SEL&PBIS NE PBIS Conference.pptx - May Institute

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Strategies for Crea1ng Interconnected Support for Students: Tier 1 PBIS & SEL

New England PBS Forum

Sara A. Whitcomb, Ph.D. Sarah A. Fefer, Ph.D. BCBA

University of MassachuseOs, Amherst

College of Educa1on School Psychology Program

Agenda/Objec1ves

In a randomized controlled group study of SWPBIS in elementary schools in Maryland, Bradshaw et al. (2010) found an average of 5.1 programs were being introduced in each school on “character educa1on and /or development, social-‐emo1onal or social skills, bullying preven1on, drug preven1on (e.g., D.A.R.E.), and conflict resolu1on and/or peer media1on” (p. 146).

Integra(on ma,ers!

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Moving Beyond the Silos

Climate PBIS SEL

Keys to Preven1on

Structure

Support

Posi1ve School Climate

(Bear, Whitcomb, Elias & Blank, in press)

Keys to Preven1on

PBIS

SEL


(Bear, Whitcomb, Elias & Blank, in press)

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Keys to Preven1on


PBIS

SEL


PBIS

SEL

Structure

Support

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Overview of Climate

•  Sustainable School Climate Includes: – Norms, values and expecta1ons that support people feeling socially, emo1onally and physically.

–  People are engaged and respected. –  Students, families, and educators work together to develop, live and contribute to a shared school vision

–  Educators model and nurture actudes that emphasize the benefits and sa1sfac1on gained from learning

–  Each person contributes to the opera1ons of the school and the care of the physical environment

(Na1onal School Climate Council)

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School Climate Standards

•  The school community has a shared vision and plan for promo1ng, enhancing and sustaining a posi1ve school climate.

•  The school community sets policies specifically promo1ng(a) the development and sustainability of social, emo1onal, ethical, civic and intellectual skills, knowledge, disposi1ons and engagement, and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged.

School Climate Standards (cont) •  The school community’s prac(ces are iden1fied, priori1zed and supported to (a) promote the learning and posi1ve social, emo1onal, ethical and civic development of students (b) enhance engagement in teaching, learning and school-‐wide ac1vi1es; (c) address barriers to learning and teaching and reengage those who have become disengaged; and (d) develop and sustain an appropriate opera1onal infrastructure and capacity building mechanisms for mee1ng this standard

School Climate Standards (cont)

•  The school community creates an environment where all members are welcomed, supported, and feel safe in school: socially, emo1onally, intellectually and physically.

•  The school community develops meaningful and engaging prac1ces, ac1vi1es and norms that promote social and civic responsibili1es and a commitment to social jus1ce.

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Positive Behavioral Interventions and Supports (PBIS)

Posi1ve Behavioral Interven1ons and Supports (PBIS): Suppor1ng the posi1ve behaviors of all

children

•  Coordinated instruc1onal programming that focuses on teaching adap1ve behaviors and discouraging disrup1ve behaviors across contexts

•  Is developmentally appropriate •  Spans mul1ple years •  Based on research and systema1cally evaluated

(Horner & Sugai, 2005)

PBIS is…

•  A problem solving framework •  Culturally contextualized •  Crea1on of a con1nuum of environmental evidence-‐based supports based on student needs

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PBIS is not...

• Not a specific prac1ce, package, or curriculum

• Not limited to any par1cular group of students

5 Guiding Preven1on Principles of

PBIS

GP #1: Good teaching is one of our best behavior management tools

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

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Primary Preven1on: School-‐/Classroom-‐ Wide Systems for All Students,

Staff, & Secngs

Secondary Preven1on: Specialized Group

Systems for Students with At-‐Risk Behavior

Ter1ary Preven1on: Specialized Individualized

Systems for Students with High-‐Risk Behavior

~80% of Students

~15%

~5%

GP #2: Apply mul1-‐1ered preven1on logic

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION •  Check in/out •  Targeted social skills instruc4on •  Peer-‐based supports •  Social skills club • 

TERTIARY PREVENTION •  Func4on-‐based support •  Wraparound •  Person-‐centered planning •  • 

PRIMARY PREVENTION •  Teach SW expecta4ons •  Proac4ve SW & classroom discipline •  Posi4ve reinforcement •  Effec4ve instruc4on •  Parent engagement •  Ac4ve supervision

~15%

GP #3: Link classroom to school-‐wide

•  School-‐wide expecta1ons •  Classroom v. office managed rule viola1ons

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GP #4: Teach social skills like academic skills

DEFINE Simply

MODEL

PRACTICE In SeIng

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE Con(nuously

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/ Compute

r Lab Assembly Bus

Respect Ourselves

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Eat all your

food. Select healthy foods.

