PBIS Targeted Level Orientation Webinar

1. PBIS Targeted Level Orientation Webinar Presented By VTPBIS State Team January 2019

2. Webinar Logistics • Orientation to screen • 2 Ways to interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

3. Targeted Materials:

4. Agenda • Overview of PBIS Targeted Level within a Multi-Tier System of Supports • Plan for sustaining Universal PBIS efforts • Highlight systems needed at Targeted Level • Who needs to be involved • Preview Targeted Inventory/Self-Assessment • Preview Check-In/Check-Out and Teacher Check/Connect and Expect • Plan for Functional Behavior Assessment capacity • Plan for Targeted Training • Plan for SWIS CICO (optional)

5. 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

6. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Positive Behavior Interventions & Supports within MTSS: Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Targeted Tier 3/ Intensive 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/ Behavior Support Planning (FBA/BSP) Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Complex FBA/BSP Individualized data tools Wraparound

8. Intensive Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Targeted Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Universal Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

9. Continuum of Support for “Dylan” Anger Mgt. Math Label Behavior, Not Students! Science Adult relationships Attendance Reading Peer Interaction

10. Core Features of a Multi-Tier System of Supports (MTSS) • Investment in prevention • Universal Screening • Multi-tiered, prevention-based intervention approach • Progress monitoring • Use of problem-solving process at all 3 tiers • Active use of data for decision-making at all 3 tiers • Research-based practices expected at all 3 tiers • Individual and group interventions commensurate with assessed level of need Poll: To what extent are these features in place at your school?

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… 1) TFI and/or SET 2) Use ODR Data

13. Using the Referrals by Student report as a Universal Screening Tool

14. Plan to Sustain Universal PBIS(Team Activities Prior to Targeted Training): • Complete Activity #3 in the Targeted Workbook. Assess Family Engagement practices and plan for improvement. • Complete Activity #4 in the Targeted Workbook. Develop plan for sustaining PBIS at the Universal Level.

15. Discussion/Questions/Comments

16. Which students might need more than Universal Level supports? • Possible Categories of Risk: • More than a couple 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

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

18. 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.

19. 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

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. Remember! 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

22. Discussion/Questions/Comments

23. Targeted System for Behavior has two functions: • Systems-level design and accountability • Student intervention planning and monitoring

24. 1. Targeted System • Creates procedures for all targeted interventions (not individual students) • Communicates to staff and families • Links between Targeted and Universal systems

25. Focus on Systems–Who does this? • The Leadership Team or a subset of the Team. Membership can be the same as Leadership Team but there must be “different conversations” • Administrator should participate • Others

26. 2. Targeted for student planning and referral • Meets weekly or bi-weekly to review student referrals and place student on CICO (unless otherwise specified) • Communicates with staff and parents about student • Evaluates student progress, needed plan change and exit from intervention

27. Focus on student planning and referral - Who does this? • Representative/s from Leadership Team; • Individual/s skilled in function-based behavior support planning, Check-In/Check Out Coordinator (if using CICO); • Administrator

28. Targeted PBIS and EST Considerations • PBIS Targeted Level for student planning is similar to the work of EST. • EST and PBIS Targeted planning may be separate or combined team but should not be duplicative. • Develop your PBIS targeted system to fit within your schools context. • Goal: “Work smarter, not harder!” Poll: To what extent can your EST able to function as your PBIS Targeted Team?

29. Role of Administrator • Administrator needs to… • Know what the practices look like when implemented with fidelity; • Be aware of data using tracking tools; help decide what needs to change; • Be active/visible on teams; • Be “hands on” with the student plans; • Troubleshoot systems-level issues.

30. Role of Supervisory Union/District Coordinator • Builds capacity to implement effective practices • Focus on student outcomes • Focus on fidelity of implementation of effective practices across District/Supervisory Union • Align SU/district systems, data and practices

31. Role of Coordinator • Attend Leadership Team Meetings • Meet with (student-focused; 2-3 people) Team weekly to address student referrals, interventions and to monitor progress • Attend regional coordinator meetings • Attend all training events • Help team complete behavior tasks on time • Help with team organization • Data organization and reporting

32. Team Profile:VTPBIS Targeted Staff Handbook, page 4

33. Inventory of Targeted Practices:VTPBIS Targeted Staff Handbook, page 6 Begin the Targeted Practices Inventory and bring to Training for further discussion.

34. EXAMPLE

35. Discussion/Questions/Comments

36. Most Promising Targeted Intervention Check-in/Check-out (CICO) or Teacher Check, Connect and Expect (TCCE) Every school does not need every targeted intervention. All schools need one of the above interventions.

37. 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”

38. CICO or TCCE • What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE) • How does it work? • Why does it work? • Who’s involved?

39. Check-In/Check-Out Cycle: How does it work? • Morning check-in • Students checks in with coordinator within 15 minutes of arrival time • Coordinator collects and hands out Daily Progress Report form • Daily goal set with students • Students encouraged to make good choices • Student gives DPR form to each teacher prior to each period (section of time) • Can also be used in cafeteria or playground… anywhere there is a supervisor

40. Check-In/Check-Out Cycle: How does it work? • End of day check-out • During last 20 minutes of the day • Goes over daily progress • Reviews progress towards goals • Points tallied • Reward • Graphs student progress • Daily Progress Report form copy taken home and signed • Return signed copy next morning

41. Check-in/Check-out Coordinator • “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out • Enters data daily • Prioritizes students for review at team meetings • Creates graphs for meetings • Gathers extra info for meetings • Maintains records

42. 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

43. FBA/BSPFunctional Behavioral Assessment/Behavior Support Plan

44. FBA/BSP Training… • Understand behavior from a functional perspective • Setting up a process for referral and response • Steps in conducting a FBA/BSP • Training for staff

45. CICO-SWIS • Organized around same three areas as SWIS: • Data Entry • Reporting • Tool • Reports organized to be used for two levels of problem-solving • Overall CICO Implementation • Individual Student Progress Monitoring

46. Next Steps: Using your Targeted Workbook, complete the following: • Activity 3: View Family Engagement Module at the Targeted Level and complete steps • Activity 4: Plan for sustainability at the Universal Level Using your Targeted Handbook, complete the following: • Team Profile (pg. 4): Determine who will do systems-level and individual student-level planning at the Targeted Level • Inventory of Targeted Supports (pg. 6): Identify and record

47. Poll: Will your school be participating in VTPBIS targeted training this year? • Yes, and we are planning to complete the readiness steps so our team can participate in March • Yes, and we are planning to complete the readiness steps to participate in June • We’re not sure yet. • Probably not, but this information will help us prepare for next year.

48. Discussion/Questions/CommentsTHANK YOU!