1. Delivering Tertiary Supports Within the School-Wide Positive Behavior Model Annie McLaughlin, M.T. Carol Davis, Ed. D., Ilene S. Schwartz, Ph. D. University of Washington anniemcl@u.washington.educadavis1@u.washington.edu

2. Today’s Agenda Overview of the process that the project model schools currently use Overview of the process that the project model schools currently use Two case studies and other examples of the implementation of the project to include students with disabilities Two case studies and other examples of the implementation of the project to include students with disabilities Questions and discussion Questions and discussion

3. What do we know? Challenging behavior in the classroom are the most requested issues for consultation Challenging behavior in the classroom are the most requested issues for consultation Consultation or out of district placements can account for up to one-third of a districts special education budget Consultation or out of district placements can account for up to one-third of a districts special education budget Consultation does not provide a long term solution to dealing with challenging behavior in the schools Consultation does not provide a long term solution to dealing with challenging behavior in the schools Challenging behavior puts students at an increased risk for exclusion Challenging behavior puts students at an increased risk for exclusion

4. What is SWPBS? Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All settings, all students Preventive, proactive Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive

5. What are the challenges to providing PBS for ALL students? Building capacity must be a district initiative. Building capacity must be a district initiative. The spectrum of social behavior across students is extremely wide. The spectrum of social behavior across students is extremely wide. The depth of knowledge of challenging behavior has to be extensive. The depth of knowledge of challenging behavior has to be extensive. Teachers are unfamiliar with the notion of function- based behavior plans. Teachers are unfamiliar with the notion of function- based behavior plans. Collaboration and/or role release between staff members is challenging. Collaboration and/or role release between staff members is challenging. Budgets are tight. Budgets are tight.

6. What are assumptions on which the model is based? 1. Schools must meet the differing needs of ALL children. 2. Within district expertise should be developed. 3. Administration plays an active LEADERSHIP role. 4. Behavior plans must be evidence-based. 5. Schools must be willing to consider alternatives to suspension and alternative placements 6. Ongoing data collection and review are necessary

7. Scaling the Pyramid Develop within school district teams with expertise in tertiary levels of PBS to provide assessment, intervention, and progress monitoring support for students with the most challenging behavior. Provide ongoing professional development that builds capacity within the school and district.

8. Triage Team 1 mtg/week 2 – 3 people Targeted interventions Academic Small group Behavioral CICO Social Skills Support Team 1 mtg/week 3-4 people Individualized Interventions  Evaluating Environments and Office Referrals  Supporting Safe and Civil Schools  Making changes Safe & Civil Schools Team 1 mtg/qtr 3 – 4 people Implementing in School Buildings

9. Technical Assistance Teams Provide technical assistance Take referral from school team member Conduct an FBA Brainstorm potential behavior plan solutions Assist in the implementation Use data to adjust plan In school awareness training Provision of additional resources schoolwide Ongoing training for team

10. Technical Assistance Teams A team used to: Provide suggestions for curriculum modifications and accessing the general education curriculum Provide suggestions for curriculum modifications and accessing the general education curriculum Provide ongoing support and expertise in the areas of Functional Assessment and Behavior Planning Provide ongoing support and expertise in the areas of Functional Assessment and Behavior Planning Provide support for data collection Provide support for data collection Provide ongoing monitoring of program implementation and student progress Provide ongoing monitoring of program implementation and student progress

11. Who is on the Technical Assistance Teams? School district employees School district employees Multi-disciplinary team members Multi-disciplinary team members –SPED/GENED teachers –ELL/Reading/Math facilitators –School psychologists –Social worker –Paraprofessionals –Administrator Chosen with school administrator input Chosen with school administrator input

12. Team member characteristics: Strong in his/her area of expertise. Strong in his/her area of expertise. Uses data to make decisions in own practice Uses data to make decisions in own practice Uses behavioral principles in own practices Uses behavioral principles in own practices Believes in the benefits of PBS Believes in the benefits of PBS Are respected members of their professional discipline Are respected members of their professional discipline Have experience as both leaders and participants in the educational process Have experience as both leaders and participants in the educational process

13. What does participating as a team member mean? Participation in teams is voluntary Participation in teams is voluntary Time released from regular school duties Time released from regular school duties Compensation is provided for team participation Compensation is provided for team participation Participate in various training activities to build knowledge in PBS Participate in various training activities to build knowledge in PBS Working as a collaborative team member to influence challenging behavior Working as a collaborative team member to influence challenging behavior

