PBIS Tertiary Implementation: Supporting Students with High-Risk Behavior

1. Julie M. Weatherman, WNC PBIS Coordinator Module 3: Tertiary Implementation, Overview

2. Tertiary Implementation:Systems, Practices, & Datato Support Individuals

3. School Improvement Whole School Academic Behavior Effective School Organization Classroom Effective Instructional Practices Culturally Responsive Instruction Intensive, Individual Interventions • Tutoring • Academic Remediation Plans • Specially Designed Instruction Intensive, Individual Interventions • Functional Behavior Assessment & Behavior Intervention Planning Effective Instructional Practices Struggling Students Culturally Responsive Practices Individuals Progress Monitoring Targeted Group Interventions • Small group instruction • Focused academic help sessions Targeted Group Interventions • Social Skills instruction • Reinforcement of specific skills • Group Behavioral Strategies • Classroom Coaching Consider- ation for Eligibility EC Behavioral Group Strategies Universal Design/ Differentiated Instruction Related Services Positive School Climate Specially Designed Instruction FBA/BIP Mental Health Assistance Behavior Interventions Universal Interventions • Effective instructional practices • Recognition of academic achievement • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Universal Interventions • School-wide rules and procedures • Systematic reinforcement • Social Skills Instruction • Culturally responsive practices • Data-based decision-making • Parent & Community Partnerships Effective Staff Development Mental Health Services Positive Classroom Management Focused Research-based Academic Instruction Data Based Decision Making Ongoing Screening and Assessment Classroom Coaching and Consultation Parent and Community Partnerships

4. CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL & POSITIVE BEHAVIOR INTERVENTION & SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

6. When PBIS schools are ready to implement secondary and tertiary supports they have to put a system in place to support that process.

7. Systems for Individual Students • Quick, supportive response to teacher • Students with chronic challenging behavior beyond the capacity of single adult • Multiple students displaying similar behaviors = system issue • Work toward creating collaborative culture • Understand how behavior is functionally related to the teaching environment {FBA}

8. Special Considerations IDEIA efforts & PBIS efforts for Students With Disabilities are not autonomous activities • Individual plans completed for PBIS can be part of IEP Plans when IEP team takes part and makes decision • Individual plans completed for student IEPs can incorporate PBIS principles

9. How do we create the system? • Consider working smarter at individual student level • Incorporate System of Care Principles for guidance • Create referral process & data collection protocol • Answer the team question: Who?

10. Working Smarter at theTertiary Level

11. Create the System:Working Smarter • What does working smarter look like at the individual level? How do we invest our resources wisely? • Develop a continuum of support, within the tertiary level to address all the shades of red

12. Creating the Tertiary System: Incorporating System of CarePrinciples

13. Create the System:System of Care Process • Individualized to the unique features of the child and family; culturally relevant • Emphasis on continuous, data-based improvement in behavior and overall functioning • Focused on creative, individualized effectiveness and relevance to that child • Organizes emotional & social prevention & intervention

14. Benefits of Integration • Enables PBIS schools to work better with children at secondary and tertiary levels. • Enables all parties to come together around a single plan of care for each child. • Helps PBIS schools engage families.

15. Benefits of Integration • SOC consultation can assist teachers in finding appropriate strategies for kids with mental health issues. • Ability to build effective alliances between families, schools, & community agencies.

16. Create the System: System of Care CFTs • Child and Family Teamsare family members and their community supports that come together to create, implement and update a plan with the child, youth/student and family. The plan builds on the strengths of the child, youth and family and addresses their needs, desires and dreams.

17. School-Based Child & Family Teams • Current referral trends: • To address chronic absenteeism (informal policy put in place to make a CFT referral BEFORE absenteeism reaches formal intervention requirements in the school). • To support school success when youth are pregnant, homeless or struggling with chronic behavioral problems in the school environment. • To support youth challenged with physical and mental health concerns that impact their school success. Especially in cases where outside resources are needed such as mental health, and even medical intervention. • In partnership with other agencies to support transitions including placement changes. From NCSU’s Center for Family & Community Engagement

18. Teacher, administrator, social worker, nurse, counselor identifies youth with educational and/or behavioral challenges and refers From NCSU’s Center for Family & Community Engagement

19. Creating the Tertiary System:Referral Process

20. Individual Students Assessment & Next Steps Strategies & Implementation Data Collection Team Contact & Parent Notification Request for Assistance

21. Referral Process • How will teachers know who to refer? • Data decision rule • Professional judgement • After what process in classroom • How do they refer? • Conversation in the hall • Form • To Whom

22. Referral Process • What happens next? • Data collection • Case manager • How will parents/families be included • Team meeting • Plan • Plan written? • Good fit for context? • Executed by whom? How do you know? • Evaluated? • Next Steps

23. Minimum Data at Referral • Operational definition of behavior • Archival records • Current levels of: • Academic functioning • Absences • Discipline referrals

24. What about the team? • Create a new team • Not always realistic – who needs another job? • Utilize/Modify existing team • If current student assistance process is effective, utilize expertise to address student needs • Utilize existing team with additional training or revised process

25. Tertiary Systems Example

26. School Staff & Community Student Assistance Team Structure

27. Action Team Responsibilities • Review referral and planning assessment • Collect assessment data • Design a function-based Behavior Support Plan • Follow-up Evaluation

28. Core Team Action Team Action Team Action Team Core Team Process of Core and Action Teams Initial Meeting (15 minutes) Take and review referral Form Action Team Provide support to AT as needed Assessment Conduct simple FBA (30 minutes) Conduct full FBA if recommended (90 in.) Prepare to report findings Second Meeting (60 minutes) Discuss assessment findings Design BIP Implement BIP Third Meeting (30-60 minutes) Evaluate effectiveness of BIP Modify BIP as necessary Support and Follow through Follow progress on identified student Provide support as needed

29. Sample Agenda (Student Assistance Team) Date: Student: • Introductions • Review Request for Assistance • Determine level of functional assessment to begin with (simple or full) • Form Action Team • Assign responsibilities and deadlines for completing FBA Total meeting time: 15 minutes

30. Coordinator • The Student Assistance Team will need a Coordinator/referral Liaison. This person will remain constant throughout the year. This can be any member of the core team. • Should be organized, responsible, have strong leadership and communication skills. • The coordinator will lead the meetings, keep participants focused, assure that someone is responsible for the completion of the task list that is generated at the meetings.

31. Organizing Structure & Procedure Team will meet at least 3 times in responding to a referral: • Initial referral • After the Action Team has collected functional behavior assessment data • After the behavior support plan has been implemented for at least 6-8 weeks.

32. Critical Elements ofTertiary Systems

33. Tertiary Systems Considerations Prior to implementation schools should be willing to commit to: • Establishing a team to assess and intervene with students who have serious behavior problems. • Allotting adequate time and resources for the team to be trained, for the team to plan, design, and implement individual behavioral support.

34. Why do we need Tertiary Systems? • Research shows that this is the BEST way to make a lasting, positive, change in behavior • To provide a systematic way to support staff and students and establish practices for children with behavior concerns • To serve as Pre-intervention strategies for an Exceptional Children’s Program referral