1. School Counselors and PBIS (Positive Behavior Intervention and Support) North Carolina School Counselor Association Western Region Drive-In Workshop Asheville, NC March 28, 2014 Jayme Benfield, Program Specialist/PBIS Coordinator, Buncombe County Schools Jennifer Brunson, Rutherford County District PBIS Coordinator/School Counselor, Ellenboro Elementary School

2. In this session you will… In this session you will…  Gain a better understanding of how PBIS and the ASCA National Model fit together  Understand your roles in the PBIS model  Get examples and resources for everyday integration

3. Revised Role The Connected Counselor  Collaborates with all stakeholders  Establishes a data driven school counseling program that aligns with school/district mission and SIP goals  Advocates for equity and access for ALL students  Leader in the school – provides input to leadership team to positively affect student achievement

4. SYSTEMS Supporting Staff Behavior DATA SupportingDecisionMaking PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support OUTCOMES Social Competence & Academic Achievement 4

5. ASCA National Model

6. Tertiary Delivery (for individual students) * Individual, intensive intervention Secondary Delivery (for some students) * Targeted, group-based Universal Delivery (for all students) * Preventive and proactive Tertiary Interventions (for individual students) Assessment-based Intense, durable procedures Secondary Interventions (for some students: at-risk) High efficiency Rapid response Universal Interventions (for all students) All settings Preventive, proactive Comprehensive School Counseling Programs PBIS Connecting School Counseling Programs and PBIS

7. PBIS Tier I Core Features  Preventative  Define and teach school-wide positive expectations  Acknowledgement system for acknowledging positive behaviors  Clearly define problem behaviors and consistent consequences for problem behaviors  Collect and use data for decision-making and problem solving (Implementation Data and Discipline Data)  Continuum of intensive, individual interventions

8. ASCA Model – Delivery System Classroom Guidance  Have schedule posted  Have monthly topics posted on website as well as bulletin boards or hallways  Classroom guidance allows us to get to know ALL students  Helps us work with teachers to implement Guidance Essential Standards  Allows whole group discussion regarding socio-emotional, cognitive and career development

9. Guidance Curriculum Resources Second Step: Learning Skills and Social Skills Steps to Respect: Bullying Prevention and Intervention

10. Web Resources http://www.ingenuical.com/ingenuical/connections/ http://www.counselorsroom.com/SC_Home.php www.pinterest.com School Counselor Blogs -Entirely Elementary -jyjoyner counselor (MS) -elementaryschoolcounseling.org

11. School-wide Assemblies School-wide Assemblies Possible awards for noticing students with great character or leadership skills Possible awards for noticing students with great character or leadership skills Working with music teacher to come up with a themed song (character, 7 Habits, expectations, etc) Working with music teacher to come up with a themed song (character, 7 Habits, expectations, etc)Presence “The New Open House” Booth – explaining what the counselor does – brochures Serving food to families Open clothes closet and/or food pantry Presence Other School–Wide Activities

12. Parent Education  Monthly sessions  Parent survey for topics  Follow-up sessions if needed  Webpage on school site

13. PBIS Tier 1 Data ASCA Model - Management School-wide data Acknowledgement/Reinforcement Systems Discipline Data – Majors (ODRs)/Minors (Classroom Management) School-wide PBIS Team goals – Action Plan and School Improvement Plan Guidance Curriculum Pre/Post tests Bullying data (Reporting System) Parent Education Sessions Pre/Post Surveys Session Evaluations

14. Tertiary Delivery (for individual students) * Individual, intensive intervention Secondary Delivery (for some students) * Targeted, group-based Universal Delivery (for all students) * Preventive and proactive Tertiary Interventions (for individual students) Assessment-based Intense, durable procedures Secondary Interventions (for some students: at-risk) High efficiency Rapid response Universal Interventions (for all students) All settings Preventive, proactive Comprehensive School Counseling Programs PBIS Connecting School Counseling Programs and PBIS

15. PBIS Tier 2 Features  Targeted, group-based interventions  Focuses on systems that support students not responding to the universal expectation  Data decision rules for identifying interventions to match student needs  Referral process for all staff to know how to access secondary support in a timely manner  Interventions/systems available for implementations for student success

16. ASCA Model – Delivery System Supplemental Supports  Small groups counseling sessions  Check-in Check-Out (CICO)  Mentoring  School-based mental health  Outside referrals (mental health, Salvation Army, YMCA, etc.)  CHAPS (Child Help and Parent Support)  DSS  Consulting – problem solving with teachers and families

