SWPBS as a Foundation for Including Students with Significant Support Needs Session Overview: a) Provide an overview of the New Jersey Positive Behavior Support in Schools training and technical assistance protocol b) Discuss challenges we are experiencing to attaining inclusion despite having SWPBS in place c) Share strategies we are using to ensure that inclusion is a part of SWPBS planning and implementation Overview of How the School-Wide Positive Behavior Support is Applied in New Jersey NJ Positive Behavior Support in Schools • PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education and the Boggs Center at Robert Wood Johnson Medical School. State Training Team: • • • Sharon Lohrmann, Ph.D Bill Davis, M.Ed Scott McMahon, MSW • • • NJ DOE – OSE: • Perkie Cannon, M.Ed 4 Kate Handville, Ed.S Paula Raigoza, M.Ed Blair Rosenthal, Ph.D Participation and Training • Two year training cycle: – Universal intervention development & implementation – Function based problem solving at the secondary tier – Function based problem solving at the tertiary tier • External coach is assigned to the building and provides a combination of off and on-site technical assistance differentiated across needs • Access to maintenance support after the 2 years Encouraging Signs We are Seeing in New Jersey Number of Out of School Suspension Assignments Out of School Suspension for All Students (N = 18 Schools K-12) Comparison reflects a 42.26% decrease in suspensions for all students. Note: Data voluntarily provided and self-reported by schools Number of Out of School Suspension Assignments Out of School Suspension for Students with Disabilities (N = 18 Schools K-12) Comparison reflects a 57.06% decrease in suspensions for students with disabilities. Note: Data voluntarily provided and self-reported by schools Encouraging Signs We are Seeing in NJ • The universal intervention (when implemented well) has a powerful impact on school climate. When the climate improves we are seeing: – – – – Shift to more preventative thinking Changes in attitude about the use of positive interventions An openness to trying things differently Students with significant support needs being brought back from out of district placements – Increases in ‘opportunities’ for inclusion Quick Pair-Share • In your experience, what are the most common challenges to including students with significant support needs? Strategy # 1: Cultivate Principal Buy-in and Endorsement Challenge: How do we cultivate an administrative culture that supports FBPS? • Many administrators do not have a background in behavior intervention planning and by default rely on the ‘code of conduct’ as the primary intervention path Mrs. Greene, Principal: • “To exclude students with disabilities from school-wide PBS would be unconscionable” Insert picture capture of mrs. greene • “School-wide PBS encourages students to work together , celebrate and support one another” • “Teachers need to reflect on how they have a role in student behavior” Strategies we are using to cultivate Administrator support • Provide an orientation to FBPS – Principal packet on www.njpbs.org • Embed FBPS into your administrators’ consciousness – Frequent contacts with small bits of information (e.g., successes, great example, etc.) – Encourage teachers to share examples & testimonials with administrators 14 Strategies we are using to cultivate Administrator support • Periodic administrative team meetings – Information and discussions to increase consistency across administrators • Use data to guide discussions – Have a systematic method to identify disparity patterns and emerging trends 15 Strategy #2: Establish a Process for Teachers to Use Function-Based Problem Solving Challenge: How do we help staff move away from a ‘Self Contained is Best’ mentality? • Even with school-wide PBS in place personnel can be reluctant to “let go of” self contained pull out and self contained options • Enduring belief that small “special” classes are the best • Problem solving teams are perceived as a ‘necessary step’ to removal Self Contained Mentality • Mary Allyn (Culture and Climate Specialists) and Lisa (Principal) discuss the old way of doing things (6.08): •“I want this kid out” •No ownership •No problem solving Function Based Problem Solving is the Best Approach • Gather representative information through a variety of methods (e.g., interviews, checklists, observations, baseline documentation, etc.) • Map out information learned into setting eventantecedent-behavior-consequence patterns • Determine the function of behavior • Select function-based intervention strategies that address all dimensions of the behavior pattern • Evaluate the effectiveness of implementation CST I & RS ALL STAFF Tertiary Intervention Tier Secondary Intervention Tier Universal Intervention Tier Comprehensive individualized planning using function based problem solving to result in students being successful in