Join us in a comprehensive training program that focuses on leadership development within a multi-tiered system of supports. Dive deep into targeted interventions and behavior management strategies. Explore team dynamics and effective implementation strategies.
01 / 84VTPBiS Leadership Team Training for Multi-Tiered Supports
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VTPBiS Leadership Team Training for Multi-Tiered Supports
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Intro Activity • As a team, take a moment to reflect on your PBIS journey and identify a couple of strengths and challenges • Finish this statement…… “At the PBIS Universal Level, our team is most proud of….” • Assign one person(s) to introduce your team members and share your team goal
Vermont Multi-tiered System of SupportsPrinciple #1 “Success begins with committed educators who believe that all students learn and can achieve high standards as a result of effective teaching.” Knowing and honoring what gifts our students bring with them to our school community is the first step.
Team Exercise: The Heart of the Matter Gifts from Birth: The attributes we are born with that make us unique. • Listen to the story. • Reflect on students you know. • Complete the actions listed in your handout.
Setting the Stage “Learning means change. It’s a question of what needs changing.”
By the end of our time together, you will have: • Analyzed your Universal data to highlight successes and plan for sustainability • Identified when targeted supports are needed • Developed targeted systems/structures • Matched targeted practices to student needs • Developed your CICO and/or TCCE Intervention • Learned how to collect and analyze CICO data • Planned for Targeted Implementation
VTPBiS Signal for Help: Help Us Help You = We’re all set. No help needed. = We need help, but can continue with our work. = HELP! We can’t continue with our work.
Differentiate based on your experience Foundations: Think about how you plan to accomplish the work. Full Implementation: Think about how to make it easy, better, more effective. Sustainability: Think about how to continue the practice and ensure sustainability.
Targeted Interventions Who benefits? What are the critical features? When would you consider targeted supports?
Which students might need Targeted Level supports? Possible Categories of Risk: • Multiple disciplinary referrals • Attendance/late to school • Frequent nurse visits • Homework not completed • Behavior concerns not addressed through discipline system (e.g. social withdrawal, internalizing) • Other
Targeted System for Behavior Team and EST Considerations • EST and PBIS Targeted student planning team may be a separate or combined team but should not be duplicative. • Develop your PBIS targeted system to fit within your school’s context. Goal:“Work smarter, not harder!”
Targeted Behavior Team Purpose Statement Example: To effectively and efficiently match children who have not responded to universal interventions with targeted strategies more likely to produce successful outcomes.
Function Based Approach A process that focuses on changing environmental factors instead of “fixing” the person
Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org
Who needs to know about FBA? • All staff should have a basic understanding of the function of behavior. • Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA. • The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis. Online tutorial available at http://serc.gws.uky.edu/pbis/home.html For a Few: (2-3 people) Attend two-day FBA/BSP training
Activity # 5:Next Steps for FBA • Identify 2-3 people to be trained in FBA. • Determine how/when to provide staff training in understanding function of behavior.
Check-In/Check-Outor Teacher Check Connect and Expect • Daily positive adult contact • Daily progress report provides increased attention to behavioral goals • Collaborative team-based process • Home-school partnership Must have system in place for referral, behavior monitoring, and coordination.
Check-In/Check Out Implementation Manual Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com) • Also referred to as BEP • We will call it “Check-In/Check/Out”
CICO or TCCE Planning Activities 1. Determine how CICO or TCCE will be implemented in your school 2. Develop DPR 3. Develop reinforcement system for students 4. Develop referral system 5. Create system for managing daily data 6. Plan for fading students off intervention 7. Develop staff training 8. Develop student and parent training
BEST BUCK Name: __________________________________________________________ Expectation met: ___ Be present ___ Engage with others ___ Strengths-based ___ Team solutions Acknowledging our BEST Behavior • Each person will have BEST Bucks to acknowledge strand participants who meet the BEST expectations during strand time today. • When you receive a BEST Buck, write your Team name on the buck and place it in the center of your table. • As a Team, set a goal for the number of BEST Bucks your Team will acquire by the end of today’s strand time. • If 80% of the teams reach their goal, all strand participants will receive a strand reward. • Three participants have been nominated for BEST CICO!
Assign Check-In/Check-out Coordinator (if CICO) • “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out with students • Enters data daily • Attends weekly targeted team meetings • Make sure to assign a back-up CICO Coordinator!
