PBIS & the ASCA National School Counseling Framework: Building Student Success
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1 PBIS & the ASCA National School Counseling Framework: Building Student Success Celeste Rossetto Dickey, Placer County Office of Education, Auburn, CA
2 Session Learning Targets I will be able to understand and explain an overview of the following frameworks: School Wide Positive Behavior Support (PBIS) ASCA School Counseling Model How to blend initiatives
3 What is School-wide Positive Behavior Interventions & Support? School-wide PBIS is: A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
4 Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values
5 Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior
6 PBIS is Not specific practice or curriculum it s general approach to preventing problem behavior Not limited to any particular group of students it s for all students Not new its based on long history of behavioral practices & effective instructional design & strategies
7 What do you see in schools implementing PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decisionmaking Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
8 What do you see in schools using PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decisionmaking Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
9 What do you see in schools using PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
10 Acknowledging Positive Behavior
11 Caught in the Act Tickets
12 What do you see in schools using PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
13 Develop Consistency/Agreement in Responses to Problem Behavior Staff Managed Failing to follow rules/directives Inappropriate voice level Disruptive Inappropriate language/comments Put downs/ low level teasing Office Managed Danger to others with intent to hurt Weapons Fighting/ assault/ physical aggression Overt defiance Harrassment/Bullying Inappropriate touching
14
15 What do you see in schools using PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
16
17 What do you see in schools using SWPBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
18 ESTABLISHING CONTINUUM of SWPBIS ~5% ~15% TERTIARY PREVENTION Function-based support Wraparound Person-centered planning SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club ~80% of Students PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement
19 What do you see in schools using PBIS? Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices
20 Culturally Responsive PBIS Frameworks Component Data (Supporting decision making) Systems (Supporting Staff Behavior) Practices (Supporting Student Behavior) Outcomes (Supporting Social Competence & Academic Achievement) CR-SWPBIS Disaggregated discipline data Analysis of data through cultural lens School wide commitment and support to equity PBIS team representative of school diversity Defined behavioral expectations developed by all System to continuously enhance cultural knowledge & skills Culturally responsive interventions, teaching & learning Inclusive and equitable learning community On-going evaluation to ensure equitable outcomes
21 What do you see in schools using PBIS? Faculty and staff who are active problem solvers. They have the right information They have efficient organizational structures They have effective outcome measures They have support for high-fidelity implementation and active innovation.
22 School-wide PBIS now Implemented in 20,000+ Schools Throughout U.S.
23 Intensive Targeted Few Some Multi-tiered Supports Continuum of Support for ALL Universal All
24 Responsibility of a Professional School Counselor Implementation of a comprehensive school counseling program that promotes and enhances student achievement American School Counselor Association
25 ASCA NATIONAL MODEL Proactive Developmental Team Approach Student Centered 100% Program Articulated K-12 Comprehensive, not Ancillary
26 ASCA National Model: The Four Quadrants Foundation Management Accountability Delivery
27 Foundation Program Focus Student Competencies Professional Competencies
28 Management Organization Advisory Council or Leadership Team Use of Data* Action Plans Time Management
29 Accountability Results Reporting School Counselor Performance Standards Program Audit
30 Delivery School counseling core curriculum Individual student planning Responsive services Indirect Student Services
31 Delivery System School counseling core curriculum: This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities. What do you do for your core curriculum?
32 Delivery System Individual student planning: School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans. What do you do for Individual Student Planning?
33 Delivery System Responsive services: Responsive services are activities designed to meet students immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response. What do you do for Responsive Services?
34 Delivery System Indirect Student Services Indirect services are provided on behalf of students as a result of the school counselors interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations. What do you do for Indirect Student Services?
