Systemic Supports & Interventions for Students with Behavioral Challenges

1. Systemic Supports & Interventions for Students with Behavioral Challenges Scott Crooks Alicia Sachan Judy Felts Matthew Berry Fall Regional Meeting November 20, 2014

2. Entering Activity Do the Math! • In thinking of completing the Do the Math activity, reflect on your school’s current practices to support students academically, behaviorally, and/or socially. • Please complete the right side of the Pyramid handout and write in the supports and interventions you currently have in place at each tier.

3. Roles Teachers Administrators Superintendents/Assist Directors Principals/Assist. Clinician/Specialists School Psychologists Social Workers School Counselors Behavioral Specialists Introductions: “That’s Me”

4. Objectives Understanding how to maintain and sustain systematic practices by using the Blueprint and Action Planning Know and be able to utilize available resources to develop a plan focused on Tier 2/3 Leverage available resources and structures and identify roles and responsibilities to have the capability and capacity to implement a multi-tiered system across all three tiers

5. By the end of this session you will be able to … • Identify potential resources to build a tool box of interventions to assist in implementing a multi-tiered system • Identify and describe possible next steps for implementation What would you like to walk away with from this session?

6. Session’s Agenda • Overview of Systemic Supports & Interventions • Breakout’s • Tier 2 Systems • Tier 2 Interventions • Tier 3 Interventions • Resources • Possible Next Steps

7. SWPBS Implementation Blueprint www.pbis.org 2010

8. Rethinking Discipline We Should: • Teach social skills and behavioral expectations directly • Give positive feedback about what the students are doing correctly or appropriately.

9. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Social Academic Behavioral

10. 8 SW Essential Components • Common Philosophy & Purpose • Leadership • Clarifying Expected Behavior • Teaching Expected Behavior • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Ongoing Monitoring • Effective Classroom Practices.

11. Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

12. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈ Primary Prevention (Tier 1) Social Academic Behavioral

13. Misbehavior = Learning Error Students learn appropriate behavior in the same way they learn to read – through Explicit instruction, practice, feedback, and encouragement.

14. The Power Of Teaching • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? … remove? … punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy (pbismaryland.org)

15. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Social Skills Improvement System (SSiS) - Classwide Intervention Program ≈ Primary Prevention (Tier 1) Social Academic Behavioral

16. Three Tiered Models of Prevention: A Comprehensive Approach Address varying responses to intervention Three-tiered school-base intervention model Primary Prevention Academic Behavioral Social Goal: Prevent Harm Secondary Prevention Academic Behavioral Social Goal: Reverse Harm Tertiary Prevention Academic Behavioral Social Goal: Reduce Harm Lane, Kalberg, & Menzies, 2009

17. 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 Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Academic Problem Solving with function in mind Complex FABI WRAP RENEW Problem -solving SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network

18. Integrated Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

19. Integrated Continuum of Support for ALL Soc skills Science Spanish Math Reading Soc Studies Basketball Label behavior…not people Dec 7, 2007

20. Let’s do the Math! What percentage of your student body count would fall into primary 80%, secondary15% and tertiary 5%? Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Social Academic Behavioral