Study, read,

compute. Sit in one

spot. Watch for your stop.

Respect Others

Be kind. Hands/feet

to self. Help/share

with others.

Use normal voice

volume. Walk to right.

Play safe. Include others.

Share equipment.

Practice good table manners

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils. Clean up

eating area.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

appropriately.

Wipe your feet. Sit

appropriately.

Expe

cta1

ons 1. S

OCIAL S

KILL 2. NATURAL

CONTEXT

3. BEHA

VIOR

EXAMPLES

GP #5: Build systems to support sustained use of effec1ve prac1ces

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Evidence Base for PBIS Horner and colleagues, 2009

•  Schools that receive assistance from typical support personnel can implement SWPBS with fidelity

•  SWPBS Fidelity is associated with ▫  Low levels of ODR

▫  .29/100/day v. na1onal mean .34

▫  Improved percep1on of safety of the school ▫  reduced risk factor

▫  Increased propor1on of 3rd graders who meet state reading standard.

Evidence Base for PBIS Bradshaw and colleagues, 2008

•  PBIS schools reached & sustained high fidelity •  PBIS increased all aspects of organiza1onal health •  Posi1ve effects for student outcomes

–  Fewer ODRs (majors + minors) –  Fewer ODRs for truancy –  Fewer suspensions –  Increasing trend in % of students scoring in advanced & proficient range of state achievement test

Social and Emotional Learning (SEL)

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28 (Denham & Weissberg, 2004; Elias, Zins, Greenberg, Weissberg, 2003)

Social-‐Emo1onal Learning (SEL): Ensuring the health of all children

•  Coordinated instruc1onal programming that focuses on individual social and emo1onal skill development and infusion of skills across contexts

•  Is developmentally appropriate •  Spans mul1ple years •  Based on research and systema1cally evaluated

What is SEL? Social and emo1onal learning involves the

development of skills in 5 areas:

SEL

Self-awareness

Social awareness

Relationship skills

Responsible decision making

Self-management

Form positive relationships, work

in teams, deal effectively with conflict

Make ethical, constructive

choices about personal and social

behavior

Manage emotions and behaviors

to achieve one’s goals

Show understanding and empathy

for others

Recognize one’s emotions, values,

strengths, and limitations

SEL Guiding Principles 1.  Importance of

rela(onships to cogni1ve and social growth

2.  Importance of teaching social and emo(onal learning skills

3.  Importance of adults as models

4.  Importance of posi(ve school climate for students and adults

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SEL Skills Listening Calming down

Dealing with teasing

Understanding other viewpoints

Identifying feelings

Setting positive goals

Overcoming obstacles

Building Posi(ve Rela(onships

Non-‐verbal communica1on Coopera1ng

Recognizing bullying

Being inclusive

Speaking up

Knowing when to get help

Bystander help

Recognizing differences Addressing discrimina1on Reading body language

Posi1ve self-‐talk

Evalua1ng solu1ons

Brainstorming

Demonstra1ng empathy

Expressing anger appropriately Problem solving

Being pa1ent Reaching consensus

Self-‐mo1va1on Leadership skills

Giving/receiving compliments

SEL Strengthens Schools and Communi(es

•  Enhances learning by crea(ng posi(ve rela(onships between students and adults. •  Posi1vely impacts academic performance, health, rela(onships and ci(zenship. •  Provides skills for living and problem solving within diverse communi1es.

SEL Improves Behavior and Health

23% increase in social-‐emo1onal skills

9% improvement in actudes about self, others, and school

9% improvement in posi1ve behavior

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emo1onal learning: A meta-‐analysis of school-‐based universal interven1ons. Child Development, 82, 405-‐432.

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SEL Addresses Challenges

9% reduction in problem behaviors

10% reduction in emotional distress

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emo1onal learning: A meta-‐analysis of school-‐based universal interven1ons. Child Development, 82, 405-‐432.

SEL Improves Academic Outcomes

11%

increase in achievement test scores

Source:Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students’ social and emo1onal learning: A meta-‐analysis of school-‐based universal interven1ons. Child Development, 82, 405-‐432.

