PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann,

1. The Six Cs in Coaching The Targeted System for Sustainability PBIS-NH Targeted Coaches Training Presented by Howard Muscott, Eric Mann, Stacy Szczesiul &Tina Pomerleau October 3, 2008

2. Targeted Coaches Agenda • Preview the Day • Who’s Here? • The 6 Cs of Coaches • Content • Competence • Celebrations • Challenges • Commitments • Consistency of Systems, Data and Practice

3. The Big Outcome To provide targeted coaches with updated information and to facilitate the exchange of practices, strategies, data and tools designed to help implement and sustain the secondary tier of SWPBIS.

4. Who’s Here Activities

5. The 6 Cs of Coaching • Content • Competencies • Celebrations • Challenges • Commitments • Consistency of Systems, Data and Practice

6. New Hampshire’s System of Care and Education School-wide and General Education Classroom Systems for Preventative Instructional and Behavior Management Practices Systematic Screening Promote Positive Parent Contact Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems Teacher Check, Connect Expect Array of Evidence-Based Group Interventions Addressing Prevalent Functions of Behavior Available for Students Who Don’t Respond to SW and Teacher Check, Connect Expect Mann & Muscott (2007) Function-Based Support Planning (Functional Assessment and Intervention Planning) Available for SW and Group non-responders School-based Intensive Supports Coordinator Intensive Behavior Support Plans and Crisis Intervention Linkages to Wrap-NH Facilitation School-based Intensive Supports Linkages to Community-based Supports Linkages to Case Centered Collaboratives

7. PBIS-NH Secondary Systems Logic Model Muscott (2008) PBIS Primary Prevention System Implemented with Fidelity Vast Majority of Students Respond PBIS Secondary Systems Implemented with Fidelity Early Identification of At-Risk Students Efficient Initial Intervention Implemented Effective with Many At-Risk Students Targeted Group Interventions Implemented Effective with Many Additional At-Risk Students Functional Behavioral Assessment & Behavior Support Plans Effective with Many Additional At-Risk Students

8. SYSTEMS 2. Data-Based Decision Making 1. Targeted Team and Processes DATA Secondary Prevention Targeted Approaches A Function-Based Perspective 3. Communication with Staff and Families 8. Behavior Support Planning 7. Functional Assessment 4. Early Identification and Referral Processes Muscott & Mann (2007) 6. Targeted Group Interventions 5. Teacher Check, Connect, Expect SAU/District-wide Administrative Team Universal Primary Prevention PRACTICES

9. Knowledge about the Student Knowledge about the Setting Knowledge about Behavioral Theory Targeted Team Requires Multiple Forms of Knowledge Knowledge about Data-based Decision Making Knowledge about Mental Health Knowledge about Families Adapted from Horner (2006)

10. PBIS-NH Communication Systems Staff Families Youth Universal Team Central Office

11. Referral Procedure Outcomes • Staff know the types of concerns that are appropriate for referral to Targeted Team. • Staff know how/when to initiate the process (know what informal / formal steps to take prior to referral). • Staff know what to expect when a student is referred. • Staff are trained in what “function” means. • Staff are trained in conflict cycle, de-escalation techniques and effective family engagement practices. • Staff know what information must be available at an initial meeting. • Staff think about predictors before refer to T-Team.

12. A Systematic Screening Process for Behavior Disorders

13. Multiple Gate Screening Stage 1 involves teacher nomination and rank ordering of students along two dimensions of behavior disorders – internalizing & externalizing. Stage 2 requires that teachers complete the BASC-2 Behavioral Emotional Screening System for each of the nominated students. Students whose elevated scores exceed the established cut off are candidates for Stage 3. At Stage 3, the student is referred to the appropriate school-based team to determine additional diagnostic assessments and appropriate interventions.

14. Implementation Procedures Stage One: Rank Ordering Students Identify groups of students in his/her classroom that closely match the internalizing and externalizing profiles. Rank order students in two groups according to the degree or extent to which each one matches the behavioral profile.

15. Implementation Procedures Stage One: General Procedures Screenings are recommended twice a year in October and February. Group administration at a faculty meeting or training is efficient – allow 90 minutes for Stage One and Two. Classroom teachers complete Stage One on all students in their class they have known for at least one month. A class list is needed.

16. Implementation Procedures Stage One: Step One Carefully study the definitions and examples of externalizing and internalizing behavior problems provided on Stage One forms. Start with externalizing. Repeat process for internalizing. Keep in mind that selections are to be made based on how students behave. Lists must be mutually exclusive.

17. SSBD Stage OneNominating Externalizing Students Externalizing refers to all behavior problems that are directly outwardly, by the student, toward the external social environment. Externalizing behavior problems usually involve behavioral excesses (i.e., too much behavior) and are considered inappropriate by teachers and other school personnel.

