PBIS: Framework for Inclusive Behavior

InstructionCalifornia SUMS (Scaling up

Multi-tiered System of Support Statewide)

Professional Learning Institute (PLI) 2017

Dori Barnett, Ed.D. Lina Bender, Ed.S.

Jennifer Garcia, MAKristine Keene, Principal

Outcomes

❑Build foundational understanding of the CASUMS (Scaling up Multi-tiered System of Support) Statewide Initiative.

❑Identify five key practices of Inclusive Behavior Instruction.❑Align the PBIS framework with Inclusive Behavior Instruction.❑Discuss how your work supports Inclusive Behavior

Instruction.

Grounding Activity:

Standing Conversation

Find a standing partner that you don’t know.

Introduce yourselves, and have a standing conversation about…

What is one feature of the SUMS Logo that stands out to you?

What is MTSS?All StudentsOn e Syste m

Con t in u u m o f Su p p ort

http://newsroom.ocde.us/what-is-mtss-heres-your-4-minute-primer-video/

MTSS

Addressing academic,

behavioral, and social-emotional learning in a fully integrated system

of supports.

Source: SWIFTschools.org

How?

Inclusive Behavior Instruction: Five Key PracticesIdentify a comprehensive assessment system.

Create and utilize teams to engage in data based decision making.

Provide universal behavior supports for ALL students.

Provide targeted behavior interventions and supports for somestudents.Provide intensive individualized interventions and supports for few students.

http://guide.swiftschools.org/multi-tiered-system-of-support/inclusive-behavior-instruction

Say Something:

❑Which principle of Inclusive Behavior Instruction did you notice in the video?

❑Share with an elbow partner.

http://guide.swiftschools.org/multi-tiered-system-of-support/inclusive-behavior-instruction

Practice 1:

Identify a Comprehensive Assessment System

Practice 1:

Identify a Comprehensive Assessment System

Decide on universal screener(s).

Use a progress monitoring tool.

Be open to additional tools.

Practice 1:

Identify a Comprehensive Assessment System

Universal Screeners

Practice 1:

Identify a Comprehensive Assessment System

Progress Monitoring

Practice 1:

Identify a Comprehensive Assessment System

Additional Tools

Practice 2:

Create & Utilize Teams

Practice 2:

Create & Utilize Teams

Review screening and progress monitoring data.

Develop a process.

Schedule a time to meet.

Analyze data.

Team Membership

❖ Demographically representative of school and community❖ Includes a member with behavioral/classroom management expertise❖ Administrator is an active member❖ Data expert❖ Recorder

Meeting Essentials

Schedule a time to meet

Develop a Process

Analyze Data

Practice 3:

Provide Universal Behavior Support

• ALL Students, ALL Staff, ALL Settings

• Proactive and preventative

• Whole child focus

• Promotion of shared values, norms, language, & experiences

Universal Behavior Supports

Practice 3:

Provide Universal Behavior Support

Set and teach expectations.

Reinforce positive behavior.

Measure implementation.

Practice 3:

Provide Universal Behavior Support

Set and Teach Expectations

Practice 3:

Provide Universal Behavior Support

Reinforce Positive Behavior

Practice 3:

Provide Universal Behavior Support

Measure Implementation

Practice 4:

Provide Targeted Interventions and Supports

• Targeted interventions are designed for a smaller portion of students with some risk.

• Focus on specific, targeted skill or deficit. • Targeted interventions are usually short

term, maybe 8-10 weeks• Standardized delivery across a group of

students with similar at-risk needs.• Data are used continuously to monitor

student’s progress in the intervention

Targeted Behavior Supports

Practice 4:

Provide Targeted Interventions and Supports

Create a matrix of available research-based interventions.

Schedule targeted interventions.

Create recommendations for frequency.

Set decision rules.

Monitor implementation of interventions.

Create a Matrix of Evidence-based Targeted Interventions

CICO Mentoring

Check & Connect

Social and Academic

Instructional Skills

Groups

Decision Making Process

Schedule Targeted Interventions

Create Recommendations

for FrequencySet Decision Rules Monitor

Implementation

Practice 5:

Provide Individualized Interventions and Supports

High intensity and specific interventions Uniquely designed to meet student’s

individual needs. Require frequent monitoring Linkages to Family and Community

Supports Characterized by multi-disciplinary

collaboration

Intensive/Individualized

Practice 5:

Provide Individualized Interventions and Supports

Assemble a team.

Conduct a functional behavioral assessment.

Develop a behavior support plan.

Regularly monitor student behavior.

Develop guidance for evaluation.

Measure implementation.

