1. Positive Behavior Support: Response to Intervention
Florida's PBS Project Overview
Positive Behavior Support: Response to Intervention
University of South Florida
2009
Leon County Schools - January, 2008

2. Florida’s PBS Project Our Mission What we do…
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.

3. 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
Student Time
750 Hours
1500 Hours
Totals
LOST!
3000 Hours

4. 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:
Universal (Tier 1) intervention
Evidence-based
Higher levels of PBS includes Tiers 2 & 3
Data-based, structured problem-solving process

5. Three-Tiered Model of School Supports & the Problem-solving Process
Florida's PBS Project Overview
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.
Leon County Schools - January, 2008 5

6. 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

7. PBS is RtI for Behavior Referred to as PBS Referred to as RtI Behavior
Academics
Referred to as RtI
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
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.

8. PBS and Response to Intervention
Florida's PBS Project Overview
PBS and Response to Intervention
Tier 1
School-Wide PBS, Classroom PBS
Universal screening
Integrity of PBS system use
Tier 1:
SW-PBS
Classroom PBS
Universal Screening
Tier 2
Exposure to SW system
Social Skills groups
Targeted “standard” interventions
More frequent progress monitoring
Problem Behavior Continues
Tier 2:
Targeted
Groups
Tier 3
Individual PBS
Specific, individualized interventions based on FBA
Frequent progress monitoring
Consideration of special education, alternative setting
Tier 3
Individualized, Intensive Support
Leon County Schools - January, 2008

9. Florida's PBS Project Overview
Problem Solving Steps
Step 1: Identify the Problem
What’s the problem?
Step 4: Evaluate the Plan
(Response to Intervention)
Step 2: Analyze the Problem
Why is it happening?
Is it working?
Step 3: Develop and Implement the Plan
What do we do about it?
How do we do it?
Leon County Schools - January, 2008

10. Tier 1 Example

11. Average Referrals per Day per Month
Florida's PBS Project Overview
Average Referrals per Day per Month
Leon County Schools - January, 2008

12. Average Referral Per Day Per Month
Florida's PBS Project Overview
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?
Leon County Schools - January, 2008

13. Florida's PBS Project Overview
Referrals by Location
Leon County Schools - January, 2008

14. Referrals by Location by Behavior
Florida's PBS Project Overview
Referrals by Location by Behavior
Hallway / Breezeway
Leon County Schools - January, 2008

15. Referrals by Location by Time
Florida's PBS Project Overview
Referrals by Location by Time
Hallway / Breezeway
Leon County Schools - January, 2008

16. Referrals by Location by Grade
Florida's PBS Project Overview
Referrals by Location by Grade
Hallway / Breezeway
Leon County Schools - January, 2008

17. Referrals by Grade from 7-8:30 a.m.
Florida's PBS Project Overview
Hallway / Breezeway
Leon County Schools - January, 2008

18. Step 1: Identify the Problem
Florida's PBS Project Overview
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
Leon County Schools - January, 2008

19. Step 2: Analyze the Problem
Florida's PBS Project Overview
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?
Leon County Schools - January, 2008

20. Step 3: Develop & Implement the Plan
Florida's PBS Project Overview
Step 3: Develop & Implement the Plan
Brainstorm 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 identified
Develop a specific plan with delineated responsibilities
Include goals and progress monitoring plan
Leon County Schools - January, 2008

21. Step 3: Develop & Implement the Plan
Florida's PBS Project Overview
Step 3: Develop & Implement the Plan
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
Leon County Schools - January, 2008

22. Step 3: Develop & Implement the Plan
Florida's PBS Project Overview
Step 3: Develop & Implement the Plan
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
Leon County Schools - January, 2008

23. Step 3: Develop & Implement the Plan
Florida's PBS Project Overview
Step 3: Develop & Implement the Plan
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
Leon County Schools - January, 2008

24. Step 4: Evaluate the Plan Is It Working?
Florida's PBS Project Overview
Step 4: Evaluate the Plan Is 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
Leon County Schools - January, 2008

25. Tier 2

26. 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.

