Using&a&PBIS&Framework&to&Build&Suppor8ve&Rela8onships&and&Environmental&Structure&

Northeast&PBIS&Network&Leadership&Forum&&&

Sara&A.&Whitcomb,&Ph.D.&Sarah&A.&Fefer,&Ph.D.&BCBA&

&University&of&MassachuseJs,&Amherst&

College&of&Educa8on&School&Psychology&Program&

Agenda&•  Survey the Audience

•  Keys to Prevention •  Definitions and Examples

•  Points of Integration –  Systems –  Data –  Practices

•  Case Example

•  Conclusions

Moving&Beyond&the&Silos&&

Climate&& PBIS&& SEL&

Keys&to&Preven8on&

Structure&

Support&

Posi8ve&School&Climate&

(Bear,&Whitcomb,&Elias&&&Blank,&2015)&

Keys&to&Preven8on&

PBIS&

SEL&

Posi8ve&School&Climate&

(Bear,&Whitcomb,&Elias&&&Blank,&2015)&

Overview&of&Climate&

•  Sustainable&School&Climate&Includes:&– Norms,3values3and3expecta;ons3that&support&people&socially,&emo8onally&and&physically&

–  People&are&engaged&and&respected&–  Students,&families,&and&educators&work&together&to&develop,&live&and&contribute&to&a&shared3school3vision3

–  Educators&model&and&nurture&aUtudes&that&emphasize&the&benefits&and&sa8sfac8on&gained&from&learning&

–  Each&person&contributes&to&the&opera8ons&of&the&school&and&the&care&of&the&physical&environment&

(Na8onal&School&Climate&Council)&

School&Climate&Standards&

•  The&school&community&has&a&shared3vision3and&plan&for&promo8ng,&enhancing&and&sustaining&a&posi8ve&school&climate.&

•  The&school&community&sets3policies3specifically&promo8ng&(a)&the&development&and&sustainability&of&social,&emo8onal,&ethical,&civic&and&intellectual&skills,&knowledge,&disposi8ons&and&engagement,&and&(b)&a&comprehensive&system&to&address&barriers&to&learning&and&teaching&and&reengage&students&who&have&become&disengaged.&&

School&Climate&Standards&(cont)&•  The&school&community’s&prac;ces&are&iden8fied,&priori8zed&and&supported&to&(a)&promote&the&learning&and&posi8ve&social,3emo;onal,&ethical&and&civic&development&of&students&(b)&enhance&engagement&in&teaching,&learning&and&school=wide3ac;vi;es;&(c)&address&barriers&to&learning&and&teaching&and&reengage&those&who&have&become&disengaged;&and&(d)&develop&and&sustain3an&appropriate&opera;onal3infrastructure3and&capacity&building&mechanisms&for&mee8ng&this&standard&

School&Climate&Standards&(cont)&

•  The&school&community&creates&an&environment&where&all&members&are&welcomed,&supported,&and&feel&safe&in&school:&socially,3emo;onally,&intellectually&and&physically.&

•  The&school&community&develops&meaningful&and&engaging&prac;ces,3ac;vi;es3and3norms3that&promote&social&and&civic&responsibili8es&and&a&commitment&to&social&jus8ce.&

Positive Behavioral Interventions and

Supports (PBIS)

Posi8ve&Behavioral&Interven8ons&and&Supports&(PBIS):&Suppor8ng&the&posi8ve&behaviors&of&all#

children&

•  Coordinated&data\based&decision\making&and&instruc8onal&programming&that&focuses&on&teaching&adap8ve&behaviors&and&discouraging&disrup8ve&behaviors&across&contexts&

&•  Is&developmentally&appropriate&&•  Spans&mul8ple&years&&&•  Based&on&research&and&systema8cally&evaluated&