SEL Has Long-‐Term, Posi(ve Effects

•  More graduate high school

•  More aOend college

•  More are employed

•  Fewer have emo1onal and

mental health problems

•  Fewer have a criminal record

Longitudinal Findings from the SeaOle Social Development Project at Age 21 —Hawkins et al. (2008)

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Strengths of Each Approach PBIS

•  Management of behavior •  Short term solu1ons •  Context/secng specific

behaviors •  Data and progress

monitoring •  Emphasis on structures and

systems to enable system-‐level change

•  Context specific implementa1on

SEL

•  Self-‐discipline •  Long term solu1ons •  Focus on building

competence •  Specific teaching tools •  Emphasis on classroom

prac1ces and student rela1onships (student-‐student; student-‐teacher; teacher-‐teacher)

•  Clearly ar1culated scope and sequence

Turn and Talk

•  Are there natural links and overlaps? – Clearest points of integra1on?

•  Are there areas that contrast or contradict? – Poten1al barriers to integra1on?

POINTS OF INTEGRATION Systems, Data, and Prac1ces:

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Agreements

Team

Data-‐based Ac1on Plan

Implementa1on Evalua1on

GENERAL IMPLEMENTATION

PROCESS: “Gecng Started”

Integra1on: Systems

•  Structures that allow for sustained school-‐wide implementa1on –  Internal and External coaches to facilitate technical assistance

– Teams to guide implementa1on efforts –  Job-‐embedded professional development opportuni1es

– Defined methods for teachers to request help •  Outcome: consistent language and prac1ces across secngs

Coaches •  Consider behavioral, social, and emo1onal strengths in selec1ng your coach

•  Manage communica1on and guide integra1on •  Take a leadership role in problem-‐solving •  Support efficiency of mee1ngs •  Provide recogni1on for team and school-‐staff •  Serve as point person for team and other key stakeholders

•  Gather and disseminate resources

**A strong ac1on-‐oriented coach is necessary for successful implementa1on**

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Team = Representa1ve

School Leadership

Team

Administrator

Grade Level Teachers

Counselor / School

Psychologist

Specials Teaching Assistants

Parent

Students

Request for Assistance Form Number of ODR: __________ Number of nurses visits: ____________

!

Prevent'*Check&all&that&apply&

Teach' Respond'

!What'have'I'tried'to'prevent'the'challenging'behavior?''

! Change'the'environment!o Change!seating!o Pair!students!strategically!

" Increase'predictability'of'routine'

o Use!visuals!o Schedule!breaks!o Prepare!for!changes!in!

routine!" Provide'environmental'

enrichment'o Differentiated!instruction!o Engagement!strategies!

! Provide'choices'! Use'clear'concise'verbal'cues!! Modify'tasks'or'task'length'

o Intersperse!easier!tasks!with!more!difficult!tasks!

o Lessen!task!demands!as!appropriate!

Other:____________________________________'!

'What'competencies'have'I'tried'to'teach'to'reduce'the'challenging'behavior?''

! Define'expectations'and'rules'! Teach'emotion'awareness''! Encourage'communication'

skills'o Teach!how!to!ask!for!help'o Teach!how!to!ask!for!a!

break'o Teach!how!to!ask!for!

preferred!items/activities/attention'

" Plan'for'transitions'o Signal!transition!on!signal'o Teach!waiting!skills'

'Other:_________________________________'

!What'does'the'student'seem'to'be'communicating?'

" A!need!for!attention/help!" A!need!for!a!break!from!a!difficult!

task/situation!" A!need!for!an!item/materials'

'How'have'I'responded'to'challenging'behavior?''

" Planned!Ignoring!" Classwide!Redirect/warning!" NonEverbal!redirect/cue!" Restate!expectation!" Provide!a!choice!" Provide!inEclass!break!" Provide!outEofEclass!break!" Practice!expectation!" Restore!environment!" Complete!missed!work!" Assist!student!in!using!a!new!

coping!strategy!'Other:__________________________________'

Integra1on: Data

•  Screen for internalizing and externalizing behaviors

•  Measure implementa(on school-‐wide and in classrooms

•  Priori1ze exis(ng data sources for outcome evalua1on

•  Determine how to easily access and share these data

•  Data-‐based decision making

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Screening Example: Social, Academic & Emo1onal Behavior Risk Screener

•  19 items – 6 items Social Behavior – 6 items Academic Behavior – 7 items Emo1onal Behavior

•  Teacher Report •  Strong reliability and validity coefficients •  Incorporated into the FAST (Forma1ve Assessment for Teachers)

(Kilgus et al., 2013)

Sample SAEBRS

(Kilgus et al., 2013)

Ms. Fuentes First Grade Classroom

Exhibits posi1ve behavior

Regulates behavior

appropriately

Par1cipates appropriately

in group ac1vi1es

Works and plays without disrup1ng others

Follows classroom rou1nes

Adjusts to transi1ons and changes

Responds to conflict

effec1vely

Takes care of materials and belongings

Student

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Example Report Card Screening Data

