Abbreviated Version for Website

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1 Abbreviated Version for Website Integrating PBIS Into the Daily Work of School-based Counselors, Psychologists, and Social Workers Dr. Emily Goodman-Scott Old Dominion University Some content was used from previous presentations and sources, including collaborations with J. Betters-Bubon, P. Donohue, and E. Herman, amongst others

2 Introductions and roles Systems and behavior PBIS/MTSS background Universal Mental Health Screening How does this apply to you? Benefits & Challenges

3 Introductions

4 Roles of: School Counselor School Psychologist School Social Worker Others? Alike and different?

5 Roles

6 Knowledge?

7 J

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9 We change STUDENT behavior by changing. ADULT behavior. Interventions are the changes we create in staff procedures & practices

10 Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making PRACTICES Supporting Culturally- Relevant Evidence-Based Practices

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12 A Shift in our Thinking

13 PBIS/MTSS/VTSS in a Nutshell 1. Preventative and positive; school as a system 2. Teach academics and behaviors; clear expectations & consistency 3. Culturally responsive 4. Acknowledgement system 5. Consistent consequences and interventions 6. Data-driven 7. Evidence-based practices 8. Identifying and supporting students who need more supports 9. On-going process

14 PBIS/MTSS: Three Tiers Tier 2: Students At Risk Interventions for students who need services in addition to Tier 1 prevention strategies; small group and individual strategies; approximately 15% of students. ~5% ~15% Tier 3: High Risk Most intense interventions for approximately 5% of students; these students haven t responded to Tier 1 or 2 interventions; have chronic, complex issues. Tier 1: Prevention for all students through school-wide expectations, acknowledgement, and discipline procedures; approximately 80% of students are successful with Tier 1 interventions. ~80% of Students

15 Pair and Share What professional activities do you perform for ALL students? What professional activities do you perform for SOME students: those with elevated needs?

16 For example: Alignment with CSCPs

17 What are You Already Doing to Support Tier 1?

18 Prevention

19 Mental Health Each year, 14-20% of youth are diagnosed with mental, emotional, or behavioral mental health disorders (National Academy of Science, 2009) Only 45% of youth with a mental health diagnosis receive treatment, and only 24% of those individuals receive care in the school system (Costello, He, Sampson, Kessler, & Merikangas, 2014).

20 Teaching Behaviors: Embedding Social Skills

21 Language & Culture: Culturally Responsive Expectations, acknowledgements and procedures Stakeholder groups contributing

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23 Part of the [School] Culture [PBIS] really has become the culture of the school It's ingrained in what we do it's the overall culture that we have in our building making sure that we have this positive climate There's that common language throughout the school

24 Language The consistent language has an impact, because the things that PBIS are looking to implement, those are the things that we [school counselors] do. Rarely do we [school counselors] have a conference with parents, students, teachers where [we do not talk] about those [PBIS schoolwide expectations], acknowledging how the student is using them, maybe encouraging where they need to improve. The concepts really are integrated in a lot of our day-to-day roles as counselors. I think it's ever-present in our mind and our actions.

25 School-Wide Team Member Representation Grade-levels, administrators, specialists, classified, transportation, etc. Buy-in from staff Consistent implementation

26 Student and Staff Acknowledgement

27 Building Fluency to Increase Effective Feedback Tie-in recognition to teaching matrix & expectations Connect with culture of the school

28 Assess Motivation

29 Student Acknowledgement Ask students what they want Student-representative team Classroom specific ideas School-wide ideas

30 Staff Acknowledgement Jeans Days Free lunches Recognition Parking space Etc What do they want?

31 Consistent Consequences

32 We change STUDENT behavior by changing. ADULT behavior. Interventions are the changes we create in staff procedures & practices

