BSST

Behavior Support for Behavior Support for Student Success Student Success

Puyallup Special Services Puyallup Special Services

Option 1 and 2Option 1 and 2

20072007

““Simply, some students will misbehave because they “won’t do it,” and Simply, some students will misbehave because they “won’t do it,” and others will because they try and “can’t do it.” But regardless of the others will because they try and “can’t do it.” But regardless of the

emphasis, the fact remains that behavior and academic success are emphasis, the fact remains that behavior and academic success are intimately connected and need to be intelligently addressed—together.intimately connected and need to be intelligently addressed—together.

Jeffrey Sprague, Ph.D.Jeffrey Sprague, Ph.D.

VisionVision

The BSST will lead, advocate and The BSST will lead, advocate and articulate the effective implementation of articulate the effective implementation of research-based best practices; consult research-based best practices; consult with diverse learning systems; build with diverse learning systems; build professional capacity and actively support professional capacity and actively support positive school climates.positive school climates.

Mission StatementsMission Statements

All students, regardless of unique needs, All students, regardless of unique needs, will become socially competent and will become socially competent and engage successfully in the school engage successfully in the school environment.environment.

All staff will actively and appropriately All staff will actively and appropriately support students struggling with support students struggling with significant behaviors which hinder significant behaviors which hinder success in the school environment.success in the school environment.

Why model change?Why model change?

Behavioral challenges are increasingly complexBehavioral challenges are increasingly complex

Current research indicates pullout model is Current research indicates pullout model is ineffective for most studentsineffective for most students

Increased accountability for Special Ed. studentsIncreased accountability for Special Ed. students

Lack of correlation between academic Lack of correlation between academic performance and challenging behaviorsperformance and challenging behaviors

Increased emphasis on school- wide positive Increased emphasis on school- wide positive behavior supportsbehavior supports

Behavior Support Specialist Team (BSST)Behavior Support Specialist Team (BSST)

GOAL #1:GOAL #1:

All students, regardless of unique needs, All students, regardless of unique needs, will become socially competent and will become socially competent and engage successfully in the school engage successfully in the school environment.environment.

By Demonstrating:By Demonstrating:

Interpersonal and intrapersonal skillsInterpersonal and intrapersonal skills

Planning and decision making skillsPlanning and decision making skills

Cultural competencyCultural competency

Resistance to negative or unsafe peer pressureResistance to negative or unsafe peer pressure

Solving problems non-violently - actively seeks peaceful Solving problems non-violently - actively seeks peaceful resolution to conflictsresolution to conflicts

Take 4 minutes to share in pairs:Take 4 minutes to share in pairs:

An example from last year where a An example from last year where a student demonstrated one of these skills.student demonstrated one of these skills.

An example from last year where a An example from last year where a student demonstrated the LACK of one of student demonstrated the LACK of one of these skills.these skills.

Behavior Support Specialist Team (BSST)Behavior Support Specialist Team (BSST)

GOAL #2:GOAL #2:

All staff will actively and appropriately support All staff will actively and appropriately support students struggling with significant students struggling with significant behaviors which hinder success in the behaviors which hinder success in the school environment.school environment.

Team ApproachTeam Approach

Behavior Support Specialist Team Behavior Support Specialist Team (BSST)(BSST)

1.1. Kite focusKite focus

2.2. SRC/School Team focusSRC/School Team focus

3.3. Autism focusAutism focus

BSSTeam 2006-2007BSSTeam 2006-2007

KITE Focus:KITE Focus: AUTISM Focus:AUTISM Focus: SRC/School Focus:SRC/School Focus:

Freda CardaFreda Carda Amy OkezeAmy Okeze Phyllis Phyllis EllermeierEllermeier

Caitilin CeaoughCaitilin Ceaough Kelly GoodsellKelly Goodsell Michelle BallardMichelle BallardSteve DubaySteve DubayCasey HuberCasey HuberShirley PattersonShirley PattersonGina RiceGina Rice

Consultant:Consultant: PSS Administrator:PSS Administrator:Dr. Greg WilliamsDr. Greg Williams Brian Berg Brian Berg

Service DeliveryService Delivery

Roles of BSST…consultative vs. Roles of BSST…consultative vs. imbeddedimbedded

Specially Designed Instruction (SDI) for Specially Designed Instruction (SDI) for behavior is provided directly to students behavior is provided directly to students who demonstrate significant frequency, who demonstrate significant frequency, intensity and duration…(differentiated intensity and duration…(differentiated instruction)instruction)

Plan for Building CapacityPlan for Building Capacity

Increasing knowledge base in order to Increasing knowledge base in order to have skills necessary to participate in this have skills necessary to participate in this modelmodel

Resources are BSSTeam, outside Resources are BSSTeam, outside consultant, Special Services consultant, Special Services Administration and Education SpecialistsAdministration and Education Specialists

Support school based SRC teams Support school based SRC teams

How do schools access How do schools access the the BSSTeam??? BSSTeam???