(Horner&&&Sugai,&2005)&

Primary&Preven8on:&School\/Classroom\&Wide&Systems&for&All&Students,&

Staff,&&&SeUngs&

Secondary&Preven8on:&Specialized&Group&

Systems&for&Students&with&At\Risk&Behavior&

Ter8ary&Preven8on:&Specialized&&Individualized&

Systems&for&Students&with&High\Risk&Behavior&

~80%&of&Students&

~15%&&

~5%&&

Mul;=Tiered3Assessment3and3Interven;on3Logic3

PBIS3Guiding3Principles3

1.  Good&teaching&is&our&best&behavior&management&tool.&

2.  Mul8\8ered&preven8on&logic&is&our&frame.&3.  Classroom&and&School\wide&prac8ces&are&

linked.&4.  Social&skills&are&taught&explicitly,&like&

academics.&

Social and Emotional Learning (SEL)

15 (Denham&&&Weissberg,&2004;&Elias,&Zins,&Greenberg,&Weissberg,&2003)&

Social\Emo8onal&Learning&(SEL):&Ensuring&the&health&of&all#children&

•  Coordinated&instruc8onal&programming&that&focuses&on&individual&social&and&emo8onal&skill&development&and&infusion&of&skills&across&contexts&

&•  Is&developmentally&appropriate&&•  Spans&mul8ple&years&&&•  Based&on&research&and&systema8cally&evaluated&

What3is3SEL?33Social&and&emo8onal&learning&involves&the&

development&of&skills&in&5&areas:&

SEL

Self-awareness

Social awareness

Relationship skills

Responsible decision making

Self-management

Form positive relationships, work

in teams, deal effectively with conflict

Make ethical, constructive

choices about personal and social

behavior

Manage emotions and behaviors

to achieve one’s goals

Show understanding and empathy

for others

Recognize one’s emotions, values,

strengths, and limitations

SEL3Guiding3Principles31.  Importance&of&

rela;onships&to&cogni8ve&and&social&growth&

2.  Importance&of&teaching&social3and3emo;onal3learning3skills3

3.  Importance&of&adults3as3models3

4.  Importance&of&posi;ve3school3climate3for&students&and&adults33

SEL3Improves3Behavior3and3Health&

33333333323%33increase&in&social\emo8onal&skills&

333333333339%3improvement&in&aUtudes&about&self,&others,&and&school&

333333333339%3improvement&in&posi8ve&behavior&

Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&

SEL3Addresses3Challenges&

9% reduction in problem behaviors

10% reduction in emotional distress

Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&

&

SEL3Improves33Academic3Outcomes&

11%33

increase&in&achievement&test&scores&

Source:Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&

&

Strengths&of&Each&Approach&&PBIS33

•  Overt&behaviors&•  Short&term&solu8ons&&•  Context/seUng&specific&

behaviors&&•  Data&and&progress&

monitoring&•  Emphasis&on&structures&and&

systems&to&enable&system\level&change&

•  Context&specific&implementa8on&&

SEL3

•  Cogni8ons,&emo8ons,&behaviors&

•  Long&term&solu8ons&•  Focus&on&building&competence&•  Specific&teaching&tools&&&•  Emphasis&on&classroom&

prac8ces&and&student&rela8onships&(student\student;&student\teacher;&teacher\teacher)&

•  Clearly&ar8culated&scope&and&sequence&&

In&a&randomized&controlled&group&study&of&SWPBIS&in&elementary&schools&in&Maryland,&Bradshaw&et&al.&(2010)&found&an&average&of&5.1&programs&were&being&introduced&in&each&school&on&“character&educa8on&and&/or&development,&social\emo8onal&or&social&skills,&bullying&preven8on,&drug&preven8on&(e.g.,&D.A.R.E.),&and&conflict&resolu8on&and/or&peer&media8on”&(p.&146).&&

Integra;on3maPers!33

POINTS3OF3INTEGRATION3Systems,&Data,&and&Prac8ces:&&

Systems:3What3we3do3to3support3staff3

•  Structures&that&allow&for&sustained&school\wide&implementa8on&&–  Internal&and&External3coaches3to&facilitate&technical&assistance&&

– Teams&to&guide&implementa8on&efforts&&–  Job\embedded&professional3development3systems&&

