pbis cber swis Donna Morelli and Cynthia Zingler

1. www.pbis.orgwww.cber.orgwww.swis.org Donna Morelli and Cynthia Zingler CREC Education Specialists School-Wide Positive Behavior Support: Year 2 Team Training – Day 2 CREC 111 Charter Oak Ave., Hartford, CT 06106 CREC 111 Charter Oak Ave., Hartford, CT 06106

2. SWPBIS is

3. Objectives • Benchmarks of Quality Completed • Establish an understanding of Tier II • Commitment and Agreements for Tier II • Specialized Behavior Support Team Established • Identify CICO Coordinator • Setting up CICO • Select a program name • Write a description of the program • Develop a daily progress report name • Progress Report

4. Sharing - Update • Each team will have 2-3 minutes to update on what is going on with PBIS in your school. CREC 111 Charter Oak Ave., Hartford, CT 06106

5. Benchmarks of Quality • Teams stay at your table • Coaches find a seat at a table at the back of the room. CREC 111 Charter Oak Ave., Hartford, CT 06106

6. Action Plan • Based on the BoQ– what does your team need to do? CREC 111 Charter Oak Ave., Hartford, CT 06106

7. When is a school ready for Tier II Practices and Systems? “Does Implementation of Tier I practices and systems need a booster?”

8. Remember…. • We can’t “make” students learn or behave • We can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

9. Big Ideas Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors Create environments to support the use of pro-social behaviors (practice, practice, practice) School-wide Classroom Small Group / Individual

10. School-Wide Systems for Student Success Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive

11. “Shout Out” Activity3 Points from 3 Tiers Audience volunteers to share three important points from: • Tier 1 • Tier 2 • Tier 3

12. Activity – pg. 9 • Let’s revisit the triangle • What do you have in place for Tier 1 and Tier 2 interventions? • Reflect – what has changed in your school in the last year and a half? • Be ready to share. CREC 111 Charter Oak Ave., Hartford, CT 06106

14. Table Talk: Systems, Data, Practices Conversation (10 mins) • As a team discuss what is meant at Tier 2 of PBIS in regards to: • Systems • Data • Practices

16. Basic Steps • School-wide, including classroom, universals in place • Identify students who need additional supports • Identify what supports student needs • Environment • Intervention • Monitor & evaluate progress Are behavior/social skills looked at in the EIP process at your school?

17. Starting Point • Work within current formal and informal systems • Develop missing steps of efficient process • Provide training and technical assistance to facilitators • Classroom Problem Solving Teams (partnership) • Tier II Team • Guided process with templates for environmental modifications and interventions • Goal = fluency among all faculty and staff

18. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

19. Tier II Supports • Check in / Check Out • Social Skill Groups • Academic Supports

20. Continuum of Teaming:Systems & Student-Specific • Secondary Systems Planning Team • Secondary (Generic) Problem Solving Team • Tertiary Systems Planning Team • Individual Youth FBA/BIP Team • Wraparound Team • District Tertiary Leadership Team

21. Classroom Problem Solving Process (EIP) • Develop intervention based on function of behavior • Environment changes • Student skills to teach/practice/reinforce • Monitor progress • Same data that brought them to your attention • Problem and Appropriate behavior • Teacher observations

22. Tier II Supports • Students who do not respond to classroom / informal supports (grade level 2-3 weeks) • Student brought to Tier II Team • Classroom problem solving plan • Progress data • Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

23. Tier II Supports • Centralized • Each has a coordinator • Placed in support by Tier II Team • Classroom supports continued / modified • ALL in building aware of their role in supporting students in Tier II Supports

24. Tier II Team • For now, primary role will be to: • Continue to build process • Assist with Grade Level Team Problem Solving Process • Once Classroom Problem Solving in operation, your role will be to: • Review referrals and place students in appropriate tier II interventions • Serve as “coordinators” of tier II interventions • Monitor student progress • Monitor overall process

25. Teaming at Tier 2 • Secondary Systems Planning ‘conversation’ • Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports • Review data to make decisions on improvements to the interventions • Individual students are NOT discussed • Problem Solving Team ‘conversation’ • Develops plans for one student at a time • Every school has this type of meeting • Teachers and family are can be invited

26. Tier 2 Systems Teaming Conversation (5 mins) • At your table, discuss the differences between Systems Teams and Problem Solving Teams • How does this fit in your building?

