Welcome!

1. Welcome! March VTPBiS Regional Coordinators Meeting

2. Agenda • Welcome and Introductions • Sign-in Sheet • Activity • Topic Presentation and Discussion: • Assessments Tools Guide • Benchmarks of Quality (BoQ) • Universal Screening • Information, Resources and Plan for Future Meetings

3. Introductions and Activity • Introductions around the room: • Scavenger Hunt: • Use the handout and walk around the room to find someone you don’t know. • Ask them a question from the handout • After, find another person and ask a different question • Continue until five questions have been answered

4. VTPBiS Assessment Tools NEW PROCEDURE

5. Benchmarks of Quality (BoQ)

6. Why the BoQ? • State/SU/District capacity to conduct the SETs challenging • Self-assessment at the building level • Much more in depth than the SET • Easily identifies areas of strength and areas in need of development • Transfers easily to action planning around the Universal Level of PBIS • Pilots were conducted and fabulous feedback was received

7. What is the Benchmarks of Quality (BoQ)? • Self-assessment survey and action planning tool consisting of 53 questions and lists 10 Critical Elements • Lists components of PBIS implementation that address the critical elements of PBIS implementation • Completed by leadership team with School Coordinator and/or SU/District Coordinator two times per year (November and April) to assess development and implementation of school-wide (Universal) PBIS • Useful in developing action plans for following year

8. Two Components of theBenchmarks of Quality (BoQ) • Scoring Form • Completed by the leadership team with School Coordinator and/or SU/District Coordinator using the Scoring Guide • Scoring Guide • Describes procedure for completing BoQ • Includes a rubric for scoring each item

9. BoQ Will Provide: • Summary of team’s perceptions of PBIS implementation at the Universal Level • Objective assessment of school’s implementation based on criteria described in a rubric (107 point scale and teams implementing with fidelity achieve a score of 70% or above). • Comparison between the above factors which will encourage discussion of strengths and weaknesses and provides ideas for action planning

10. STEP 1 • PBIS Leadership Team with School Coordinator and/or SU/District Coordinator uses the Scoring Guide to complete: School-Wide Benchmarks of Quality: Scoring Form

11. Benchmarks of Quality:Scoring Form The number will appear in a drop down list- Each item has a different rating scale (3pt or 2pt) You must click on the ? to determine the point value for each item

12. ? Benchmarks of Quality:Scoring Guide

13. STEP 2 • PBIS Leadership Team places a next to any item that is identified as an area in need of development.

14. Benchmarks of Quality:Scoring Form Place a check mark next to areas in need of development

15. STEP 3 • Review the BoQ and identify strengths • Place item in need of development on the Team Summary under “Area in Need of Development.” • If other actions items exist place them in the “other Action Items” section on the Team Summary

16. Team Summary Transfer Strengths HERE Transfer items identified as Areas in Need of Development HERE Other Actions HERE

17. STEP 4 • The electronic scoring sheet will automatically score your BoQ. Maximum score is 107 and teams implementing with fidelity achieve a score of 70% or above. • School Coordinator or SU/District Coordinator e-mails completed BoQ to Sabine Baldwin at sabine.baldwin@state.vt.us

18. QUESTIONS????

19. Universal Screening

20. Problems at Schools • Struggling readers • Can’t read at all • Letter/word reversal • Comprehension difficulties • Memorization difficulties • Retention problems • English language learners • Lack of number recognition • Math fact deficits • Homework completion • Sloppy work • Test anxiety • Oral reading fluency • Poor writing skills • Fights • Property destruction • Weapons violation • Violence toward teachers • Tobacco use • Drug use • Alcohol use • Insubordination • Noncompliance • Late to class • Truancy • Inappropriate language • Harassment • Trespassing • Vandalism • Verbal abuse and on and on and on and on and on and on and on

21. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multi-systemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

22. Why Universal Screening? • To find students whose problems are not immediately obvious and to identify problems with a high degree of accuracy • Early identification leads to early intervention • Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

23. Universally Accepted Types of Screening in School Why not?

24. Features of Good Universal Screening

25. Aren’t ODRs Enough?

26. Three Pathways

27. Multi-Stage & Multi-Gate Approach

28. PBIS-NH Approach No elevation No elevation Exit Exit

29. Screening Tips • Recommended twice / year (October & February) • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions / examples of externalizing and internalizing problems

30. So pretty simple, right? Well… • Family’s right to privacy (opt out option) • Clear & efficient systems to support process • Training & TA • Availability of supports • Policy and liability issues • What else?

31. NH-PBIS Recommended Steps to Readiness

32. Next Steps • Discuss the merits and challenges of implementing Universal Screening at your school • Universal Screening for Behavior Workshop at the BEST Summer Institute • Future Trainings will be available next fall so stay tuned!

33. Wrap-up-Logistics • BEST Summer Institute- June 25-28 Registration is Open! • May Regional Coordinators Meetings- Webinar on May 23 • CPI Training – April 3, Montpelier • Intensive Wraparound Introduction Webinar – April 4 • Intensive Wraparound Overview Day – May 11, Lake Morey • Webinar for SU/District Coordinators on facilitating data days – April 12