18. Stage OneNominating Externalizing Students Displaying aggression towards objects or persons Forcing the submission of others Defying the teacher Being out of seat Not complying with teacher instructions or directives Arguing Having tantrums Being hyperactive Disturbing Others Stealing Not following teacher or school-imposed rules

19. Implementation Procedures Stage One: Step Two Select an externalizing group of 10 from the pupils in your class and list them in Column One of the externalizing form.

20. Systematic Screening for Behavior DisordersHill Walker Herb SeversonOregon Research Institute

21. SSBD Implementation Procedures Stage One: Step Three Rank order the students on each of your externalizing lists using the SSBD rank ordering form for Stage One. Rank the student who most exemplifies the externalizing pattern Number ONE. Rank the student who least exemplifies the externalizing pattern Number TWO.

22. Systematic Screening for Behavior DisordersHill Walker Herb SeversonOregon Research Institute

23. Stage OneNominating Internalizing Students Internalizing refers to all behavior problems that are directly inwardly (i.e., away from the external social environment) and represent problems with self. Internalizing behavior problems are often self-imposed and frequently involve behavioral deficits and patterns of social avoidance.

24. Stage OneNominating Internalizing Students Having low or restricted activity levels. Not talking with other children. Being shy. Timid and/or unassertive. Avoiding or withdrawing from social situations. Preferring to play or spend time alone. Acting in a fearful manner. Not participating in games or activities. Being unresponsive to social initiations by others. Not standing up for one’s self.

25. BASC-2Behavioral and Emotional Screening System Randy Kamphaus & Cecil Reynolds Pearson Publishers

26. Stage Two: Administration of BASC-2 Behavioral Emotional Screening Administer the BASC-2 BESS Teacher Form Level Child/Adolescent. 27 Questions – 5-10 minutes. Each item rated Never, Sometimes, Often and Almost Always. Never means that you have not observed it. Mark every item with best estimate.

27. Teacher Check, Connect and Expect Basic Basic Plus Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems

28. Teacher Check, Connect and Expect is a highly efficient, early, and systematic response for students who do not respond to universal, primary prevention systems of behavior support. Occurs prior to the implementation of more sophisticated and less efficiently accessed secondary prevention supports. Teacher Check, Connect and ExpectMann and Muscott (2007)

29. Teacher Check, Connect and Expect is a procedure in which classroom teachers provide high rates of feedback and attention to students for exhibiting expected classroom behaviors linked to school-wide expectations while monitoring the effects on problem behavior using data-based decision-making. Teacher Check, Connect and ExpectMann and Muscott (2007)

30. Teacher Check, Connect and Expect offers an immediate and low effort approach whereby teachers: greet students at the beginning of the day; rate their behavior on a daily report card; and, provide feedback and encouragement at the end of the day on student performance relative to pre-established criteria. Teacher Check, Connect and ExpectMann and Muscott (2007)

31. The Potential Benefits of Involvement in Teacher Check, Connect and Expect Provides increased positive teacher-student contacts before relationship is damaged by repetitious conflict. Provides increased reinforcement for students following expectations. Provides increased home-school communication and partnership. Provides an early, effective and efficient response to emerging problem behavior before it becomes chronic and ingrained.

32. The Potential Benefits of Involvement in Teacher Check, Connect and Expect Connects logically and easily to school-wide system of behavior support. Provides an efficient and measurable assessment of progress that helps determine if interventions are working. Provides information that may be useful for identification of predictors of behavior should more supports be needed.

33. Student Nominated for Teacher Check, Connect and Expect Systematic Screening ODR Teacher or Parent Referral Mann & Muscott (2007) Parental Approval / SC Coach Assigned Review Meeting Date Set Teacher(s) ‘Coached’ SC Implemented SC Coach Summarizes Data Keeps Targeted Team informed Contract Card with SW Behavioral Expectations Provided in AM Classroom Teacher feedback at set intervals throughout day Meet after 20 School Days with Student, Teacher, Parent to Review Progress One Minute Review at end of day with Classroom Teacher / Lead Teacher Sheet to Coach Consider Different Support Revise Program Exit Program

34. BARRY CardAmherst Street Elementary SchoolBe a Safe, Respectful, Responsible You! 3 = Frequent positive behaviors 2 = Some positive behaviors, no major problems 1 = Few or no positive behaviors 0 = major problem Goal: 43 points (80%)

35. Targeted Group Interventions TGIs address groups of students who: • Fail to respond to school-wide and classroom expectations. • Are not currently engaging in dangerous or extremely disruptive behavior. • Share similar functions based on a functional assessment. • Require similar skill development. Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002

36. Major Features of Targeted Interventionsadapted from Horner, Hawken & March (2005) • Intervention is continuously available. • Rapid access to intervention (72 hr). • Very low effort by classroom teachers. • Consistent with school-wide expectations. • Known/ implemented by all staff/faculty. • Different interventions available based on functional assessment. • Adequate resources for support and implementation with fidelity (administration, team). • Student chooses to participate. • Continuous monitoring for decision-making.

