VTPBIS Intensive Level

1. VTPBIS Intensive Level Webinar January 2018

2. Webinar Logistics • Orient to webinar screen • Two ways to ask questions: • Raise your hand using the icon on your screen • Type a question into the text box • We will also be asking you questions • This webinar will be recorded • Please note, your microphone will be muted unless otherwise indicated

3. “Here comes the really hard part!”

5. Supports for All Students WRAPAROUND Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Complex FBA/BIP 1-5% 5-15% 80-90% Brief 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

6. Tier 2/3 Training Sequence

7. Steps for Adopting Intensive Level

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

9. Question What types of intensive (individualized) supports do you offer students now?

10. What is Tier 3 intensive? • For students with serious and challenging behaviors that require individualized interventions • Collection of data to determine function of behavior (FBA) and positive behavior plan to address function (BSP) • Coordination of home, school, community interventions

11. Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce Vermont’s Planning Process for Students

12. Comparison Tiers 2, 3, & Wrap Student Teams

13. Comparison Tiers 2, 3, & Wrap Goals

14. Comparison Tiers 2, 3, & Wrap Assessment

15. Comparison Tiers 2, 3, & Wrap Interventions

16. Comparison Tiers 2, 3, & Wrap Evaluation

17. Tier 2/3 Process Builds Across Tiers

18. Question: How are these 5 steps similar or different from individualized service delivery in your school?

19. Step 1: Individual Student Teams

20. Recommended Team Members People who are actively involved with the student and invested in the student’s success

21. General Team Meeting Structure • Review all relevant data • Brainstorm ideas based on data • Discuss, prioritize, make data-based decisions • Gain consensus and implement agreed upon steps

22. Family Engagement Strategies • Provide families with information • Communicate with family to learn what the actual barriers are • Acknowledge that parent needs to voice their concerns and be heard • Create opportunities for parents and families to meet and collaborate with each other • Partner with family support organizations

23. Step 2: Setting Goals • Broad goals identified by team at the start • Short-term goals for increasing positive & decreasing negative behaviors • Collecting baseline data

24. Broad Goal Jonathan will follow instructions by teachers, staff, and other adults.

25. Steps 3 & 4 Assessment & Intervention • Assessment = Functional Behavior Assessment (FBA) • Intervention = Behavior Support Plan (BSP) • School should have personnel ready to provide simple & complex FBA / BIP

26. Simple vs Complex FBA

27. D.A.S.H. (Loman Training) • Define behavior in observable and measurable terms • Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs • See the behavior observe the behavior during routines specified observe to verify summary from interviews • Hypothesize a final summary of where, when, and why behaviors occur

28. Functional Behavior Support Plan • An interview tool for collecting information about problem behaviors • For staff, parents, and students • The F-BSP then leads the team to create a competing behavior pathway and behavior support plan

29. Competing Behavior Pathway Desired Behavior MaintainingConsequence Setting Condition Antecedent Trigger Problem Behavior MaintainingConsequence Function Replacement Behavior

30. BSP Strategies Based on FBA

31. Resource for Interventions www.pbisworld.com

32. Step 5: Evaluation • Creating measurable goals • Fidelity of implementation • Progress toward goals • Making data-based decisions

33. Short Term Goals

34. Measuring Goals • Frequency • Duration • Intensity • Likert-type scale • Perception • Fidelity of implementation

35. Examples • Task Engagement: amount of time Johnny remains in his seat with eyes focused on the teacher and/or work materials during independent academic work. • Tantrums: number of times Johnny engages in screaming, kicking furniture and/or people, and throwing objects (all 3 behaviors must be present).

36. Example Baseline Data

37. Evaluation: I-SWIS Demonstration https://www.pbisapps.org/

38. CRISIS PLAN Desired Behaviors Consequences Setting Events Antecedents Problem Behaviors Consequences Alternative Behaviors

39. School-wide Crisis Plan Starts with prevention: • Consistent Tier 1 strategies are in place • Safety Plan posted and practiced • All staff trained in de-escalation and personal safety

40. Crisis Prevention/Intervention Plan • Situation (triggers/stressors) • Coping Strategies • What is needed to feel safe in crisis • Key support people to contact • What to do to manage a crisis • What not to do • Conditions for emergency room, police, hospital Coordinated Services Plan Proactive Crisis Plan format

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

42. 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 (Tiered Fidelity Inventory) • Outcomes & Progress Monitoring

43. Using ODRs for Decision Making

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

45. Necessary Conversations (Teams) Tier 2 Tier 3 Tier 1 SU/District Team •Coordinates implementation •Ensures access to resources •Reviews data across schools SU/District Team – Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on fidelity of practices across the district/SU SU/District School Leadership Team •Plans and implements 6 school components of PBIS School Systems Level Team – Targeted/Intensive: •Creates procedures for referral, screening & evaluation •Communicates with staff and families School Student Level Team •Matches students to interventions •Evaluates & monitors student progress Student Level Team •Completes FBA/BIP •Evaluate & monitor student progress Facilitates wraparound Student

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

47. Readiness Check My school is currently implementing PBIS at the Universal & Targeted levels: Yes, No, Don’t Know

48. Readiness Check Targeted / Intensive: Have school personnel who can complete simple FBA and access to people who can complete full FBA.

49. Readiness Check Do you have a school leadership team of that can oversee Tier 3 Intensive including: Administrator, behavior specialist, teacher(s), counselor, special educator, family member of student? All, most, few, none, don’t know

50. FBA/BSP Training Tier 3 Office Hours Understanding Trauma Webinar Tier 3 Wraparound Webinar Intensive Level Steps