PBIS/SoC Positive Behavior Intervention & Support Systems of Care Minnie Kidd Dreama McCoy Regional Coordinators.

PBIS/SoCPositive Behavior Intervention & Support

Systems of Care

Minnie KiddDreama McCoy

Regional Coordinators

What is PBIS?

What isPositive Behavior Intervention & Support?

Positive Behavioral Support (PBIS) refers to the application of positive behavioral interventions and systems to achieve socially important behavior change.

(OSEP, 1999)

What isPositive Behavior Intervention & Support?

PBIS fosters a positiveclimate to promote

behavioral andacademic success.

PBIS in North Carolina By the end of 07-08:

102 of 115 LEAs had at least one school

participating

691 school teams trained in at least Module

One

Legislature approved full-time PBIS consultant

Why should schools and communities be interested in PBIS?

Why PBIS?

Problems are increasing. Typical responses are unclear,

inconsistent, & reactive. Schools implementing comprehensive

PBIS see long-term changes. Reduction of office discipline referrals &

suspensions Increased staff morale and retention Positive school climates and increased

student achievement

Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995).

82% of crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993).

The stability of aggression over a decade is very high; about the same as IQ (Walker et al., 1995).

What happens if we do not intervene?

Why Positive Behavior Intervention & Support?

Children with Emotional & Behavioral Disorders (2% identified EC)

Lower grades; fail more courses & exams Held back more often Lower graduation rates Arrested more often (40%/1 yr – 60%/5yrs) More frequently placed in restrictive

educational environments More time in the Juvenile Justice System

Common School Struggles

Teachers leaving? Low staff and/or student morale? Poor attendance? High retention rates? High number of office referrals & suspensions? No clear vision? No ownership of the school? Every man for himself? Losing Instructional Time to discipline? No significant end of year growth? Multiple fragmented programs/initiatives?

WHAT’S THE PAYOFF?

More instructional time Improved attendance from staff and

students Increased student proficiency Increased parent participation and

partnerships Improved community involvement and

support Lower staff attrition rates

How does PBIS work?

KEYS TO SUCCESSFULIMPLEMENTATION OF PBIS

Administrative Leadership Team-Based Implementation Define Behavioral Expectations Teach Behavioral Expectations Acknowledge & Reward Student & Adult

Performance Monitor and Correct Behavioral Errors Use Data for Decision Making Build Parent Collaboration

SYSTE

MS

SYSTE

MS

PRACTICESPRACTICES

DATA

DATASupportingSupporting

Staff BehaviorStaff Behavior

SupportingSupportingDecisionDecisionMakingMaking

SupportingSupportingStudent BehaviorStudent Behavior

OUTCOMESOUTCOMES

PositivePositiveBehaviorBehaviorIntervention Intervention & Support& Support

Social Competence &Social Competence &Academic AchievementAcademic Achievement

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

School-wide Prevention Responsive, positive

school climate Teaching & supporting

appropriate behavior for all

Data-based decision making

High academic standards, instruction & support

Team problem solving Family & community

involvement

Secondary Prevention Small group social

skills instruction & support

Mentoring More structured

support for academic and behavior success

Instruction in monitoring and re-directing own behavior

Tertiary Prevention & Intervention

Individualized, intensive services

Designed to meet individual student needs

Focus on teaching replacement behavior

Accomplished through individual data collection, FBA, BIP

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

What is System of Care?

Child-centered, family focused, and family driven;

  Community-based; and

  Culturally competent and responsive.

What is a “System of Care”?

A community-based System of Care is a comprehensive spectrum of services and supports organized into a coordinated network to meet the diverse and changing strengths and needs of children and youth with complex behavioral, educational, social and/or safety needs, and their families.

SoC A System of Care integrates the work of

education, juvenile justice, public health, mental health, child welfare, family court, and other helping organizations with families through team work and shared responsibility.

SoC Benefits A way of ‘doing business’ among

professionals , families, and in the community

Beneficial to families and communities because it increases community services and resources, reduces unnecessary separation of children from their families, and actively supports the development of healthy and productive families

SoC Benefits cont’d Supported by research and the accepted

national ‘best practice model’ for delivering services and supports to children with complex needs and their families in a way that they can understand, starting where they are

What is the Purpose?

The purpose of a system of care is to make comprehensive, flexible and effective support available for children, youth and families throughout the community and through this assistance make the community a better place to live (Franz, 1999).

Principles of System of Care:

Interagency Collaboration Individualized Strengths-Based Care Cultural Competence Child and Family Involvement Community-Based Services Accountability

Outcomes

Success, Safety and Permanency in Home, School

and Community!

