positive behavior support: response to intervention university of south florida 2009
TRANSCRIPT
Positive Behavior Support: Response to
Intervention
University of South Florida2009
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Florida’s PBS Project
Our Mission• Increasing the capacity of Florida’s school
districts to address problem behavior using positive behavior support.
What we do…• Provide training and technical assistance to
districts across the state in the development and implementation of positive behavior supports at all Tiers.
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Time Cost of a Discipline Referral
(Averaged to 45 minutes per incident)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours 1000 Hours
Teacher Time 250 Hours 500 Hours
Student Time 750 Hours 1500 Hours
Totals 1500 HoursLOST!
3000 HoursLOST!
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Federal & State Support• Intervention of choice in IDEA 2004• Supports NCLB• Positive Behavior for Effective Schools
Act*• Florida’s EBD Rule, 2007• Florida’s Bullying & Harassment
Prevention policy, 2008• RtI:
http://www.fldoe.org/Schools/florida-reponse-to-intervention.asp– Universal (Tier 1) intervention– Evidence-based– Higher levels of PBS includes Tiers 2 & 3– Data-based, structured problem-solving process
Three-Tiered Model of School Supports & the Problem-solving Process
ACADEMIC SYSTEMS
Tier 3: Comprehensive & Intensive Students who need individualized interventions.
Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum.
Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive Interventions Students who need individualized intervention.
Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program.
Tier 1: Universal Interventions All students in all settings.
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Core Principles of PBS
• Team process• Facilitated leadership• School and district action planning• Data-based decision-making• Flexibility with fidelity of
implementation• Working smarter, not harder• Emphasizing prevention, teaching
and effective consequences
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PBS is RtI for Behavior
Behavior– Referred to as PBS
Academics– Referred to as RtI
Regardless of student problem, i.e., behavior, academic or combination, schools utilize a problem solving process to assess,
intervene, monitor and evaluate interventions across 3 tiers.
3 tier system established to provide support for students struggling with behavior/academic issues
Tier 1 = School-Wide/Universal Tier 2 = Targeted
Group/Supplemental Tier 3 = Individual/Intensive
PBS and Response to Intervention
Tier 1: SW-PBS
Classroom PBSUniversal Screening
Tier 1
• School-Wide PBS, Classroom PBS
• Universal screening
• Integrity of PBS system use
Tier 2
• Exposure to SW system
• Social Skills groups
• Targeted “standard” interventions
• More frequent progress monitoring Tier 3
• Individual PBS
• Specific, individualized interventions based on FBA
• Frequent progress monitoring
• Consideration of special education, alternative setting
Individualized, Intensive Support
Tier 2: Targeted Groups
Tier 3
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Problem Solving Steps
Step 1: Identify the Problem
Step 2: Analyze the Problem
Step 3: Develop and Implement the Plan
Step 4: Evaluate the Plan(Response to Intervention)
What do we do about it?
What’s the problem?
How do we do it?
Is it working?Why is it happening?
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Tier 1 Example
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Average Referrals per Day per Month
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Average Referral Per Day Per Month
What patterns do you see?What trends are apparent?How do months compare across years?What other info might you want?
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Referrals by Location
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Referrals by Location by Behavior
Hallway / Breezeway
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Referrals by Location by Time
Hallway / Breezeway
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Referrals by Location by Grade
Hallway / Breezeway
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Referrals by Grade from 7-8:30 a.m.
Hallway / Breezeway
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Step 1: Identify the Problem
Step 1: What is the Problem?• OBSERVED: Fighting in the hall first thing in the
morning by 6th and 7th graders• EXPECTED: Identify desired behaviors
Link to school-wide expectations and hallway rules
Students will treat each other with respect (polite language, no physical interaction, stay to the right of the hallway); be prepared and safe
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Step 2: Analyze the Problem
Step 2: Why is the problem happening? • EXAMPLE: The problem is occurring because no specific
hallway rules, morning/arrival procedures, 6th and 7th graders have not been taught expectations, no rewards, no supervision, additional training.
Review/Gather additional information to validate hypothesis or causes
• Which hallways?• Supervision in hallways?• Has there been efficient teaching of expectations/rules and
procedures?• Which students?
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Step 3: Develop & Implement the PlanBrainstorm intervention strategies (Link what we’ve
learned during Step 2 to what we’re going to do)Link the intervention to the data reviewed/gathered:
– If _________would occur, then the problem would be reduced.
