PBIS & The Changing Role of the School Social Worker

Ami Flammini, MSW, LCSW

IL PBIS Technical Assistance Director

Ami.flammini@pbisillinois.org

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

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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”

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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

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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

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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

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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.

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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