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Vermont Positive Behavior Support Services

Vermont Positive Behavior Support Services

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Vermont Positive Behavior Support Services

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  1. VermontPositive Behavior Support Services A Framework for Improving Learning and Behavior Rae Ann Knopf, Vermont PBS State Coordinator Department of Education, Assistant Division Director

  2. What is PBS? • Positive Behavior Support (PBS) is a proven, systems-focused approach that: • decreases problem behaviors among students, • increases on-task engagement, and • raises levels of satisfaction with school climate for students, teachers, and parents. “PBS enhances the capacity of schools, districts, and states to adopt and sustain effective behavior and academic support practices.” – May Institute, Partner to the National Technical Assistance Center on PBIS

  3. PBS is based on . . . . . • Person Centered Values – interventions designed to meet the unique goals and challenges of each individual • The Normalization/Inclusion Movement – promotes the rights of individuals with behavior disorders or disabilities to be given the same educational and social opportunities as those without • Applied Behavior Analysis – behavior is learned, serves a purpose, and can most effectively be improved through the use of personalized-intervention planning to promote positive change • Data-based Decision Making Positive Behavioral Interventions and Supports Brief, National Center for Mental Health Promotion and Youth Violence Prevention, 2006.

  4. PBS Goals • School-Based– PBS works from a framework of local control in improving school culture. Schools affirm/establish their own rules, practices and procedures, manage their own process within the context of the PBS philosophy • Resiliency and Personal Well-being – increase protective factors and reduce risk factors

  5. PBS Goals - continued • Prevention – reduce the need for more intensive interventions for students whose behavior, without intervention might escalate • Safe, Healthy, Learning Environments – a culture of learning where classroom/school disruptions, incidents, and resulting disciplinary actions and suspensions are reduced • Respectful Intervention – provide a continuum of positively focused behavioral expectations and interventions

  6. Positive Behavior Supports Continuum Intensive individual interventions Targeted small group, short term individual interventions Universal Applications

  7. How Wide-spread is PBS? • PBS has been in existence for nearly 20 years • Currently over 41 states are engaged in a State-Wide effort for implementing PBS • Over 6600 schools have implemented PBS with fidelity • The U.S. Department of Education sponsors national PBS centers in Oregon and Connecticut, the May Institute is a National Center Partner Statewide Behavior Initiatives, National Association of State Directors of Special Education, Inc., inForum, February 2007

  8. Vermont Challenges • School staff continue to identify low level student aggression (disrespect, con-compliance and bullying) as a significant barrier to academic achievement • Recent state health statistics indicate 52% of Vermont children are born into poverty • 1 in 4 children in Vermont schools are eligible for free & reduced lunch • Achievement gaps are greatest among students with economic disadvantage and/or emotional/behavioral challenges

  9. Vermont Challenges - continued • Inclusion rates have been declining in recent years • Increasing reliance on paraprofessionals as the primary solution for meeting the needs of behaviorally challenged students despite lack of evidence to demonstrate effectiveness • Vermont’s rate of identification of students with emotional disabilities is very high relative to other disability categories and general student population • Communicating full understanding of PBS – not a “canned system,” importance of implementing full continuum to obtain integrity and fidelity

  10. Vermont Resources • Vermont has a strong history of focusing on students at risk following Act 230 (1992) and Act 117 (2001) • National Centers exist to support PBS being used in thousands of schools nationally with great success • Resources exist through Act 230 and State Improvement grants to provide regional professional development to support PBS implementation over the next 5 years

  11. Vermont Resources - continued • PBS complements other efforts underway in Vermont schools and creates a framework for maximizing their value (responsive classroom, Olweus Bullying Program, LSCI, CPI, Second Step, RtI, CES, etc.) • Vermont’s own BEST team has made this a primary focus for development over the next 3-5 years • A pre-existing Summer Institute exists to deliver training for school teams

