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Connecting PBIS & SST to Address Student Needs

Connecting PBIS & SST to Address Student Needs

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Connecting PBIS & SST to Address Student Needs

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  1. Connecting PBIS & SST to Address Student Needs Deb Fenstermaker, Ph.D., School Psychologist Beth Lambert, IST/SST Facilitator Office of Psychological Services PBIS Team Training, July 15-16, 2009

  2. Department of Student Support Services Mission • Coordinates prevention and intervention programs and services to support schools, students, and parents/guardians, by • Addressing the cognitive, behavioral, social, emotional, health, safety, and alternative educational needs of all students, to • Maximize students’ potential achievement

  3. Systematic Academic & Behavior PlanningStudent Support Model Tier 3 SST/IEP Teams Small groups or individual students; alternative programs and special education instruction and/or services Tier 2 Student Support Teams (SST) Groups of students or individual students at risk; screen and monitor; case management, student support plans, 504 plans Tier 1 SIT: PBIS Teams Grade Level Teacher Meetings All settings, all students; monitor and differentiate instruction; implement supplemental interventions

  4. Tier 1: Positive Behavioral Interventions and Supports (PBIS)

  5. Maryland PBIS Partnership & Collaboration

  6. Key Elements of PBIS Schoolwide behavior planning is based on a balance of four key elements: • Clearly specified OUTCOMES that are related to behavior and student achievement • SYSTEMS that support staff buy-in and sustained use of effective practices • DATAgathered by the school to make decisions about improving behavior and learning • Evidence-based PRACTICES and interventions that are effective for staff and students • Developed by Dr. George Sugai, University of Connecticut, and Dr. Rob Horner, University of Oregon • See US Office of Special Education Programs (OSEP) Technical Assistance Center • on Positive Behavioral Interventions & Supports at www.pbis.org • See www.pbismaryland.org

  7. Key Elements of PBIS OUTCOMES Supporting Staff Behavior Supporting Decision Making DATA School-wide Classroom Non-classroom Individual SYSTEMS Office Discipline Referrals Staff Input Academic Progress Attendance PRACTICES Define behavior expectations Specify routines Teach Acknowledge Correct Follow up and feedback Reinforcement Generalization Supporting Student Behavior

  8. Critical Features of PBIS Implementation • Establish commitment and maintain team • Establish schoolwide expectations • Establish an on-going system of rewards • Establish a system for responding to behavioral violations • Establish a data system to monitor progress and aid in decision making • Arrange for consistent implementation and utilize district level support

  9. Tier 2: Student Support Team (SST)

  10. History & Development of Student Support Team (SST) • COMAR Regulation 13A.05.05.01: Each local school system shall provide a coordinated program of pupil services for all students • SST is an interdisciplinary, general education team that addresses complex academic and behavioral issues; BCPS has had Pupil Services Teams or SST for > 50 years • SST uses a problem-solving approach that relies on objective, data-based decision-making (based on IST model from Pennsylvania and IC model from Maryland) • SST uses a response to intervention (RTI) framework to connect with grade level teacher meetings and special education, IEP teams

  11. Tier 2: Student Support Team (SST) • Addresses more complex academic and behavioral problems of individual students,groups of students, andschoolwide concerns • Implements prevention and early intervention activities prior to intensive intervention to increase student achievement, improve schoolwide climate, reduce disruptive behavior, reduce inappropriate referrals to the IEP Team, and increase parent/guardian involvement • Provides a continuum of academic and behavioral interventions and supports in connection with other schoolwide initiatives such as PBIS and grade level teacher meetings and more intensive interventions like community partnerships and special education

  12. Tier 2: Student Support Team (SST) • Functions of SST • Screening/Processing referrals • Case management • Mental health issues • Substance abuse issues • Physical/health issues • Academic & behavioral interventions through Student Support Plans • 504 Plans • Targeted group or setting interventions (ADHD, cafeteria) • Referral to IEP/Special Education Team

  13. Tier 2: Student Support Team (SST) • Student Support Team Agenda • Processing/Screening Referrals • Initial Problem Solving Meetings • Progress Review Meetings • Schoolwide Issues (as needed for large group or setting issues)

  14. Tier 2: Student Support Team (SST) • New Developments • Use of TIENET system for SST forms, Student Support Plans, 504 Plans- allows for schoolwide and systemwide data review over time • Focus on development and monitoring of academic and behavioral interventions through Student Support Plans • Focus on connecting students from schoolwide PBIS team (“discipline high flyers”) to SST

  15. PBIS & SST: What are the Connections? Support Academic Achievement Systematic Behavior Planning Data-based, Decision Making Interdisciplinary Team Format Problem Solving Approach

  16. PBIS SST 80 - 90% of students respond to universal positive behavioral supports and interventions 5-15% of students “slip through” and need additional, targeted supports Students who are considered “at risk” and have not responded to universal or classroom interventions may be referred to the SST for possible development of targeted group or individual interventions.

  17. SST PBIS If the SST receives multiple referrals for students with similar behavioral concerns in certain grade levels, classrooms, or locations…. the PBIS Team may need to review data and revisit the schoolwide positive behavior plan The SST meets to review new referrals and student progress. As a result, it may be determined that some student concerns are indicative of larger schoolwide or grade level concerns that may be better addressed through collaboration with the PBIS Team.

  18. PBIS Team Develops system wide procedures, Schoolwide systems & procedures, Classroom systems & procedures, Non classroom systems & procedures Collects & monitor schoolwide data Student Support Team Collects informal/formal data Engages in instructional consultation with classroom teachers in an effort to define and address problems within the context of the classroom Student Support Team Data collection & review Development of group or individual interventions (ex. ADHD group, Homework Club) Development of Student Support Plans/504 Plans/FBA-BIPs PBIS Team Reviews data and identifies specific grade level, classroom, group, individual, or location in need of additional support May plan for targeted interventions (ex. attendance homeroom) Monitors progress of yellow & red zone students PBIS and SST Functions Positive Behavior Support Universal Targeted

  19. Connecting PBIS and SST: What are the Benefits? • Various sources of data are collected and reviewed to plan, teach, and support student behavior • Responsibility and ownership of problems are shared • Streamlines functions of both teams • Systematic academic and behavior planning supports classroom instruction Work smarter, not harder!

  20. Connecting PBIS and SST: What Works? • Liaison – Consider a shared representative of both the SST and PBIS Team • Data-sharing – Consider a mechanism for sharing data between both the SST and the PBIS Team • Behavior Planning – Consider using a collaborative approach for supporting student needs • Progress Monitoring – Consider providing periodic feedback to the PBIS Team regarding the behavior success of individual student plans as per the SST review

  21. Activity 1 • Review the discipline reports for MS or ES to reinforce review of STARS data (discipline report by student, time of day, location, problem behavior, and referrals per day by month) • In a group, identify possible problems that need to be addressed • How can the PBIS and SST teams collaborate in order to address the student needs? • What are examples of targeted interventions that PBIS and/or SST could develop and implement?

  22. Activity 2 • In a group, choose 1 of the 2 case scenarios to review • Discuss how both the PBIS and SST teams can collaborate to address the needs of the student in the case scenario • How can the data collected by PBIS be useful in the problem-solving process ? • What team (PBIS or SST) do you feel would be the best forum to develop and implement interventions? • How can the other team (PBIS or SST) collaborate in an effort to support the student’s progress?