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![Page 1: PBIS/SoC Positive Behavior Intervention & Support Systems of Care Minnie Kidd Dreama McCoy Regional Coordinators.](https://reader035.fdocuments.net/reader035/viewer/2022062618/5514c420550346b0338b4a35/html5/thumbnails/1.jpg)
PBIS/SoCPositive Behavior Intervention & Support
Systems of Care
Minnie KiddDreama McCoy
Regional Coordinators
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What is PBIS?
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What isPositive Behavior Intervention & Support?
Positive Behavioral Support (PBIS) refers to the application of positive behavioral interventions and systems to achieve socially important behavior change.
(OSEP, 1999)
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What isPositive Behavior Intervention & Support?
PBIS fosters a positiveclimate to promote
behavioral andacademic success.
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PBIS in North Carolina By the end of 07-08:
102 of 115 LEAs had at least one school
participating
691 school teams trained in at least Module
One
Legislature approved full-time PBIS consultant
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Why should schools and communities be interested in PBIS?
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Why PBIS?
Problems are increasing. Typical responses are unclear,
inconsistent, & reactive. Schools implementing comprehensive
PBIS see long-term changes. Reduction of office discipline referrals &
suspensions Increased staff morale and retention Positive school climates and increased
student achievement
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Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995).
82% of crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993).
The stability of aggression over a decade is very high; about the same as IQ (Walker et al., 1995).
What happens if we do not intervene?
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Why Positive Behavior Intervention & Support?
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Children with Emotional & Behavioral Disorders (2% identified EC)
Lower grades; fail more courses & exams Held back more often Lower graduation rates Arrested more often (40%/1 yr – 60%/5yrs) More frequently placed in restrictive
educational environments More time in the Juvenile Justice System
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Common School Struggles
Teachers leaving? Low staff and/or student morale? Poor attendance? High retention rates? High number of office referrals & suspensions? No clear vision? No ownership of the school? Every man for himself? Losing Instructional Time to discipline? No significant end of year growth? Multiple fragmented programs/initiatives?
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WHAT’S THE PAYOFF?
More instructional time Improved attendance from staff and
students Increased student proficiency Increased parent participation and
partnerships Improved community involvement and
support Lower staff attrition rates
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How does PBIS work?
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KEYS TO SUCCESSFULIMPLEMENTATION OF PBIS
Administrative Leadership Team-Based Implementation Define Behavioral Expectations Teach Behavioral Expectations Acknowledge & Reward Student & Adult
Performance Monitor and Correct Behavioral Errors Use Data for Decision Making Build Parent Collaboration
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SYSTE
MS
SYSTE
MS
PRACTICESPRACTICES
DATA
DATASupportingSupporting
Staff BehaviorStaff Behavior
SupportingSupportingDecisionDecisionMakingMaking
SupportingSupportingStudent BehaviorStudent Behavior
OUTCOMESOUTCOMES
PositivePositiveBehaviorBehaviorIntervention Intervention & Support& Support
Social Competence &Social Competence &Academic AchievementAcademic Achievement
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized, IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
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School-wide Prevention Responsive, positive
school climate Teaching & supporting
appropriate behavior for all
Data-based decision making
High academic standards, instruction & support
Team problem solving Family & community
involvement
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Secondary Prevention Small group social
skills instruction & support
Mentoring More structured
support for academic and behavior success
Instruction in monitoring and re-directing own behavior
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Tertiary Prevention & Intervention
Individualized, intensive services
Designed to meet individual student needs
Focus on teaching replacement behavior
Accomplished through individual data collection, FBA, BIP
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School ImprovementSchool Improvement
Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning
Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
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What is System of Care?
Child-centered, family focused, and family driven;
Community-based; and
Culturally competent and responsive.
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What is a “System of Care”?
A community-based System of Care is a comprehensive spectrum of services and supports organized into a coordinated network to meet the diverse and changing strengths and needs of children and youth with complex behavioral, educational, social and/or safety needs, and their families.
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SoC A System of Care integrates the work of
education, juvenile justice, public health, mental health, child welfare, family court, and other helping organizations with families through team work and shared responsibility.
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SoC Benefits A way of ‘doing business’ among
professionals , families, and in the community
Beneficial to families and communities because it increases community services and resources, reduces unnecessary separation of children from their families, and actively supports the development of healthy and productive families
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SoC Benefits cont’d Supported by research and the accepted
national ‘best practice model’ for delivering services and supports to children with complex needs and their families in a way that they can understand, starting where they are
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What is the Purpose?
The purpose of a system of care is to make comprehensive, flexible and effective support available for children, youth and families throughout the community and through this assistance make the community a better place to live (Franz, 1999).
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Principles of System of Care:
Interagency Collaboration Individualized Strengths-Based Care Cultural Competence Child and Family Involvement Community-Based Services Accountability
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Outcomes
Success, Safety and Permanency in Home, School
and Community!
