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Schoolwide PBIS and RtII: A How to Guide

Jason A. Pedersen, Ph.D. Michael Boneshefski, M.Ed. Perri Rosen, M.Ed. Elizabeth Van Oss, M.Ed. Derry Township School District ASPP-‐PSU Fall Conference October 23, 2013 State College, PA

Session Outcomes •  Describe Derry Township School District’s SWPBS/RtII approach

•  Iden<fy key aspects of an RtII system for addressing behavior concern

•  Iden<fy current data streams and understand how to develop new data streams and tools for implementa<on of data collec<on/analysis

•  Iden<fy tools for the provision of Tiered support •  Describe implementa<on strategies including strategies to address resistance

Starting points •  Reviewed the district Mission statement, Vision, and Belief statement •  Adopted promo<on of Resilience as the founda<on for SWPBS/RtII

•  Provided professional development on Resilience and laid the groundwork for change from a more tradi<onal model to the new model

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Mission Statement

Engaging all students every day to help them achieve their greatest poten<al as global ci<zens.

Vision

As parents, staff and community, we will cul<vate an extraordinary learning environment that expands the minds and nurtures success for every member of the school community.

Beliefs •  Effec<ve collabora<on among home, community, and school is essen<al.

•  Learning within the en<re school community is op<mal when: •  All who enter feel physically and emo<onally safe and secure. •  Healthy minds, bodies and spirits for all are valued and encouraged.

•  All children are given meaningful encouragement, guidance, support, instruc<on and an opportunity to connect with at least one significant adult.

•  High expecta<ons are held for all. •  Opportuni<es for all to par<cipate are equal. •  Clear, consistent rules are communicated and reinforced. •  All stakeholders are responsible and accountable.

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Beliefs •  Systemic change is necessary for con<nuous improvement. •  Rigor, relevance, and engagement in learning are paramount.

•  Individual strengths are recognized and valued in order to foster students’ pursuit of dreams.

•  Curriculum, instruc<on, and assessment decisions are based on research, evidence, and best prac<ces.

•  Global ci<zens require competencies in problem-‐solving, communica<on skills, technology, and teamwork.

•  Professional development and collabora<on is the founda<on for con<nuous growth.

Why Resilience? •  DTSD has been moving and evolving in this direc<on for several years. •  We have several components in place and need to coordinate them.

•  State and Na<onal Standards regarding Interpersonal Skills are soon coming.

More about Resilience •  Resilience is not all or nothing.

•  You can be a liWle resilient. •  You can be a lot resilient. •  You can be resilient in some situa<ons, but not others.

(Reivich, K., 2010). •  Consequently, it can be promoted, nurtured….TAUGHT!

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Results… •  From a meta-‐analysis to appear in Child Development (2011) by Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B.

•  Involving 270,034 kindergarten through high school students.

•  Students demonstrated significantly improved social and emo<onal skills, agtudes, behavior, and academic performance that reflected an 11-‐percen(le-‐point gain in achievement.

Myths vs. Truths •  Don’t show emo<on. •  All about the individual (can handle anything).

•  Act fast & decisive. •  Accomplishes superhuman feats.

•  Grace under fire. •  One size fits all.

•  Feel it, Share it. •  Reach out to others for support.

•  Tolerates ambiguity (ok with ‘I don’t know.’)

•  Ability to ‘bounce back’ & hit milestones.

•  Muddling through. •  Know individual strengths.

Risk vs. Protective Factors •  Risk factors: individual and environmental factors that place one at a greater risk for nega<ve life outcomes.

•  Protec<ve Factors: individual and environmental factors that mi<gate or reduce the likelihood of nega<ve life outcomes.

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Risk Factors Internal •  Anxiety •  Low self-‐esteem •  Academic failure •  Ineffec<ve coping strategies

•  Emo<onal dysregula<on •  Poor social skills

Environmental •  Harsh, inconsistent discipline in the family

•  Unclear boundaries at school and/or home

•  Exposure to violence, drugs, etc.