– Then, vote on the intervention Brainstorm strategies to overcome top 2 barriers
identifiedDevelop a specific plan with delineated responsibilitiesInclude goals and progress monitoring plan
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Brainstorm strategies related to identified causes• Revise hallway rules• Restructure early morning procedures• Teach explicitly to 6th & 7th graders• Increase rewards for expected behaviors • Utilize peer mediation program• Additional training and supervision in hallways• Competition for greatest decrease in ODRs in the
hall• Survey students about hallway climate
Step 3: Develop & Implement the Plan
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EXAMPLE:If increased recognition of appropriate hallway behavior
would occur, then the problem would be reduced.
Vote on strategies• Recognize appropriate hallway behavior
Establish goals• Teachers give out 30 “Stamps”/tokens each week for
appropriate hallway behavior
Step 3: Develop & Implement the Plan
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Establish action steps to implement• Review revised hallway procedures plan with staff at
staff meeting Tuesday (Principal)• Post new procedures and copy each teacher by
Monday morning (Mr. First)• Create skit with Drama Club to run on new show
starting Monday (Mrs. Ashley)
Monitor• Review data at next meeting• Review implementation steps list• Check feedback box from staff
Step 3: Develop & Implement the Plan
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Step 4: Evaluate the PlanIs It Working?
Progress Monitoring and Response to Intervention:Examine data and make decisions: Ask…Did we meet the goal?Did we do what we agreed, the way agreed, for as
long as we agreed?– Do we need to modify current plan or develop a new plan?– Do we need to develop a plan to maintain or fade out the
intervention if it was successful?
Consider reviewing/revising problem definition and hypotheses if intervention isn’t working with the problem-solving team
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Tier 2
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Identification of Students for Tier 2
• ODR data are not sufficient to identify students needing more support at Tier 2
• Recommended that multiple sources of data (ODR, referrals, nominations, standardized screeners, etc.) be used to ID students.
• FLPBS project can provide information on standardized screeners, efficient nomination processes, and tracking systems for students.
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80 - 90%
10 - 15%
1 - 5%
Tier II: Behavioral Intervention/Support
Tier II - Targeted InterventionsTargeted Group Interventions
Social Skills TrainingSmall Groups
Tiered Discipline Programs
80 - 90%
10-15%
Tier II - AssessmentBehavioral Observations
Intervention Data (peer group comparison)
Tier I - Core InterventionsTier I Assessment
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Core Components of Tier 2
• Continuous availability, • Rapid access (within 72 hr), • Very low effort by teachers, • Consistent with school-wide expectations, • Implemented by all staff/faculty in a
school, • Flexible intervention based on assessment
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Core Components of Tier 2
• Match between the function of the problem behavior and the intervention,
• Adequate resources for implementation (weekly meetings, plus 10 hours a week),
• Student chooses to participate, and • Continuous monitoring of student behavior
for decision-making.
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Secondary Interventions
• Behavior Education Program/CICO• Social Skills—Skillstreaming • Problem-Solving, Conflict Resolution
– I Can Problem Solve (elementary)– Prepare (secondary)
• Anger Management, Violence Prevention– Second Step
• Bullying—Steps to Respect
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Training Support at Tier 2
Provided by FLPBS:RtIB Project• Practice with problem-solving process• Practice with data-based decision-making• Evaluation and use of Tier 1 and classroom
supports• Establishing a progress monitoring system• Establishing a Tier 2 process at the school
– Team– Decision points– Tracking and communication
• Specific training on BEP/CICO system
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Progress Monitoring
FLPBS:RtIB Project provides…• Progress monitoring tool for array of Tier 2
interventions,• Decision rules for Tier 2, and• Tracking system for communicating
outcomes for all students on Tier 2 support• Practical experience supporting hundreds
of schools at Tier 2 implementation
Adapted from Crone, Horner & Hawken (2004) Points Possible: __72___ Points Received: __55__ % of Points: __76__ Goal Achieved? Y N
Daily Progress Report
Name: ______Don Kincaid________________ Date: __2/1/08______ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Teacher Comments: I really like how… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
2
BE RESPONSIBLE
3
2
BE PREPARED
Parent Signature(s) and Comments: _______________________________________________
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3 1
1
1
1
1
1
3
3
3
3 3 3
3
3 3
2
3
2
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Sample Excel Form for Tier 2
