pbis & the changing role of the school social worker ami flammini, msw, lcsw il pbis technical...
TRANSCRIPT
PBIS & The Changing Role of the School Social Worker
Ami Flammini, MSW, LCSW
IL PBIS Technical Assistance Director
A little bit about me
• Began school social work
• Special Education cooperative 1993-2006
• Private Practice children & adolescents
• Springfield Public Schools 2006-09
• IL PBIS Network 2009
4
What is PBIS?
A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).
5
“PBIS Biggest Idea!”Instead of working harder (inefficient), schools have to
establish systems/processes and use data and practices that enable them to
work smarter (efficient, effective).PBIS Enables Schools To…
– Establish a small number of priorities • “do less, better”
– Consolidate/integrate whenever possible• “only do it once”
– Specify what is wanted & how you’ll know when you get there
• “invest in a clear outcome and assess progress”– Give priority to what works
• “research-based, evidence-based”
6
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement ٭
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed athttp://www.Pbis.org/schoolwide.htm
7
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
8
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
10
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Mentoring/CnC
Complex
FBA/BIP
Universal
Support
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
Universal
Team
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Universal Screening: The SSBD
• The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) – Developed as a school-wide (Universal)
screening tool for children in grades 1-6• Similar to annual vision/hearing screenings
– Identifies behaviors that may impede academic and social functioning
– Leads to earlier intervention– May reduce need for formalized “requests
for assistance” by using data
At your table, please share one piece of information
you just learned.
14
Tier1/Universal Practices of PBISDefine
*3-5 school-wide expectationsTeach/Pre-correct
*differentiated behavior lesson plans direct instruction*in-the-moment reminders
Model/Practice *adults model what they teach*students practice what we teach
Acknowledge*daily recognition – ex. gotchas*weekly/quarterly grade-level/whole school celebrations
Re-teach * re-teach the expectation using different strategies* have the student practice the skill
Team Development
Core Team
Teaching
Acknowledgement
Data
Communication
TIER 2
10 Critical Features for Tier 2 Interventions
1. Linked directly to school-wide expectations and/or academic goals
2. *Continuously available for student participation
3. *Implemented within 3 school days of determination that the student should receive the intervention
4. *Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool
version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, &
Sampson
10 Critical Features (Cont’d.)
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, &
Sampson
At your table, please share one piece of information
you just learned.
Check In Check Out (CICO)
Check-In/Check-OutRelatively easy & quick to implement for up to 10-15% of all students.
Description:• Each adult volunteer checks in and out with
multiple youth (up to 10 students)• All youth get same intervention • Same check in and out time• Same school-wide behavioral expectations as
goals• Same number of opportunities for behavioral
feedback (ratings)• Same Daily Progress Report (DPR)
Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.
CICO Daily Cycle (March & Horner, 1998)
1. Check-in with assigned adult upon arrival to school
* Positively greet youth
* Review SW expectations (daily goals)
* Pick-up new Daily Progress Report card
* Provide materials (pencil etc.) if needed
* Turn in previous day’s signed form (optional)
* Provide reinforcer for check-in (optional)
CICO Daily Cycle continued…
2. At each class:* Teacher provides behavioral feedback* Teacher completes DPR or* Student completes self-monitoring DPR/teacher checks and initials card
3. Check-out at end of day:* Review points & goals* Reinforce youth for checking-out (token/reward optional)* Receive reinforcer if goal met (optional)* Take DPR card home (optional)
CICO Daily Cycle continued…
4. Give DPR to parent (optional)
* Receive reinforcer from parent
* Have parent sign card
5. Return signed card next day – celebrate (if not returned, simply go on)
Grant Middle School STAR CLUB(Students tracking Awesome Results)
Daily Progress ReportNAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be Safe 2 1 0 2 1 0 2 1 0 2 1 0
Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0
Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0
Total Points
Teacher Initials
BEP Daily Goal _32___/_40___ BEP daily score _____/______ Percentage_________In training _____ BEP Member _____ Student Signature______________________________
Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below)
CICO Card (PALS Point Sheet)
Key2= Great Job1= Did OK0= Tough
RESPECT
Property
RESPECTAll Others
RESPECT
Learning
RESPECT
Self
Homeroom 2 1 0 2 1 0 2 1 0 2 1 0
LanguageArts
2 1 0 2 1 0 2 1 0 2 1 0
Mathematics 2 1 0 2 1 0 2 1 0 2 1 0
Social StudiesScience
2 1 0 2 1 0 2 1 0 2 1 0
Exploratory 2 1 0 2 1 0 2 1 0 2 1 0
PE 2 1 0 2 1 0 2 1 0 2 1 0
Lunch 2 1 0 2 1 0 2 1 0 2 1 0Daily Goal: _______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________
Name: _________________________________ Date: ___________
Homeroom Teacher: _____________________________________
Social and Academic Instructional Groups
Social / Academic Instructional Groups
• Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills
• Best if involves use of Daily Progress Report
• These are often the skill groups facilitated by Social Workers, Counselors & Psychologists
– However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.
