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School-Wide Positive Behavior Support

&School-Based Behavioral Health

Overview

Merging Systems, Data, and Practices

to Support ALL Students

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Providing mental health services in school is like sailing a ship because…

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Mental Health is…

Behavioral Health is…

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Intensive Supports:

Distinguished Educators

Targeted Supports: Intermediate Units

For Districts that Struggle in Particular Areas & are in School Improvement or

Warning – 350 Districts

Foundation Support

The Basics in All Six Components – All 501 School Districts

Tier 2:Strategic and Targeted

Interventions

Tier 1:Benchmark and School Wide Interventions

for All Students

Tier 3:Intensive

Interventions

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Clear Standards

Fair Assessments

Resources & Materials

Interventions

Instruction

Curriculum

Strong Results for

Students

Artful U

se o

f

Infra

stru

cture

Standards Aligned System

Quality Teaching

Lead

ersh

ipContinuous

Learning Ethic

Aligned School

Improvement

Clear Consistent Boundaries

High Expectations

Meaningful Student

Engagement

Connectedness & Bonding

Skills for Life

Unconditional Support

Strong Results for

Students

Linkages Between Student Achievement and …

Quality Teaching Quality Leadership

Artful Use of Infrastructure Continuous Learning Ethic

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School-Wide Positive Behavior Support &

School-Based Behavioral HealthUnderpinnings-• Unclaimed Children –1982• A Nation at Risk - An Open Letter to the American People 1983• Surgeon General’s Report 1999-• President’s New Freedom Commission on Mental Health 2003

Goal 4: Early M/H Screening

Goal 4:2 Improve/expand school mental health programs.• IDEA – • NCLB• Litigation – Least Restrictive Environment • Advocacy Agencies – High priority issues• PDE/BSE State Performance Plan 2004-07 – MH in Schools

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Regulatory Implications

• IDEA 2004

– §300.226 (a)Early intervening services.• “…develop and implement…academic and behavioral support services…”

– §300.324 (a)(2(i) IEP team is required to consider PBIS

– §300.704 State is directed to allocate funding to assist LEA’s in providing PBIS

• NCLB 2001

– Part A- Sec. 1114 (a) use of funds for school-wide programs, (b) components of school wide programs –needs assessment,strategies that provide opportunity for all to meet advanced and proficient levels, (ii) use effective, scientifically-based strategies…

– (E) (i) provide children with experiences and support…including emotional support

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Regulatory implications…(cont’d)

PA Code – Title 22 Chapter 14- §14.133 Behavior Support.

Language added to encourage us of positive behavior support and limit use of restraints.

Chapter 12-§12.41(a)(1) Student Services. “…social work services that support

academic, behavioral, and social development issues.

Chapter 12-§12.42 Student assistance program

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Regulatory Guidance…we’ve been here before!

• 1954 –Brown v.Board of Education

• 1965 – Elementary and Secondary Education Act

• 1966 – ESEA Amended• 1970 –Education for the

Handicapped Act• 1971 – P.A.R.C – Mills• 1973 – Rehabilitation Act

• 1974 – PL 93-380• 1975 – PL 94-142• 1982 – Rowley v Board of

Education• 1988 – Honig v Doe• 2001 – NCLB• 2004 – IDEA (#5)

“Federal laws don’t repeal…they grow teeth!”

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A Key Question:

• How do we move from “expert driven”, one-student at a time, reactive approaches to building capacity within schools to support the behavior/mental health of ALL students?

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PDE’s School Improvement Initiatives…

• School-Wide Positive Behavioral Support (SWPBS) (aka…PBS,PBIS, SWEBS,SW)

• School-Based Behavioral Health

• Response to Intervention (RtI)

• Resiliency in Schools –Chapter 12 revisions

• Project 720

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1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Individual Students• Assessment-based• High Intensity

Tertiary Interventions• Individual Students• Assessment-based• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student SuccessA Response to Intervention Model

Academic Systems Behavioral Systems

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SWPBS is… A Team-driven process A data-based problem-solving process A process to re-shape social culture of a school Evidenced-based practices embedded in a

systems change process A pro-active,positive approach to teach academic

and behavioral skills A prevention continuum of supports and services

[primary,secondary, tertiary] A framework for organizing an array of mental

health supports and services within the school setting

Eber, L. (2006)

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School-Wide Systems for Student SuccessA Response to Intervention Model