•  Outcome:&&consistent&language&and&prac8ces&across&seUngs&&

Coaches&•  Consider&behavioral,&social,&and&emo8onal&strengths&in&selec8ng&your&coach&&&&

•  Consider&coach’s&literacy&in&all&current&ini8a8ves&•  Take&a&leadership&role&in&problem\solving&&•  Support&efficiency&of&mee8ngs&&•  Provide&recogni8on&for&team&and&school\staff&&•  Serve&as&point&person&for&team&and&other&key&stakeholders&

•  Gather&and&disseminate&resources&&

**A&strong&ac8on\oriented&coach&is&necessary&for&successful&implementa8on**&

Team&=&Representa8ve&

School&Leadership&

Team&

Administrator&

Grade&Level&Teachers&

Counselor&/&School&

Psychologist&

Specials&Teaching&Assistants&

Parent&

Students&

Consider3where3your3team3is3situated3

Job\Embedded&PD&–&Key&Elements&Teams&of&teachers&who&share&the&same&students,&&

and/or&content&area&&

Who&regularly&collaborate&during&the&work&day&to&&

Focus&on&addressing&issues&related&to&the&“instruc8onal&core”&&

Through&a&con8nuous&cycle&of&ac8on\oriented&inquiry/research&AND3

Who&are&connected&to&all&other&teams&so&that&innova8on&can&flow&throughout&a&school&

JEPD3–3Fundamental3Elements3

TEAMS TIME FOCUS PROCESS DIFFUSION

Every educator is on at least

one team whose

membership includes those who teach the same students and/or subject

area.

The team meets

regularly, at least 8 hours per month, during the school day, throughout

the academic year.

The purpose of the team is to build and use shared knowledge

about practice to improve

student performance.

The team engages in on-

going, disciplined cycles of: dialogue, decision-

making, action-taking, and evaluation.

Every team is well-connected

and strategically positioned in

the school-wide communication

network.

�

Wide-spread, consistent, observable instructional improvement, and student

engagement, achievement, and performance.

The right people, consistently working together, doing the right work, and achieving shared

goals for instructional improvement and student learning. Marked increase in the likelihood that every child is able to access, participate in and

realize the essential outcomes of a PreK-12 system of schooling

� � � �

Description of five fundamental elements in: Woodland, R. and Mazur, R. (2015). Teacher Teaming and Professional Development. In Encyclopedia of Classroom Management: An A-Z Guide. Thousand Oaks: SAGE Publications. Edited by George Scarlett

Climate&Handbook:&The&New&Teacher&Test&

•  Consider&merging&– Code&of&Conduct&– PBIS&Handbook&– SEL&Teaching&Expecta8ons&

•  Consider&making&implicit&prac8ces&and&procedures&more&explicit&

&Data:3Measuring3Process3and3Progress3

•  Screen&for,&internalizing&and&externalizing&behaviors,&resilience&factors,&and&climate&concerns&&

•  Measure&implementa;on&school\wide&and&in&classrooms&&

•  Priori8ze&exis;ng3data3sources3for&outcome&evalua8on&&

•  Determine&how&to&easily&access3and3share3these&data&&

•  Data\based&decision3making3to&guide&service&delivery&33

Screening&Example:&Social,&Academic&&&Emo8onal&Behavior&Risk&Screener&

•  19&items&&–  6&items&Social&Behavior&–  6&items&Academic&Behavior&–  7&items&Emo8onal&Behavior&

•  Teacher&Report&•  Strong&reliability&and&validity&coefficients&•  Incorporated&into&the&FAST&(Forma8ve&Assessment&for&Teachers)&

•  For&more&informa8on:hJp://ebi.missouri.edu/?p=1116&&

(Kilgus&et&al.,&2013)&

Sample&SAEBRS&

(Kilgus&et&al.,&2013)&

Class3Level3Data3

District3Wide3FiYh3Grade3

%3of3students3“at3risk”3Fall320143Winter320153School313=3First3Bar3School323=32nd3Bar3