•  Poor peer associa<ons •  Nega<ve school climate •  Poverty •  Neighborhood instability •  Family stress

Protective Factors Internal • Op<mism •  Emo<onal Awareness •  Flexible thinking •  Self-‐efficacy •  Empathy

Environmental • Meaningful connec<on to an adult

• Realis<c, High Expecta<ons

• Clear Boundaries

Why bother teaching resilience? •  Aim is to build effec<ve environments in which posi<ve behavior is more effec<ve than problem behavior.

(Florida’s Posi<ve Behavior Support Project, 2005)

•  Children who are resilient are: •  less likely to become depressed •  more likely to reach appropriate milestones •  less likely to become helpless •  more likely to persist in problem solving •  willing to take risks. (Reivich, K., 2010).

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Why bother teaching resilience?

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to mul(ply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we…

…teach? …punish?” “Why can’t we finish the last sentence as automa(cally

as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

Educators now recognize that some students DO NOT have the skills and behavioral repertories necessary to cope with the many academic and social expecta<ons in schools. (Florida’s Posi<ve Behavior Support Project, 2005)

*Our job is to help them acquire those skills.

Standards Aligned

(PA Standards Aligned System, 2010)

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Where have we been? Tradi(onal Discipline Strategies •  Focus on the student as the problem • Reac<ve in nature •  Focus on topography, or form of behavior •  Separa<on between instruc<on and behavioral issues

• Oriented toward short-‐term changes • Punishing students without a school-‐wide posi<ve support system results in increased aggression, vandalism, truancy, dropouts (Mayer & Sulzer-‐Azaroff, 1999)

(Florida’s Positive Behavior Support Project, 2005)

Why Haven’t the Traditional Strategies Been Effective? •  They have not been aligned with:

•  Expecta<ons •  Clearly defined rules •  A system for teaching expecta<ons and rules •  A system for rewarding appropriate behaviors


What it needs to look like… A Paradigm ShiF •  Consistent language used for communica<ng behavioral expecta<ons

•  COCOA skills infused into everything that we do (academics, hallways, etc.) –What do you already have in place?

•  Standards based

• What are the student’s strengths?

• What are the protec(ve factors?

Build from there.

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Where are we going? A Paradigm ShiF •  Focus on the environment and instruc<onal strategies •  Proac<ve in nature •  Oriented toward long-‐term changes •  Emphasis on student’s strengths

‘Flipping the Switch’ •  What are the student’s strengths?

•  What are the protec(ve factors?

Build from there.

Some ‘School Based’ Protective Factors •  Meaningful connec<on to an adult. •  Clear standards and expecta<ons for behavior. •  Clear procedures & boundaries in all school segngs (e.g., classroom, hallway, cafeteria, etc.)

•  Opportunity to make meaningful contribu<on.

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Secon

d Step

Mor

al In

tellig

ence

/Mich

elle

Borb

a

Olweu

s Bull

ying P

reven

tion

Civil

ity/F

orni

Branding your principles •  Easy to remember •  Easy to reference •  Easy to promote

DTSD Behavioral Expectations Fostering a sense of

Taking advantage of

Demonstra(ng

Assuming

Doing what it takes to be

successful in

Community Opportunity Ci<zenship Ownership Academics

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Fleshing out the framework •  Involve all staff in the opera<onaliza<on of the aspira<onal goals

C.O.C.O.A. How are we going to get there?

•  Goals K-‐12:

•  Begin introducing consistent expecta<ons across grades & segngs (accoun<ng for development).

•  Develop ‘look fors’ across grade levels and segngs by end of Oct. •  Consistent documenta<on of behaviors. (pilot of SSIS in elem.) •  Begin to develop consistent adult expecta<ons for student/staff behaviors at every level, in every segng.

•  Further develop staff understanding of Resilience. •  Collect evidence of what we already have in place that relate to COCOA.

•  Need workgroups at each level to opera(onalize COCOA.

