ed teacher and adult who is struggling with the student’s behavior. • Select a student or two with academic/behavior challenges high intensity • Use tools and create a plan (not just independent strategies) to address beginning with the Initial Line of Inquiry

18. Some Problem Solving Tools. . . • Initial Line of Inquiry • Modified Person Centered Planning • Competing Pathways • Crisis Model • Behavior Response Form/Crisis Plan

19. Why? • We have to do this to help students • We have to problem solve to help students • We don’t know how to problem solve • OK….so we looked at some tools • Who needs to be at the table • What's the buy in • How do we measure progress

20. Take Home Messages: #1. Strong commitment and connection with PA Network for SAP Services keeps schools on the cutting edge of policy, EBPs and linkages with larger systems of care in the community. #2. SAP and PBIS synergize to offer more supports to students. Consider - Multi-tiered System of Support. We are all part of the triangle #3. Cross-training and clear role definition are needed #4. Move from storytelling to solution-building

21. ADDITIONAL RESOURCES

22. Websites • SAP: www.sap.state.pa • PAPBIS : www.papbs.org

23. Sites to Consider • http://www.drugfree.org/join-together/schools-categorize-e-cigarettes-drug-devices/ • Penn Manor School District School Policy for Controlled Substances • http://www.pennmanor.net/board/policy/ • #227 Controlled Substances and Paraphernalia

24. www.truinpa.org Great initiative for student voice

25. Tier 1: Evidence Based Prevention Lifeskills (Botvin) [NREPP] PATHS (Greenberg) [NREPP] 40 Developmental Assets – Search Institute Strengthening Families [NREPP] Lions Quest [NREPP] Caring School Community [NREPP] Stop, Walk & Tell (Horner, Bullying Prevention) The Incredible Years Second Step [NREPP] (Youth) Mental Health First Aid [NREPP] Good Behavior Game Project Towards No Drug Abuse [NREPP] Babes Olweus [Colorado] Leader in Me PA Anti-Rape Curriculum Responsive Classroom Red Cross Lifeskills Project REAL Boys Town We Know Better Restorative Practices

26. Tier 2: Evidence Based Practices Check-In Check-Out (CICO) Behavior Education Program * Hawken http://www.nhcebis.seresc.net/behavior_education_program(bep) HS BEP * Swain-Bradway https://www.pbis.org/resource/877/the-high-school-behavior-education-program-hs-bep-a-secondary-level-intervention CHAMPS – Randy Sprick http://www.safeandcivilschools.com/scs_efficacy/index.php Social Skills for Students Exposed to Trauma (SSET) http://www.rand.org/pubs/technical_reports/TR675.html Mini-FBA

27. Tier 3: Evidence Based Practices • RENEW • FBA • Check and Connect Mentoring • Trauma-focused Cognitive Behavioral Therapy (CBITS) http://www.rand.org/pubs/commercial_books/CB209.html • Alternatives to Suspension • High Fidelity Wraparound • SAP Assessment/Screening – consistent screening tool? • Alternative Education – referral to SAP and screening?

28. Funding Sources 2015-2016 Safe Schools Targeted Grants – may be used for PBIS. RFP generally released September 15 and due to PDE October 15. May vary. http://www.portal.state.pa.us/portal/server.pt/community/office_of_elementary_secondary_education/7209/2014-2015_safe_schools_targeted_grants/1894539 SCA – Single County Authority – Prevention Funds http://webserver.health.state.pa.us/health/custom/TreatmentLocations.asp?COUNTY=all PCCD – PA Commission on Crime & Delinquency http://www.pccd.pa.gov PNC Charitable Trusts http://www1.pnc.com/pncfoundation/charitable_trusts2.html United Way, Tobacco Primary Prevention & Cessation Contractors http://www.portal.state.pa.us/portal/server.pt?open=514&objID=1595846&mode=2

29. Where SAP Needs to Grow • Action planning and effective case management to make sure referred students are improving, stabilizing • Do teams use PDE 4092 for performance improvement? • Moving from storytelling to solution building and asking WTF.