Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar

1. Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar Presented by VTPBiS State Team January 29, 2014

2. Introductions When we call your name please: • Say “hello” • Tell us what school you are from. • Indicate who is in the room with you, if anyone.

3. Webinar Logistics • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

4. “Here comes the really hard part!”

5. Two Questions

6. Agenda • PBIS Practices at the Intensive Level • Teaming, Goals, Assessment, Intervention and Evaluation • Process as differentiated from Targeted and Intensive Wraparound • BIP Strategies • PBIS Systems at the Intensive Level • Necessary conversations • Roles and Responsibilities • Building on Universal and Targeted Systems • Data • Types of Data • SWIS ISIS • Next Steps

7. SW-PBIS Supports for All Students Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Wraparound Complex FBA/BIP 1-5% 5-15% 80-90% Simple FBA/BIP Individualized CICO Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Social/Academic Instructional Groups Check-in/Check-out Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. School & Class-wide expectations & supports

8. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data Practices Supporting Student Behavior

9. Steven Case Study Steven is a sixth grade student. He is a gifted athlete, avid reader and scores in the superior level on cognitive and academic standardized tests. He also has a history marked by conflict with school staff and peers. From Sept-Jan, he received 7 ODRs for disrespect and fighting. He rarely participates in academic classes and often interacts with the teacher in a disrespectful and verbally aggressive manner. He often chooses to read independently during class which is tolerated to avoid conflict. Teachers have tried to engage him by offering choices and setting limits. The result of many of these interactions has led to power struggles and explosive behavior (yelling and swearing) by Steven. Steven was voluntarily placed on CICO which has resulted in daily conflict with teachers regarding points awarded. After three weeks he has achieved an average total points of 30%.  After two fights with peers his teachers asked the school behavior support team (targeted team) for help..

10. Planning Process at the Intensive Level FBA/BIP TEAMING ASSESSMENT GOALS INTERVENTION EVALUATION

11. Planning Process Across Targeted, Intensive and Intensive Wraparound Levels of PBIS

17. Discussion/Questions/Comments

18. Forming the Team Typical Team Members: • Behavior staff person • Administrator • Teacher • Student • Parent • Peer? • Others? Steven’s Team: • Steven’s teacher • Principal • BST behavior person • Phys. Ed. teacher • Steve’s mother People who are actively involved with the student and invested in the student’s success

19. Setting Goals • Unified vision about behaviors the team wants to decrease and pro-social behaviors the team wants to increase. • Team determines long and short term goals in three general categories: • Academic • behavioral • Social

20. Steven’s Goals

21. Creating a Plan is Based on the Functional Behavior Assessment

22. FBA/COMPETING PATHWAYS Function Desired Behavior Consequence Setting Events Antecedent/Trigger Function Consequence Behavior Alternative behavior Consequence

23. Steven’s FBA Free choice activity/Full points on CICO Obtain free time Participates with class Above Grade Level in Math and Reading Avoid Work/Avoid Teacher Attention Receives “0” on CICO/Given Warning/ Sent to office Instruction to work independently Work Refusal Uses Profanity Participates in first five minutes Can read independently

24. BIP Strategies Based on FBA Setting Event Strategies – Understanding and addressing precipitating factors (if possible) Antecedent Strategies - Redesigning the learning and environments to prevent problem behaviors Teaching Strategies – defining, modeling, practicing new behaviors Consequence Strategies – implementing specific to generalizable reinforcement • teaching

25. Steven’s BEHAVIOR PLAN SETTING EVENT Strategies Modify CICO to focus on work completion/ develop independent study opportunities CONSEQUENCE Strategies Choose location to complete work and read independently; Daily and weekly reinforcement (based on strengths inventory) for 70% CICO points; After 3 days of 80%, access to independent computer lab time ANTECEDENT Strategies Review class activity upon entry to class; Pre-correct using goals of CICO plan; Give choice of 5 minute break time with request TEACHING Strategies Prompt Steven to start assignment; Prompt Steven to ask for 5 minute beaks Teacher will use script to avoid conflict cycle

26. Other Strategies Emotional • Therapeutic rapport • Mindfulness strategies • De-escalation • Rational Detachment (adults) • Other Cognitive • LSCI • CBT • Other