PRINCIPLE STAFF STUDENTS COMMUNITY • Greeting every student at

the door • Smiling, acknowledging

people when you pass them

• Work collaboratively

• Greet teachers as you enter the classroom

• Smile, acknowledge, say hello when you pass others in the hall

• CAF – “Leave no trace” • Encourage & support others in words

& actions OPPORTUNITY • Serve on committees or

work groups • Commit to continued

learning • Seek the support you

need

• Get involved - clubs, activities, committees, service

• Use time to your advantage (Flex, Tutoring, Extra practice, Study Hall)

CITIZENSHIP • Make meaningful contributions in team, faculty, department meetings

• Follow through on community expectations/goals

• Reinforce expectations w/kids & each other

• Reinforce expectations with each other • Make a meaningful contribution

(SERVE) • Follow through on the community’s

expectations • Have every team, class or grade adopt

a project

OWNERSHIP • Commit to doing your part (share the load)

• Ask for what you need – seek clarification, seek understanding; seek help/support

• Share your strengths • Keep DTSD Beautiful! –

if you see trash pick it up

• Be responsible for: Ø Your actions, work, materials,

and learning • Take initiative • Keep DTSD Beautiful! – if you see

trash pick it up

ACADEMICS • Develop units/lessons that align with agreed upon course standards

• Provide clear learning targets/expectations

• Complete work/assignments in and out of class

• Show PRIDE in work done by focusing on QUALITY

• PUSH yourself to succeed and exceed;

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Embedding C.O.C.O.A. into Content Curriculum •  Language Arts and Reading

•  Character analysis •  Examples and non-‐examples of behaviors

that characterize classroom expecta<ons •  Story mapping

•  Iden<fica<on of segng, characters, problem(s), and resolu<ons •  Crea<ve wri<ng

•  “What If” stories, new endings to stories, journal entries on selected topics


Guidelines for Handling Problem Behaviors • Hierarchy for rule viola<ons • Rule viola<on reasonable and logical • Consequences preplanned and posted • Consequences for rule viola<on explained and regularly reviewed

• Consequences are delivered consistently and in a <mely manner

•  Tie it back to the expecta<ons


Guidelines for teaching behavioral expectations

Teach Like You Teach Academics:

1. Define in terms that students will understand

2. List cri<cal aWributes 3. Provide examples and non-‐examples 4. Enhance concept development 5. Check for understanding

6. Extend concept development 7. Acknowledge efforts 8. Re-‐teach and restructure teaching


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Helping staff get a handle on it

• CHAMPS (Safe & Civil Schools)

•  hWp://www.browardpreven<on.org/resources/preven<on-‐curriculum-‐infusion/champs/champs-‐dvd-‐k-‐5

(Spr

ick,

R.,

2009

)

Data Collection • Why collect data?

• Provides informa<on about school, grade level, and class trends

• Allows for iden<fica<on of students who may require addi<onal support

• Make data-‐based <er placement decisions

Criteria for Data Collection Measures

•  Serve as an indicator of student performance • Can be administered efficiently to large groups of students

• Can be administered more than once in a school year

• Data can be disaggregated by group and skill • Must be sensi<ve to small increments of growth • Good Psychometric proper<es

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Sources of Data: OfMice Disciplinary Referrals Strengths

•  Familiar to staff, used on a regular basis, occur naturally (Irvin et al., 2006; Sugai & Horner, 2002).

•  Valid measure of school climate (Irvin et. al., 2006)

•  Can be used to iden<fy students in need of support (McIntosh et al., 2009)

Limita(ons

•  Miss students who do not act out

•  Does not incorporate posi<ve behaviors

•  Inconsistent repor<ng of concerns

Sources of Data: Behavior Screeners

• Brief measures of behavior completed for all students

• Should be administered once teachers have had the chance to get to know their students.

• Provide a picture of school climate

Sources of Data: Behavior Screeners

•  Examples

•  Systema<c Screening of behavior disorders (SSBD) •  Early screening project (ESP) •  Student risk screening scale (SRSS) •  Strengths and difficul<es ques<onnaire (SDQ) •  BASC-‐ Behavior and emo<onal screening system (BESS) •  Social skills improvement system-‐ performance screening guide (SSIS-‐PSG)

•  Strengths and Limita<ons of Behavior Screeners.

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Sources of Data: Observation • Direct Behavior Ra<ngs (University of Connec<cut, 2013)

•  Func<onal Behavior Assessment • Other observa<on Systems

Sources of Data: School-‐wide Analysis

• School-‐wide Evalua<on Tool • Benchmarks of quality • Checklists and self assessment

How can the process of a mul<-‐gated assessment for behavior enhance the data that is collected?

