Secondary Support Systems

Implementation in the “Real World”

Edie Banks, LCSW

Sarah Gafford, LCSW

Who Are We?

What is PBIS? What are PBIS Secondary Interventions

◦ Where we were◦ Where we are now◦ Where we would like to be

Agenda

K-5 556 number of Students 60% free-reduced lunches 45% non-white 9% Special Education

Our School—North Elementary

14 years implementing History

◦ Universal coach◦ Secondary◦ Tertiary

Our role

PBIS in Alton School District

Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success.

As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students.

What is PBIS?

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT:

What is meant by “layering” interventions?

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w.

individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines

overall intervention effectiveness

Standing team; uses FBA/BIP

process for one youth at a time

Uses Process data; determines

overall intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Check In Check Out (CICO) Secondary Academic Instructional Groups

(SAIG) Individualized Check In Check Out Simple Functional Behavior Assessment

(FBA) Behavior Intervention Plan (BIP)

Secondary Interventions at North

1) Check-In, Check-Out (CICO): Relatively easy and quick to implement for up to 10-15% of all students.◦ 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)

Data to assess Impact of Intervention: Reduction in ODRs, points earned on Daily Progress Report (DPR), grades, attendance, etc.

Data-Based Decision Rule for Responding: Student earned average of 80% or more of their Daily Progress Report (DPR) points with no new office discipline referrals (ODR’s) during the reporting period..

CICO

“No significant learning occurs without a significant relationship”

James Comer

Check In Check Out at North

GOALS Morning Afternoon Reader’s Workshop

Special Classes Transitions

Be respectful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be responsible

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be safe 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

TOTAL POINTS

Name: Date ________________

Please indicate YES (2), So-So (1), or NO (0) regarding the student’s achievement for the following goals.

Daily Goal: ______ Daily Score:

CICO Facilitators Teacher Buy-In Time & Location Reward System

Barriers

Where we were:◦ Only one facilitator◦ One coordinator (secondary coach) entering all data

Where we are now:◦ 11 facilitators◦ New coordinator (not secondary coach)◦ A few entering individual data

Where we are going:◦ More facilitators?◦ All entering individual data and emailing to

coordinator weekly

Barrier 1-CICO Facilitators

Where we were:◦ Refusal◦ Filling out sheet at the end of the day◦ All 2’s or all 0’s

Where we are:◦ Short in-service—watched PBIS video◦ NO refusals◦ A few are still filling out at the end of the day

Where we are going:◦ All teachers complete sheet throughout the day

providing ongoing feedback to student◦ Consistently share data with staff

Barrier 2-Teacher Buy-In

Where we were:◦ No clear time or place◦ Often forgotten◦ Often did not have time to make it to every student

Where we are:◦ Designated locations for each facilitator◦ Designated time---Including announcement◦ Difficulty with substitutes

Where we are going:◦ Consistent plans for teacher substitutes AND

facilitator absences

Barrier 3-Time & Location

Where we were:◦ Small treat for students who met goal◦ Students returning to class with treat◦ Unhappy teachers

Where we are:◦ Positive praise◦ Treat at end of week sometimes◦ Graduation party-Inconsistent

Where we are going:◦ Using stickers and/or stamps◦ Consistent graduation party

Barrier 4-Reward System

Data reviewed weekly to determine next step (RTI)

If a student is not responding after 2 weeks move on to next layer of interventions (SAIG)

Exceptions:◦ Student continues to receive major office referrals◦ Student is making good progress-just not meeting

definition of ‘responding’

Transition to Secondary Academic Instructional Groups (SAIG)

2) Social/Academic Instructional Groups (SAIG): Youth are supported in a small group for direct instruction of replacement behaviors, structured practice and feedback.

Examples:◦ Problem-Solving: To learn replacement behaviors for fighting, arguing,

etc.◦ Pro-social Skills: To learn replacement behaviors for avoidance,

withdrawal, etc.◦ Academic Behaviors: To learn replacement behaviors for getting out of

seat, calling out during instruction, poor studying habits, etc. Data to assess Impact of Intervention: Reduction in ODRs,

percentage of points on Daily Progress Report (DPR), grades, attendance, behavior surveys, etc.