  12. How does it work? As part of a multi-year commitment, School Leadership Teams focus their efforts on improving 3 primary areas - • School-wide procedures for discipline and student support • Targeted interventions designed to prevent further escalation of problems • Individualized behavior support planning

  13. Universal (School-Wide) Applications • School teams review existing behavioral expectations, discipline practices, and procedures • They agree upon a common approach and make a positive statement of purpose • At least 80% of school personnel agree • Positively stated expectations for all students and staff are formed • A continuum of procedures for teaching these expectations, sustaining them, and discouraging rule violations are established and taught

  14. School teams review existing committees and groups for efficacy and impact – working smarter not harder.

  15. Examples of Universal Strategies • Positive expectations taught & encouraged throughout school • Goal is a ratio of 6-8 positive to 1 negative adult-student interaction per student • Active supervision • Redirections for minor, infrequent behavior errors • Frequent pre-corrections for chronic errors • Effective academic instruction & curriculum

  16. Acting on Information vs. Emotion Coaching, monitoring, and consistency - School-based Coaches monitor and report discipline data by student, class, time of day, and location to school teams and staff for informed decision making to improve school culture and learning. Best chance for success - Interventions are focused toward the stated behavior expectations, spanning the school, classroom, and community - changing the environment to encourage change in the behavior – giving students the best chance to succeed.

  17. Usability • Using evidence based practices (EBD) for implementation: • Consultation and Coaching vs. Train & Hope – External and Internal Coaches • 80% buy-in vs. “seeding” – Readiness Tool • Creating District-Wide and State-Wide Leadership teams to provide additional support, expertise, and resources • User friendly data-collection systems (SWIS) • On-going evaluation and adjustment (SET) • Grounded in National Implementation Research

  18. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  19. Intended Consequences • These efforts provide a framework for change school-wide, resulting in: • Safer schools • More positive school climates • Improved academic outcomes • More effective responses to students who display significant problem behaviors, and • Higher parent and community satisfaction

  20. Out of Classroom Discipline Referrals – Sample Data

  21. Out of Classroom Discipline Referrals – Sample Data cont.

  22. Out of Classroom Discipline Referrals – Sample Data cont.

  23. Out of Classroom Discipline Referrals – Sample Data cont.

  24. Targeted Interventions • School teams become aware of at risk students & high risk locations • Proactive short term interventions are used in an effort to change behavior and break negative cycles • Social skills clubs, Behavior Education Plans, “check-in check-out” systems are all examples of targeted interventions

  25. Intensive Individualized Interventions • Behavior support teams form plans for students needing intensive, fully individualized, assessment based interventions • Interventions complement primary and secondary supports and may include things like: • wrap around planning • evidence-based mental health interventions • coordinated services planning, and • crisis response

  26. Samples of Outcomes

  27. Cost Saving Outcomes – New Hampshire - 44 schools over 2 years Recovered: 2823 days for learning591 days for teaching 1263 days for leadership/administration

  28. Sustainability in NH & MD Developing State Capacity for Durable and Accurate Implementation of Statewide Positive Behavior Support in New Hampshire, Howard S. Muscott, Ed.D. New Hampshire; presentations International APBS Conference, March 2007

  29. How do I bring PBS to My School? • Talk with school administrator • Contact a Vermont PBS/BEST team member • Form a school leadership team, identify a coach • Complete the Readiness Checklist • Attend coaches and school leadership team training • Create a school action plan for PBS implementation

  30. Where to Learn More About PBS • www.pbis.org • www.pbismaryland.org • www.apbs.org • www.promoteprevent.org

  31. PBS and Fixsen’s Work Effective Intervention + Effective Implementation = Good Outcomes Core Intervention Components – PBS is/has a: • Clearly described (who/what) • Practical measure of fidelity • Fully operationalized (do/say) • Field tested (recursive revision) • Contextualized (org./systems fit) • Effective (worth the effort) Dean Fixsen & Karen Blase, National Implementation Research Network