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Data Analysis Teaming: Preparation

• Prepare Data Display • Staff Training • Determine who to invite • Determine Frequency and Dura<on • Assign Roles

Data Analysis Teaming •  Understand impact of PBIS framework on all students’ behavior

•  Iden<fy individual students in need of addi<onal supports

•  Select strategies/interven<ons to address problem areas and skill deficits

•  Address logis<cal issues that may arise

Data Analysis Teaming Structure •  Tier 1

•  Data review •  Goal segng •  Genera<on and selec<on of strategies

•  Planning and suppor<ng interven<on implementa<on

•  Tiers 2 & 3 •  Data review •  Goal segng •  Selec<on of strategies & interven<on packages

•  Progress monitoring planning

•  Planning and suppor<ng interven<on implementa<on

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SIRF – B: Tier 1

(Kovaleski & Pedersen, in press)

Tier 1 Data Review •  Review data for groups of students •  Individual student data should not be reviewed •  ODRS, behavior screeners •  Data should inform the segng of a goal for the next mee<ng

School Level

(SW

IS, 2

013)

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School Level

(TR

EN

DS

, 201

3)

Tier 1 – Supports and Strategies •  Strategies selected should help students reach goal by the next universal screening

•  Keep the discussion focused on procedures that target the specific behavior

•  Strategies should be aligned with the school’s PBIS framework

•  3 ques<ons to ask when selec<ng a strategy: •  Is there a strong research base for this strategy? •  Do we have the necessary materials to implement this strategy? •  Can this strategy easily be implemented in the classrooms?


(Kovaleski & Pedersen, 2008)

Tier 1 or Universal Supports •  Environmental redesign •  Clearly defined and consistently enforced rules and expecta<ons

•  Reinforcement system to acknowledge posi<ve behaviors •  Classroom management strategies (e.g., CHAMPS) •  Quality instruc<on that promotes ac<ve student engagement •  Social skills curriculum (e.g., Second Step) •  Targeted classroom lessons based on need

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SIRF – B: Tier 2


Tier 2 Data Review •  Review individual student data

•  Iden<fy similar behavioral needs to create groups

•  Data should be used to set goals for student groups

Class level

(TR

EN

DS

, 201

3)

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Class Level

SSIS Ra<ngs

Tier 2 or Targeted Supports •  Standard protocol interven<ons

•  Check-‐in, Check-‐out

•  Behavioral contrac<ng

•  Social skills groups

SIRF – B: Tier 3


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Tier 3 Data Review •  Iden<fy individual students with most significant needs

•  Review drill down data of the student’s behaviors

•  Func<onal behavioral assessment used for severe behavioral needs

•  Data should inform goal-‐segng for individual students

Tier 3 or Intensive/Individual Supports •  Individualized strategies for each student

•  Behavior interven<on plan

•  Referral to outside services (e.g., counseling, wraparound)

RtII for Behavior -‐ Proactive in Nature

Tier 3:Intensive Interventions FBA/BIP

Referral to outside agency

Tier I: Benchmark and School Wide Interventions

C.O.C.O.A. Olweus Bullying Prevention

Second Step Advisory (HMS)

HIP

Tier 2: Strategic and Targeted Interventions

Classroom lesson Classroom based intervention

Small group HIP

Slide modified from PATTAN ppt. on RTI, November 2, 2005

EEL Taking into account individual needs & circumstances.

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InMluences on Teacher Resistance

• Teaching efficacy • AWribu<onal theory • Change theory

(Morin, 2001)

Potential Barriers to Implementation Related to Staff Buy-‐In

• Lack of administra<ve direc<on and leadership • Skep<cism that the universal interven<on is needed*

• Hopelessness about change • Philosophical differences* • Staff feel disenfranchised from each other, the administrator, or the mission of the school

(Lohrmann et al., 2008)

Transforming Teacher/Staff Resistance • Coach administra<ve direc<on and leadership • Build a case for change •  Show staff that change is possible •  Find a conceptual common ground • Make people feel a part of the interven<on effort


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Overcoming Resistance • U<lize a “func<on-‐based approach”

•  Select strategies that match the reason for resistance


Examples at DTSD Concern #1 –

“This model does not support the goal of developing character and intrinsic mo<va<on because students are mo<vated by the tangible payoff.”


