The Counselors Role in PBS

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The Counselors Role in PBS

• Nancy Ferguson, Counselor
• Sally Helton, School Psychologist/Counselor
• Tigard Tualatin School District

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What were your expectations?
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Oregon Comprehensive Guidance and Counseling
Framework
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We are Responsible for Implementing
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Learn to Learn

• Academic
• Includes skills, knowledge, and attitudes that
• Prepare students to participate fully in the
  formal school curriculum,
• Achieve high academic standards, and
• Be lifelong learners.

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Learn to Work

• Career
• Includes skills, knowledge and attitudes that
  prepare students to
• Plan their education and career paths and
• Manage their careers and work life through
  personal transitions and economic change.

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Learn to Live

• Personal/Social
• Includes skills, knowledge, and attitudes that
• Prepare students to build, maintain, and nurture
  relationships with others and
• To survive and prosper in a increasingly complex
  world.

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Learn to Contribute

• Community Involvement
• Includes skills, knowledge, and attitudes that
• Prepare students to be involved community members
  and citizens.

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Plus

• Mission Statement
• Program Philosophy
• District Policies
• Guidance Curriculum
• Individual Planning
• Responsive Services
• System Support Integration
• Student Advocacy
• Professional Staff
• Collaborative structures
• Materials Facilities
• Management Systems
• Student Progress
• Staff Development
• Program Planning Evaluation

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How do we fit it all in?
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We need a systematic approach!
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PBS Provides The System
Social Competence Academic Achievement
4 PBS Elements
OUTCOMES
Supporting Staff Behavior
Supporting Decision Making
SYSTEMS
DATA
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
difficulty with Attendance, Academics, or Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR
INSTRUCTIONAL SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior, Academics, or
Attendance
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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EBIS EARLY IDENTIFICATION PROCESS Tigard-Tualatin
School District, Tigard, Oregon
DECISION RULES
ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND
ACADEMIC INSTRUCTION AND SUPPORT
80 Decision Rule If 80 of students are not
meeting benchmarks, review core program(s).
20 Decision Rule Students below the 20th
percentile in academic skills and/or with chronic
behavior needs are placed in small group
interventions.
All Students Are Screened for Additional
Instructional Needs (Fall, Winter
Spring DIBELS, IDEL, TESA, ODRs, etc.)
Individualize Instruction Rule When students
fail to progress after two (2) consecutive small
group interventions, move to the individual level.
TEAMWORK TIMELINES EBIS teams meet fall, winter
spring to review data and make decisions about
school-wide progress. EBIS teams/Grade level
teacher teams meet monthly to review data, plan
and adjust interventions.
Small Group Interventions are designed by teacher
teams with EBIS support
Refer for Special Education Evaluation Rule
When students fail to progress after one
individually designed intervention.
Interventions are further individual- ized
Change Small Group or Individual Interventions
Rule When progress data is below aimline on
three (3) to four (4) consecutive days, or when
eight (8) data points produce a flat or a
decreasing trendline.
More than 5 absences or more than 3 counseling
or discipline referrals in a 30 day period
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EBIS is a structured, systematic process

• Features
• team membership
• school-wide planning
• planning for the 20
• monthly meetings
• individualizing interventions
• referral to special education

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Team membership

• Principal Leadership
• Classroom teachers
• Literacy/Title 1 Specialist
• School Counselor
• ELL Specialist
• Special Educators
• Other Personnel

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School Wide Planning

• Review data three times yearly
• DIBELS, OSA/TESA, behavior referrals, attendance,
  grades, etc.
• Why?
• To evaluate the effectiveness of the core
  programs. 80 Rule.
• And to make changes or implement programs if
  necessary.
• Set a yearly calendar based on previous years
  data and possibly develop activities and themes.

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K-5 Progress At Risk of reading failure 2004-05
PSF Phoneme Segmentation Fluency NWF Nonsense
Word Fluency ORF Oral Reading Fluency
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6-Year Trend Office Discipline Referrals
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Bull Buck Tracking Sheet
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Planning for the 20

• Grade Level teams plan with EBIS members
• Review Data
• Attendance
• Behavior
• Academic
• Plan and implement group interventions
• Reading intervention ideas
• H. U. G. Program
• Attendance Awards
• Plan progress monitoring

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Monthly team meetings

• Evaluate progress on group interventions
• Aim-line and Trend-line analyses
• Decision Rules
• Four Decisions
• the group intervention has been successful and
  the student no longer needs small group
  instruction
• the intervention appears to be working for the
  student and should be continued as is
• the group intervention is not working for the
  student and should be revised or retuned or
• the group intervention is highly unlikely to be
  successful for the student and therefore a more,
  individualized approach is needed.