17. Small Group Run by School Counselor and Speech Pathologist Based on PBIS ODRs (Office Discipline Referrals) Groups are based on grade level Topics -School-wide Matrix -Bus Behavior -Classroom Behavior -Social Skills

19. CICO Research-based intervention effective with 75% of students who participate Check-in & check-out daily with an adult at school Daily performance data used to evaluate progress

22. What Does it Look Like? CICO Model CICO Model

23. PBIS Tier 2 Data ASCA Model - Management Small Group Intervention Assessment Pre/Post rating scales Progress monitoring Check In Check Out Assessment CICO data sheets Mentoring Program Number of mentoring matches Teacher surveys Student surveys Peer Mediators Teacher surveys Student surveys

26. CICO Data Name:Date: Check in RespectAttitudeManners Goal 1 Listen and follow directions Goal 2 Ask for Help (stay in your seat, raise your hand) Goal 3 Getting along with others Total Daily Points Check out 4 2 0 4 2 0 4 = Great Day - Achieved goals with a reminder 2 = Okay Day - Achieved goals with 2 verbal reminders 0 = Tough Day - Did not achieve goals Parent Initials: _______________ Comments:

28. Tertiary Delivery (for individual students) * Individual, intensive intervention Secondary Delivery (for some students) * Targeted, group-based Universal Delivery (for all students) * Preventive and proactive Tertiary Interventions (for individual students) Assessment-based Intense, durable procedures Secondary Interventions (for some students: at-risk) High efficiency Rapid response Universal Interventions (for all students) All settings Preventive, proactive Comprehensive School Counseling Programs PBIS Connecting School Counseling Programs and PBIS

29. PBIS Tier 3 Features  Targeted, individualized, intensive interventions  Focuses on interventions for students who have not responded to Tier 1 and Tier 2 interventions  System for receiving and responding to individual student referrals  Develop and implement interventions to address individual problem behaviors  Determine effectiveness of Tertiary System

30. ASCA Model – Delivery Systems Individualized Interventions  Individual counseling sessions  Student planning  Facilitate an FBA (Functional Behavior Assessment)  Observations  Parent-Teacher Conference  Home visits/Hospital  Mental Health referrals  Other outside referrals  Consulting – problem solving

31. PBIS Tier 3 Data ASCA Model - Management Individual Intervention Assessments School Team Intervention Data Behavior Rating Scales ODRs Grades/Assessments

32. Web Resources for Tier 3 www.interventioncentral.org www.pbisworld.com pbis.ncdpi.wikispaces.net

33. ASCA Model - Accountability Reporting Out -Tier 1 Post lessons/activities on website Send information home about lessons Advertise parent participation in group sessions to staff -Tier 2 Share information regarding… group results, mentors connected, CICO results with teachers -Tier 3 Keep all stakeholders updated on results of individual interventions

35. TEACHER EVALUATION RESULTS Scale: 1 (never) to 5 (always) Average 1) The counselors plan appropriate activities for my classroom. 4.77 2) Classroom guidance activities are effective in making children more aware of their own behaviors and feelings. 4.58 3) Classroom guidance activities are effective in making children aware of the needs and feelings of others. 4.54 4) The concepts taught during classroom guidance lessons were integrated into daily classroom practices. 4.31 5) The counselors work effectively with ALL students. 4.69 6) I can see positive changes in students who receive individual or small- group counseling. 4.48 7) The counselors provide me with feedback regarding students who are receiving counseling. 4.46 8) The counselors provide small groups to address specific concerns of the students. 4.81 9) The counselors adhere to the ethical standards of the profession (ex: confidentiality). 4.92 10 ) The counselors are available to consult with me when necessary. 4.65

36. Chart of Teacher Evaluation Results

37. References and Resources PBIS Team Training Slides, NC DPI, September 17, 2012 Integrating the Role of the Professional School Counselor and PBIS, Matheson, Erin and Olsen, Jake, Highline Public Schools, February 2, 2012 ASCA National Model: Framework for School Counseling (3 rd ed.) (2012)., American School Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3r d_Ed.pdf

38. Thanks for coming!!  Jayme Benfield jayme.benfield@bcsemail.org jayme.benfield@bcsemail.orgjayme.benfield@bcsemail.org  Jennifer Brunson jbrunson@rcsnc.org jbrunson@rcsnc.org