Implement School Wide Expectations

•Define 3-5 school-wide positive behavioral expectations

•Develop a curriculum matrix

•Teach plans

•Teach expectations

•Define School-Wide Incentive System

•Define responses for problem behavior

•Collect, analyze, evaluate data for decision-making

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Universal Example• Leadership Team identifies need

– Response to high frequency of bullying (data)

Lessons taught school-wide (all staff all kids)– Direct instruction linked to “Respect”

expectation– Practice activities in all settings– Prompts in settings (i.e. playground, halls,

classroom)– Recognition of skills being demonstrated

• Assessment of outcomes – Has bullying decreased?

Non-class

room

Setting Sys

tems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Integrating School-Wide Positive

Behavior Support

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SWPBS is NOT…

• A curriculum, a packaged program

• Just about tangible reinforcement

• Just about discipline

• A Special Education Program

Eber, L. (2006)

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School-Wide Positive Behavior Support

- Cohort I -

• 2007/08 - 25 regional interagency teams(school district and behavioral health) awarded PDE grants to implement SWPBS model

• 3 year commitment required• Technical support provided by IU, PaTTAN

TAC’s, and Regional SAP Coordinators • Training series conducted by nationally certified

PBIS trainers (Illinois PBIS)

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Intensive, Individual Interventions• Functional Assessments• Behavior Intervention Plans

School-based Behavioral Health Supports

School-wide Positive Behavior Supports

Targeted Group Interventions• Check-in / Check-out• Behavior Education Plan (BEP)• Re-teach skills• Self-monitoring

Universal Interventions• Clear Expectations• Teach Behaviors• Effective Instruction• Rules & + Reinforcement

Intensive, Individual Interventions• Standard Protocol Interventions• Wraparound Supports• Intensive Case Management• Person-centered Planning

Targeted Group Interventions• Self-monitoring• Standard Protocol Interventions• Small group skills training

Universal Interventions• Modeling• Core Programs• Family involvement with school programs

1-5%

5-10%

85-100%

1-5%

5-10%

85-100%

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Response to Intervention (RtI) is…

•A general education led effort implemented within the general education system

•A immediate intervention based upon student need

•An alternative approach to identification of a Specific Learning Disability

•A process to identify if a child responds to scientific, researched-based intervention

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Response to Intervention (RtI)

Core Characteristics•Universal Screening

•Standards-aligned instruction

•Tiered Interventions

•Researched-based Intervention

•Progress Monitoring

•Benchmark and Outcome Assessment

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RtI is… Aligned with other initiatives of school reform [tiered

interventions]

A logic model, a method/practice to differentiate between individual pathology and common place problem.

A paradigm shift from “waiting to fail” model

An alternative to “discrepancy model” for Learning Disability identification

Logical, cost efficient use of resources

Stu

dent

s ha

ve o

ppor

tuni

ty to

mov

e w

ithin

the

cont

inuu

m o

f

inte

nsity

for

supp

ort i

n re

spon

se to

inte

rven

tion

TIER 1

Universal School-wide Supports and

Prevention

• School-Wide Positive Behavior Supports• Social Skills Training and Bullying Prevention

• Social Emotional Learning and Resiliency Training

TIER 2

Selected and TargetedIntervention

• Student Assistance Programs• Group / Individual Counseling

• Group / Individual Behavior Intervention(School or Community)

TIER 3 Intensive

Intervention• FBA / BIP

• Partial Hospitalization• Out of School Treatment

RtI FrameworkRtI Framework

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Assessment <> Intervention Continuum:A Response to Intervention Framework

Tertiary

Secondary

AnalyzeAnalyzeStudent DataStudent Data

Interviews

Ratings

Nomination

Multi-Disciplinary Multi-Disciplinary Assessment & AnalysisAssessment & Analysis

Individualized Interventions (Complex)

Large Group Interventions

Team-Based Wraparound Team-Based Wraparound Interventions Interventions

InterventionAss

essm

ent

Adapted from T. Scott, 2004

Multiple Perspectives

Observations, FBA

Multiple settings

Individualized Interventions (Simple)

Small group Interventions

Teen Screen

SSBD

Universal School-Wide Assessment

School-Wide Prevention Systems

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SBBH is… A collaborative Effort-PDE,DPW,LBI & DOH

A process to address the behavioral health needs of students using integrated systems and collaborative partnerships

A whole-school effort that involves ALL stakeholders

A system of support for students at all levels of service need.