27. Florida's PBS Project Overview
Tier II: Behavioral Intervention/Support
1 - 5%
Tier II - Assessment
Behavioral Observations
Intervention Data
(peer group comparison)
Tier II - Targeted Interventions
Targeted Group Interventions
Social Skills Training
Small Groups
Tiered Discipline Programs
10-15% %
Tier I Assessment
Tier I - Core Interventions % % 27
Leon County Schools - January, 2008 27

28. 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

29. 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.

30. 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

31. 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

32. 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

33. Adapted from Crone, Horner & Hawken (2004)
Florida's PBS Project Overview
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: HR
1st
2nd
3rd
4th L
5th
6th
BE RESPECTFUL 2
BE RESPONSIBLE 3
BE PREPARED 3 3 1 3 3 3 1 3 1 1 3 2 2 3 1 3 3 1 3 3 2
Teacher Comments: I really like how… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parent Signature(s) and Comments: _______________________________________________
Leon County Schools - January, 2008 33

34. Sample Excel Form for Tier 2 Daily Progress Monitoring Report

35. 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

36. Florida's PBS Project Overview
Tier III of Behavioral Intervention/Support
Tier III: Assessments
FBA
Progress Monitoring Graph/RtI
(Eligibility Assessment)
Tier III: Individualized Interventions
Behavior Intervention Plan
Individual Counseling Self-Monitoring
1 - 5%
1-5%
Tier II Assessments
Behavioral Observations
Intervention Data
Gap Analysis
Tier II Targeted Interventions
Targeted Group Interventions
Social Skills Training
Small Groups
10-15% %
Tier I Assessments
Discipline Data (ODR)
Benchmark Assessment
Universal Screening
Tier I Core Interventions
School-wide Discipline Positive Behavior Supports
Whole-class Interventions % % 36
Leon County Schools - January, 2008 36

37. 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.

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. Professional Development “Train & Hope”
Florida's PBS Project Overview
Professional Development “Train & Hope”
The traditional approach to professional development is “Train & Hope.” Schools react to a problem, choose a new practice to add to their current array of practices, get some expert help, hope people will use it, and wait for a new problem (or the old problem) to emerge. With SW-PBS, we want to change how schools use professional development: Use data to make informed decisions about which of their strategies to keep, which new strategies to incorporate, seek help as it’s needed, implement, & evaluate. There’s constant data-based evaluation, and constant revision of processes and procedures. Everything schools do, they do b/c they have evidence that it helps with their goal. This reflects a systems perspective. A “system” is much more effective and efficient than the traditional “grouping” of people and practices that share a school building.
Leon County Schools - January, 2008 44

45. Contact Flow Chart PBS Project Contact District Coordinator Coach
School PBS TEAM
School PBS TEAM
School PBS TEAM

47. Number of Schools Trained (As of December 2008)
Florida's PBS Project Overview
Number of Schools Trained (As of December 2008)
6 Pre-K schools
253 Elementary schools
116 Middle schools
45 High schools
49 Alternative/Center schools
32 Other (e.g. K-8)
501 TOTAL SCHOOLS
Up until this past year, the majority of schools going through SW PBS were elementary schools. As we’ve gone through this process with middle, high, and center schools, we’ve been able to identify different kinds of issues these different populations have to work with. As you’ll see through the data I’m about to share, SW PBS can be effective at each level of education
Leon County Schools - January, 2008

48. State Level Outcomes

52. School Level Outcomes

53. Elementary School

54. Middle School

55. No DATA because school does not use ISS.
Alternative School
No DATA because school does not use ISS.

56. High School

57. Getting Started… Commitment from District
Commitment from School Administrator(s)
Acceptance for participation from FLPBS
Completed New School Packet prior to determined deadline
District determination of funding to support schools
Discuss possible TRAINING DATES

58. Florida’s Positive Behavior Support Project
Contact:
Karen Childs, M.A.
Phone: (813)
Fax: (813)
Website: