1. Positive Behavioral Interventions & Supports General Overview of PBIS Intensive Tier Processes Module “Overview” 2004 - Revised July 2010

2. Why Are We Here? School Wide Positive Behavioral Interventions & Supports (SW-PBIS) Problem Solving Model (PSM) Implementation Grades K-8 Safe Schools PBIS Intensive Tier Processes Functional Behavioral Assessment (FBA), Behavioral Intervention (BIP), Manifestation Determination (MD) & Short-Term Suspension Analysis (ST-SA) Processes Data Collection MD Data Collection FBA SW – PBIS BIP ST-SA PSM Safe Schools

3. New Hanover County PBIS Training Modules Other PBIS Processes – Module 5 Data Collection- Module 2 FBA- Module 3 PBIS PBIS Overview Of Proactive Strategies- Overview Of Proactive Strategies- Module 1 BIP – Module 4 To access training modules go to http://www.nhcs.net/sped/

4. What is “Positive Behavioral Interventions and Supports”? PBIS focuses on PROACTIVE support strategies that reduce the likelihood of problem behavior and allows individual students to be as independent and successful as possible in the school setting. It encompasses a range of strategies from systemic to individual supports.

5. Major Rationales for Use of Positive Behavioral Interventions & Supports Strategies Schools will continue to see more kids who engage in problem behaviors. The strategy of exclusion typically has been ineffective and will become increasingly more problematic to use Schools need to increase the use of special education practices in general education to assist in proactively addressing problem behaviors Schools will be implementing “Problem Solving Model” (PSM) processes

6. Is this your idea of “Positive Behavioral Interventions & Supports? Is this your idea of “Positive Behavioral Interventions & Supports? “John, you skipped school the last 2 days. Our school policy for skipping is to suspend you for a day.” “Mary, if you are not going to do your work then we will just have to take your book.” “Bob, if it is attention you want let’s just go see the principal.”

7. Positive Behavioral Interventions & Support s = Proactive Approach + Positive Approach

8. Research Based Strategies...  Changing aspects of the environment that trigger or follow challenging behavior  Teaching the student more acceptable replacement behaviors  Monitoring the effectiveness of modifications and instruction

9. PBIS Continuum 80% of Students 15% 5% Universal Interventions – proactive strategies supporting all students Intensive Interventions - individualized strategies supporting students with high risk behaviors Targeted Interventions – specialized strategies supporting students with at risk behaviors

10. Positive Behavioral Interventions & Supports Universal  School-wide PBIS - System wide procedures - School wide systems - Classroom systems - Non classroom systems  - Proactive management ideas - Informal/formal data collection and evaluation Targeted  PSM Team / IAP / IEP -PSM Interventions -IAP or IEP -Functional Behavior Assessment -Behavior Intervention Plan -Data collection, assessment, observation  Mental Health in the Schools Intensive  PSM Team / IAP / IEP -Formal evaluation -Functional Behavior Assessment -Behavior Intervention Plan -Manifestation Determination -Short-Term Suspension Analysis Worksheet

11. Problem Solving Continuum School-wide systems to support student achievement. Levels of Intervention INTENSIVE 1 – 7 % STRATEGIC 5 - 15 % CORE CORE 80 - 90 % Adapted from Sugai and Horner

12. PBIS Intensive Tier Support Strategies Functional Behavioral Assessment (FBA) Functional Behavioral Assessment (FBA) Behavioral Intervention Plan (BIP) Behavioral Intervention Plan (BIP) Short-Term Suspension Analysis Short-Term Suspension Analysis Manifestation Determination (MD) Manifestation Determination (MD) 45 Day Interim Alternative Educational Setting (IAES) 45 Day Interim Alternative Educational Setting (IAES)

13. Building Blocks of the FBA Process Collect Data Analyze Data Antecedent Antecedent Behavior Consequence Consequence Identify Function of of Target Behavior Target Behavior Develop Hypothesis

14. Why do you need to collect data? to collect information regarding a student or students’ performance to report progress to parents to monitor a behavior or the response to an intervention directed towards the behavior to determine eligibility for accommodations or educational services to implement best teaching practices to address the I.D.E.A. “Special Factors” requirement for a student with an IEP

15. Organize and Summarize Collect information across time and settings Utilize multiple observers, if possible Record behaviors that can be seen and measured Utilize data collection tools Be Specific Be Concise Be Descriptive Just the facts!

