Positive Behavior Intervention and Supports Training Overview(Multi-tiered System and Supports)

United Advocates for Children and FamiliesJuly 21, 2015

Welcome & IntroductionsPCOE PBIS Support: Regional Coaches

Michael LombardoDirector Interagency Facilitationmlombardo@placercoe.k12.ca.us

Celeste Rossetto DickeyPBIS/MTSS Coordinatorcrossetto-Dickey@placercoe.k12.ca.us

Luke AndersonPBIS/MTSS Coordinatorlanderson@palcercoe.k12.ca.us

Kerri FultonPBIS Coach/Trainerkfulton@placercoe.k12.ca.us

Kim WoodPBIS Coach/Trainerkwood@placercoe.k12.ca.us

Ruth Volpi-LaneProgram Analystrhardin@placercoe.k12.ca.us

Services we provide:Support the development of system-wide frameworks for positive school climate promoting wellbeing, safety and academic success

Provide direct services and guidance to districts for support to Placer’s most at risk populations

Foster YouthHomeless YouthVulnerable YouthNative Youth

Programs promoting mental wellness in our schools and community for students & families

Where we provide servicesProviding services to Placer County’s eighteen school districts

Technical and Intensive services to districts, schools, students and families Throughout CCSESA Regions 1 thru 4

Technical support for development of Positive Behavior Intervention and Support

Provide leadership and support throughout California Supporting student attendanceBuilding teams for student mental wellnessProviding technical support for student wellness

Region Trainers for PBISCalifornia PBIS Coalition

PCOE PBIS State Wide Locations Trained:- 17 Total Counties- 30 School Districts- 145 Schools

How can PBIS and Multi-tiered System of Supports help schools?

What we know: Schools face a set of difficult challenges today

Multiple expectations (Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable

Traditional “get tough” and “zero tolerance” approaches are insufficient and ineffective

Many students face multiple needs creating challenges for them as they navigate the school day

Individual student interventions Effective, but can’t meet need of all students

School-wide discipline systems Establish a social culture within which both social and

academic success is more likely

USDE Guiding Principles(1) Create positive climates and focus on prevention; (2) Develop clear, appropriate, and consistent expectations and consequences to address disruptive student behaviors; and (3) Ensure fairness, equity, and continuous improvement.

US Department of Education: Guiding Principles: A Resource for Improving School Climate & Discipline, January 2014

PBIS Prevention Logic for All(Biglan, 1995; Mayer, 1995; Walker et al., 1996)

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem behaviors

Teach, monitor, &

acknowledge pro-social behavior

Redesign of teaching environments … not students!

for enhancing the adoption and implementation of

A continuum of evidence-based interventions to achieve

For ALL students

Framework

Important academic and behavioral outcomes

PBIS

What is Positive Behavior Interventions & Supports?

PBIS is:A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.

Evidence-based features of PBISPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

The fundamental purpose of PBIS is to make schools more effective and equitable learning environments for all students.

Predictable

Consistent

Positive

Safe

Equitable

Schools Implementing PBIS are:Less reactive, aversive, dangerous, and exclusionary;More engaging, responsive, preventive, and productive; Address classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior);Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health)

…….leading to maximized academic engagement,Student mental wellness, achievement and safer schools.

www.pbis.orgResearch

PBIS Establishes a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Universal PreventionAll Students• Core Instruction• Preventive• Proactive• Common Rules

and Expectations• Common

Referral System• Strength Based

Behavior System

Targeted InterventionSome Students• Supplemental (to

reduce risk)• High Efficiency• Rapid Response

Intensive Intervention Few Students

• Individualized• Function-based• High intensity

PBIS Framework

80%

7-15%

1-5%

All students in school

Tier III: Prevent Teach Reinforce & Wraparound

Tier II: Check In Check OutTargeted Interventions

Tier I: Universal Interventions – All Students

PBIS/MTSS Framework

Questions?

Components of PBIS/MTSS1. School-wide System

PBIS TeamSchool RulesDefine & Teach:

ExpectationsRoutines

Acknowledgment SystemConsequences & Decision MakingTeam Initiated Problem Solving (Tier I data teaming)

2. Targeted Group Interventions Tier II-III data teamingCheck In Check OutSmall Group Interventions

3. Intensive Individual Interventions

Individualized InterventionsPrevent Teach ReinforceWraparound Focus of Year 1

First Year Tier I: Day 1

Participate in exploration of practice Building your PBIS team: roles and responsibilities Establish 3-5 school rulesDefine expectations specific to school settings Teach expectations

First Year Tier I: Day 2

Link PBIS to parent and community involvement Establish an acknowledgment system linked to school rules

Teaches expectationsReinforces behavior we wish to see

First Year Tier I: Day 3

Clearly define problem behaviorsCome up with clear and consistent process for responding to problem behaviors School Wide Information Systems (SWIS) overviewEstablish a referral process that makes it easy to collect precise data for problem solving

First Year Tier I: Team Initiated Problem Solving (TIPS)

Teach the PBIS team to work efficiently and effectively. To look at data and identify precise problems and potential solutions.Define a process for team data based decision making.Identify team roles and responsibilities as it applies to the data teaming process.Teach the team how to facilitate team meetings and utilize the team minute form

Who attends these trainings?PBIS teams

AdministratorDistrict Supported CoachSite LeadCertificated Staff Member(s)Classified Staff(s)Family MemberProbation/Community Representatives

Questions?

What do you see in schools using PBIS?

Clearly defined behavioral expectations that have been defined, posted, taught and acknowledged.

What do you see in schools using PBIS?

Teams meeting regularly to:Review their dataDetermine if PBIS practices are being usedDetermine if PBIS practices are being effectiveIdentify the smallest changes that are likely to produce the largest effects

But focusing on the use of evidence-based practices

What do you see in schools using PBIS?

Students who are able to tell you the expectations of the school. Students who identify the school as safe, predictable and fair.Students who identify adults in the school as actively concerned about their success.Students feel connected to the school and staff.

What do you see in schools using PBIS?

Focus on preventionTeam-based systems for targeted and intensive social, emotional and behavioral support for children with more significant needs.

What do you see in schools using PBIS?

Faculty and staff who are active problem solvers.

They have the right informationThey have efficient organizational structuresThey have effective outcome measuresThey have support for high-fidelity implementation and active innovation.

Questions & Comments

Michael Lombardomlombardo@placercoe.k12.ca.us 530.745.1493