Individualized Interventions and Supports

FBA

Behavior Support

Plan

Wrap-Around / Person

Centered Planning

Individual Counseling

• Function Based Assessment

• Individualized Behavior Support Plan

• Wraparound/Person Centered Planning

• Individual Counseling/Therapy

PBIS: Framework for Inclusive Behavior Instruction

ALL

ALL

SOME

FEW

Universal, Tier I

Targeted, Tier II

Individualized, Tier III

Primary Prevention: School-wide & Classroom-wide systems for all students and all staff in all settings.

Secondary Prevention: Systems for targeted or group-based interventions for students needing additional support beyond the Universal, Tier I system

Tertiary Prevention: Systems for students requiring more intensive & individualized supports for academic, social, or mental health services.

SupportingStaff Behavior

SupportingDecisionMaking

PRACTICES

SupportingStudent Behavior

PositiveBehavior Intervention &Support

OUTCOMES

Social Competence &Academic Achievement

51

PBIS is a Framework…PBIS is a Framework for enhancing the adoption and implementation of

A continuum of evidence-based interventions to achieve

Valued academic and behavioral Outcomes

For ALL students

Five Principles of Inclusive Behavior Instruction….McManus Style...

Safe, Respectful, Responsible, and Hardworking-We are McManus-

1. Identify a Comprehensive Assessment System:

a.Aeries Student Information System (Discipline Dashboard)

b.WSI - Walker Survey Instrument (general screening tool)

c.Walker McConnell - Screening used as progress monitoring tool for those

identifed students (approximately top 15% of WSI identified)

Safe, Respectful, Responsible, and Hardworking. We are McManus.

1. Identify a Comprehensive Assessment System

2. Create and utilize teams to engage in data-based decision making:

a. PBIS Site Team - Monthly meetings consisting of administrator, school psychologist, counselor, classroom teacher, RSP teacher, parent aide, yard duty, and after-school program coordinator. We all have jobs: Facilitator, Data Analyst, Recorder, Timer, etc.

b. SBIT Team - Meetings as needed consisting of Title 1 lead, administrator, classroom teacher, school psychologist/counselor if necessary

c. Staff - Behavior data is shared with teaching staff during staff meetings and grade level meetings. Additionally, data is shared with office staff and support staff.

Safe, Respectful, Responsible, and Hardworking. We are McManus.

3. Provide universal behavioral supports for ALL students:

a. School-wide common discipline plan shared with all staff

b. School Rules/Expectations Matrix shared with all staff and students, including substitutes

c. Lesson Plans delivered to all students: Drop-off/Pick-Up Area, Office, Walkways, Cafeteria, Bathroom. Use of “McManus Passport” this year

d. McManus Green Slips handed out for being Safe, Respectful, Responsible, and Hardworking

e. Green Slips = McManus Store, fun planned activities (dance party, bubbles, chalk draw, dodgeball vs. teachers, etc)

Safe, Respectful, Responsible, and Hardworking. We are McManus.

4. Provide targeted behavior intervention supports for some students:

a. Review expectations/lesson plansb. Check-in, Check-out (CICO) put in place for 2-

4 week cycles - based on office referralsc. Purpose of CICO - To increase positive

contact between student and adult, and to continuously progress-monitor the student’s behavioral performance

d. Counseling staff involved if necessary

Safe, Respectful, Responsible, and Hardworking. We are McManus.

5. Provide intensive individualized

intervention and supports for few

students:

a. SBIT meeting will be held by SBIT team and follow-up date set

b. School-based student behavior plan will be implemented for an appropriate time frame and analyzed at the end of the time frame to determine next steps

c. Counseling staff involved if necessary

Safe, Respectful, Responsible, and Hardworking. We are McManus.

Next Steps

http://www.ocde.us/SUMS/Pages/default.aspx

Resources

❑ Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers❑ http://guide.swiftschools.org/sites/default/files/documents/Cla

ssroomPBIS_508.pdf

❑ Inclusive Behavior Instruction (SWIFTSchools.org)❑ http://guide.swiftschools.org/multi-tiered-system-of-

support/inclusive-behavior-instruction

❑ PBIS National Technical Assistance Center❑ http://www.pbis.org/

❑ SW Tiered Fidelity Inventory (TFI)❑ https://www.pbisapps.org/Resources/SWIS%20Publications/S

WPBIS%20Tiered%20Fidelity%20Inventory%20(TFI).pdf

❑ National Center for Intensive Behavior Intervention❑ http://www.intensiveintervention.org/

❑ CA PBIS Coalition❑ http://www.placercoe.k12.ca.us/departments/educa

tionalservices/prevention/cpc/Pages/default.aspx