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

2. What is PBIS?

3. What is Positive 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)

4. What is Positive Behavior Intervention & Support?
PBIS fosters a positive climate to promote behavioral and academic success.

5. 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

6. Why should schools and communities be interested in PBIS?

7. 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

8. What happens if we do not intervene?
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?
At risk juveniles cost society $1 million each over their life time.
The stability of aggression over a decade—if we see aggressive 3 year olds, we will see aggressive 13 years olds. They do not grow out of aggressive behavior; they grow into more sophisticated strategies.
References:
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing Company.
American Psychological Association Commission on Violence and Youth. (1993). Violence and youth: psychology’s response. Summary Report of the APA Commission on Violence and Youth. Washington, DC: American Psychological Association.

9. Why Positive Behavior Intervention & Support?

10. 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

11. 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?

12. 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

14. How does PBIS work?

15. KEYS TO SUCCESSFUL IMPLEMENTATION 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

16. Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
Positive Behavior Support Graphic
This graphic describes the interplay between the three elements needed to create systems of PBS. Each system supports the other.
Supporting staff behavior addresses changing adult behavior to change student behavior
Emphasis is usually on practices. Practices are often implemented without systems and data to support them. To maximize effectiveness we must implement all three.
PRACTICES
Positive
Behavior
Intervention
& Support
Supporting
Student Behavior

17. Specialized, Individualized
Tertiary Prevention:
Specialized, Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

18. 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

19. 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

20. Tertiary Prevention & Intervention
Individualized, intensive services
Designed to meet individual student needs
Focus on teaching replacement behavior
Accomplished through individual data collection, FBA, BIP

21. School Improvement Academic Behavior Targeted Group Interventions
Small group instruction
Focused academic help
sessions
Intensive, Individual Interventions
Tutoring
Academic Remediation Plans
Specially Designed Instruction
Functional Behavior Assessment & Behavior Intervention Planning
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
Effective instructional
practices
Recognition of academic
achievement
Culturally responsive practices
Academic
Behavior

22. What is System of Care?
Child-centered, family focused, and family driven;
  Community-based; and
  Culturally competent and responsive.

23. 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.

24. 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.

25. 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

26. 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

27. 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).
Notice that System of Care in not just about mental health. It is about all of these agencies working together.

28. Principles of System of Care:
Interagency Collaboration
Individualized Strengths-Based Care
Cultural Competence
Child and Family Involvement
Community-Based Services
Accountability
Interagency Collaboration: Services are planned in collaboration with all the child-serving systems involved in the child’s life. Representatives from all these systems and the family collaborate to define the goals for the child, develop a service plan, develop the necessary resources to implement the plan, provide appropriate support to the child and family, and evaluate progress.
Individualized, Strengths Based Care: Services are planned to meet the individual needs of the child, rather than to fit the child into an existing service. Services consider the child’s family and community contexts, are developmentally appropriate and child-specific, and build on the strengths of the child and family to meet the mental health, social and physical needs of the child.
Culturally competent: Culture determines our worldview and provides a general design for living and patterns for interpreting reality that are reflected in our behavior. Therefore, services that are culturally competent are provided by individuals who have the skills to recognize and respect the behavior, ideas, attitudes, values, beliefs, customs, language, rituals, ceremonies and practices characteristic of a particular group of people.
Child and Family Involvement: The family is the primary support system for the child and it is important to help empower the family to advocate for themselves. The family participates as a full partner in all stages of the decision-making and service planning process including implementation, monitoring and evaluation. A family may include biological, adoptive and foster parents, siblings, grandparents, other relatives, and other adults who are committed to the child. The development of policy at state and local levels includes family representation.
Community-based: Whenever possible, services are delivered in the child’s home community, drawing on formal and informal resources to promote the child’s successful participation in the community. Community resources include not only human service professionals and provider agencies, but also social, religious, cultural organizations and other natural community support networks.
Accountability:

29. Success, Safety and Permanency in Home, School and Community!
Outcomes
Success, Safety and Permanency in Home, School and Community!

30. Categorical vs. Non-Categorical System Reforms
Education
Categorical System Reforms
Non-Categorical System Reforms
Pires, S. (2002).Building Systems of Care: A Primer

31. Why should we use a System of Care?

32. System 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)
System of Care approach has been nationally recognized in numerous reports, such as the Presidents New Freedom Commission Report, The Surgeon General’s Report on Mental Health, as the best practice model for service organization and delivery of services for children with complex emotional, safety, educational and/or behavioral problems and their families.

33. 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

34. 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

35. SoC Handbook
NC’s Mental Health systems continues to undergo reform and reorganization to better serve families and children through SoC approach

36. 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

37. 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

38. 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

39. SoC Handbook
SoC looks different in each community it is based on the strength and needs of the families in those communities

40. 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

41. What does PBIS have to do with SoC?

42. 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

43. SOC PBIS 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

44. School Improvement Whole School Effective Classroom School
Organization
Positive School
Climate
Effective Staff
Development
Data Based
Decision
Making
Culturally
Responsive
Practices
Parent and
Community
Partnerships
Instructional
Classroom
Positive
Management
Instruction
Universal
Design/
Differentiated
Ongoing
Screening and
Assessment
Classroom Coaching
and Consultation
Struggling Students
Progress
Monitoring
Behavioral
Group Strategies
Mental Health
Assistance
Focused
Research-based
Academic Instruction
Individuals
FBA/BIP
Mental
Health Services
Consider-
ation for
Eligibility EC
Specially
Designed
Behavior
Interventions
Related
Services

45. 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.

46. 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.

47. 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”

48. 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”

49. 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”

50. 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”

51. Resources
NC PBIS Training Modules
Presentations of Sandy Keenan, (Technical Assistance Partnership)
Bazelon Center for Mental Health Law, Way to Go: School Success for Children with Mental Health Needs

52. For more information… www.ncpublicschools.org/positivebehavior/
Heather Reynolds, PBIS Consultant
Behavior Support & Special Programs
EC Division
NC DPI