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Aim Line and Trend Line
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Behavior Data
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Role of the Counselor in PBS/PBIS

• Facilitate the scheduling of team meetings
• Communicate and plan with leadership team
  (principal, literacy specialist, counselor)
• Work with principal and secretaries to collect
  behavior and attendance data
• Implement, collect data, and monitor individual
  behavior plans

• Help develop and support the development of
  school-wide goals and services.
• Help monitor and follow up on implementation of
  school-wide guidance curriculum
• Design, help implement and monitor programs such
  as Ambassadors, Self-Managers, Attendance
  All-Stars
• Follow up and assign responsibilities for EBIS
  Action Plans

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Why does this model work for us?

• Its a team approach
• The philosophy is our kids instead of your
  kids
• Communication is strong
• We are informed and monitoring the entire student
  body
• Academically
• Personally/Socially
• Attendance-wise

• Kids are caught earlier!!
• Because a whole team is involved, others share
  responsibility
• Its a proactive rather than a reactive approach
• Were able to provide assets for our kids
• Individualized planning happens for kids needing
  support
• We have district support
• Fewer meetings for staff

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Our Implementation TIMELINE
2003-04 MS EBIS, HS EBS
2001 Reading and Sped initiatives added (EBIS)
U.S. Ed/OSEP K-3 Model Demonstration
1998-2000 Remaining schools implement ongoing
training leadership
1997 Board adopts EBS as district wide program
5 more schools implement
1996 7 pilot schools implement
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PBS Implementation TIMELINE
Use data to determine trends and plan individual
and school-wide interventions
Once a strong foundation of secondary and
tertiary support has been established, refine
interventions
Slowly build secondary and tertiary support and
interventions
Establish a school-wide foundation
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Learn to Learn

• Academic
• Solid research-based core curriculum is
  implemented with fidelity.
• Students receive core instruction in skill-based
  groupings.
• Use assessments (DIBELS, TESA, classroom data) to
  determine needs.
• Individual academic profile sheets are created
  and interventions are implements for those
  students in the lowest 20th of each grade level.
• Monitor progress of the 20 based on aimlines and
  trendlines and change interventions as needed.

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Learn to Work

• Career
• Teach overall life skills that are crucial in
  becoming a successful citizen and worker.
• Provide leadership opportunities to all students.
• Classroom instruction provides opportunities to
  explore different careers.
• Educating staff on the diversity of our student
  body socio-economically and culturally.
• Acknowledge students with good attendance and
  provide support for those who have difficulty
  with attendance.
• Provide cooperative learning opportunities
• Give students the opportunity to experience jobs
  within the school.

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Learn to Live

• Personal/Social
• Provide a whole school guidance curriculum which
  is implemented by our teachers.
• Establish, implement and monitor a school-wide
  behavior reward system.
• Give opportunity to the secondary and tertiary
  students to learn and build appropriate personal
  and social skills.
• Work on providing external and internal assets.
• Teaching school-wide expectations.
• Educate students about the needs of others

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Learn to Contribute

• Community Involvement
• Involve the school in community service projects
  based on the yearly calendar themes.
• Provide leadership opportunities to students.
• Teach and acknowledge life-skills throughout the
  year.
• Teacher and other staff teach students the
  importance of being a part of the community and
  helping others.

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Possible Roadblocks

• Uninvolved principal
• No building or district buy in
• No Staff buy in
• Not meeting regularly
• Not having strong team members
• Unclear expectations and communication

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Things to Consider. . .

• Is there administrative support?
• Whats the climate of my building?
• Whats my commitment level?
• What are my challenges?

• What am I already doing that fits with PBS and
  the framework?
• Whats my plan?
• What will I need?

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Not an easy job, but gratifying!
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Contact Information

• Nancy Ferguson, 503-431-4859 nferguson_at_ttsd.k12.or
  .us
• Sally Helton - 503-431-4909 shelton_at_ttsd.k12.or.
  us
• Tigard-Tualatins Website
  www.ttsd.k12.or.us