A grant funded initiative

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SWPBS and SBBH

Shared Goals

•Success for all youth at school, home, community

•Academic/social/emotional success

•Safe, effective, supportive learning environments

•Systemic approaches that are prevention based

Eber,L.(2006)

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SWPBS and SBBHShared Challenges

• Low fidelity implementation of interventions

• Lack of data-based decision making

• Fragmentation of efforts on behalf of youth

• Lack of effective behavior practices in schools

• School environments that are “toxic” for youth with MH challenges

Eber, L. (2006)

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SBBH & SWPBS…• Initiates a systems change process

• Creates host environments that support, adopt, and sustain use of evidenced-based practices to support ALL students

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School-Based Behavioral HealthPerformance Grants

• 2007/08 – 16 regional collaborative teams

• Promote cross-systems development/ enhancement of programs to provide mental health services in schools– PaTTAN coaches provide TA/Training– Data collection, analysis, and reporting

required

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Resilience Education (PDE initiative)

Creating schools that are agents of protective factors for children and staff

Creating a shift in thinking from deficit-based to developing protective factors

Promote, nurture, identify, opportunities to reinforce assets through meaningful, personal relationships

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Resiliency in Education is..-a focused hunt for each child’s greatest potential

-building protective factors in children and staff based upon the core principles

High expectations

Meaningful relationships

Clear, consistent rules for safety

Opportunities to experience success

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Education

in

Partial Hospitalization Programs

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PDE and DPW – Regular Meetings

•Jointly examined challenge of providing educational services to children attending partial hospitalization programs

•Developed a white paper summarizing background and outlining a strategy to meet the children’s educational needs

•DPW issued a bulletin

•PDE issued a letter to school districts

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OMHSAS Bulletin:•Provides guidance for effective Interagency collaboration and addresses:

o Letters of Agreement

o Referral Process

o Evaluation Process

o Interagency Team Meeting Process

o Discharge Planning

•Supplements earlier bulletins – other bulletins remain in effect.

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PDE Letter:•Emphasizes that a student’s resident school district has responsibility to provide or ensure the provision of education services to a child who is placed in a partial hospitalization program.

•Permits homebound instruction for no more than 30 days

•Requires that children have access to instruction that will permit a successful transition back to the school district without significant interruption in core academic subjects.

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Mental Health is..

…to have the motivation and ability to achieve

…to build positive relationships with peers

…to adapt to the complex demands of growth and development

…to contribute to peers, family, school and community

…to make responsible decisions that enhance health and avoid risky behavior.

-Journal of School Health May 1, 2001

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Websites

• www.pbis.org U.S. Office of Special Education Programs• www.inclusiveschools.org Nationalal Institute for Urban

School

Improvement• www.sharedwork.org National Community of Practice on

Collaborative School Behavioral Health• www.pbisillinois.org University of Illinois, Lucille Eber• http://rtckids.fmhi.usf.edu Empirical guide for Decision

Makers• www.bazelon.org Bazelon Center for Mental Health Law• http://smhp.psych.ucla.edu UCLA Mental Health Project –

H. Adelman and L. Taylor• www.center-school.org Center for Schools and Communities• www.uoregon.edu University of Oregon

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Websites Con’t

• http://csmh.umaryland.edu Center for School Mental Health, University of Maryland Medical

Center• www.naspcenter.org National Association of School

Psychologists• www.CASEL.org Collaborative for Academic, Social, and

Emotional Learning• http://stopandthinksocialskills.com Project ACHIEVE• http://colorado.edu/cspv/blueprints/matrix/overview.html Center for

the Study and Prevention of Violence• http://www.nmha.org/children/index.cfm NMHA – National Mental

Health Association,

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Websites Con’t• http://surgeongerneral.gov/library/mentalhealth/home.htmo

Public Health Service Report – Mental Health: A Report of the Surgeon General

• http://www.rtc.pdx.edu/pgFeaturedDiscussions19.php Research and Training Center on Family Support and Children’s Mental Health,

• http://www.mentalhealthscreening.org Screening for Mental Health

• http://www.mentalhealth.samhsa.gov/cmhs/The Substance Abuse and Mental Health Service

Administration’s National Mental Health Information Center – Center for Mental Health Services