33 Re-teach, redirect, Reinforcement, Pre-correction, Planned Ignoring Discipline Flowchart Classroom Managed Office Managed -Preparedness -Chronic Minor Infractions (3) -Calling Out -Weapons Write Behavioral Referral; Send Student to the Office Classroom Consequences -Classroom Disruptions -Refusal to Follow Reasonable Request -Put Downs -Refusing to Work -Inappropriate Tone/Attitude -Electronic Devices -Fighting or Aggressive Physical Contact -Aggressive Language -Threats -Harassment of Students or Teacher -Use of Tobacco, Alcohol, or Drugs -Vandalism Administration Determines Consequences Administration Administers Consequences -Inappropriate Comments -Gambling Student Completes a Reflective Form; Send Home to be Signed and Submit to Administration -Bullying -Violating Others Personal Space -Homework Issues -Sleeping in Class -Possession of Trading Cards -Dress Code (May be Guidance Referral) -Cheating -Not w/ Class During Emergency -Leaving School Grounds -Offensive Language -Inappropriate use of Technology (Computers, Cell Phones) Contact Parents Administration Provided Teacher Feedback

34 All Actions Should be Data-Driven

35 Data: Purpose Determine if instruction for academic & social behavior is effective Determine if interventions/programs are effective Determine changes that need to be made in implementation Determine which students should get interventions, beyond Tier 1 prevention

36 The data has been fabulous! The data is amazing We look at sub groups within our populations, like English language learners, students who are on free or reduced lunch, and think about how we can better serve those students We do use data a lot. We've always been doing academic intervention stats but how we are looking at it and then being able to assess What was effective? What wasn't effective?

37 Examined Office Referral Data

38 Office Referral/Discipline Report Liberty Elementary Administrative Discipline Report Student: Date: Time: Referring Staff: Classrm Tchr: Location (circle): classroom hallway playground bathroom cafeteria bus gym other Incident (check) Refusing to follow directions Refusing to do classwork Disrespecting staff/adult Disrupting classroom Brief Description of Incident Inappropriately talking Inappropriately touching Bullying behavior to peers Lying Other: History of Incident (Past Occurrences? or Isolated Event?) (If past occurrence- what has staff member s response been for previous occurrence?) Follow Up/Action Taken (check) Administrator calling home: Teacher calling home: Counselor calling home: Conference requested with parent by: Warning Removal from classroom reward (eg Fun Friday) Time in front office (date & time ) Contract/Behavior Plan (initiated by ) Apology Note (written when & to who?) Reflection Process (written when?) Other White Copy: Office Pink Copy: Classroom Teacher Yellow Copy: Parent

39 Universal Screening Data

40 What do we currently do, to screen all students?

41 Universal Screening Screen all students to determine students who need extra support Can measure academic, behavioral, social Assess the health of your SYSTEM

42 Universal Screening recommended by: 2002 The United States President s Commission on Excellence in Special Education (U.S. Department of Education OSERS) 2009 National Association of School Psychologists (NASP) 2009 National Research Council 2009 Institute of Medicine 2013 A Framework for Safe and Successful Schools 2014 Connecticut Office of Child Advocate (2014) 2016 CSCORE research brief 11.1: Humphrey, & Wigelsworth: Making the case for universal school-based mental health screening Ohio PBIS Network

43 Internalizing behaviors: directed inward, including depression, anxiety, phobias, social withdrawal, and peer isolation (Forns, Abad, & Kirchner, 2014). Externalizing behaviors: directed to the environment and others: aggression and rule breaking (Forns, Abad, & Kirchner, 2014).

44 Universal Screening Process School team selects a screening instrument, ensuring fit for school district and students Decide process, communicate with families, train staff Collect & analyze data Provide/coordinate interventions for identified students Assess again

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46 What are You Already Doing to Support Tier 2?

47 What are You Already Doing to Support Tier 3?

48 Meet identified students needs with in a tiered system

49 Turn and Talk What are the challenges re: your role in PBIS/MTSS? What are the benefits re: your role in PBIS/MTSS? What is one thing you can do right now?

50 Challenges I'm not a very good delegator It's just easier sometimes to do it than to explain to somebody how to... I need to get better at asking. I wish that I didn't take it all on. Giving yourself the peace of mind to have other people have ownership in the program. Balance: Active leadership Share responsibilities Burn-out prevention and wellness

51 Challenges The onset it was pretty intense We started off a little rocky, because it [PBIS] was one more thing to do. However: longitudinally = saves time 57% decrease in lost instructional days over three years of PBIS implementation (Curtis, Van Horne, Robertson, & Karvonen, 2010)

52 Final Thought

53 Reactions?

54 Emily Goodman-Scott