District3Total3=33rd3Bar3

Individual&Student&

Ms.&Fuentes&First&Grade&Classroom&

&&

Exhibits&posi8ve&behavior&

&Regulates&behavior&

appropriately&&

Par8cipates&appropriately&

in&group&ac8vi8es&

Works&and&plays&without&disrup8ng&others&&

Follows&classroom&rou8nes&&

Adjusts&to&transi8ons&and&changes&

&Responds&to&conflict&

effec8vely&&

Takes&care&of&materials&and&belongings&

Student&& && && && && && && && &&

1& && && && && && && && &&

2& && && && && && && && &&

3& && && && && && && && &&

4& && && && && && && && &&

5& && && && && && && && &&

6& && && && && && && && &&

7& && && && && && && && &&

8& && && && && && && && &&

9& && && && && && && && &&

10& && && && && && && && &&

11& && && && && && && && &&

12& && && && && && && && &&

13& && && && && && && && &&

14& && && && && && && && &&

15& && && && && && && && &&

16& && && && && && && && &&

17& && && && && && && && &&

18& && && && && && && && &&

19& && && && && && && && &&

20& && && && && && && && &&

Example3Report3Card3Screening3Data3

Climate&Measures&

•  Georgia&Student&Health&Survey,&Second&Edi8on&– Mul8\informant—students,&teachers,&parents&– Percep8ons&of&school&climate&(i.e.&structure&for&learning,&staff&connectedness,&peer/adult&rela8ons,&parental&involvement,&physical&environment,&safety&

– Ques8ons&related&to&substance&use&and&mental&health&

Climate&Measures&(cont.)&

•  Delaware&Climate&Surveys&(Bear&&&Yang,&2011)&– Mul8\informant&(students,&parents,&teachers)&– Climate&(e.g.&rela8onships,&clarity&of&rules,&safety)&– Posi8ve,&Puni8ve,&SEL&Techniques&– Bullying&Vic8miza8on&

•  And&many&more…&&

Climate&Data&Examples&from&the&Center#for#School#Climate#and#Learning&Climate&Survey&

•  Environment:&

&&

•  Rela8onships:&&

Item3 Students3 Faculty3

I&feel&safe&at&this&school.&&& 81%&agree& 63%&agree&

Our&school&building&is&safe&and&well&maintained.&&&

76%&agree& 88%&agree&

Item3 Students3 Faculty3

At&this&school,&teachers&treat&other&teachers&with&respect.&&&

90%&agree& 94%&agree&

At&this&school,&teachers&treat&students&with&respect.&& 62%&agree& 94%&agree&&

At&this&school,&students&treat&teachers&with&respect.&& 29%&agree& 63%&agree&

I&have&at&least&one&adult&in&this&school&who&really&cares&about&me&and&my&educa8on.&&&

76%&agree& n/a&&

Implementa8on&(Process)&Data&

Lack3of…333

PBIS3www.pbisapps.org&

…Integra;on333

SEL33CASEL3Guide:3Effec;ve3Social3and3Emo;onal3Learning3Programs33

Tiered&Fidelity&Inventory&

Progress&Monitoring&Data&

•  Screening&•  ODRs&•  Nurse&visits&&•  AJendance&•  Grades&&•  Student&records&•  Behavior&progress&reports/report&cards&&&&

Data\Based&Decision\Making&

•  Review&screening&data&(3x/year)&– School\wide&– Class\wide&–  Individual&

•  Review&school&and&class\wide&progress&(monthly)&

•  Review&targeted&and&individualized&progress&(1\2&weeks)&

•  Consider&Decision&Rules&and&Func8on&

Collect33and3Use3Data3&

Review33Status3and33Iden;fy33Problems3

Develop3and3Refine3

Hypotheses3

Discuss3and3Select3

Solu;ons3

Develop3and3Implement3Ac;on3Plan3

&

Evaluate3and3Revise3

Ac;on3Plan3&

Problem3Solving3Founda;ons3

Team%Ini)ated%Problem%Solving%(TIPS)%Model%

Integra8on:&Prac;ces3

•  Staff&and&students&work&from&a&shared3vision3and3analysis3of3screening/needs3assessment33