general education programs Early intervention for at risk students: •Articulate at-risk indicators •Link Office conduct decisions & intervention planning •Use function based problem solving to guide intervention development All staff will: •Use consistent expectations •Increase giving positive feedback •Consistently apply the Office Conduct Referral procedures •Effectively redirect occurrences of behavior •Use function based problem solving to •Constructively reflect on behavior incidents •Independently problem solve to address emerging behavior issues Source: Adapted from Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996) Supporting Teachers to Use FBPS in the Classroom • All staff get trained in how to: Develop the habit of ‘Mapping Out’ incidents Use the F-BIT to reflect and organize their thoughts Use the Intervention Planner to select strategies [*new] Use effective redirection strategies when behavior occurs • Secondary & Tertiary Teams support implementation by: Always modeling the process in discussions Providing coaching to support implementation Providing lots of praise & encouragement: • Have the student give the staff ‘appreciation’ tickets for all their help • Use thank you notes, appreciation tickets, shout outs to reinforce staff’s implementation of the system It’s all different now…Using Function-Based Problem Solving • Mary Allyn (Culture and Climate Specialist) and Lisa (Principal) discuss how the process has changed 7.40-9.13 & 9.54-11.20 •Articulated it was going to be different •Teachers need to bring data •Emphasized in class coaching for teachers •Look for patterns to figure out what interventions need to be in place •The process takes time, but is worth the investment Impact on Tier 2 and 3 Need and Planning • Melissa & Liz Co-Teachers (2:19) •Proactive planning and anticipating when children might struggle is preventing the need for more ‘intensive’ interventions •Using a constructive reflective process that is grounded in a function-based inquiry is making them more proficient at identifying supports best matched to the student’s need FBPS at the Classroom Level • Reflective Planning Using the Function-Based Information Tool (F-BIT) – Checklist format – Helps teachers to reflect on the most typical setting events, antecedents and consequences that are occurring – Organizes our thinking into a succinct WHEN WHAT IN ORDER TO statement that provides a working frame for selecting strategies – Links to the PBSIS Intervention Planner for suggested strategies Positive Qualities: Reflecting on the student’s positive qualities can be very helpful to selecting intervention strategies. Review the list below and select all of the positive qualities that reflect this student’s personality and style. Attentive to social cues Conveys thoughts well Sociable Liked by peers, has friends X X X X X Kind/Considerate Empathetic Not sure Works Engaged learner Organized Hard worker Arrives on time X X Comes to class/school prepared Regularly attends school/class Strategies that Work: What instructional strategies and conditions does the student typically respond positively? Check all that apply. X Structured tasks/ activities X Clearly defined expectations (e.g., rubric or group norms) X Familiar structured routines X Check-ins (e.g., mid project check in) and reminders X Giving the student ‘chunks’ of a project or assignment at a time X Helping the student to task analyzed projects or test preparation into ‘chunks’ of information or steps Familiar tasks (e.g., skills required, the type of task, etc.) X X Tasks or activities that involve artistic expression of concepts Review the list and select the items that reflect the student’s strengths and what works Behavior Priorities: (1) indicate with an ‘X’ the behaviors that you would like to see improvements in how the student is acting and (2) generate a couple of examples of what the student says and does that is a problem (see the example below). Examples of what the student does. I would like to see “X” Use VERBS to describe the behavior Priorit the student improve: not adjectives (e.g. puts head down is y better than doesn’t cooperate) Following Directions, Rules and Routines (e.g., calls out; makes noises; talks with peers; gets out of seat; does not follow directions; repeats behaviors previously told not to do; proceeds doing something despite being told to stop) Interactions with Adults (e.g., talks back; argues with teacher; uses rude language; walks away when teacher is talking) Interactions with Peers (e.g., teases, bullies, calls names, argues, puts peers in awkward position) X Rolls eyes when given a direction Makes ‘huffing’ noises Ignores direction by not making eye contact, keeping back to teacher, continuing to talk to peers 1. Review the list of behavior expectations 2. Select the areas that you would like to see improvement 3. Provide examples of what the student does that is a problem Problematic