PBIS & The Changing Role of the School Social Worker

1. PBIS & The Changing Role of the School Social Worker Ami Flammini, MSW, LCSW IL PBIS Technical Assistance Director Ami.flammini@pbisillinois.org

2. A little bit about me • Began school social work • Special Education cooperative 1993-2006 • Private Practice children & adolescents • Springfield Public Schools 2006-09 • IL PBIS Network 2009

4. What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007). 4

5. “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… • Establish a small number of priorities • “do less, better” • Consolidate/integrate whenever possible • “only do it once” • Specify what is wanted & how you’ll know when you get there • “invest in a clear outcome and assess progress” • Give priority to what works • “research-based, evidence-based” 5

6. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Supporting Student Behavior 6

7. 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/school-wide.htm 7

8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 8

9. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ 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/school-wide.htm

10. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T 10 Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

11. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team 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 Universal Support CICO Brief FBA/BIP SAIG Complex FBA/BIP WRAP Mentoring/CnC Brief FBA/BIP

12. Universal Screening: The SSBD • The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) • Developed as a school-wide (Universal) screening tool for children in grades 1-6 • Similar to annual vision/hearing screenings • Identifies behaviors that may impede academic and social functioning • Leads to earlier intervention • May reduce need for formalized “requests for assistance” by using data

13. At your table, please share one piece of information you just learned.

14. Tier1/Universal Practices of PBIS Define *3-5 school-wide expectations Teach/Pre-correct *differentiated behavior lesson plans direct instruction *in-the-moment reminders Model/Practice *adults model what they teach *students practice what we teach Acknowledge *daily recognition – ex. gotchas *weekly/quarterly grade-level/whole school celebrations Re-teach * re-teach the expectation using different strategies * have the student practice the skill 14

15. Team Development Teaching Data Core Team Acknowledgement Communication

16. TIER 2

18. 10 Critical Features for Tier 2 Interventions • Linked directly to school-wide expectations and/or academic goals • *Continuously available for student participation • *Implemented within 3 school days of determination that the student should receive the intervention • *Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

19. 10 Critical Features (Cont’d.) • Results in student receiving positive feedback from staff • Includes a school-home communication exchange system at least weekly • Orientation materials provide information for a student to get started on the intervention • *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

20. At your table, please share one piece of information you just learned.

21. Check In Check Out (CICO)

22. Check-In/Check-OutRelatively easy & quick to implement for up to 10-15% of all students. Description: • Each adult volunteer checks in and out with multiple youth (up to 10 students) • All youth get same intervention • Same check in and out time • Same school-wide behavioral expectations as goals • Same number of opportunities for behavioral feedback (ratings) • Same Daily Progress Report (DPR) Datato assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

23. CICO Daily Cycle(March & Horner, 1998) 1. Check-in with assigned adult upon arrival to school * Positively greet youth * Review SW expectations (daily goals) * Pick-up new Daily Progress Report card * Provide materials (pencil etc.) if needed * Turn in previous day’s signed form (optional) * Provide reinforcer for check-in (optional)

24. CICO Daily Cycle continued… 2. At each class: * Teacher provides behavioral feedback * Teacher completes DPR or * Student completes self-monitoring DPR/teacher checks and initials card • Check-out at end of day: * Review points & goals * Reinforce youth for checking-out (token/reward optional) * Receive reinforcer if goal met (optional) * Take DPR card home (optional)

25. CICO Daily Cycle continued… 4. Give DPR to parent (optional) * Receive reinforcer from parent * Have parent sign card • Return signed card next day – celebrate (if not returned, simply go on)

26. Grant Middle School STAR CLUB (Students tracking Awesome Results) Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. BEP Daily Goal _32___/_40___ BEP daily score _____/______ Percentage_________ In training _____ BEP Member _____ Student Signature______________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

27. CICO Card (PALS Point Sheet) Name: _________________________________ Date:­___________ HomeroomTeacher: _____________________________________ Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress.  Parent Signature: _________________________________________________

28. Social and Academic Instructional Groups

29. Social / Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Best if involves use of Daily Progress Report These are often the skill groups facilitated by Social Workers, Counselors & Psychologists However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.

30. Social / Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

31. Choosing or Designing Group Interventions • Pre-Packaged (social skill curriculum) • Designed by school • Choose & modify lessons from pre-packaged material based on skill group and/or • Create Lesson Plans (Cool Tools) to directly teach replacement behaviors

32. Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

33. Mentoring

34. Types of School-Based Mentoring • Community Mentoring • Students are matched with a adult mentor from the community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation • After-School Mentoring • Youth participate in after school recreational and education-based activities • Often times includes matching older students with younger students (cross-age) • Facilitated by teachers, clinical staff, and education professionals • School-day Mentoring With School Personnel • Students matched with adults in the building

35. Check & Connect • Created in five year period from 1990-1995 • Supported by 18 years of research • Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008) • Considered a ‘drop-out prevention’ intervention • Manual recommends: “To use the name Check & Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

36. Brief FBA/BIP

37. BEHAVIOR INTERVENTION PLAN

38. Summary Statement Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Replacement Behaviors Why is function important? Because consequences compete Ask for break, ask for help.

39. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of replacement behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

40. TIER 3

41. Wrap-Around

42. What Do we Know about the Tertiary Level: • “Requires real talent and skills” (Rob Horner) • Applies Art (of engagement) and Science (of interventions) • Needs to happen sooner for many students/families • Gets tougher with each system failure • Requires thinking differently with kids and families • Is easier in schools proficient with school-wide PBIS • Includes system/practice/datacomponents L. Eber 2005

43. Unique Fit Tertiary-tier intervention plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

44. 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.

45. 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

46. Who is Wraparound for? • Youth with multiple needs across home, school, community • Youth at-risk for change of placement (youth not responding to current systems/practices) • The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)

47. Features of Wraparound: • individual students • built upon strengths • voice, priorities of youth and family • based on unique youth and family needs • culturally relevant teams and plans • plans include natural supports • traditional and non-traditional interventions • multiple life domains • unconditional

48. Life Domain Areas to Consider • Physical Needs/Living Situation • Family/Attachment • Safety • Socialization • Cultural/Spiritual • Emotional/Psychological • Health • Educational/Vocational • Legal

49. Wraparound is: An ongoing planning process used by: A team of people Who come together Around family strengths and needs To create a unique plan of interventions & supports Based upon a process of unconditional care – no blame, no shame Wraparound is Not: A set of services A one or two time meeting A special education evaluation An individual counselor who links with the family or student Only for families and students we judge as “workable” The presence of flexible funds

50. At your table, please share one piece of information you just learned.