Susan Robertson State Support Liaison.
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1 Susan Robertson State Support Liaison
2 Who We Are Project ABRI: Academic and Behavioral Response to Intervention Funded through the Kentucky Department of Education Co-Project Investigators: Dr. Terry Scott and Dr. Amy Lingo Helping schools implement school-wide prevention systems (RtI) for Reading, Math, and Behavior (PBIS) Partnering with educational cooperatives to meet the needs of schools
3 Goal of ABRI To provide state-wide access with the emphasis on creating an infrastructure toward sustainability and capacity building within schools and educational cooperatives
4 How Regular contact with the school and staff Data analysis support Professional development and trainings Webinars Video clips Coding observations Collaboration with KYCID and Collaboratives
5 MTSS Academics What is the ABRI Difference? MTSS Behavior (PBIS & SMH) Discuss both sets of data during implementation team Analyze data together Determine needs and make decisions based on data Share data regularly with staff and seek staff input To Meet The Needs of YOUR School ABRI
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7 Dr. Terry Scott Probability Equation E
8 Trapping Success Create instructional environments that facilitate, prompt, trap, or trick success Reinforcement (success) 4 :1 Punishment (Failure)
9 1 Underlying Principles of 3-Tiered Prevention Models 4 Components What are the predictable failures? What can we do to prevent failure? 2 How will we maintain consistency? Same at Every Level!! 3 4 How will we know if it s working?
10 What matters? ALL behavior change is an instructional process INSTRUCTION MATTERS Some things work better than others what s the simplest way to make a difference in the success : failure ratio of a student? EFFECTIVENESS MATTERS Student behavior won t change until adult behavior changes ADULT BEHAVIOR MATTERS
11 School Wide Planning: Process Steps Organize Staff and develop an Implementation Team Meet Regularly (Monthly) Review Data Brainstorm Problems/Areas of Concern Brainstorm Proactive Solutions Rules, routines, arrangements + teaching and reinforcement Consistent consequences beginning with re-teaching Curriculum/Standards/CCR Student Response to Intervention/Enrichment Inform Staff of Data and Decisions Implement Plan Review, Reflect and Revise (Implementation Team Meeting)
12 The Prognosis without MTSS Students with academic failure and problem behaviors likely will drop out of school and: be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile accidents use illicit drugs Centers for Disease Control, 1993 Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991
13 Let s talk MTSS What do you know? ABRI
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19 What is PBIS? Positive- a good, affirmative, or constructive quality or attribute Behavioral- manner of behaving or acting Interventions- the action or process of intervening and Supports-giving assistance to, enable to function
20 What is Positive Behavioral Interventions and Supports School-wide PBIS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of PBIS 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 interventions. Administrative leadership Team-based implementation (Systems that support effective practices) pbis.org
21 School-wide Systems (All students all settings all times) Create a positive school culture School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations. (Horner and Sugai PPT pbis.org)
22 PBIS Overview Prevention as a SOLUTION before it s a PROBLEM PROACTIVE vs. REACTIVE
23 What Does PBIS Look Like?
24 Teaching Rules Keys to Teachable Rules 1. Anchor all rules to 3-5 big ideas School-Wide 2. All expectations are taught as examples of the big ideas (anchors) 3. Organize by location Try for max 5 expectations per location 4. Teach to students directly and explicitly 5. Revisit instruction throughout the year acknowledge compliance
25 Prevention Strategies Anchors/Expectations (Rules) agreed upon by team - willing/able to enforce posted, brief, positively stated Routines avoid problem contexts, times, groupings, etc. consistent Physical Arrangements clear physical boundaries supervision of all areas
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28 Agreement When will we teach the anchors and expectations? What will WE do to ensure students are following the anchors and expectations? Do we all agree? Consistency is key!
29 Observe Problem Behavior Warning/Conference with Student Use Classroom Consequence No Is behavior office managed? Yes Write referral to office Complete Minor Incident Report Does student have 3 MIR slips for the same behavior in the same quarter Write the student a REFERRAL to the main office Classroom Managed Preparedness Calling Out Classroom Disruption Refusal to Follow a Reasonable Request (Insubordination) Failure to Serve a Detention Put Downs Refusing to Work Inappropriate Tone/Attitude Electronic Devices Inappropriate Comments Food or Drink Office Managed Weapons Fighting or Aggressive Physical Contact Chronic Minor Infractions Aggressive Language Threats Harassment of Student or Teacher Truancy/Cut Class Smoking Vandalism Alcohol Drugs Gambling Dress Code Cheating Not w/ Class During Emergency Leaving School Grounds Foul Language at Student/Staff SIDE BAR on Minor Incident Reports Administrator determines consequence Administrator follows through on consequence Administrator provides teacher feedback Issue slip when student does not respond to pre-correction, re-direction, or verbal warning Once written, file a copy with administrator Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
30 Data Analysis
31 Events Referrals by Grade
32 Referrals by Gender M F Referrals by Race-December, 2012 Hispanic AA Caucasian 2 or more Resolutions-December, Parent Contact Conference with Principal/Assistant Principal 24 Other 67 ISD
33 Referrals by Student
34 Events Per Month Aug Sept Oct Nov Dec Jan Feb Mar Apr May June
35 1st Quarter Referral with ABRI with ABRI with ABRI with ABRI
36 Acknowledge Appropriate Behavior
37 Effective Reinforcement Use the least amount necessary Approximate and/or pair with natural reinforcers Make part of routine and systems Pre-plan and teach consequences
38 Drawings & Chances to Win Multiple Tickets = Better Chance of Winning
39 The Connection
40 Goal of Interconnected Systems Framework To blend education and mental health systems and resources in depth and quality as a prevention and intervention within the Multi Tiered System of Support for greater efficiency and effectiveness. The long range goal being the probability of positive school and student outcomes.
