NH RESPONDS: RtI in Behavior (PBIS) Strand A: Readiness Day 2 March 13, 2009

1. NH RESPONDS: RtI in Behavior (PBIS) Strand A: ReadinessDay 2March 13, 2009 Presented by: Eric Mann, LICSW emann@seresc.net (603) 206-6820

2. Professional Development for Excellence in EducationPresentation to School Faculty

3. Support for NH RESPONDSis provided by the NH Bureau of Special Education, NH Department of Education under a grant from the US Department of Education, Office of Special Education and Rehabilitation Services

4. NH RESPONDS Lead Partners • NH Department of Education- Bureau of Special Education • NH Center for Effective Behavioral Interventions and Supports at SERESC (NH CEBIS) • Expertise in Positive Behavior Supports • Expertise in integration of mental health and school supports • Institute on Disability at University of NH • Expertise in Literacy within an RtI model • Expertise in PBIS and Intensive Interventions (RENEW) for Secondary Transition and Dropout Prevention

5. RtI in Behavior – Strand A • Strand A is for schools considering using PBIS as a multi-tiered RtI system for behavior support. • Presumes participants need basic info about PBIS & the features it addresses in order to decide whether to pursue implementation

6. Broad Outcome • After the 2-day session, participants will have information necessary to determine whether PBIS, as an RtI framework, is a good match for their school and whether to work on an action plan to: • Build a primary systems leadership team • Address school readiness and commitments for implementation, and/or • Access training and support

7. Day 2 Agenda • Check-in: What’s Happened in Last Month? • Review: RtI and PBIS • Primary Systems Check • Data-based Decision Making • Systematic Screening • PBIS Secondary RtI Systems Features • TCCE • FBA • PBIS Tertiary RtI Systems Features • LSCI • Wraparound

8. Responsiveness to Intervention RtI is based on a building a continuum of support that includes essential systems features and evidence-based practices at each tier along the continuum: • Primary/ Universal (Tier 1), • Secondary/ Targeted (Tier 2), and • Tertiary/ Individual (Tier 3) levels.

9. Big Outcomes for the 3 Tiers Primary System Outcomes: • Classroom teacher & school-wide systems support as many students as possible using effective general structures for prevention and response, including best instructional & behavior management practices • As few students as possible require higher level supports • Approximately 80 – 90% respond to primary supports

10. Big Outcomes for the 3 TiersSecondary System Outcomes: • Increased opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools • Strategic small group interventions support as many at-risk students as possible • Social, emotional or academic skill-building groups • Function-based support groups (designed to match student function of behavior) • Organized strength/interest based activities • Increased monitoring of targeted skills to measure intervention progress • Level of support is commensurate w/ level of need • As few students as possible require tertiary system supports • Approximately 5-15% of students • Most Primary non-responders will respond to secondary supports

11. Big Outcomes for the 3 TiersTertiary System Outcomes: • Individualized interventions for students w/ chronic or intensive needs & families • Positive & productive communications amongst systems • Big needs identified & addressed strategically & respectfully (home, school & community needs) • Long-term, on-going adaptable supports addressed to sustain progress • A ‘fix’ or a ‘cure’ for the student is not the expectation; providers accept the complexity and challenges of meeting intensive needs • Progress is measured over time; frequent monitoring of target skills • Assess symptom reduction or symptom management • Assess reduction in frequency or intensity of concerning behaviors • 4) Safety needs are met • De-escalation strategies used • Crisis intervention readily accessible; insight-enhancing strategies used • Typically 1–5 % of the student population require tertiary level supports

12. School-Wide Systems for Student Success: 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 Sept., 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

13. Basic RtI Philosophy When students demonstrate ‘non-response’ to interventions (strategies, supports, instruction, etc…), it is the intervention that must be changed in order to increase the likelihood of achievement

14. Implementing RtI Means: • Knowing HOW to assess progress (methods must be efficient/effective ; use data-based decision making) • Knowing WHEN to assess progress (address frequency; early) • Determining criteria /benchmarks for response(it’s working) and non-response (it’s not working) • Applying efficient & effective supports along a continuum so that students receive support commensurate w/ their needs (effective/ efficient/ early practices)

15. PBIS is RtI RtI Model for Behavioral Support

16. PBIS Continuum of Supports: A System of Care and Education Effective SW & Classroom Management Systems & Practices (Prevention & Response) Ample Opportunities for Student Mastery & Use of Strengths High Rate Positive Teacher-Student Contacts (All Teachers-All Students) Positive School-Parent Contacts Frequent Check for Non-Responders to Primary Systems Address Academic, Social, Emotional, Physical Risk Factors Implement Teacher Primary-Plus Interventions Implement an Efficient Early Systematic Secondary Intervention ( e.g. Teacher Check, Connect and Expect) Primary Preven-tion: ~80% Array of ‘Function-Based’, Skill-Based, & Interest/Strengths-Based Group Interventions for Non-Responders to Primary Systems and Efficient Early Interventions Secondary Preven- tion: ~15% Mann & Muscott (2007) Individualized Function-Based Support Plans for School-Wide & Group Non-Responders School-based Intensive Supports Coordinator Intensive Support Plans & Crisis Intervention Links to Wraparound Facilitation & Person-Centered Planning School-based Intensive Supports Tertiary Preven-tion: <5% Links to Community Collaboratives Links to MH and other Community-Based Supports

17. PBIS-NH Supports OUTCOMES Supporting Decision Making Supporting Adults/ Staff Supporting Students and Families

18. SYSTEMS 1. Universal Team and Processes 2. Communication with Staff and Families Primary Prevention: Universal Approaches 8. Systematic Screening 3. School-wide Expectations for All Locations 9. Data-Based Decision Making 4. Classroom Management 7. Responding to Problem Behavior 5. Teach Expectations in Locations 6. Recognize Students for Exhibiting Expected Behaviors PRACTICES DATA Muscott & Mann (2006)

19. Primary System Check A representative Universal Team that includes administrator Functions effectively and efficiently Team’s mission/ purpose is understood by team & staff Team regularly reviews school-wide data & uses data to guide decision-making (data are shared with staff regularly) Primary ‘Prevention’ features are in place: Classroom teachers implement classroom behavior management & instructional strategies at high level w/ school-wide consistency Behavioral Expectations established & taught (visible throughout school) A Behavioral Matrix that displays specific expected behaviors in various school locations or routines is documented & visible Specific behaviors, driven by data, are periodically targeted for improvement & systematically taught with full staff participation A system to recognize positive behavior is in place & used following teaching of specific behavior targeted for improvement Recognition system is implemented w/ full staff participation Positive school climate is encouraged & includes emphasis on high rates of positive contacts fm adults to students

20. Primary System Check A strategy for proactive positive parent contact is implemented Primary ‘Response’ features are in place: Accurate data gathered and summarized for efficient decision making An office referral form is in place that efficiently provides key information regarding discipline system violations Problem behaviors are defined in Major (office-handled) & Minor (staff-handled) versions & is practiced accurately by staff Procedures for responding to problem behavior for Majors & Minors are established & implemented with accuracy Criteria for identifying students who are not responding to general primary supports (i.e., ‘early non-responders’) as evidenced by at-risk indicators is established & known by staff Efficient access to an early secondary tier support with on-going progress monitoring is available for ‘early non-responders’

21. All Begins with Effective Team Functioning:Collaborative Team Process ChecklistMann and Muscott, 2004 • Tool to assess team functioning (14 items) • Assess status (In place, Partial, Not in Place) • Identify Priority (High, Medium, Low) • Develop action plan based on priorities • Should be completed 2xs a year (Fall, Spring) • Team functioning is priority #1!

