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The role of the school counselor in RTI and
PBIS Jennifer Betters-Bubon & Lorice Ratas
Plan for Presentation
WELCOME! § Introductions and an online poll § Overview of PBIS and RTI § Activity: What are you already doing? § The specifics:
§ Universal § Secondary/Tertiary support
§ Concerns? Questions?
Please take out your cell phones…
. How familiar are you with the role of the school counselor in the RTI process?
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A scenario…
Mr. Jones works as a school counselor at a middle school in a suburban school. Recently the leadership team implemented a ‘intervention block’. The idea behind this block is that there is a 20 minute time period each day whereby students can receive academic or behavioral interventions. The school counselor works with the 7th grade team during this block and each week month they meet to determine the needs of students during this block. The students who are not receiving interventions are to have advisory or enrichment. Due to the pressure that the team feels regarding their lagging reading scores, they often struggle to find time to discuss the social/emotional needs of youth. In fact, for the past 2 months, the counselor has not been able to bring up behavioral data at all and has found himself assisting with reading/writing groups during the intervention block instead of working with students in other areas.
Designing Culturally Responsive Multi-tier Models for Student Success
Academic Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity
Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Universal Interventions • All students • Preventive, proactive
Universal Interventions • All settings, all students • Preventive, proactive
Behavior Systems
Why focus on both academics and behavior? Research supports a focus on BOTH sides of the triangle: § Daniel Goleman - Social/Emotional Learning § Elias, M.J. & Arnold, H. (2006). The Educator’s Guide to
Emotional Intelligence and Academic Achievement. Corwin Press.
§ http://www.rtinetwork.org/learn/behavior-supports/integrating-behavior-and-academic-supports-general-overview
§ http://www.rtinetwork.org/learn/behavior-supports/integrating-academic-and-behavior-supports-secondary-supports
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Behavioral outcomes are linked to academic outcomes
Discipline Gap
Achievement Gap
Culture matters
Effective RTI/PBIS systems take culture into consideration Interventions at all
levels must be: § Culturally responsive § Collaborative § Incorporate cultural knowledge into decision and practices
We must be self-aware—we must help others be self-aware
Wisconsin's Vision for Response to Intervention
Effective RtI system = high quality instruction, balanced assessment, and collaboration paired with culturally responsive practices
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Why RTI?
RTI is the “new” model for determining qualification for special education
Early Interven,on
Universal Screening
Disability Iden,fica,on
Success for ALL
RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice.
Principles for successful implementation of RtI in Wisconsin
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Why SWPBIS? The fundamental purpose of SWPBIS is to make schools more effective learning environments.
Predictable
Consistent
Posi,ve
Safe
What is School-wide Positive Behavior Intervention and Support?
• School-wide PBIS is: • A framework for establishing the social culture and
behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective
practices
What we know…
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• Urban (Netzel & Eber, 2003; Warren et al., 2003) and rural Kartub et al., 2000) settings
• Statewide initiatives (e.g., Michigan, Illinois, Maryland, Wisconsin)
• For outcomes, such as: • Office discipline referrals (Bradshaw, Mitchell, & Leaf,
2010; Curtis, Horne, Robertson, & Karvonen, 2010)
• Organizational health/School climate (Bradshaw et al., 2008; Bradshaw, Koth, Thornton, & Leaf, 2009)
• Feelings of safety (Horner at al., 2009; Metzler et al., 2001)
• Reading and math achievement (Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
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RTI and PBIS
Multi-tier system of support Team collaboration Data driven Evidenced based
?
Similarities “Differences”
What we know…
School-wide PBIS is one way to organize your resources to create systems to assist students with social, emotional and behavior needs WITHIN the RTI process.
Multi-tier models of support versus ASCA?
Where is the overlap? Can they go together?
Advantages or disadvantages of each?
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The ASCA National Model for the 21st Century
The ultimate goal of the school counseling program is to support the school’s academic mission.
Ensuring academic achievement for every
student includes counselor initiated activities designed to meet the needs of under-served, under-performing and under-represented populations.
Elements of a Comprehensive Program
1. Comprehensive in Scope
2. Preventive in Design 3. Developmental in
Nature 4. Integral Part of the Total
Educational System 5. A Designed Delivery
System 6. Implemented by a
Credentialed School Counselor
7. Conducted in Collaboration
8. Monitors Student Success
9. Driven by Data 10. Seeks Improvement 11. Shares Successes
Multi-tier models of support can support our work within the ASCA model and vice versa.
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We are School Counselors…
And thus, are in a unique position to coordinate building wide efforts surrounding multi-tier systems of support…
Within the counseling model and within our roles
WHAT IS OUR ROLE WITHIN THE TIERS OF SUPPORT?
Tier 3
Tier 2
Tier 1
TRIANGLE ACTIVITY:
Applying the Three-Tiered to Your School Counseling Program
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Examples of Tier 1/Universal ASCA & RTI approaches
§ School Counseling Program: § Classroom Lessons § New student activities § Individual Planning
meetings/Conferencing § PBIS/RTI:
§ Cool Tools § Acknowledgements § School rules/expectations § Intervention blocks
§ Other/Both § Universal Screening
Universal screening
The RTI process ‘begins with high-quality instruction and universal screening of children in the general education classroom’ (www.rtinetwork.org)
Research supports the use of screening in the identification of students. Using ODRs alone is not enough to capture both internalizing and externalizing problems!
