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PBIS/SoC Positive Behavior Intervention & Support Systems of Care

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Presentation on theme: "PBIS/SoC Positive Behavior Intervention & Support Systems of Care"— Presentation transcript:

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?

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…
Heather Reynolds, PBIS Consultant Behavior Support & Special Programs EC Division NC DPI

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