Daily Progress Monitoring Report
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Evaluation of Tier 2
• Schools can utilize the Benchmarks of Quality for Tier 2 to evaluate implementation fidelity of each Tier 2 intervention in the school
• Progress monitoring and tracking system can identify if Tier 2 interventions are being effective
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80 - 90%
10 - 15%
1 - 5%
Tier III of Behavioral Intervention/Support
Tier II Targeted InterventionsTargeted Group Interventions
Social Skills TrainingSmall Groups
80 - 90%
10-15%
1-5%
Tier I Core InterventionsSchool-wide Discipline
Positive Behavior SupportsWhole-class Interventions
Tier I AssessmentsDiscipline Data (ODR)
Benchmark AssessmentUniversal Screening
Tier II AssessmentsBehavioral Observations
Intervention Data Gap Analysis
Tier III: Individualized InterventionsBehavior Intervention Plan
Individual CounselingSelf-Monitoring
Tier III: AssessmentsFBA
Progress Monitoring Graph/RtI(Eligibility Assessment)
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Identifying Students at Tier 3
– Students for whom secondary supports are not enough (poor response to intervention)
– Students with severe and chronic behavior• High ODRs• ESE services or placement• High scores on screeners
– NOT just for students who have been identified as ESE eligible.
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Components of Tier 3 Support
• Clear FBA and BIP process that meets the needs of all students
• Collaborative problem-solving approach• Clear intervention goals that address
problem behavior, appropriate behavior and lifestyle issues
• A progress monitoring system for each student and all students
• Decision points and data-based decisions
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Components of Tier 3 Support
• An effective FBA process• Appropriate, multi-component BIPs
matched to function• Contextual fit and coaching• Measurements of the fidelity of
intervention implementation• Matching complexity of problem to
differing level of Tier 3 support
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Resources from FLPBS Project for Tier 3
FLPBS does not provide training to individual schools in Tier 3 because:– Tier 3 supports and systems are generally
provided or developed at the district level– Impacting practice of Tier 3 at the school
requires impacting the systems of support for Tier 3 at the district level
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District Level Support for Tier 3
FLPBS Project can:• Review practices and products to determine a
need• Identify areas of strength or need• Provide evidence-based practices, forms,
materials, etc.• Target training and TA to those areas• Consider systems changes that may promote
implementation
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Progress Monitoring
FLPBS Project provides…• Progress monitoring tool for array of Tier 3
interventions,• Decision rules for Tier 3,• Fidelity measure (BoQ 3) for Tier 3 supports• Process for review of FBA and BIP products• Tracking system for communicating
outcomes for all students on Tier 3 support• Practical experience supporting hundreds
of students at Tier 3 implementation
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Tier 1 Training
• Consists of lecture, video of Florida’s implementing schools, team activities, and action planning
• FREE OF CHARGE to districts• School Administrator required to participate during
entire training • District Coaches trained to provide additional
assistance• Ongoing technical assistance provided across year
Professional Development“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
Contact Flow Chart
District Coordinator
Coach Coach
PBS Project Contact
School PBS TEAM School PBS TEAM School PBS TEAM
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Number of Schools Trained(As of December 2008)
6 Pre-K schools253 Elementary schools116 Middle schools45 High schools49 Alternative/Center
schools32 Other (e.g. K-8)
501 TOTAL SCHOOLS
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State Level Outcomes
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School Level Outcomes
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Elementary School
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Middle School
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Alternative School
No DATA because school does not use
ISS.
High School
Referrals Over Time
448
375355
310
0
50
100
150
200
250
300
350
400
450
500
Baseline Year 1 Year 2 Year 3
Implementation Year
To
tal R
efer
rals
per
100
S
tud
ents
2003-2004 2004-2005 2005-2006 2006-2007
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Getting Started…
Commitment from DistrictCommitment from School Administrator(s)Acceptance for participation from FLPBSCompleted New School Packet prior to
determined deadlineDistrict determination of funding to
support schoolsDiscuss possible TRAINING DATES
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Florida’sPositive Behavior Support
Project• Contact:
Karen Childs, M.A.
• Phone: (813) 974-7358
• Fax: (813) 974-6115
• Email: [email protected]
• Website: http://flpbs.fmhi.usf.edu