Data Based Decision Rule: Student has earned average of 80% or more of their Daily Progress Report (DPR) points, has had no new office discipline referrals during reporting period.

SAIG

Organizing Groups Curriculum Times to meet Tracking Attendance/Taking Notes

SAIG Barriers

Where we were:◦ Struggled with having enough students to start a

new group---students would have to wait for service until other members identified

◦ Students with different needs grouped together Where we are:

◦ Ongoing groups that can be joined at any point◦ Students plugged in faster

Where we are going:◦ Improve data-based decision making

Barrier 1- Organizing Groups

Where we were:◦ Intervention not targeting need◦ Group lessons pulled from many different materials

depending on social worker’s preference Where we are:

◦ Using evidence-based curriculum (Skillstreaming, Second Step)

◦ Supplementing with other materials◦ Getting teacher input regarding student needs

Where we are going:◦ Targeting more appropriate needs for pro-social and

academic groups

Barrier 2-Curriculum

Letter Home Teacher Form Additional Activities Used

Example-Curriculum

Where we were:◦ Coordinating times with individual teachers◦ Unable to form groups due to having no time that

works for all teachers◦ Missing instructional time

Where we are:◦ All groups occurring during lunch (Students AND

teachers happy) Where we are going:

◦ Coordination with detention

Barrier 3-Times to meet

Where we were:◦ Creating social work file for each student receiving

services◦ Inconsistency in what form to use for notes

Where we are:◦ Use group attendance form that includes date and

lesson Where we are going:

◦ Still debating whether form needs place for comments

◦ Working on ways to communicate with other schools when student moves

Barrier 4- Tracking Attendance/Taking Notes

3) Simple Tier 2/Secondary Interventions with Individualized Feature/s: Individualizations are fairly generic (see below), and designed without lengthy discussion of individual students.

Examples:◦ Check-In, Check-Out with Individualized Feature/s (same CICO as above with one or

more of the following changes): Change location or time of Check-In and/or Check-Out Change Check-In, Check-Out person (change adult or use a peer instead) Individualize student expectations/goals beyond regular school-wide expectations

Mentoring (ex. CnC): One adult has scheduled check-in times with the student throughout the day to provide ongoing support, pre-corrects or simply a connection/relationship.

Data to assess Impact of Intervention: Reduction in ODRs, grades, attendance, percentage of Daily Progress Report (DPR) points earned, etc.

Data Based Decision Rule for Responding: After 10 weeks of mentoring, student has earned 80% of Daily Progress Report (DPR) points, has not received any new office discipline referrals, is passing all academic core classes, and has improved daily attendance by at least 50%.

CICO w/individualized features

4) Brief Function-based Behavioral Intervention Plan (Developed by Tier 2 Team): A simple behavior support plan developed quickly/easily for one student by the tier 2 generic problem-solving team. Brief tier 2 behavior intervention plans address only one behavior, typically only in one setting. Interventions are chosen or designed based on assessed “function” of the youths’ behavior or skills-deficits (i.e. youth needs to know how to appropriately ask for attention.)

Examples of Function-based Supports:◦ Increased adult support and monitoring; instructional prompts in the natural environment.◦ Individualized school-based supports for student success (alter routines and physical

arrangements.)◦ Function-based social skills training and practice (teach key rules and skills.)

Data to assess Impact of Intervention: Reduction in ODRs, percentage of Daily Progress Report (DPR) points earned, direct observation data recorded on simple scatter plots, etc.

Data Based Decision Rule for Responding: After four weeks, youth has no new office discipline referrals and a 50% reduction in the identified problem behavior. In addition, student earns 80% of DPR points, and increase grades and attendance by 75%.

FBA

Data usage Delivery of services

◦ Classroom lessons◦ Teacher requests◦ Caseload

School Social Workers

Questions?

Northelementarysocialwork.wordpress.com

Resources