37. Targeted Group Interventions and Functions of Behavior • Access Adult Attention/Support • The Behavior Education Plan (BEP) • Mentoring Programs • Access Peer Attention/Support • Social Skills Instruction • Peer Mentoring • Self-management Programs • Access Academic Support • PASS Program • Homework Club • Peer Tutoring

39. Procedures for Assigning Students to Targeted Group Interventions Student does not respond to SW PBIS supports or Social Contracting and there is confidence in hypothesis of function. T-Team & teacher(s) view available TGIs and determine which is best fit based on student function & skills – if none, initiate procedure to develop function-based BSP.

40. Procedures for Assigning Students to Targeted Group Interventions 3. T-Team provides student information to the lead staff member of the identified TGI to determine if/ when the intervention could begin. 4. Parent contacted/ engaged; options discussed 5. Meeting with student (& parent as needed) is scheduled & program information, duration & outcomes of participation are discussed. 6. Student agrees to participate & contract is signed by student & staff.

41. “Working Smarter” Targeted Group Interventions

42. “Working Smarter” Targeted Group Interventions (Some interventions such as Service Learning may be available to all students as a universal intervention)

43. Systemic Process of RtI Literacy Behavior • Universal Interventions • All students • Core curriculum • Preventive, proactive 80%-90% • Targeted, Group Interventions • Some students (at risk) • Additional instruction • Progress monitoring • Intensive, Individual Interventions • Individual students • Specifically tailored instruction • Progress monitoring 5%-10% 1%-5% Secondary Transition for high school

44. Tier 1 – Universal Whole School, All students, Screening and Early Identification Behavior Expectations Promotion of positive behavior (define, teach, recognize) Response to problem behavior (define behaviors and response processes) Literacy Standards Word ID Language Comprehension Print Processing Data Weekly data reports of problem behavior; Attendance, Periodic self-assessments Tools Explicit instruction/modeling Systematic instruction/skill-building Ample practice opportunities Immediate corrective feedback Differentiated instruction Continuous assessment Data DIBELS NWEA AIMSweb Other Tools Research-based literacy curriculum Classroom-wide and small group Benchmark assessment Data-driven instruction Tools Matrix of expected behaviors Teaching plan and practice Recognition plan Problem behavior definitions Response process Reporting/Data collection Movement to Tier 2 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

45. Differentiated Instruction in General Ed Classrooms Evidence-Based Literacy Curriculum Classroom-Level Benchmark Assessment Materials and Supplies Literacy Instruction Universal Approaches Universal Team and Processes Content-Area Literacy Instruction Professional Development Progress Monitoring

46. Tier 2 – Targeted Small Groups and Individual Supports Based on Similarities of Needs and Data Literacy Additional group instruction time to address specific skill needs Behavior Teacher Check, Connect , Expect Targeted group interventions based on function of behavior Data Weekly data reports of problem behavior or prosocial behavior Progress monitoring of group interventions Periodic self-assessments Tools Check, Connect Expect Check-In, Check-Out PASS (Preparing and Supporting Self-Managers) And other group interventions Functional Behavioral Assessment and Support Tools Diagnostic assessment Small groups based on specific skill needs (e.g., comprehension, sight word recognition, vocabulary) Data DIBELS AIMSweb Other Movement to Tier 3 or 1 supported by effective decision rules, goal-setting, progress monitoring, fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

47. Frequent Progress Monitoring Targeted Team and Processes Diagnostic Assessment Literacy Instruction Targeted Approaches Skill-driven Instruction Professional Development Strategies for Instruction Small Group Instruction

48. Tier 3 – Intensive Individual Assistance Focused on Needs and Data Literacy Additional individual instruction time to address specific skill needs Behavior Individualized plan for behavior supports Tools One-on-one instruction Explicit instruction/modeling Systematic instruction/skill-building Ample practice opportunities Immediate corrective feedback Alternative Education Planning (HS) Data Weekly data reports of problem behavior Progress monitoring of student Periodic self-assessments Student Progress Tracker (HS) Tools Functional behavioral Assessment Behavior Support Plan Person-Centered Planning Life Space Crisis Intervention (LSCI) Wraparound RENEW School-to Career Planning (HS) Alternative Education Plans (HS) Data DIBELS AIMSweb Diagnostic Assessment

49. Intensive Team System for Special Education Referral Review of Assessment and Instruction Literacy Instruction Intensive Approaches Progress Monitoring Strategies for Instruction

50. The 6 Cs of Coaching Content Competencies Celebrations Challenges Commitments Consistency of Systems, Data and Practice