Referral ProcessReferral Process

School /Intervention team/SRC Team meets to School /Intervention team/SRC Team meets to discuss concerns.discuss concerns.Team develops and implements plans of Team develops and implements plans of intervention to remediate behaviors.intervention to remediate behaviors.Collaborative approach to understanding Collaborative approach to understanding function of behaviors, selection if interventions function of behaviors, selection if interventions and data collectionand data collectionLinked to school wide implementation of positive Linked to school wide implementation of positive behavioral supportsbehavioral supportsOutcome of process is the selection of effective Outcome of process is the selection of effective interventions that support the student’s success interventions that support the student’s success

Best Practice & Best Practice & Researched-Based InterventionsResearched-Based Interventions

Provide interventions for students with problematic Provide interventions for students with problematic behavior that interferes with learning in the behavior that interferes with learning in the school and classroom settingschool and classroom setting

Elements to PBSElements to PBS

OutcomesOutcomes-academic and behavior targets that -academic and behavior targets that are endorsed and emphasized by students, are endorsed and emphasized by students, families, and educatorsfamilies, and educators

Practices-Practices-interventions and strategies that are interventions and strategies that are evidence basedevidence based

DataData-information that is used to identify status, -information that is used to identify status, need for change, and effects of interventionsneed for change, and effects of interventions

SystemsSystems-supports that are needed to enable the -supports that are needed to enable the accurate and durable implementation of the accurate and durable implementation of the practices of PBSpractices of PBS

More PBSMore PBS. . . . . . . .

Function-based and intentional approach to Function-based and intentional approach to eliminate problem behaviors & replace them eliminate problem behaviors & replace them with pro-social skills.with pro-social skills.

Schools implementing system-wide PBS Schools implementing system-wide PBS interventions report increased engagement and interventions report increased engagement and increased academic performanceincreased academic performance

PBS – it is what PBS – it is what WEWE do . .the do . .the change in ourchange in our behaviors behaviors will result in improved behavior of the will result in improved behavior of the student(s) in focus.student(s) in focus.

Setting up a system’s model of disciplineSetting up a system’s model of discipline

1. List school wide interventions at your 1. List school wide interventions at your school?school?

2. Large group discussion: 2. Large group discussion: Successes/ChallengesSuccesses/Challenges

PreventionPrevention

PrimaryPrimary-Reduce new cases of problem -Reduce new cases of problem behaviorsbehaviors

SecondarySecondary-Reduce current cases of -Reduce current cases of problem behaviorsproblem behaviors

TertiaryTertiary-Reduce, complications, -Reduce, complications, intensity, severity of current casesintensity, severity of current cases

Targeted & Intensive Targeted & Intensive Individual InterventionsIndividual Interventions

Plan efficient Plan efficient school-level school-level layers of layers of positive interventions for individual positive interventions for individual students. students.

““Students benefit from implementing behavior education Students benefit from implementing behavior education plans. There are higher rates of academic engagement plans. There are higher rates of academic engagement and fewer office discipline referrals. (Hawkins & Hornes, and fewer office discipline referrals. (Hawkins & Hornes, 2003)2003)

Individualized behavior Individualized behavior interventions:interventions:

Shifting our perspective on Shifting our perspective on behaviorbehavior

Taking an ecological view and Taking an ecological view and recognizing that students of recognizing that students of

today have unique needstoday have unique needsAccentuate the positiveAccentuate the positive

●●

Key Features of BSST ModelKey Features of BSST Model

An An eecologicalcological view of student behavior; view of student behavior;

Issues in programming for Issues in programming for generalizationgeneralization;;

Variables affecting the efficacy of Variables affecting the efficacy of social social skill instructionskill instruction;;

The development of school-wide The development of school-wide positive positive behavioral support (PBS)behavioral support (PBS) environments. environments.

Include ModelInclude Model

Step 1: Step 1: IIdentify the classroom environmentdentify the classroom environment

Step 2:Step 2:NNote students’ strengths and needsote students’ strengths and needs

Step 3:Step 3:CCheck for potential areas of heck for potential areas of successsuccess

Step 4:Step 4:LLook for triggersook for triggers

Step 5:Step 5:UUse (data) to problem solvese (data) to problem solve

Step 6:Step 6:DDecide on positive interventionecide on positive intervention

Step 7:Step 7:EEvaluate student progressvaluate student progress

What are Best Practices in Educating What are Best Practices in Educating Students with Emotional/Behavioral Students with Emotional/Behavioral

Disorders?Disorders?

Behavior Response Plans-building-wide, Behavior Response Plans-building-wide, classroom, and individualsclassroom, and individualsAcademic Instruction –modify for all learnersAcademic Instruction –modify for all learnersSocial Skill InstructionSocial Skill InstructionMeta-cognition Instruction – “thinking about Meta-cognition Instruction – “thinking about thinking”thinking”Wrap Around Services – “It takes a village . . “Wrap Around Services – “It takes a village . . “Functional Behavioral Assessment, FBAFunctional Behavioral Assessment, FBABehavior Intervention Plan, BIPBehavior Intervention Plan, BIPAversive Therapy PlanAversive Therapy Plan

Your InputYour Input

Questions/Concerns Questions/Concerns

Your needsYour needs

DiscussionDiscussion

Next Steps?Next Steps?

Building PlansBuilding Plans

Training for you next year-when and Training for you next year-when and what?what?

Wildwood’s focus and/or emphasisWildwood’s focus and/or emphasis

Classroom continuity Classroom continuity

School-based supportsSchool-based supports

BSSTeam Plans BSSTeam Plans

More training for all staff to be effective with all More training for all staff to be effective with all students.students.Repeat variations of our two district wide Repeat variations of our two district wide trainings in January and March 2007. Add fall trainings in January and March 2007. Add fall training for all about “Motivating our students –training for all about “Motivating our students –what works.”what works.”Develop more training opportunities for all staff Develop more training opportunities for all staff and Special Education IEP developers.and Special Education IEP developers.Continue to build and expand our own Continue to build and expand our own knowledge to become even more supportive for knowledge to become even more supportive for school SRC teams and General Ed. Staff.school SRC teams and General Ed. Staff.