16. Analyze your Data Determine patterns of behavior Calculate frequency/intensity/duration information Determine behavioral triggers

17. ANTECEDENT BEHAVIOR CONSEQUENCE The Behavior Cycle

18. What is a “Functional Behavioral Assessment”? A method of identifying the social, the social, affective, and affective, and environmental environmental factors that reliably factors that reliably predict and maintain predict and maintain behaviors that behaviors that interfere with learning. interfere with learning. Its purpose is to determine a target behavior that will be the focus of intervention on a Behavioral Intervention Plan.

19. A Target Behavior is... a specific behavior that needs to be replaced OR a cluster or combination of behaviors that are related to one another and are a part of the target behavior Analyze Data Data

20. Blurting out Aggression Talking Out Quick to anger Invading the space of others “Impulsivity” Some Cluster Behaviors of Analyze Data Data

21. Hypothesis Format DevelopHypothesis When student is SETTING and ANTECEDENT / CONTEXT he typically responds by BEHAVIOR to gain FUNCTION in Math class teacher asks class to do independent work not attempting work/ using disrespectful language/aggressive actions escape from doing work

22. What is a “Behavioral Intervention Plan”? A plan A plan generated by a team based on the information gathered from a FBA. This tool is a “lesson plan” for teaching replacement behaviors. replacement behaviors.

23. A Behavioral Intervention Plan includes... Identification of a desired / replacement behavior 1. 3. Proactive responses to desired behavior 2. Acceptable approximations of the desired behavior

24. A Behavioral Intervention Plan also includes... Reactive responses to inappropriate behavior 4. 6. & 7. A skill building process and evaluation schedule 5. Roles and responsibilities of the student and the adults

25. Reactive Focus Crisis Plan Proactive Focus Teaching Plan 2 Part Focus of a BIP Replacement /Desired Behavior Documentation Rewards Consequences

26. BIPInstructionalConsiderations “I want Joe to follow directions in class.” How? Who ? When? Rewards ? Consequences ? Documentation ?

27. Keys for Effective Rewards and Consequences Rewards and Consequences Get information regarding the student’s interests and motivators Get student’s “buy in” regarding rewards system – give at least 5 reward choices Make sure your consequence doesn’t really reward the student Utilize a variety of consequences that offer a more positive outcome such as restitution

28. Don’t Get Caught “Failing” to... “Failing” to... - Schedule a date to review and revise the plan - Agree on the number of weeks to implement the plan implement the plan -Evaluate the plan’s effectiveness after collecting data after collecting data -Explain all aspects of BIP to student and team members team members - Document BIP as an accommodation in IEP IEP

29. Related PBIS Processes For Students with an Individualized Accommodation Plan (IAP) – also known as a 504 & Students with an Individualized Education Plan (IEP) Manifestation DeterminationManifestation Determination Only For Students with an IEP Interim alternative educational setting Interim alternative educational setting Short-Term Suspension Analysis Short-Term Suspension Analysis Review of suspension historyReview of suspension history for current school year for current school year

30. What is a Manifestation Determination (MD) ? Determination (MD) ? IEP/ IEP/IAP An IEP / IAP team decision as to whether a particular behavior exhibited by the student that is subject to disciplinary action is or is not a a manifestation of the student’s disability. (NHCS Manifestation Determination Worksheet) WHEN MUST A TEAM MAKE A MD? When… A determination of “change” has been made related to cumulative suspensions via Short-Term Suspension Analysis Worksheet OR A recommendation for long term suspension has been made WHAT TYPES OF INFORMATION MUST BE CONSIDERED BY THE TEAM? Relevant information in student’s educational record IEP / IAP Teacher observations Relevant information provided by parents Previous diagnosis Behavioral concerns WHO MAKES THE MD? IEP or IAP team

