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June 2015

VTPBiS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Presented by: The VTPBiS Trainers. June 2015. Intro Activity. As a team, take a moment to reflect on your PBIS journey and identify a couple of strengths and challenges

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June 2015

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  1. VTPBiS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Presented by:The VTPBiS Trainers June 2015

  2. 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

  3. The 4 Domains of School Climate in Vermont

  4. 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.

  5. 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.

  6. Setting the Stage “Learning means change. It’s a question of what needs changing.”

  7. 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

  8. BEST Expectations:Teaching Matrix

  9. 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.

  10. VTPBiS Targeted Training Materials USB & Website • USB Includes: • PowerPoints • Workbook • Materials www.pbisvermont.org

  11. MTSS Anger Mgt. (Intensive) Math (Targeted) Science Adult Relationships Attendance (Universal) Reading Peer Interaction

  12. 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.

  13. Activity #1aFamily EngagementReview/complete tasks in VTPBiS Targeted Workbook

  14. Activity #1bSustaining the Universal EffortSystems, Data and Practices

  15. Targeted Interventions Who benefits? What are the critical features? When would you consider targeted supports?

  16. 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

  17. How many students in your school may need targeted supports? Using your data, make a list of students that may benefit.(Activity #1, Questions 5 & 6)

  18. Team Exercise: Video of Tariquehttp://www.youtube.com/watch?v=1lUO5ko4ew8

  19. Two Purposes of Targeted Planning: • Systems level design and accountability • Individual student intervention planning and monitoring

  20. 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!”

  21. Roles and Responsibilities of Key Members

  22. Activity #2: What is your Team Structure?Finalize Your Team Profile

  23. VTPBiS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Day 2 June 2015

  24. Examples: Targeted 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

  25. Characteristics of all Targeted Interventions • Explicitly Teach • Prompt • Practice • Provide Feedback • Fade supports • Communicate • Monitor

  26. These interventions still require involvement of ALL staff within the school building.

  27. Activity # 3:Finalize your inventory of formal and informal targeted systems of supports What are you currently implementing for targeted interventions?

  28. 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.

  29. Write Team Purpose Statement Write Team Norms Activity #4: Write Team Purpose Statement

  30. Team Exercise:Complete BAT 1-6

  31. Understanding Function of Behavior:

  32. What is the function of this behavior? http://www.youtube.com/watch?v=uQtpRjBLXic

  33. Function Based Approach A process that focuses on changing environmental factors instead of “fixing” the person

  34. Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org

  35. 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

  36. Continuum for FBA/BSP

  37. Simple vs Complex FBA

  38. 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.

  39. Most Promising Targeted Intervention Check-in/Check-out or Teacher Check, Connect and Expect

  40. 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.

  41. 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”

  42. Check-In/Check-Out View DVD

  43. A Day in the Life of TCCE or CICO.....

  44. 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

  45. VTPBiS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Day 3 June 2015

  46. 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!

  47. 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!

  48. Activity # 6:Determine how CICO or TCCE will be implemented in your school What will CICO or TCCE look like in your school? PBIS World: http://www.pbisworld.com/tier-2/check-in-check-out-cico/

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