35 School Counseling Core Curriculum Suggested Time Distribution Elementary School Counselor % of Time: Middle School Counselor % of Time: High School Counselor % of Time: 35%-45% 25%-35% 15%-25% ASCA Page 55 Gysbers & Henderson, 2002
36 Individual Student Planning Suggested Time Distribution Elementary School Counselor % of time: Middle School Counselor % of time: High School Counselor % of time: 5%-10% 15%-25% 25%-35% Gysbers & Henderson, 2002
37 Responsive Services Suggested Time Distribution Elementary School Counselor % of Time: Middle School Counselor % of Time: High School Counselor % of Time: 30%-40% 30%-40% 30%-40% Gysbers & Henderson, 2002
38 Indirect Student Services Suggested Time Distribution Elementary School Counselor % of Time: Middle School Counselor % of Time: High School Counselor % of Time: 10%-15% 10%-15% 10%-15% Gysbers & Henderson, 2002
39 High School Recommendation: Core Curriculum Individual Student Planning Responsive Services Indirect Student Services
40 Middle School Recommendation: Core Curriculum Individual Student Planning Responsive Services Indirect Student Services
41 Elementary Recommendation: Core Curriculum Individual Student Planning Responsive Services Indirect Student Services
42 Activity What is your current time distribution for your counseling program?
43 Comprehensive Guidance and Counseling Framework
44 We are Responsible for Implementing
45 National Standards Academic-Learn to Learn Career-Learn to work Personal/Social-Learn to Live Community Involvement-Learn to Contribute
46 1.1. Leadership team SCHOOL-WIDE 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations EVIDENCE- BASED INTERVENTION PRACTICES NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement 1.All school-wide CLASSROOM 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidencebased instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources
47 School Counselors Integrating Initiatives Systems approach for the entire school Team approach to working with students Specific plans for school-wide, classroom, non-classroom and individual students
48 ALIGNMENT Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Multi-Tiered Systems of Support Alignment for Systems change CGCP RtI PBIS Math Primary Prevention Universal Screening Multi-tiered Support Early Intervention Literacy Progress Monitoring Academic & Behavior Support Systems to support practices Student Outcomes
49 CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings FEW ~5% ~15% SOME Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ALL ~80% of Students
50 ACTIVITY Counselor Involvement Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Tertiary Interventions/Tier 3: Secondary Interventions/Tier 2: 1-5% 1-5% 5-10% 5-10% Behavioral Systems Tertiary Intervention/Tier 3: Secondary Interventions/Tier 2: Universal Intervention Tier 1: 80-90% 80-90% Universal Intervention/Tier 1: Example
51 Bethel School District - Example District Leadership Team: Monthly meetings Representative Team: Curriculum Director, Special Services Director, PBIS Coordinator, Literacy Coach, Math Coach, Multi-Cultural Coordinator, Counselor Representative, Administrator Representative Responsibilities: Allocation of Resources Professional development planning Coordination of Initiatives Focus on District Goals Annual Board Presentation
52 Bethel School District Policy & Board Priorities
53 Beaverton School District PBIS leadership Leadership Team Monthly meetings/representative team Professional development planning District action planning Assessment and data Focus on District goals: CCR Think: Creatively and Critically Know: Master content Act: Self Direct and Collaborate Go: Navigate locally and globally Counselor roles LT facilitators-district and building LT members/evaluation leaders Systems support Collaboration and training Use of data for decision making On-going assessment
54 Beaverton School District Policy & Board Priorities
55 The Original School Wide Initiative Linda Eby, M. ED., LPC, CDS; Oregon School Counselor Association We can be excited about every one of these initiatives (PBIS, RtI, PLC s) as they are attempts to help every student find maximum success in the academic, career and personal/social arenas. Each one of them can enhance and augment our work. The original school wide initiative is the comprehensive school counseling and guidance program.
56 Celeste Rossetto Dickey Contact Information
57 Name: School Level: Divide the circle to indicate your current Counseling Program Time Distribution: School Counseling Core Curriculum Individual Student Planning Responsive Services Indirect Student Services
58 Delivery System School counseling core curriculum: This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities. Individual student planning: School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans. Responsive services: Responsive services are activities designed to meet students immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response. Indirect Student Services Indirect services are provided on behalf of students as a result of the school counselors interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.
59 ACTIVITY Counselor Involvement Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Tertiary Interventions/Tier 3: Secondary Interventions/Tier 2: 1-5% 1-5% 5-10% 5-10% Behavioral Systems Tertiary Intervention/Tier 3: Secondary Interventions/Tier 2: Universal Intervention Tier 1: 80-90% 80-90% Universal Intervention/Tier 1:
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