31. What is the Purpose of a MD? Meeting is conducted in order to determine if the student can be removed for his/her disciplinary infraction based on the two- prong test for manifestation. IEP/ IEP/IAP Is there a timeframe for making the MD decision? Is there a timeframe for making the MD decision? Yes, The meeting must be conducted within 10 school days of any decision to change the student’s placement

32. What is the Manifestation Determination Two Prong Test? If the team answers “yes” to either of the (two-prong) questions below then the behavior IS a manifestation. Was the conduct in question caused by the student's disability? Did the conduct in question have a direct and substantial relationship to the student's disability? IEP/ IEP/IAP

33. What is Short-Term Suspension Analysis ? Team decision ( not an IEP /IAP meeting ) as to whether the removal of a student with a disability from their current educational placement constitutes a change in services (NHCS Short-Term Suspension Analysis Worksheet) WHEN? WHEN? The student has reached the 10 th day of suspension in a school year, and each subsequent suspension CONSIDERATIONS? Length of each removal Total of removal time Proximity of removals to one another Block scheduling WHO? Administrator Regular Ed Teacher Special Ed Teacher / 504 Coordinator IEP

34. What Steps Should Be Taken After a Short-Term Suspension Analysis ? Team Determination of : NO CHANGE A functional behavior assessment (FBA) must be completed / reviewed A  Behavioral Intervention Plan (BIP) must be designed / reviewed  IEP services provided during periods of suspension Team Determination of: CHANGE Manifestation Determination A functional behavior assessment (FBA) must be completed / reviewed A  Behavioral Intervention Plan (BIP) must be designed / reviewed  IEP services provided during periods of suspension

35. IEP What is a 45 Day Interim Alternative Educational Setting (IAES) ? A setting where a student would continue to progress in the general curriculum, receive services/modifications identified in IEP and services/modifications designed to address behavior in BIP for not more than 45 days. NOTE: The student may be placed in the IAES setting without regard to whether the behavior is determined to be a manifestation of the student’s disability for certain infractions of the code of conduct that meet the “Special Circumstances” definition.

36. What are the “Special Circumstances” in Which IAES Can Be Used? WHAT ARE THE “SPECIAL CIRCUMSTANCES” FOR IAES? WHAT ARE THE “SPECIAL CIRCUMSTANCES” FOR IAES? Weapons Weapons –Dangerous Weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury. The term does not include a pocket knife with a blade of less than 2 ½ inches in length. Drugs Drugs –Controlled Substances as defined by the Controlled Substances Act) Serious Bodily Injury Serious Bodily Injury –Serious Bodily Injury (USC 13659(g)) A substantial risk of death; Extreme physical pain; Protracted and obvious disfigurement; or Protracted loss or impairment of the function of a bodily member, organ, or mental faculty. IEP

37. What Next Steps Must Be Taken When It Is Determined That a 45 Day IAES Will Be Made? 1. IEP team must convene to complete a Manifestation Determination (MD) within 10 school days NC 1504-2.1(b)(2)(d)(1) 2. On the day school personnel decide to remove the student, they must notify the parent and invite them to a MD meeting, enclosing the Handbook on Parents’ Rights NC 1504-2.1(b)(2)(d)(1) 3. The Manifestation Determination must be conducted. Regardless of the decision of manifestation determination, the student can continue be served in the IAES for up to 45 school days. 4. IEP services must be provided upon removal. The IEP team determines these services NC 1504-2.1(b)(2)(d)(1) 5. IEP team must develop a FBA & BIP to address the behavior or if one has already been developed, it must be reviewed and modified, as necessary NC 1504-2.1(b)(2)(d)(1) Note that the BIP is documented as a modification on the IEP IEP

38. Resources NHCS Positive Behavioral Interventions and Supports Training Modules NHCS Special Education & Related Services Manual Policies Governing Services for Children with Disabilities – North Carolina Department of Public Instruction: Exceptional Children Division Web Resources -www.pbis.org -http://cecp.air.org -www.udel.edu -http://darkwing.uoregon.edu/~ttobin/ (Click on Case Study)