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Targeted Leadership Training Within Multi-Tiered System

Enhance leadership skills through targeted training for effective student support within a multi-tiered system. Develop personalized interventions and systems to meet diverse student needs. Build sustainable practices for improved outcomes.

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Targeted Leadership Training Within Multi-Tiered System

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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 March 2015

  2. 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.

  3. 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.

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

  5. 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

  6. BEST Expectations:Targeted TrainingTeaching Matrix

  7. 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.

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

  9. 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.

  10. Activity #1Sustaining the Universal EffortSystems, Data and Practices

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

  12. 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

  13. 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)

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

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

  16. 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!”

  17. Roles and Responsibilities of Key Members

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

  19. 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

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

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

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

  23. 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.

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

  25. Team Exercise:Complete BAT 1-6

  26. Understanding Function of Behavior:

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

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

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

  30. 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

  31. Continuum for FBA/BSP

  32. Simple vs Complex FBA

  33. 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.

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

  35. 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.

  36. 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”

  37. Check-In/Check-Out View DVD

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

  39. 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

  40. 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!

  41. 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/

  42. Daily Progress Report (DPR) • At least 2 copies • Portable • Group vs. Individualized goals • Age appropriate • Prescribed time periods • Clear, concise, understandable for students, families and staff.

  43. Activity #7:Create your DPR Form What will your DPR form look like?

  44. Develop reinforcement system for students on Check-in/Check-out or TCCE • More frequent intervals of reinforcement. Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out -Being there in time to make the bus -Having DPR -Met daily goal • Positive adult contact is key • Connect to School-wide PBIS reinforcement

  45. Develop the Request for Assistance Process • What, Where, How long? • Determine maximum capacity • System for prioritizing students • Process for graduating from program Examples Found: Page 197 in BEP Book

  46. TCCE Teacher Referral Form Student Name: ________________________ Teacher: ___________ Date:____________ _____Student was previously on hold _____Student previously on TCCI. Needs re-activation _____New Student: Risk Indicators: _______SWIS Data (# of ODRs) _______Teacher Information _______Attendance _______Nurse Visits _______Reading Score ______Math Score Reason for Referral:________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

  47. Activities # 8 and # 9 Activity # 8 • Create Reinforcement System Activity # 9 • Develop your Request for Assistance process and form

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