Choosing a universal screener
• Choose a screener that is: • Developmentally and contextually appropriate • Easy to use (for you, students, teachers) • Easy to interpret • A few examples (Handout!)
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• PBIS team! Form a team to plan how behavior is taught, reinforced and monitored. • Create 3-5 positively stated school expectations. • Teaching of these expectations through planned lessons, called “Cool
Tools” • Create an acknowledgement system • Examine data • Help to identify students in need of tier 2 and tier 3 social, emotional,
behavioral supports
Tier 2/Tier 3 Intervention Ideas § School Counseling Program:
§ Small group support (using data!) § Individual counseling § Consultation and observation
§ PBIS/RTI: § Check in/Check Out § Social and Academic Instructional
groups § Both
§ Functional Behavior Assessments (FBAs)
§ Wraparound support § Coordination with outside agencies § Mentoring
Immediate
• Student will know the calming down steps
• Student ability to display self control when upset
Proximal
• Reduced aggressive behavior
Distal
• Safer School Climate
• Decreased disciplinary referrals
Second Step Group for students with aggressive behavior PS:B1.4 develop effective coping skills for dealing with problems PS:A2.6 use effective communications skills PS:B1.2 understand consequences of decisions and choices
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Measuring Small Group Success
KNOWLEDGE: What do students know? § T/F Anger is a feeling that affects everyone differently.
SKILLS: What are students able to do? § Which of the following is a way to resist violence?
a. Conflict management b. Moving to a safe area c. Both a and b d. None of the above
ATTITUDES How do students feel about it? § I believe I can control my anger through taking deep breaths
a) Strongly agree b) Agree c) Disagree d) Strongly disagree
Data that can be examined…
Within multi-tier models, organizing data can be helpful. Schoolwide data: ODRs Detention Academic information
Individua/group data: ODRs Attendance/Tardies Screening info Academic
Data
It’s not enough to collect data.
Data needs to guide decision making Data needs to be shared with: Other staff members Families School board
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Revisit your triangle
What are you doing as a counselor that could be revised?
How can your role/duties be further organized within a multitier system (e.g., consider how you form small groups, etc.)?
Lessons Learned • Effective Leadership Matters • Start by establishing commitment • Lead don’t drive: Use team-based change process
• Invest in prevention first • Create a positive social culture
• Avoid rewarding problem behavior • Implement Evidence-based Practices at all three Tiers
• Universal (all students, all times, all locations) • Targeted (efficient interventions for at-risk students) • Intensive (individualized interventions for those
students with the most intense problem behavior)
Questions?
Contact: Jennifer Betters, UWW - [email protected]
Lorice Ratas, UWW - [email protected]
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Resources
§ http://www.nccrest.org/about.html § Guiding questions handout § Culturally Responsive PBIS handout § The Checklist for Culturally Responsive Practices in schools http://www.wisconsinpbisnetwork.org/assets/files/resources/1302874052_The%20Checklist%20for%20Culturally%20Responsive%20Practices%20in%20Schools-revised%202%20WI.pdf
As counselors, we can guide these decisions and remind all to consider the role of culture.
Resources Documents: WI RtI: A Guiding Document: http://rti.dpi.wi.gov/files/rti/pdf/rti-guiding-doc.pdf Parent & Family Resource Library: http://www.wisconsinpbisnetwork.org/parents-and-family/resources.html Response to Intervention & PBIS: Brothers from Different Mothers or Sisters with different misters?
• http://www.wisconsinpbisnetwork.org/assets/files/resources/1325530138_brothers%20sisters%20pbis%20rti%20article.pdf
Websites: RtI Resource Center: www.wisconsinrticenter.org PBIS Network: www.wisconsinpbisnetwork.org School-Wide Information System: http://www.swis.org/ Wisconsin Safe & Healthy Schools: http://www.wishschools.org/ Department of Public Instruction: www.rti.dpi.wi.gov
References Algozzine, B., Wang, C., White, R., Cooke, N., Marr, M., Algozzine, K., & ... Duran, G. (2012). Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students.Exceptional Children, 79(1), 45-64.
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23, 462-473.
Bradshaw, C.P., Mitchell, M.M., & Leaf, P.J. (2010). Examining the effects of schoolwide Positive Behavioral Interventions and Supports on student outcomes. Journal of Positive Behavior Interventions, 12, 133-148
Curtis, R., VanHorne, J.W., Robertson, P, & Karvonen, M. (2010). Outcomes of a School-wide Positive Behavioral Support Program. American School Counselor Association, 13, 159-164.
Horner, R.H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.
Lane, K. (2007). Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-Level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis. Education And Treatment Of Children, 30(4), 135-164.
Lassen, S.R., Steele, M.M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712
Metzler, C.W., Biglan, A., Rusby, J.C., & Sprague, J.R. (2001). Evaluation of a comprehensive behavior management program to improve School-wide Positive Behavior Support. Education and Treatment of Children, 24, 448-479.
Netzel, D., & Eber, L. (2003). Shifting from reactive and proactive discipline in an urban school district: A change in focus through PBIS. Journal of Positive Behavior Intervention, 5(2), 71-79.
Kartub, D.T., Taylor-Greene, S., March, R.E., Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2, 179-182.
Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). Schoolwide Screening and Positive Behavior Supports: Identifying and Supporting Students at Risk for School Failure. Journal Of Positive Behavior Interventions, 7(4), 194-204. (see attached)
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