PBIS Targeted Level Leadership Team Training Presented by: VTPBiS Team

1. PBIS Targeted Level Leadership Team Training Presented by: VTPBiS Team

3. Opening Activity • As a Team, identify your top PBIS accomplishments and challenges over the past year. • Your PBIS Coordinator will introduce your team and name one top accomplishment and challenge.

4. Agenda • Sustaining the Universal Effort • Overview of Targeted Level of PBIS • Selected Targeted Interventions • Role of Coordinator and Team • Check-In/Check-Out and Teacher Check, Connect and Expect • Hear from a School Engaged in Check-In/Check-out • Function of Behavior, Simple FBA and FBA System Development • Moving on From Here

5. Process Details • Training format • Use of materials • Team roles (facilitator, recorder, reporter, other) • Team norms • Role of Coordinator • Meeting with Coaches

6. BEST Expectations:Targeted StrandTeaching Matrix

7. Summary of PBIS “BIG IDEAS” Systems (How things are done) • Team based planning and problem solving • Data-based decision making • Long term sustainability Data (How decisions are made) • Ongoing data collection & use • ODR’s (# per day per month, location, behavior, student) • Suspension/expulsion, attendance, tardies Practices (How staff interact with students) • Direct teaching of behavioral expectations • On-going reinforcement of expected behaviors • Functional behavioral assessment • Other proven strategies

8. Emphasis on Prevention School-wide/Primary • Reduce new problem behaviors Secondary/Targeted • Reduce current problem behaviors Intensive/Tertiary • Reduce complications, intensity, severity of current behaviors

9. Establishing Continuum for SWPiBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

10. Continuum of Support for ALL Few Some All

11. When to Consider Targeted Interventions • When universal systems are not sufficient to impact behavior • When students display chronic patterns of disruptive behavior • When concerns arise regarding students’ academic or social behavior

12. Using data to determine when to consider targeted interventions…

13. First, you must plan to sustain your PBIS Universal System • How will you support your administrator to sustain a commitment to School-wide PBIS? • Who’s missing from the team? • How can you make the team have a higher profile? • How will you use data to help in your planning?

14. Also, you must plan to sustain your PBIS Universal Practices • Who will plan your Universal roll-out efforts for next year? • How will roll-out happen for staff, students, and families?

15. Planning to sustain Universal PBISActivity # 1 • Review with Coordinator the Universal System Changes you want to make for next year. • Answer the questions discussed above. • What barriers to your PBIS Implementation Plan exist? • What competing initiatives (ie., school improvement activities) do you need to align with PBIS? • Begin planning your Universal Roll-out for the Fall.

16. What is a Targeted Intervention? • An intervention (or set of interventions) known by all staff and available for students during the school day. • Interventions provide additional student support in academic, organizational, and/ or social support areas.

17. Targeted interventions are… • Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion); • Efficient because they use a similar set of strategies across a group of students who need similar support; • Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.

18. Critical Features • Rapid access to intervention (less than a week) • Positive system of support • Students agree to participate • Implemented by all staff/faculty – very low effort • Flexible intervention based on simple assessment of function of behavior • Adequate resources allocated (admin, team) • Continuous monitoring and decision-making • Administrative support

19. Which students might need more than Universal Level supports? Possible Categories of Risk: • Major office 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

20. Examples: Targeted Group Interventions Based on Functions of Behavior • Access Adult Attention/Support: • Check-In/Check-Out • Adult Mentoring Programs • Access Peer Attention/Support: • Social Skills Instruction • Peer Mentoring • Self-Monitoring with Peer Support (function: academic task escape) • Academic Skills Support • Organization/Homework planning support • Homework completion club • Tutoring

21. Requirements for an Effective Targeted System • School-wide (Universal) must be well established and in-place • Focus is on systems of support • Focus is on targeted practices that are preferred or promising (empirically validated) • Keys to Targeted Interventions include: • Matching interventions to student need • Staff implementing interventions have skills and support • ALL staff are aware of interventions and their part in promoting generalization • Data is used to assess student progress and system effectiveness

22. Important to Note! Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building.

23. Social Skills • Identify critical skills (deficit or performance problem) • Develop social skill lessons • “Tell, show, practice” • Match language to school-wide expectations • Generalization strategies Must provide clear & specific activities all staff follow to promote generalization & make sure staff are using strategies

24. Self-Management • Teach self-monitoring & targeted social skills simultaneously • Practice self-monitoring until students accurately self-monitor at 80% or better • Periodic checks on accuracy It is not simply giving students a self-evaluation check-list, we must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

25. Mentoring • Focus on “connections” at school • Not monitoring work • Not to “nag” regarding behavior • Staff volunteer • Not in classroom • No administrators • Match student to volunteer • 10 minutes minimum per week Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

26. Peer Tutoring • Tutors must be taught how to teach • Tutors must be taught what to do if tutee does not comply • Tutors must be given the option to drop out at any time without penalty Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

27. Academic Support • Homework • If data indicate it doesn’t come back, build in-school homework support • Supplemental Instruction • Direct additional instruction along with current classroom teaching • Differentiated Instruction • Strategies to engage diverse learners • Accommodation • Within instruction Emphasize the need to identify and intervene early before students fall behind – routine screening using curriculum based measures to identify students early

28. 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.

30. Activity # 2 • Define Team Roles and Norms • With your Team, complete the inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBiS.

32. Targeted Team has two purposes: • Systems level design and accountability • Individual student intervention planning and monitoring

33. Targeted Team membership (focus on Systems): • Select members of the Universal Team • Some members skilled in function-based assessment, behavior support planning & implementation • Someone skilled in data-based decision making for individual student progress • Administrator • Others

34. Targeted Team membership (focus on individual students): • Targeted Team Coordinator • 1-3 individuals skilled in function-based assessment, behavior support planning & implementation • Prepared to meet on a weekly basis • Includes someone skilled in data-based decision making for individual student progress • Check-In/Check Out Coordinator (if using CICO) • Others

35. Functions of the PBIS Targeted Team (focus on individual students): • Receive referrals • Consider possible function of behavior • Match student to intervention (should begin within 72 hours) • Communicate with staff and parents about intervention • Evaluate student progress-exit student from intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions

36. Targeted Team and EST • Targeted Team negates need for EST for behavioral referrals • Appropriate members of EST should be considered for targeted team membership • Ideally, one team will receive and review both behavior and academic referrals

37. and/or Analysis Full Assessment Academic Support CICO –Continued.. Mentoring Social Skills Club Step 2: Conduct a Simple FBA: 1. Define Problem, 2. Develop Hypothesis, 3. Indentify Resources, 4. Select Intervention Step 1: Try CICO First (most students) Teacher Referral Data Decision Rules Universal Screening Tools If Yes, then Non-responder as compared to typical peer? Full access to Level 1 Supports? Is identification process accurate? Obtain Attention? Obtain Attention? Tier 1 Implemented with Fidelity? Skill Deficit? Avoid Tasks? • Level 1 – PBS Essential Components • Classroom System • Non-Classroom System • School-wide System

38. PBiS Targeted Team Coordinator Responsibilities Attend PBIS Leadership Team meetings Meet with (student-focused; 2-3 people) Targeted Team weekly to address student referrals, interventions and to monitor progress Attend regional coordinator meetings Attend all training events Help team complete tasks on time Help with team organization Data organization and reporting

39. Activity # 3: Who’s on your Team? Complete the Team Profile. Determine the most effective and efficient team structure for Targeted Level supports at the system level and at the individual student level.

40. Targeted 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.

41. Activity # 4 Write your Targeted Team Purpose Statement. How will people know it?