Antecedent Triggers: Review the list of antecedent triggers below. Select those items that are most commonly associated with occurrences of behavior. If you are not sure, over the next couple of days take notice of the conditions present just before the behavior occurs. Then return to completing this list. Once you have selected triggers, consider the possible function: (A) Does the behavior enable the student to escape or delay the situation? (B) Does the behavior gain the student social attention? (C) Does the behavior gain the student social control over the situation or perceived image? Do you think the behavior is motivated by wanting … Behavior typically occurs when… …to get out of or Delay a Situation …attention from Adults or Peers …social control over the situation Participating in Instruction & Work Routine … whole group instruction is happening (listening, waiting turn, note taking) … it is time to do an assignment (attending to directions, getting materials, starting the task) … working on a challenging assignment (e.g., above reading or math level, missing background knowledge, perceptual reasoning, processing, working memory, written expression, etc.) … sustained effort or attention is needed to complete tasks X X X X … participating in cooperative groups (see transition and social relation items) • Review the list of antecedent triggers • Select the triggers and the column that represents your best guess as to what is motivating the student to act out Consequences: Review the list of typical consequences / responses to behavior. For each response strategy that you use, Indicate in the right hand columns the type of outcome you think the student experiences (i.e., escape, attention, social control) as a result of the response / consequence. Does the response/consequence result in the student getting … Behavior typically occurs when… …to get out of or Delay a Situation …attention from Adults or Peers …social control over the situation In response to behavior do you…. …give a non verbal cue (e.g., look at student) …provide a verbal redirection (e.g., “It is time to start work”) …provide a reprimand (e.g., “This is not appropriate in class”) X X X …use humor to defuse the situation …ignore (or try to ignore) what the student did • Review the list of consequences • Select the responses and the column that represents your best guess as what the ‘payoff’ for behavior is Pulling the Information Together: Based on the information you selected above, develop a working WHEN, WHAT, IN ORDER TO statement that explains the pattern of behavior that will help you to select targeted interventions: When (under these antecedent conditions): What (the student engages in this behavior): In Order to (achieve this outcome): it is time to do work and the task is challenging or Abigail doesn’t know what to do Abigail rolls eyes, talks with peers, ignores direction, makes ‘under her breath’ comments •Escape out of work (even if this means getting a reduced grade on the assignment) •Adult/peer attention (even if this is not always positive attention) Synthesize the information you checked off into a when/what/in order to statement This gives you a short, straightforward way to sum up what is going on with the student Function: In light of your reflections about conditions most typically associated with behavior occurrences (antecedent triggers and consequences) what do you think the student is trying to achieve by acting out (i.e., the function of behavior)? Select those items that most consistently reflect your understanding of why the behavior is occurring. X X The student is engaging in behavior to escape or delay the situation because the student… … gets overwhelmed in the situation and doesn’t know how to get out of it X …gets frustrated when work is difficult or challenging X …may be embarrassed that they cannot do the work X …doesn’t know how to do the activities / assignments …has difficulty getting started with tasks …may be socially uncomfortable X The student is engaging in behavior to gain attention because the student… …is in need of developing friends …is going through a difficult time (e.g., illness in the family) …appears disenfranchised from the peer group …may lack self confidence and is looking to others to validate their sense of social status …seems to need a lot of adult attention and interaction X …is trying to access adult assistance for academics or other reasons X The student is engaging in behavior to gain social control because the student may… X … be trying to save face in front of peers Given your when/what/in order to statement, why do you think the student is engaging in problem behavior? …want more predictability or sense of control over the situation …be trying to establish their social status or social importance …be trying to compensate for feeling disliked or disenfranchised from adults at school …perceive the behaviors being displayed are a means to