14. What does participating as a team member mean? Records review Records review Observations Observations Functional Assessment Functional Assessment Behavior Planning Behavior Planning Making materials Making materials Coaching during initial implementation Coaching during initial implementation Conducting person centered plans Conducting person centered plans

15. Technical Assistance Team (TAT) Training Base knowledge (plus expertise): Core knowledge in school-wide PBS Core knowledge in school-wide PBS Core knowledge in social skills and curriculum modification Core knowledge in social skills and curriculum modification All essential components of delivering technical assistance All essential components of delivering technical assistance Person-centered planning Person-centered planning Functional Behavior Assessment linked to evidence-based behavior plan Functional Behavior Assessment linked to evidence-based behavior plan

16. TAT Training Long term (one year) training is provided to the team members across a year Long term (one year) training is provided to the team members across a year –A project staff member (either hired within the district or from the University) provides approximately 10-15 hours a week with the TAT members –Teams also attend yearly trainings and have access to current literature –Teams meet weekly along with project staff

18. What happens when a student is referred to the TAT? The TAT member observes in the classroom for primary and secondary strategies The TAT member observes in the classroom for primary and secondary strategies The need for more intensive intervention is determined by the school team The need for more intensive intervention is determined by the school team The TAT member conducts classroom observations resulting in an FBA The TAT member conducts classroom observations resulting in an FBA The TAT (at weekly meetings) brainstorms options for intervention plans The TAT (at weekly meetings) brainstorms options for intervention plans Student is monitored Student is monitored

19. Technical Assistance Team Case Management Each team of 4 will manage approximately 12 students Each team of 4 will manage approximately 12 students Each student is observed approximately 2 hours every other week Each student is observed approximately 2 hours every other week Meetings with teachers and other service providers occur at least twice monthly Meetings with teachers and other service providers occur at least twice monthly Each student is discussed at least 2x a month at team meetings Each student is discussed at least 2x a month at team meetings

20. Technical Assistance Team Meetings Issues are identified and prioritized by the teacher or the TAT member to be discussed at the team meetings. Issues are identified and prioritized by the teacher or the TAT member to be discussed at the team meetings. The TAT members meet 1X a week to discuss students. The TAT members meet 1X a week to discuss students. The expertise of each of the members is used in the solution of the problem through the examination of data and brainstorming. The expertise of each of the members is used in the solution of the problem through the examination of data and brainstorming.

21. What does this means for students? All students are served by the team (provided some level of expertise). All students are served by the team (provided some level of expertise). Some teachers/teams need ongoing assistance with solving instructional or behavioral problems Some teachers/teams need ongoing assistance with solving instructional or behavioral problems All students receive ongoing monitoring (surveillance) All students receive ongoing monitoring (surveillance)

22. What are tertiary supports? Antecedent Interventions Antecedent Interventions –Prespecifying the reinforcer –Providing choices –Instructional modifications –High-Probability Requests Teaching strategies Teaching strategies –Social skills –Functional Communication Training Consequent Strategies Consequent Strategies –Reinforcement systems

23. What is the impact of this project on the tertiary supports provided in a school? Teacher/Classrooms Teacher/Classrooms –STP Student Assessment –CARS Classroom Atmosphere Rating Scale Students Students –CBM (WJ subtests) –Office Discipline Referrals –Engagement, task completion –Specific data based on behavior plan Team Team –Pre-post on behavior plans

24. EXAMPLES: CASE STUDIES

25. Silverbrook Schoolwide Team 3-4 members Monitors non- classroom settings Secondary Monitoring Team K-12-34-5 Tertiary team Individual plansMonitors progress Eagle’s Cove Schoolwide Team 8 staff members Monitors Office Discipline Referrals Secondary Team 4 staff members Places students Monitors progress Tertiary Team 4 staff members Individual plans Monitors progress

27. Tucker 5 th grade student who loves to read, play on the playground, and play video games at home 5 th grade student who loves to read, play on the playground, and play video games at home Attends general education class for science and literacy and special education classes for math and integrated unit Attends general education class for science and literacy and special education classes for math and integrated unit Qualifies under Emotional/Behavior Disorder and was qualified in the 5 th grade Qualifies under Emotional/Behavior Disorder and was qualified in the 5 th grade

28. Initial Steps Referral form Referral form Referral form Referral form Initial Classroom Observation Initial Classroom Observation Initial Classroom Observation Initial Classroom Observation # of Office Discipline Referrals: 3/wk # of Office Discipline Referrals: 3/wk # of SWPBS tickets received: 0 # of SWPBS tickets received: 0