22. Teaching Social Behavior Requires Whole Staff Investment! Systematically teach expected behaviors within locations using effective instructional practices Develop a strategy to acknowledge students for exhibiting desired behaviors to be used systematically when (a) targeting specific behaviors for improvement and/or (b) improving school climate

23. A Consistent Process for Response to Problem Behaviors Allows Data-Based Decision Making to Occur and Requires Whole Staff Commitment • Definitions of Problem Behaviors a. Majors (office-managed) vs. Minors (staff managed) • Office Discipline Referral Form or Form for Recording Problem Behaviors • Process for Responding to Problem Behaviors • Continuum of Consequences and Supports (Reteaching, Punishments) addressing Problem Behaviors • Determine a Data Management System (SWIS)

24. Defining your terms: ‘Respect’ and ‘Disrespect’

25. Activity How would you ‘teach’ Respect in the Hallway? • Instruction • Practice • Feedback • Assessment* • Monitor *How will you know it worked?

26. Discussion: Everyone On Board? • What challenges would you anticipate in terms of getting all staff ‘on board’ in: • A teaching/recognition rollout? • Consistently defining behavioral expectations and problem behaviors? • What role would/could data play in gaining staff buy-in?

27. Data-Based Decision-Making ProcessMann & Muscott (2006) Adapted from Horner (2003) • Begin w/ Broad Outcomes and Key Questions • Broad terms: What do we want to achieve? (e.g. ‘Want Safe Classrooms’) • Identify scope of Problem(scope & context) using Data • (e.g. assess current safety of classrooms - who, what, when, where?) • Translate Broad Outcomes into Specific Objectives w/ Criteria for Success • With precision, what we want to achieve by when (e.g. ‘98% of students daily demonstrate ‘safe hands and feet’ by 11/1’) • Identify Action Plan to get to the outcomes • Who does what by when? (Strategic Plan) • Monitor and Evaluate progress – • Use post-data to assess your progress (Did it work?) (Adapted for Webinar, 9/16/2008)

28. Use Data to guide decision-making • Accurately gathered & summarized data leads you to identify of trends and patterns that will allow you to target behaviors, locations, individuals, routines and contexts in need of improvement. • School-wide teaching strategies are developed and post-intervention data is generated to assess and display progress

29. ABC Middle School • A NH Middle School (grades 5-8): approximately 450 students.

30. ABC MIDDLE SCHOOL’S DISCIPLINE DATA COMPARED•This graph looks at the average referrals per day per month per 100 students so that school years can be compared•The average number of referrals per month has decreased 43% in school year 2004-2005 compared to 2003-2004.

31. ABC MIDDLE SCHOOL’S TOP PROBLEM BEHAVIORS•The most frequently reported problem behaviors are disrespect/defiance, disruption, inappropriate language, and physical contact/fighting.•The middle school chooses to report both minor and major offenses.•There has been a decrease in reporting of disruption and disrespect from 2003-4 to 2004-5 in both minor and major categories. Note the increase in Aggression/ Fighting.

32. ABC MS: Where is Physical Aggression Happening?

33. ABC Middle School: Are referrals for Aggression/Fighting distributed evenly by Grade?

34. ABC MS: 8th Grade: Where are 8th Graders engaging in aggression?

35. ABC MS: Are referrals for HALLWAY aggression distributed evenly by Grade?

36. ABC MS: 8th Grade AggressionTargeted or Universal Support? • 54 Separate incidents (14 in Hallway) • 33 Different students reported • 110 total 8th graders 33/110=30% • 44 of 54 referrals were male • 27 different males (27 / 55(total number of 8th grade males) = 49% of males w/ a referral for major aggression) • 10 males with 2 or more referrals • 1 student with 7 referrals

37. Targeted (Secondary System) Readiness • Identification of at-risk indicators (i.e. concerns that are predictive of risk for future social, emotional, behavioral, academic problems) • For at-risk indicators, identify primary interventions/supports that should exist in response to at-risk indicators • Document the criteria/benchmarks for when a student demonstrates non-response to primary system interventions/supports (i.e. higher level supports are needed)

38. At-Risk Categories What common categories of concern indicate risk for future chronic problem behavior, academic/ social disengagement, or school failure? • Major office disciplinary referrals? • Attendance/ Late to school? • Frequent nurse visits? • Homework not completed? • Other academic indicators (literacy, numeracy development)? • Behavioral concerns not addressed through discipline system (e.g. social withdrawal, internalizing) ? • Other?