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Implementa1on (Process) Data

Lack of…

PBIS www.pbisapps.org

…Integra(on

SEL CASEL Guide: Effec(ve Social and Emo(onal Learning Programs

Expecta1ons 3 points 2 points 1 point 0 points

17. 3-‐5 posi1vely stated school-‐wide expecta1ons are posted around school

3-‐5 posi(vely stated school-‐wide expecta(ons are visibly posted around the school. Areas posted include the classroom and 3 other seIngs

3-‐5 posi1vely stated expecta1ons are visibly posted in most important areas (i.e. classroom, cafeteria, hallway), but one area may be missed.

3-‐5 posi1vely stated expecta1ons are not clearly visible in common areas.

Expecta1ons are not posted or team has either too few or too many expecta1ons.

18. Expecta1ons apply to both students and staff

PBIS team has communicated that expecta(ons apply to all students and all staff.

PBIS team has expecta1ons that apply to all students AND all staff but haven’t communicated that they apply to staff.

Expecta1ons refer only to student behavior.

There are no expecta1ons.

19. Rules are developed and posted for specific secngs (where data suggested rules are needed)

Rules are posted in all of the most problema(c areas in the school.

Rules are posted in some, but not all of the most problema1c areas of the school.

Rules are not posted in any of the most problema1c areas of the school.

20. Rules are linked to expecta1ons

When taught or enforced, staff consistently link the rules with the school-‐wide expecta(ons.

Staff do not consistently link rules with school-‐wide expecta1ons and/or rules are taught or enforced separately from expecta1ons.

21. Staff are involved in development of expecta1ons and rules

Most staff were involved in providing feedback/input into the development of the school-‐wide expecta(ons and rules

Some staff were involved in providing feedback/input into the development of the school-‐wide expecta1ons and rules.

Staff were not involved in providing feedback/input into the development of expecta1ons and rules.

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Exis1ng Data Sources

•  ODRs •  Nurse visits •  AOendance •  Grades •  Student records •  Behavior progress reports/report cards

Data-‐Based Decision Making

Collect and Use Data

Review Status and Iden(fy Problems

Develop and Refine

Hypotheses

Discuss and Select

Solu(ons

Develop and Implement Ac(on Plan

Evaluate and Revise

Ac(on Plan

Problem Solving Founda(ons

Team Ini)ated Problem Solving (TIPS) Model

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Integra1on: Prac(ces

•  Staff and students work from a shared vision •  Building rou(nes to ensure that prac1ces are sustained

•  Infuse behavioral expecta1ons in teaching competencies through SEL curricula

•  Emphasis on posi(ve feedback to teach skills and build rela1onships

Vision Statements

Shared Vision/Core Values WE Have Character Are Safe Have Fu N

LEARN!

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Rou1nes •  Teach behavioral expecta1ons and why this is an expecta1on – Why is it beneficial to behave in certain ways?

•  Rou1ne use of language 1ed to SEL curriculum and/or PBIS behavioral expecta1ons

•  Examples of rou1nes: – Buddy classroom – Morning mee1ng – Problem solving wheel

Crosswalk PBIS with SEL Coopera)on Accountability Respect Empathy

Understanding your Feelings X Understanding Other People’s Feelings

X X X When You’re Angry X X X X When You’re Worried X X

Posi1ve Feedback •  Use posi1ve feedback strategically to teach new skills – Example: no1cing each 1me a student acts responsibly and providing specific praise. The goal is to increase this behavior over 1me.

•  Use posi1ve feedback to build rela1onships – Example: encouragement when a student is facing a challenging task

•  Con1ngent vs. non-‐con1ngent praise •  Strategic use of incen1ves or external rewards

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Pi~alls or Barriers

•  Fidelity of implementa1on •  Time, support, and resources necessary to get the work done!

•  Leadership and administra1on •  Funding and job descrip1ons that are not aligned for true integra1on

•  Packaged programs vs. homegrown •  A missing piece: systems, data, or prac1ces

Conclusions Structures + Support = Posi1ve School Climate

PBIS + SEL = Posi1ve School Climate

“To best integrate the two approaches it is necessary that educators understand the

fundamental principles and prac4ces driving each approach” (Bear et al., in press)

Many features of SEL and PBIS are overlapping and

complementary!

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Contact Us!

Sara Whitcomb [email protected]

Sarah Fefer

[email protected]

SEL&PBIS NE PBIS Conference.pptx - May Institute

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