gain respect …does not want to make a change in routine or activity (e.g., transition from gym to math) Sample Intervention Planner Section Time to Work that is Challenging Core Strategies •Reduce length or quantity of work (e.g., less pages, fewer problems, fewer passages; fewer number of word problems) •Chunk information and present chunks at one at a time •Reduce the amount of information provided to the student •Enlarge font •Provide additional time on tests and quizzes for written responses •Provide calculator, multiplication table, etc. •Reduce the amount of writing required in a response (e.g., create a list versus sentences; underline or highlight as opposed to writing words) •Provide story starters or scaffolds to help the student construct their ideas •Have student submit typed responses (instead of hand written) Adapting reading assignments and materials •Adapt text to block out extraneous sentences leaving in the essential concepts •Provide a text with key sentences or vocabulary highlighted to encourage attending to important details while reading •Assign short chunks of reading at a time •Develop summaries or paraphrasing that accompanies the text •Scan readings into a PDF and use the comment feature to insert comments, definitions, or key ideas the student should attend •Use web based CAST Book Builder to develop books on core topics that are at adjustable reading levels (see resources for web link) It’s all different now…Using Function-Based Problem Solving • Mary Allyn (Culture & Climate Specialist) and Lisa (Principal) reflect on the teacher’s response to a systematic function-based approach 12.2015.02 •Teachers feel more supported and listened to •Teachers are taking ownership •Surprised by the intensity but the plans are ‘doable’ •More professional referrals and requests for help •Changes in perception about being able to students with more significant needs Giving kids what they need • Alison and Lori 1st grade co-teachers •Gives teachers the skills to work with all students regardless of their level of need •Able to be more effective at the universal level by being proactive and giving kids what they need from the start Strategy # 3: Enhance Opportunities for Students with Support Needs Within Universal Interventions Challenge: Ensuring students with significant support needs are included in universal intervention planning • Are universal interventions really universally designed? • Since universal interventions are about ALL students, we need to help teams to have students with disabilities on the planning agenda Universally Designed Universal Interventions • Acknowledgment that PBIS is grounded in a belief in inclusion • Representation on the planning team • Deliberate planning of core intervention components with an eye toward inclusion, for example: – – – – Design of how expectations are represented Clear ‘school is a community’ message Incentive systems that promote community Accommodations during school-wide events Alison’s advice to help teachers plan for unique needs • Advice from Alison (2:13) •Have a designated communication tree •Give teachers advanced notice of events so they can plan for accommodations and supports •Design universal interventions “universally” that plan for a diverse range of needs and attention span Respect privacy and wait your turn. Place trash in the garbage can. Flush toilet and wash/dry your hands. Return to class quickly and quietly. Keep hands, feet, and objects to yourself. Bathroom Wait your turn Wash and dry hands Put trash in garbage can Social Story Example When I help clean up, I am being kind. You’ve Been Spotted! To: ________________________ Date __________ From: ______________________ RMS Road to Success TO: ____________________________ FROM: _______________________ Be Respectful, Be Responsible, Be Safe Burnet Middle School Congratulations! You have earned one Falcon Feather! Student _____________________________________ Teacher _____________________________________ Earn Your Wings! Student Name: __________________________________________ Staff Member: ___________________________________________ Be Consistent Learn Daily c Lead Responsibly c Live Respectfully Draw a crowd with a game show approach to ticket raffles 42 From Obscurity to Center Stage: ‘Peercentric’ Incentive Options • Leverage the incentive system to promote peer interaction opportunities that elevate the social status of students with disabilities – Wii lounge – Bean bag lounge – Fancy lunch with friends – Dean’s Marquee Theater 43 Pictures removed for web posting: Groups of students illustrating inclusion in peer oriented incentive options 44 Pictures removed for web posting: PBIS Student Ambassadors offer an opportunity to be a leader Tying School-Wide Recognition System Tickets to Individual Plans • School wide tickets can replace various other tokens (e.g., pennies) in individual student systems to increase the meaningfulness of the