39. Activity: At-Risk Indicators and Non-Response Criteria For one at-risk indicator other than ODR: • Imagine it is September1, 2009 and determine: • When should we be concerned? • Consider frequency, duration, intensity variables • What initial steps will be taken by primary staff once ‘concern’ is established • Classroom teacher, nurse, guidance, administrator • Consider a continuum of primary interventions and supports • Consider timeframe for primary interventions • Consider when you would check to determine effectiveness • Determine how and when you would know that the student is ‘non-responsive’ to primary interventions • Determine how secondary system supports could be activated and what would occur at a secondary level to support the student or family

40. Possible Behavior Categories to Address for Non-Response Criteria (Benchmarks)Mann & Muscott (2008)

41. Why Screen for Behavior?Kauffman (2001) • To find youngsters whose problems are not immediately obvious and identify early problems with a high degree of accuracy. • Early identification leads to early intervention • Early intervention is effective, efficient and humane

42. Of the young children who show early signs of concerning behavior, it has been estimated that fewer than 10% receive services for these difficulties. Kazdin & Kendall, 1998 Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

43. What is Screening?Salvia & Ysseldyke (1988) • Screening is an initial stage of assessment • Those who may evidence a particular problem, disorder, disability or disease are sorted from the general population. • Those who perform below standard thresholds on screening measures are considered “at-risk.”

44. Types of Screening Already used in Many School • Readiness • Academic (in many forms) • Vision • Hearing • Dental • Scoliosis • ________? • Why Not Social Behavior?

45. Office Discipline Referrals Are Not Sufficient as a Screening ToolCheney, et al. • Office discipline referrals typically involve acting out, noncompliance, and disruption -- externalizing types of behaviors • Students with less disruptive, more internalizing behavior problems are often not identified for support • Internalizing examples: extreme shyness, withdrawal, depression, social inhibition, social anxiety • Internalizers are equally in need of supports and intervention – perhaps more so.

46. Displaying aggression towards objects or persons Forcing the submission of others Defying the teacher Being out of seat Not complying with teacher instructions or directives Arguing Having tantrums Being hyperactive Disturbing Others Stealing Not following teacher or school-imposed rules Stage OneNominating Externalizing Students

47. Having low or restricted activity levels Not talking with other children Extreme shyness Very timid and/or unassertive Avoiding or withdrawing from social situations Preferring to play or spend time alone Acting in a fearful manner Not participating in games or activities Being unresponsive to social initiations by others Not standing up for one’s self. Stage OneNominating Internalizing Students

48. Multiple Gate Screening Stage 1 (15-20 minutes of teacher time): teachers rank order their students along two dimensions of behavior – internalizing & externalizing. Stage 2 (about 60 minutes of teacher time): teachers complete the BASC-2 Behavioral Emotional Screening System (BESS) for the 3 highest ranked students for internalizing & externalizing. Students whose elevated scores exceed the cut off on the BESS move to Stage 3. Stage 3 (no teacher time): students are referred to the appropriate school-based team to determine additional diagnostic assessments and/or appropriate interventions

49. Systematic Screening for Behavior DisordersHill Walker Herb SeversonOregon Research Institute

50. SSBD and the Beacons ProjectCheney, et al Results of this project suggest that students who receive early support & intervention have: fewer referrals to teams to evaluate special education eligibility shown improvements in social and academic functioning based on reviews of report cards and state achievement test scores improved on-task behavior reduced level of disruptive behaviors to a level comparable to their typically developing peers.