Social / Academic Instructional Groups
• Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)
• Goals for improvement should be common across youth in same group (ex. use your words)
• Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)
• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)
Choosing or Designing Group Interventions
• Pre-Packaged (social skill curriculum)
• Designed by school– Choose & modify lessons from pre-packaged
material based on skill group
and/or– Create Lesson Plans (Cool Tools) to directly teach
replacement behaviors
Example Daily Progress ReportNAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be SafeUse your words
Use deep breathing
2 1 0 2 1 0 2 1 0 2 1 0
Be RespectfulKeep arm’s
distanceUse #2 voice level
when upset
2 1 0 2 1 0 2 1 0 2 1 0
Be ResponsibleAsk for breaks
Self-monitor with DPR
2 1 0 2 1 0 2 1 0 2 1 0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Mentoring
Types of School-Based Mentoring
• Community Mentoring– Students are matched with a adult mentor from the community and
typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation
• After-School Mentoring• Youth participate in after school recreational and education-based
activities
• Often times includes matching older students with younger students (cross-age)
• Facilitated by teachers, clinical staff, and education professionals
• School-day Mentoring With School Personnel– Students matched with adults in the building
Check & Connect
• Created in five year period from 1990-1995• Supported by 18 years of research• Originally focused on High School & Middle
School youth but manual now addresses Elementary School as well (2008)
• Considered a ‘drop-out prevention’ intervention• Manual recommends: “To use the name Check
& Connect, must adhere to the 4 Components & 7 Core Elements of the model.”
Brief FBA/BIP
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
BEHAVIOR INTERVENTION PLAN
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
ReplacementBehaviors
Ask forbreak,ask forhelp.
Why is function important?Because consequences compete
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skills
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of replacement behaviors
Do first problem together
Immediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
TIER 3
Wrap-Around
“Requires real talent and skills” (Rob Horner)
Applies Art (of engagement) and Science (of interventions)
Needs to happen sooner for many students/families
Gets tougher with each system failure
Requires thinking differently with kids and families
Is easier in schools proficient with school-wide PBIS
Includes system/practice/data components
L. Eber 2005
What Do we Know about the Tertiary Level:
Unique Fit
Tertiary-tier intervention plans should be
uniquely designed to fit individual students
needs as opposed to making a student fit
into a prescribed program.
What is Wraparound?
Wraparound is a process for developing
family-centered teams and plans that are
strength and needs based
(not deficit based)
across multiple settings and life domains.
Value Base
• Build on strengths to meet needs• One family-one plan• Increased parent choice• Increased family independence• Support for youth in context of families• Support for families in context of community• Unconditional: Never give up
P.Miles, 2004
Who is Wraparound for?
•Youth with multiple needs across home, school, community
•Youth at-risk for change of placement (youth not responding to current systems/practices)
•The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along very well)
individual students
built upon strengths
voice, priorities of youth and family
based on unique youth and family needs
culturally relevant teams and plans
plans include natural supports
traditional and non-traditional interventions
multiple life domains
unconditional
Features of Wraparound:
Life Domain Areas to ConsiderLife Domain Areas to Consider
Physical Needs/Living SituationPhysical Needs/Living Situation Family/AttachmentFamily/Attachment SafetySafety SocializationSocialization Cultural/SpiritualCultural/Spiritual
Emotional/Psychological Emotional/Psychological HealthHealth Educational/VocationalEducational/Vocational LegalLegal
Wraparound is:• An ongoing planning process
used by:
• A team of people
• Who come together
• Around family strengths and needs
• To create a unique plan of interventions & supports
• Based upon a process of unconditional care – no blame, no shame
Wraparound is Not:• A set of services
• A one or two time meeting
• A special education evaluation
• An individual counselor who links with the family or student
• Only for families and students we judge as “workable”
• The presence of flexible funds
At your table, please share one piece of information
you just learned.
The 1st child & family team meeting…
The BIG NEED(what’s under the surface)
The Child & Family Team determined the Big Need
~
to help our student feel connected to both peers &
adults in the school.
Additional services put in place as a result of the wrap around process
• Link with Dr. Dobbins for in district psychiatric consult• Summer camp• Link with Children’s Center• Ongoing communication with Therapist• Link with Parent Place• Support following death of father• Support following change of teacher• 2 small groups (friendship/yoga)• Help with medicine charts for home• Help with chore charts for home• Mom going to begin coming to school weekly for lunch• Beginning to make plans for transition to junior high
Initial SIMEO Data:
More SIMEO Data
12/1
7/08
2/26
/08
5/23
/08
10/0
7/08
11/1
4/08
2/9/
09
Fifth grade
SIMEO Data~Feeling like she fits in…
Beginning of 5th grade
Beginning of 5th grade
Other Data…
Data source
12/17/08 2/26/08 5/23/08 10/07/08 11/14/08 2/9/09
Grades 60-69% 70-79% 60-69% 80-89% 80-90% 80-99%
ODR 21 6 6 13 0 1
ISS 2 1 0 0 0 0
OSS 2 1 1 0 0 0
Absences 0 0 0 2 4 3
# of mystery celebrations attended
0 0 0 0 0 2
5th grade
Wrap around is the Umbrella
RENEW is the APPLICATION in High School
2/11/2011
Rehabilitation, Empowerment, Natural
Supports, Education and Work {RENEW}
• Developed in 1996 as the model for a 3-year funded employment model demonstration project for youth with “SED”
• Focus ion community-based, self-determined services and supports
• Promising results for youth who typically have very
poor post-school outcomes (Bullis & Cheney; Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998)
592/11/2011
RENEW• RENEW is a process for developing student centered
teams and plans that are driven by the students expressed needs, interests and goals.
• RENEW includes multiple strategies, one of which is person-centered planning via graphic facilitation.
• RENEW has 4 goals: high school completion, employment, post-secondary education and community inclusion.
2/11/2011
Renew Strategies• Personal Futures Planning• Individualized Team Development and Wraparound• Braided (individualized) Resource Development• Flexible, or Alternative Education Programming• Individualized School-to-Career Planning• Naturally Supported Employment• Mentoring• Sustainable Community Connections
612/11/2011
Futures Planning Goals
• Create a meaningful, personalized, individualized plan
• Allow the youth’s voice to be heard and validated
• Identify supports at home, school, and in the community
• Assist the youth to build self determination skills
2/11/2011
HISTORY MAPS
TodayStrengths & Accomplishments
Circle of People&
What Works and What Doesn’t Work
Fears & BarriersDreams