•  Building&rou;nes3to&ensure&that&prac8ces&are&sustained&

•  Infuse&behavioral&expecta8ons&in&teaching&competencies&through&SEL&curricula&&

•  Emphasis&on&posi;ve3feedback3to&teach&skills&and#build&rela8onships&&

Rou8nes&&

•  Teach&behavioral&expecta8ons&and&why&this&is&an&expecta8on&&– Why&is&it&beneficial&to&behave&in&certain&ways?&&

•  Rou8ne&use&of&language&8ed&to&SEL&curriculum&and/or&PBIS&behavioral&expecta8ons&&

•  Examples&of&rou8nes:&&– Buddy&classroom&– Morning&mee8ng&&– Problem&solving&wheel&&

Crosswalk&PBIS&with&SEL&Coopera)on3 Accountability3 Respect3 Empathy3

Understanding&your&Feelings& X3Understanding&Other&People’s&Feelings&

X3 X3 X3When&You’re&Angry& X3 X3 X3 X3When&You’re&Worried& X3 X3

Crosswalk&PBIS&with&SEL&

Coopera)on3 Accountability3 Respect3 Empathy3

Learning&to&Listen&& X3 X3Focusing&AJen8on&& X3 X3Following&Direc8ons&& X3 X3Self\Talk&& X3 X3

Minecraz!&

Posi8ve&Feedback&&•  Praise&vs.&encouragement&•  Use&posi8ve&feedback&strategically&to&teach&new&skills&&–  Example:&no8cing&each&8me&a&student&acts&responsibly&and&providing&specific&praise.&&The&goal&is&to&increase&this&behavior&over&8me.&&&&

•  Use&posi8ve&feedback&to&build&rela8onships&&–  Example:&encouragement&when&a&student&is&facing&a&challenging&task&&

•  Con8ngent&vs.&non\con8ngent&praise&&•  Strategic&use&of&incen8ves&or&external&rewards&&

A&Case&Example:&Happy&Valley&Regional&School&District&

•  Prac8ces&–  Responsive&Classroom,&Developmental&Designs&–  LifeSkills&Training&–  Some&character&educa8on&–  Individual&counseling&–  Crisis&Preven8on&(CPI)&&

•  Data&•  Systems&

–  RC&Leadership&team&–  STAT&team&

Happy&Valley&(cont)&

•  First&Steps&– Academic&Benchmarks&(FAST)&– SAEBRS&screening&(elementary)&– Tiered&Fidelity&Inventory&

•  Problem&Iden8fica8on&–  Inconsistent&language&and&prac8ces&– Unclear&systems&– Limited&common&planning&8me&for&teachers&– Limited&use&of&data&

Happy&Valley&(cont)&

•  Ac8on&Steps&(Solu8ons)&– Develop&a&leadership&team&with&key&representa8on&(RC,&PE&teachers)&

– Organize&teacher&teaming&8me&with&consulta8ve&support&on&how&to&use&data&

– Create&a&common&vision&and&language&for&expecta8ons&across&environments&

•  Make&implicit&prac8ces&explicit!&– Use&SAEBRS&to&focus&school\wide&and&class\wide&instruc8on&as&well&as&target&needs&

Conclusions&Structures&+&Support&=&Posi8ve&School&Climate&&

PBIS&+&SEL&=&Posi8ve&School&Climate&&&

“To#best#integrate#the#two#approaches#it#is#necessary#that#educators#understand#the#

fundamental#principles#and#prac<ces#driving#each#approach”#(Bear#et#al.,#2015)#

&Many&features&of&SEL&and&PBIS&are&overlapping&and&

complementary!&&

Contact&Us!&&

Sara&Whitcomb&&swhitcomb@educ.umass.edu&&

&Sarah&Fefer&&

sfefer@educ.umass.edu&&