Connecting PBIS & SST to Address Student Needs

Deb Fenstermaker, Ph.D., School Psychologist

Beth Lambert, IST/SST Facilitator

Office of Psychological Services

PBIS Team Training, July 15-16, 2009

Department of Student Support Services

Mission Coordinates prevention and intervention

programs and services to support schools, students, and parents/guardians, by

Addressing the cognitive, behavioral, social, emotional, health, safety, and alternative educational needs of all students, to

Maximize students’ potential achievement

Systematic Academic & Behavior PlanningStudent Support Model

1-5%

5-15%

80-90%

Tier 1

SIT: PBIS Teams Grade Level

Teacher Meetings

All settings, all students; monitor and differentiate instruction; implement

supplemental interventions

Tier 3

SST/IEP Teams

Small groups or individual students; alternative programs

and special education instruction and/or services

Tier 2

Student Support Teams (SST)

Groups of students or individual students at risk;

screen and monitor; case management, student support plans, 504 plans

Tier 1: Positive Behavioral Interventions and Supports (PBIS)

1-5%

5-15%

80-90%

Maryland PBIS Partnership & Collaboration

Maryland S tateDepartment of

E duc ation

S heppard P rattH ealthS ystem

J ohnsH opkins

U nivers ity

L oc alS c hool

S ystems

P o s itive B e h a v io r a lIn te r ve n tio n s a n d S u p p o r ts

Key Elements of PBIS

Schoolwide behavior planning is based on a balance of four

key elements:

SYSTEMS that support staff buy-in and sustained use of effective practices

Evidence-based PRACTICES and interventions that are effective for staff and students

Developed by Dr. George Sugai, University of Connecticut, and Dr. Rob Horner, University of OregonSee US Office of Special Education Programs (OSEP) Technical Assistance Center

on Positive Behavioral Interventions & Supports at www.pbis.orgSee www.pbismaryland.org

DATA gathered by the school to make decisions about improving behavior and learning

Clearly specified OUTCOMES that are related to behavior and student achievement

SYST

EMS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Key Elements of PBIS

OUTCOMES

School-wideClassroomNon-classroomIndividual

Define behavior expectationsSpecify routinesTeachAcknowledgeCorrectFollow up and feedbackReinforcementGeneralization

Office Discipline ReferralsStaff InputAcademic ProgressAttendance

1. Establish commitment and maintain team

2. Establish schoolwide expectations

3. Establish an on-going system of rewards

4. Establish a system for responding to behavioral violations

5. Establish a data system to monitor progress and aid in decision making

6. Arrange for consistent implementation and utilize district level support

Critical Features of PBIS Implementation

Tier 2: Student Support Team (SST)

1-5%

5-15%

80-90%

History & Development of Student Support Team (SST)

COMAR Regulation 13A.05.05.01: Each local school system shall provide a coordinated program of pupil services for all students

SST is an interdisciplinary, general education team that addresses complex academic and behavioral issues; BCPS has had Pupil Services Teams or SST for > 50 years

SST uses a problem-solving approach that relies on objective, data-based decision-making (based on IST model from Pennsylvania and IC model from Maryland)

SST uses a response to intervention (RTI) framework to connect with grade level teacher meetings and special education, IEP teams

Tier 2: Student Support Team (SST)

Addresses more complex academic and behavioral problems of individual students, groups of students, and schoolwide concerns

Implements prevention and early intervention activities prior to intensive intervention to increase student achievement, improve schoolwide climate, reduce disruptive behavior, reduce inappropriate referrals to the IEP Team, and increase parent/guardian involvement

Provides a continuum of academic and behavioral interventions and supports in connection with other schoolwide initiatives such as PBIS and grade level teacher meetings and more intensive interventions like community partnerships and special education

Tier 2: Student Support Team (SST)

Functions of SST Screening/Processing referrals Case management Mental health issues Substance abuse issues Physical/health issues Academic & behavioral interventions through Student

Support Plans 504 Plans Targeted group or setting interventions (ADHD,

cafeteria) Referral to IEP/Special Education Team

Tier 2: Student Support Team (SST)

Student Support Team Agenda Processing/Screening Referrals Initial Problem Solving Meetings Progress Review Meetings Schoolwide Issues (as needed for large group or

setting issues)

Tier 2: Student Support Team (SST)

New Developments Use of TIENET system for SST forms, Student

Support Plans, 504 Plans- allows for schoolwide and systemwide data review over time

Focus on development and monitoring of academic and behavioral interventions through Student Support Plans

Focus on connecting students from schoolwide PBIS team (“discipline high flyers”) to SST

PBIS & SST: What are the Connections?

Interdisciplinary Team Format

Problem Solving Approach

Data-based, Decision Making

Systematic Behavior Planning

Support Academic

Achievement

PBIS SST

80 - 90% of students

respond to universal positive

behavioral supports and interventions

5-15% of students “slip through” and

need additional, targeted supports

Students who are considered “at risk” and have not responded to universal or classroom interventions may be referred to the SST for possible development of targeted group or individual interventions.

SST PBIS

If the SST receives multiple

referrals for students with

similar behavioral concerns in

certain grade levels,

classrooms, or locations….

the PBIS Team may need to

review data and revisit the

schoolwide positive behavior

plan

The SST meets to review new referrals and student progress. As a result, it may be determined that some student concerns are indicative of larger schoolwide or grade level concerns that may be better addressed through collaboration with the PBIS Team.

PBIS and SST Functions

PBIS Team Develops system wide

procedures, Schoolwide systems &

procedures, Classroom systems &

procedures, Non classroom systems &

procedures Collects & monitor schoolwide

data Student Support Team

Collects informal/formal data Engages in instructional

consultation with classroom teachers in an effort to define and address problems within the context of the classroom

Student Support Team Data collection & review Development of group or

individual interventions (ex. ADHD group, Homework Club)

Development of Student Support Plans/504 Plans/FBA-BIPs

PBIS Team Reviews data and identifies

specific grade level, classroom, group, individual, or location in need of additional support

May plan for targeted interventions (ex. attendance homeroom)

Monitors progress of yellow & red zone students

Universal Targeted

Positive Behavior Support

Connecting PBIS and SST: What are the Benefits? Various sources of data are collected and reviewed

to plan, teach, and support student behavior Responsibility and ownership of problems are

shared Streamlines functions of both teams Systematic academic and behavior planning

supports classroom instruction

Work smarter, not harder!

Liaison – Consider a shared representative of both the SST and PBIS Team

Data-sharing – Consider a mechanism for sharing data between both the SST and the PBIS Team

Behavior Planning – Consider using a collaborative approach for supporting student needs

Progress Monitoring – Consider providing periodic feedback to the PBIS Team regarding the behavior success of individual student plans as per the SST review

Connecting PBIS and SST: What Works?

Activity 1

Review the discipline reports for MS or ES to reinforce review of STARS data (discipline report by student, time of day, location, problem behavior, and referrals per day by month)

In a group, identify possible problems that need to be addressed How can the PBIS and SST teams collaborate in

order to address the student needs? What are examples of targeted interventions that

PBIS and/or SST could develop and implement?

Activity 2

In a group, choose 1 of the 2 case scenarios to review

Discuss how both the PBIS and SST teams can collaborate to address the needs of the student in the case scenario How can the data collected by PBIS be useful in

the problem-solving process ? What team (PBIS or SST) do you feel would be the

best forum to develop and implement interventions?

How can the other team (PBIS or SST) collaborate in an effort to support the student’s progress?