29. Initial team meeting The information was brought the team meeting. The information was brought the team meeting. Decision to continue with a full FBA Decision to continue with a full FBA –Functional Assessment Interviews with teacher, student, and parent –Scatterplot –ABC

30. Follow-up team meeting FAI With teacher With parent With student Scatterplot For 4 school days By classroom teacher ABC Observed target behavior 20 times By team member

31. FBA Hypothesis Given written work, Tucker will refuse by putting his head down, kicking, and/or screaming in order to avoid his work. Previous data collection Interviews Direct Observations

32. Behavior Intervention Plan Reduce # of math problems on independent math assignments Pre-specify reinforcer (points) before handing math work Used sticky notes to deliver instruction for written work Antecedent Requesting to take a break from work Ask for help from peer tutor during work times Teaching With completion of math assignments, earns points. Safety plan developed for possible escalations. Consequence

33. Follow-up

34. Follow-up meeting: 2 weeks later Continue plan as designed Teacher perception of intervention success Data collection from observation Curriculum based measures for academics

35. Tim 6 year old boy who loves reading, math, computer, and learning facts in subjects he is interested in 6 year old boy who loves reading, math, computer, and learning facts in subjects he is interested in Attends general education 1 st grade classroom with some adult support Attends general education 1 st grade classroom with some adult support Qualifies under Autism and has been attending school since he was 3 Qualifies under Autism and has been attending school since he was 3

36. Initial Steps Referral form Referral form Referral form Referral form –Identified specific behavior as not following directions from adult Initial Classroom Observation Initial Classroom Observation Initial Classroom Observation Initial Classroom Observation # of Office Discipline Referrals: 0/wk. # of Office Discipline Referrals: 0/wk. # of SWPBS tickets received in two quarters: 1. # of SWPBS tickets received in two quarters: 1. –School average is 3 in two quarters

37. Initial team meeting The information was brought the team meeting. The information was brought the team meeting. Decision to continue with a full FBA Decision to continue with a full FBA –Functional Assessment Interviews with teacher and parent –Scatterplot –ABC –Motivational Assessment Scale

38. Follow-up team meeting FAI With teacher With parent MAS By classroom teacher ABC Observed target behavior 32 times By team member

39. FBA Hypothesis Given time after a completed task and a redirection to another activity, Tim will touch peers throw objects, and/or leave the room in order to gain attention. Previous data collection Interviews Direct Observations

40. Behavior Intervention Plan Written schedule Activity box for when Tim is done early Antecedent Teach leisure/break activities in the classroom Social skills instruction Teaching Use of his “flap book” and pair this with social praise Response plan for unsafe behavior Consequence

41. Follow-up meeting: 2 weeks later Change plan slightly Teacher perception of intervention success Data collection from observation Curriculum based measures for academics

42. Behavior Intervention Plan REVISED Written schedule ADD – TRANSITION CARD Activity box for when Tim is done early Antecedent Teach leisure/break activities in the classroom Social skills instruction Teaching Use of his “flap book” and pair this with social praise Response plan for unsafe behavior Consequence

43. Follow-up meeting: 2 weeks later Continue plan as written Teacher perception of intervention success Data collection from observation Curriculum based measures for academics

44. What have we learned? Administrative support at the district level and at the school level is necessary (i.e. resources, FTE, funding). Administrative support at the district level and at the school level is necessary (i.e. resources, FTE, funding). TAT members must meet criteria. TAT members must meet criteria. Schools need to be implementing School- wide Positive Behavior Support. Schools need to be implementing School- wide Positive Behavior Support. Schools need to be using or be willing to use data and progress monitoring tools. Schools need to be using or be willing to use data and progress monitoring tools.

45. What have we learned? (Cont) TAT members increase their efforts when they perceive their contributions to be unique and important to the team/child. TAT members increase their efforts when they perceive their contributions to be unique and important to the team/child. TAT members are more effective when they have the support of administration and colleagues to change programs based on data. TAT members are more effective when they have the support of administration and colleagues to change programs based on data. TAT members remark that the on-going (initial support from project staff) training component assists in developing more confident TAT members. TAT members remark that the on-going (initial support from project staff) training component assists in developing more confident TAT members.

46. What have we learned? (Cont) Team members with less than 1.0 FTE have flexible schedules that support collaboration. Team members with less than 1.0 FTE have flexible schedules that support collaboration. Model must be flexible. Model must be flexible. Pay attention to your consumers including school personnel, parents, and students. Pay attention to your consumers including school personnel, parents, and students.

47. Questions? Our website: Feel free to contact us: Annie McLaughlin at anniemcl@u.washington.edu, Carol Davis at cadavis1@u.washington.edu