“School-‐wide Posi<ve Behavior Support is not appropriate for students with behavioral, social, and emo<onal challenges. These students require more intensive interven<on and/or a

behavior plan.”

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“Students should be recognized for the development of posi<ve habits rather than for a ‘once and done’ posi<ve

behavior.”


“Providing <ckets/coupons to every child invalidates the program.”

Questions?

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Contact: •  Jason A. Pedersen, Ph.D.

•  [email protected] •  717-‐531-‐2277 x5405

•  Michael Boneshefski, M.Ed. •  [email protected]

•  Perri Rosen, M.Ed. •  [email protected]

•  Elizabeth Van Oss, M.Ed. •  [email protected]

References •  Florida’s Posi<ve Behavior Support Project. (2005). Various powerpoints. •  Goldstein, S. & Brooks, R. (2007). Understanding and Managing Children’s Classroom Behavior: CreaDng Sustainable,

Resilient Classrooms. John Wiley & Sons, New Jersey. •  Goldstein, S. & Brooks, R. (2005). Handbook of Resilience in Children. •  Henderson, N. & Milstein, M. (2003). Resiliency in Schools. •  Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K., & Boland, J. B. (2006). Using office discipline

referral data for decision making about student behavior in elementary and middle schools: An empirical evalua<on of validity. Journal of PosiDve Behavior IntervenDons, 8, 10-‐23.

•  Kovaleski, J. F. & Pedersen, J. A. (2008). Best prac<ces in data analysis teaming. In A. Thomas & J. Grimes (Eds.), Best pracDces in school psychology V. Washington DC: Na<onal Associa<on of School Psychologists

•  Kovaleski, J. F. & Pedersen, J. A. (in press). Best prac<ces in data-‐analysis teaming. In A. Thomas & J. Grimes (Eds.), Best pracDces in school psychology VI. Washington DC: Na<onal Associa<on of School Psychologists.

•  Lohrmann, S., Forman, S., Mar<n, S., & Palmieri, M. (2008). Understanding school personnel’s resistance to adop<ng Schoolwide Posi<ve Behavior Support at a universal level of interven<on. Journal of PosiDve Behavior IntervenDons, 10(4), 256-‐269.

•  McIntosh, K., Campbell, A. L., Russell Carter, D., & Zumbo, B. D. (2009). Concurrent validity of office discipline referrals and cut points used in schoolwide posi<ve behavior support. Behavioral Disorders, 34, 100-‐113.

•  Morin, J.E. (2001). Winning over the resistant teacher. Journal of PosiDve Behavior IntervenDons, 3(1), 62-‐64. •  PBISApps (2013, October 21). SWIS suite. Retrieved from hWps://www.pbisapps.org/Applica<ons/Pages/SWIS-‐Suite.aspx •  Pennsylvania Department of Educ<on. (2009). Promo<ng Student Success Through Resiliency. PDE Online Course. •  Pennsylvania Standards Aligned System. (2010). Graphic. •  Reivich, K. (2010). Resilience: Ingredient List. Fishful Thinking. •  Reivich, K. (2010). Resilience: Myths vs. Truths. Fishful Thinking. •  Sprick, R. (2009). CHAMPS: A ProacDve & PosiDve Approach to Classroom Management. Pacific Northwest Publishing, Inc.

Eugene, Oregon. •  Sprick, R. (2013). TRENDS. Pacific Northwest Publishing, Inc. Eugene, Oregon.

hWps://pacificnwpublish.com/trends/index.html •  Sugai, G., & Horner, R. (2002). The evolu<on of discipline prac<ces: School-‐wide posi<ve behavior supports. Child and

Family Behavior Therapy, 24, 23-‐50. •  University of Connec<cut. (2013, August 12). Direct behavior raDng. Retrieved from hWp://

www.directbehaviorra<ngs.com/cms/