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Categorical vs. Non-Categorical Categorical vs. Non-Categorical System ReformsSystem Reforms
Pires, S. (2002).Building Systems of Care: A Primer
EducationCategorical
System Reforms
Non-Categorical System Reforms
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Why should we use a System of Care?
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System of Care as Best PracticeSystem of Care as Best Practice
According to the Center for Mental Health Services, SAMHSA, Federal DHHS*:
“ The System of Care offers the best possible programmatic, fiscal, and organizational context for implementing and sustaining evidenced-based interventions . . .”
(*CMHS, 2004, Children’s Service Initiative)
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NC SoC Handbook Revised Jan.06 Goal: To help families help their children
succeed at home, in school, and in the community
SoC is considered the best way of planning, developing and delivering services to children and their families
Fundamentally changing the relationships families have to the service system at every level
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SoC Handbook More than 200,000 children under the age
of 18 in NC have a serious and emotional disturbance
These children are at substantially greater risk for school dropout, school expulsion, drug or alcohol abuse, unplanned teen pregnancy and conviction of crimes
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SoC Handbook NC’s Mental Health systems continues to
undergo reform and reorganization to better serve families and children through SoC approach
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SoC Handbook NC “Blueprint for Change” (Division of MH,
DD, SAS State MH Plan 2003, Chapter 3) and 2003 “Child MH Plan (DMH, DD, SAS) identified core requirements and/or values for the future provision of children’s mental health services
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Core Requirements Families will have meaningful input in all aspects
of the planning, delivery, and evaluation of service
Families and professionals working together maximize the benefits of the services rendered
Utilize “best practice” models that include family support, family education, and family training
Create support systems to ensure family participation
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SoC Handbook SoC is based on a set of values and
principals for local services and supports in communities across our state
SoC is not just a philosophy; it is a researched-based framework that helps communities and states put the philosophy into action by building structures and resources that make SoC work for children and their families
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SoC Handbook SoC looks different in each community it is
based on the strength and needs of the families in those communities
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Outcomes of SoC Implementation Increase in school attendance and children
finishing school Safer schools Decrease in home, school, and community violence Decrease out of home placement Decrease in abuse and neglect Decrease in juvenile arrests Creation of a child and family friendly SoC Increase power of Advocacy for children and family
issues in the political system at the state and local level
Stronger children, youth, families and communities
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What does PBIS have to do with SoC?
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PBIS & Systems of Care PBIS aligns schools with SoC values PBIS creates a school culture and climate
where staff work together as a team to support positive student behavior
PBIS results in improved outcomes for all students
PBIS helps schools engage families and the community
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Focus
School as unit of implementation
Connect social & academic achievement
Team-based leadership Capacity building Research-based
principles Sustainable practices Data-based decision-
making
Child & family as unit of implementation
Connect social/ emotional with all aspects of life
Team decision-making Capacity building Sound guiding
principles/values Sustainable practices Data-based decision-
making
PBIS SOC
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Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students
ProgressMonitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- ation for Eligibility
EC
Specially DesignedInstruction
BehaviorInterventions
Related Services
School ImprovementSchool Improvement
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Benefits of Integration
Enables PBIS schools to work better with children at secondary and tertiary levels.
Enables all parties to come together around a single plan of care for each child.
Helps PBIS schools engage families.
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Benefits of Integration
SOC consultation can assist teachers in finding appropriate strategies for kids with mental health issues.
Ability to build effective alliances between families, schools, & community agencies.
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Integrated PBIS/SOC Checklist School district has adopted PBIS. Schools and local mental health
agencies are working together on PBIS implementation.
District-wide PBIS implementation team includes representatives from local mental health agencies. School teams include MH representation.
-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”
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Integrated PBIS/SOC Checklist District and school teams include
families. There is a MH-sponsored SOC in the
community of the PBIS school. Local MH agency offers evidence-
based practices with promise of good outcomes.
-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”
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Integrated PBIS/SOC Checklist Local PBIS schools have family
liaisons. Families and youth are receiving PBIS
training. Local PBIS initiative involves other
community agencies (DSS, DJJDP, Health & Welfare centers).
-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”
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Integrated PBIS/SOC Checklist The PBIS school is measuring
outcomes (ODRs, youth and family surveys, attendance, achievement).
The district, schools, & agencies have explored all funding sources for Integrated PBIS/SOC implementation.
-From Bazelon Center for Mental Health Law “Checklist for Advocates of School-Wide PBIS Integrated with Mental Health”
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Resources NC PBIS Training Modules
http://www.ncpublicschools.org/positivebehavior/implementation/modules/
Presentations of Sandy Keenan, (Technical Assistance Partnership) http://www.tapartnership.org/advisors/education/DevelopmentTraining.asp
Bazelon Center for Mental Health Law, Way to Go: School Success for Children with Mental Health Needs http://www.bazelon.org/newsroom/2006/6-7-6-WayToGo.html
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For more information…www.ncpublicschools.org/positivebehavior/
www.pbis.org
Heather Reynolds, PBIS ConsultantBehavior Support & Special ProgramsEC DivisionNC DPI919.807.4059 [email protected]