27. Secondary Systems Team Roles • Team Leader: responsible for agenda & facilitation of meeting • Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) • Action Plan Recorder: a.k.a. note taker • Time Keeper: • Family Representative: • CICO Facilitator: adult who checks students in and out in the morning and afternoon

28. Community-based Service Agencies: How can they contribute? • Participate as member of systems team and/or problem solving teams. • Contribute to Social/Academic Instructional Groups development and/or facilitate S/AIG’s. • Useful resource for community-based service linkage and referrals. • Skill-based clinicians can contribute to BIP techniques. • Provide trainings and individual teacher support. (ex: homelessness, trauma, communication techniques, classroom management, etc..)

29. Crone & Hawkin

30. VIDEO: The Behavior Education Program: a Check-in/Check-out Intervention for Students at Risk

31. District-Region School SWPBS Leadership Team SWPBS Tier 1 T1 Systems T1 Practices Specialized Behavior Support Team Group-based Tier 2 T2 Systems T2 Practices Individual Tier 3 T3 Systems T3 Practices

32. Agreements/Commitments – pages 15-16 • Principal & Tier II • Principal & team meetings • Principal & resources • Staff & Tier I implementation • Staff & Tier II implementation

33. Functions of Tier II Behavior Support Team – page 17-21 • Administration • Tier II coordination • Behavior support specialization • Data assessment • SWPBS leadership team • SWPBS coaching

34. Characteristics of Tier II Behavior Support Coordinator- pages 25-27 • Fluent with CICO procedures • Respected positively by students & adults • Effective communication skills with students, school staff, & family members • Consistent with task & activity follow-through & completion • Effective in using data for decision making w/r to student progress monitoring & implementation fidelity • Capacity to train others on CICO procedures

35. Setting Up CICO – Team Activity • Select a program name • Write a description of the program • Develop a daily progress report name See handouts for examples CREC 111 Charter Oak Ave., Hartford, CT 06106

36. Progress Report (CICO) • Develop progress report • Incorporate existing 3-5 positively stated, expectations • Defined # of check-in periods (up to 10) • A three-point rating scale • Daily/weekly goal • Place for check-out summary • Teacher initials/comments • Parent signature • Weekly summary See handouts for examples CREC 111 Charter Oak Ave., Hartford, CT 06106

37. Social Skills/Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

38. 3 Keys to Successful S/AIG’s • Have a Roadmap/Template • Skills that are taught need to be pinpointed before choosing “curriculum” and are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom i.e. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form • Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans. • Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one another i.e. Stand alone curriculum – perfect for S/AIGs! • Skills Streaming • Second Step 3. Build S/AIGs on top of a strong universal curriculum

39. What do we have? • What S/AIG do you have in place in your school? • Do you need to make changes to it? • Do you need to put in place? • Do you collect data? • How is progress monitored? CREC 111 Charter Oak Ave., Hartford, CT 06106

40. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/BIP Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised August 2009 Adapted from T. Scott, 2004

41. Action Planning • What needs to be done based on BoQ • Commitment and Agreements for Tier II • Specialized Behavior Support Team Established • Identify CICO Coordinator • Setting up CICO • Select a program name • Write a description of the program • Develop a daily progress report name • Progress Report CREC 111 Charter Oak Ave., Hartford, CT 06106

42. Next Time - Year 2 Day 3 • Process for identifying students • Process/materials for training adults, students and families (CICO implementation manual) • Scheduling Behavior Support Team Meetings • Progress Monitoring • Social/Academic Instructional Groups CREC 111 Charter Oak Ave., Hartford, CT 06106

43. Session Evaluation • Please complete the evaluation for today’s workshop. Thank you! CREC 111 Charter Oak Ave., Hartford, CT 06106

44. Contact Information • Donna Morelli – PBIS Trainer dmorelli@crec.org • Cynthia Zingler – PBIS Coordinator/Trainer czingler@crec.org CREC 111 Charter Oak Ave., Hartford, CT 06106