27. Evaluate the Plan

28. Evaluation Measures Student Outcome • Rating scales • Percentages • Counts Intervention Fidelity • Staff perception

29. Discussion/Questions/Comments

30. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

31. Necessary Conversations (Teams) Tier 1 Tier 2 Tier 3 SU/District Team – Universal: •Coordinates implementation at schools •Ensures access to resources •Reviews data across schools for SU/District planning SU/District Team – Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on Fidelity of Implementation measures across the district/SU SU/District School Leadership Team Universal •Plans and implements 6 school components of PBIS School Systems Level Team – Targeted/Intensive: •Creates procedures for referral, screening and evaluation •Communicates with staff and families School Student Level Team – Targeted: •Matches students to interventions •Evaluates & Monitors Student Progress Student Level Team – Intensive: •Completes FBA/BIP •Evaluate & Monitor Student Progress Facilitates Wraparound Student

32. Stages of Implementation Implementation of an “innovation” (PBIS Wraparound) occurs in stages 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

33. Role of Administrator • Administrator needs to…. • Know what the practices look like when implemented with fidelity; • Access special resources, if needed. • Support team meeting time • Be flexible around school policies/procedures. • Be committed to helping students and LRE. • Be aware of data using tracking tools; help decide what needs to change.

34. Role of Supervisory Union/Supervisory District Coordinator • Builds capacity to implement effective practices • Focus on student outcomes • Focus on fidelity of implementation of effective practices across District/Supervisory Union. • Align SU/SD systems, data and practices.

35. Role of Coordinator • Attend Leadership Team Meetings • Meet with (student-focused; 2-3 people) Team weekly to address student referrals, interventions and to monitor progress • With leadership team, identify staff to facilitate individual team-based meetings. • Attend regional coordinator meetings • Attend all training events • Help team complete behavior tasks on time • Help with team organization • Data organization and reporting

36. Team Profile

37. Work Smarter, Not Harder! • Plan to make the biggest change with the smallest effort! • Look toward individualizing features of your Targeted interventions first!

38. Inventory of Targeted Practices

39. EXAMPLE

40. FBA/BIP Capacity is Essential • Understand behavior from a functional perspective • Process for referral and response • Steps in conducting FBA/BIP • Staff to conduct FBA

41. Family Involvement • Ideas can be shared about what has and has not worked in the past • Promotes generalization of interventions to the home setting • If family members can’t be involved in team meetings, they can still be informed of discussions/decisions, etc.

42. Discussion/Questions/Comments

43. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data/ Outcomes Practices Supporting Student Behavior

44. Using ODRs for Decision Making

45. Types of Data • Individual students • Behavioral (ODRs, discipline, screening, assessment) • Academic (Grades, GPA, testing) • Strengths (connected to goals) • Needs (connected to goals) • Fidelity (specific to intervention strategies) • Systems Level Data Tools • Readiness Checklists (VTPBiS Steps to Readiness) • Fidelity & Implementation (Benchmarks of Advanced Tiers) • Outcomes & Progress Monitoring

46. What is ISIS-SWIS? Individual Student Information System ISIS-SWIS is an application within the SWIS Suite designed to coordinate and monitor individualized student support. ISIS-SWIS allows teams to: • Set up, collect, and monitor a student’s outcome data on individualized goals based on team agreements. • Set up, collect, and monitor fidelity data about the implementation of the support plan. • Upload and store critical student plan documents needed for planning and decision making. • Summarize outcome and fidelity data for problem solving and decision making.

47. ISIS-SWIS DEMO www.pbisapps.org

48. Readiness for Intensive Level Training • Complete VTPBiS Readiness Checklist, including: • specified sections of the Benchmarks of Quality (BAT) • Confirm that you have staff capacity to complete FBA/BIPs • Review readiness with VTPBiS TA • Commitment to use data for student decision making and fidelity of implementation

49. Planning for PBIS Intensive Training • Plan for sustainability at the Targeted Level based on BAT. • Determine who will do systems level planning at the Intensive Level • Refine existing Inventory of Targeted Supports • Consider SWIS – ISIS • Register 2-3 people to attend FBA training, if needed • Register for Intensive Level Training

50. Discussion/Questions/CommentsTHANK YOU!