system and ensure the student is connected to what is happening school-wide. Sample of a Sticker Chart Using the S-W Logo and Tickets Schedule Listen Stay in Seat Do Work Get a Together Ticket Together We Can! To: From: Math Together We Can! Cassie From: Mrs. Smith To: Language Arts Together We Can! Cassie From: Mrs. Smith To: Strategy # 4: Dig Deeper Disaggregate data to find inequity and disparity patterns Challenge: How to foster consistent and effective use of data? • We know that data-based decision making is essential to successful practices • Data has a bad reputation • Beginning the process of using data can be daunting • School personnel struggle with what to do with the data once they have What We are Learning about Helping Schools Be Better Data Users • School personnel are benefiting from clear and structured guidance to: – – Know how to identify disparity and inequity patterns – Ask probing questions about those patterns – Select interventions to address those patterns PBSIS Coordination Meeting Administrators (Principal, VP/AP(s), Disciplinarian) Universal Team Designee(s) PBSIS Coordination Team CST Designee(s) Secondary Team (I & RS) Designee(s) Other Designated Personnel (e.g., anti-bullying specialist) 51 Coordination Across intervention Tiers: Planned – Organized – Data-Based • Updates – each tier representative provides an update of what is happening with their tier • Data review & problem analysis – the group looks at a summary of key data and determines intervention planning priorities • Reflection –about PBIS implementation and other key needs in the building related to positive climate and social behaviors 52 Referrals for students with IEPs Referrals for students with IEPs 53 reasons without prior intervention implementation at the secondary tier` Questions to Ask Students with IEPs are receiving repeated referrals to the office? Strategies Meet with the administrative team to define a process that ensure CST receive timely and consistent communication when students with IEPs are sent to the office for behavior reasons. Document the process in writing. Meet with the administrative team to discuss the function-based problem solving process – ensure they understand the how and why of function-based problem solving; the expected level of participation from staff; and the importance of administrators emphasizes the need for staff to participate and follow through Are CST receiving notice from the administrative team when students with IEPs have received OCRs or suspensions? Are administrators familiar with Function-Based Problem Solving and the basic principles of behavior patterns and shaping behavior? Do administrators have a clearly established step for accessing function-based information (e.g., existing FBA or BIP) when making disciplinary decisions. Is there an established process for how administrators communicate with CST about students with disabilities, including sending copies of referrals and suspension notices? Does the district data management system accommodate queries to run reports of students with IEPs for conduct referrals? NJPBSIS Introduction to FBPS Principal Packet – scripted guide for talking with administrators about Function Based Problem Solving Facilitate a meeting with all members of the administrative team to establish an agreed upon set of criteria and procedures for students with IEPs who have received office conduct referrals (e.g., Implement the BIP for one month & evaluate what is working or in need of improvement)……… Data informs Decision Making • Mary Allyn (Culture and Climate Specialist) & Lisa (Principal) discuss using data to identify grade level patterns Final Thoughts: Is SWPBS helping us to create inclusive schools? • Big picture: – Universal intervention provides the opportunity to cultivate a school climate that: • Embraces diversity • Celebrates and values every student • Encourages staff to be planful, proactive, and think outside the box Final Thoughts: Is SWPBS helping us to create inclusive schools? • We need data to measure the extent to which students with significant support needs are benefiting from SWPBS • We need continued discussion and high quality examples of SWPBS that illustrate inclusion of students with significant support needs • We need research that investigates how SWPBS can help us to create school communities premised on inclusion of ALL students Final Thoughts: Is SWPBS helping us to create inclusive schools? • SWPBS presents an important opportunity to transform schools with segregated cultures IF inclusion is part of the planning and purpose. • Inclusion needs to be a part of the primary mission for why we are implementing SWPBS • Structures, scaffolds, and expectations need to be embedded within the SWPBS training that move schools toward creating inclusive school communities Questions or Comments? • Please visit us at www.njpbs.org – we have lots of resources for PBIS planning