41 Core Features of Interconnect Systems Framework 1- Effective Teams at each tier of the Multi Tiered System that include community mental health providers 2- Data Based decision making 3- Formal process for selection of Evidenced Based Practices 4- Comprehensive Universal Screening 5-Progress Monitoring 6- Ongoing coaching at the system and practice level
42 Why Interconnected Systems Framework? PBIS research as a multi tiered system of support is clear, being implemented in 19,000 schools and 50 states across our country, it is a framework that emphasizes the establishment of organized supports that give school personnel capacity to use research based interventions accurately and successfully. Students with intense mental health needs who attend schools that implement PBIS are 33% less likely to receive and office disciple referral and more likely to receive appropriate mental health services.
43 All children face some mental health problems/issues, including: Anxiety about school performance Problems dealing with parents & teachers Unhealthy peer pressure Common developmental, adjustment problems Fears about starting school School phobia Dealing with death or divorce Feeling depressed or overwhelmed Drug or alcohol use Suicidal ideation Worrying about sexuality Facing tough decisions Considering dropping out of school NASP GPR/HCI
44 Multi Tiered Systems of Support and Interconnected Systems Framework Designed to take current Positive Behavior Interventions and Supports(PBIS) and integrate School Mental Health (SMH) School Mental Health is the continuum of needs and services available to all children in public schools
45 The Cost of Doing Nothing Our failure to prevent or intervene early in a child s mental health problems results in: Higher K-12 education costs and dramatically lower graduation rates Increased use of expensive deep-end mental health services Increased health care costs An increased number of children in the juvenile justice system & other out-of-home placements Suicide - the 3rd leading cause of death among children ages 10 and up NASP GPR/HCI
46 What is the continuum of School Mental Health Services? Universal prevention services provided to all students that seek to promote positive mental health and educational success Targeted prevention and intervention services that seek to improve social-emotional skills and behaviors linked to positive mental health and educational success Intensive intervention services that seek to help students effectively cope with social-emotional and behavioral issues that impact positive mental health and educational success
47 Who provides these services and Where are they offered? School-employed school mental health providers School counselors, psychologists, social workers, nurses Community-employed school mental health providers Counselors, psychologists, social workers, nurses, psychiatrists, child and family therapists Sensory Arts providers: Music, art, and dance therapists Through schools, community agencies/networks, faith-based organizations, hospitals, and private providers
48 What does the Interconnected Systems Framework look like for Tier 1? PBIS Common Area & Classroom Expectations School wide acknowledgement system School Counseling Program with classroom guidance Staff School Mental Health Awareness Trainings School Psychologists, Family Resource Centers, and School Nurses providing appropriate awareness of SMH to staff and students Community Partners providing awareness and partnerships Monthly goal setting and decisions based on data from SMH and PBIS universal screeners
49 What does the Interconnected Systems Framework look like for Tier 2 & 3? Interventions provided and based on Evidence Based Interventions Data Based Decision making Interventions not diagnosis or disorder based but rather emotional and behavioral that are presenting
50 Examples of Interconnected Systems Framework Programs and Strategies Tier 2 & 3? Check and Connect Mentoring Check In Check Out Trauma Focused Coping Skills Groups Mental Health First Aid Peer Training Student Targeted Aggression Replacement Therapy Trauma Focused Cognitive Behavioral Therapy Functional Family Therapy
51 AN EXAMPLE
52 School: Grades: Content: RTI Plan Who: When: Teacher: Strategies: Progress Monitoring(PM): Grouping: Time: Who: When: Teacher: Strategies: Progress Monitoring(PM): Grouping: Time: Who: When: Teacher: Strategies: Progress Monitoring(PM): Grouping: Time: TIER 1/UNIVERSAL/CORE
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57 Questions or Comments
58 Susan Robertson State Support Liaison
Academic and Behavioral Response to Intervention
ABRI in ACTION Susan Robertson ssrobe03@louisville.edu Meghan Martin mehgan.mar5n@louisville.edu Ruth Esterle Maryville Elem Kaet Barron Maryville Elem Ragan Knuckles Waco Elem Academic and Behavioral
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