Categorical vs. Non-Categorical Categorical vs. Non-Categorical System ReformsSystem Reforms

Pires, S. (2002).Building Systems of Care: A Primer

EducationCategorical

System Reforms

Non-Categorical System Reforms

Why should we use a System of Care?

System of Care as Best PracticeSystem of Care as Best Practice

According to the Center for Mental Health Services, SAMHSA, Federal DHHS*:

“ The System of Care offers the best possible programmatic, fiscal, and organizational context for implementing and sustaining evidenced-based interventions . . .”

(*CMHS, 2004, Children’s Service Initiative)

NC SoC Handbook Revised Jan.06 Goal: To help families help their children

succeed at home, in school, and in the community

SoC is considered the best way of planning, developing and delivering services to children and their families

Fundamentally changing the relationships families have to the service system at every level

SoC Handbook More than 200,000 children under the age

of 18 in NC have a serious and emotional disturbance

These children are at substantially greater risk for school dropout, school expulsion, drug or alcohol abuse, unplanned teen pregnancy and conviction of crimes

SoC Handbook NC’s Mental Health systems continues to

undergo reform and reorganization to better serve families and children through SoC approach

SoC Handbook NC “Blueprint for Change” (Division of MH,

DD, SAS State MH Plan 2003, Chapter 3) and 2003 “Child MH Plan (DMH, DD, SAS) identified core requirements and/or values for the future provision of children’s mental health services

Core Requirements Families will have meaningful input in all aspects

of the planning, delivery, and evaluation of service

Families and professionals working together maximize the benefits of the services rendered

Utilize “best practice” models that include family support, family education, and family training

Create support systems to ensure family participation

SoC Handbook SoC is based on a set of values and

principals for local services and supports in communities across our state

SoC is not just a philosophy; it is a researched-based framework that helps communities and states put the philosophy into action by building structures and resources that make SoC work for children and their families

SoC Handbook SoC looks different in each community it is

based on the strength and needs of the families in those communities

Outcomes of SoC Implementation Increase in school attendance and children

finishing school Safer schools Decrease in home, school, and community violence Decrease out of home placement Decrease in abuse and neglect Decrease in juvenile arrests Creation of a child and family friendly SoC Increase power of Advocacy for children and family

issues in the political system at the state and local level

Stronger children, youth, families and communities

What does PBIS have to do with SoC?

PBIS & Systems of Care PBIS aligns schools with SoC values PBIS creates a school culture and climate

where staff work together as a team to support positive student behavior

PBIS results in improved outcomes for all students

PBIS helps schools engage families and the community

Focus

School as unit of implementation

Connect social & academic achievement

Team-based leadership Capacity building Research-based

principles Sustainable practices Data-based decision-

making

Child & family as unit of implementation

Connect social/ emotional with all aspects of life

Team decision-making Capacity building Sound guiding

principles/values Sustainable practices Data-based decision-

making

PBIS SOC

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- ation for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

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.

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.

Integrated PBIS/SOC Checklist School district has adopted PBIS. Schools and local mental health

agencies are working together on PBIS implementation.

District-wide PBIS implementation team includes representatives from local mental health agencies. School teams include MH representation.

-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”

Integrated PBIS/SOC Checklist District and school teams include

families. There is a MH-sponsored SOC in the

community of the PBIS school. Local MH agency offers evidence-

based practices with promise of good outcomes.

-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”

Integrated PBIS/SOC Checklist Local PBIS schools have family

liaisons. Families and youth are receiving PBIS

training. Local PBIS initiative involves other

community agencies (DSS, DJJDP, Health & Welfare centers).

-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”

Integrated PBIS/SOC Checklist The PBIS school is measuring

outcomes (ODRs, youth and family surveys, attendance, achievement).

The district, schools, & agencies have explored all funding sources for Integrated PBIS/SOC implementation.

-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”

Resources NC PBIS Training Modules

http://www.ncpublicschools.org/positivebehavior/implementation/modules/

Presentations of Sandy Keenan, (Technical Assistance Partnership) http://www.tapartnership.org/advisors/education/DevelopmentTraining.asp

Bazelon Center for Mental Health Law, Way to Go: School Success for Children with Mental Health Needs http://www.bazelon.org/newsroom/2006/6-7-6-WayToGo.html

For more information…www.ncpublicschools.org/positivebehavior/

www.pbis.org

Heather Reynolds, PBIS ConsultantBehavior Support & Special ProgramsEC DivisionNC DPI919.807.4059 [email protected]