Welcome to PBIS Tier 3 Leadership Team Training!

1. Welcome to PBIS Tier 3 Leadership Team Training! Individualized Positive Behavior Support Planning Orange County Department of Education November 8, 2016

2. Inclusion Activity: In a Word… • As a school team, decide on ONE WORD that describes your school’s readiness to begin Tier Three PBIS implementation. • Be prepared to share with the whole group.

3. Day 6 Outcomes • Build understanding of Tier Three Individualized Systems of Positive Behavior Supports within a PBIS Framework. • Learn and practice a practical FBA Model for students with more complex behavioral needs. • Use the Prevent, Teach, Reinforce (PTR) Model to identify Tier 3intervention strategies. • Engage in Tier III Team Progress Monitoring and Action Planning.

4. Agenda • Welcome and Inclusion Activity • Review Tier III within a Multi-tiered System of Positive Behavior Supports • Practical Functional Behavior Analysis (FBA) for Educators • Competing Behavior Pathways Tier 3 Case Study • Prevent, Teach, Reinforce (PTR) Intervention and Problem Solving Strategies • Progress Monitoring and Team Action Planning

5. Group Norms

6. “Touch each page: Tier Three Team Member Handbook • Please take a few moments to review the sections of your Team Member Handbook.

7. Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tier 3 Within an MTSS ~5% ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behavior Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students Source: Sue Vande Voort, Highline Public Schools PBIS Specialist, November, 2013

8. A Layered Approach Tier 3 • Every student has access to Universal supports • Some students also receive Targetedsupports • Few students also receive Intensivesupports Tier 2 Tier 1

9. Quick Reflection With a partner: • Briefly review your school’s Tier Three case study. • How is this student currently accessing Tiers 1 and 2? • What data support that additional layers of support are needed?

10. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus Resource Mapping/ISF Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

11. MTSS Observations • Looking closely at the Positive Behavior Supports/MTSS Model on p. of your T3 Notebook… • What are your observations? • What processes stand out to you? • What are the underlying concepts of the model? • Share with your elbow partner.

12. MTSS Inventory of Current Practices (p. 7) • The goal of this activity is to identify programs and interventions in place in your school to support students. • Step 1: Identify all supports (defined as programs/initiatives/interventions/common practices) that are in place at your campus. • Step 2: Determine the Tier of support met by each intervention: • Step 3. Use the triangle diagram to complete the inventory of practices/programs/ initiatives at each tier.

13. Building Your School’s Pyramid of Supports Place the supports (interventions, strategies, programs, initiatives) listed for your school where they best fit along the multi-tiered continuum. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary Intervention Assessment Which tier(s) are stronger? Where is the area of need? What resources are needed to fill the gaps? Adapted from: Illinois PBIS Network, Revised Aug. 2013

14. What are characteristics of T3Selected Interventions? • High intensity and specific • Uniquely designed to meet student’s individual needs. • Require frequent monitoring • Linked to behavior function • Linkages to Family and Community Supports • Characterized by multi-disciplinary collaboration

15. Tertiary Interventions: • FBA • Behavior Support Plan • Wraparound/ Person Centered Planning • Restorative Justice • Individualized support In tier 3 it is often the process , not the specific intervention that is important.

16. Who Needs Tier III Interventions? • Individualstudents who… • Demonstrate intense (severe, chronic, and/or pervasive) behavior and/or academic needs. • Continue to engage in chronic, frequent problem behavior, despite effective school-wide, universal Tier I interventions and supports. • Demonstrate needs in multiple settings, e.g., multiple classrooms, school locations, and settings. • Social or Relational Issues. Review your school’s case study. Does this student demonstrate a need for T3 intervention?.

17. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Technology Ind. play Adult rel. Attend. Self-assess Homework Coop play Peer interac Label behavior…not people Dec 7, 2007

18. Tier 3 Multi-disciplinary Teaming T3 Problem-solving teams are often expanded to include: • Teachers • Parent • Student • Person with Behavior Expertise • Community based supports • Specialists, as needed • Administrator, or designee

19. T3 Team Characteristics • Are unique to the individual child & family • Representatives who know the child best • Natural supports may include family and community • Meeting Process • Meet more frequently • Regular progress monitoring of interventions • Collaborative and Multi-disciplinary • T3 teams are collaborative and often involve multi-disciplinary stakeholders, e.g., school psychologist, community partner, Coach, Family Member, friend. • Facilitator’s role is to bring team together; blend multiple perspectives.

20. Activity: Tier 3 Teaming • Identify team members involved in T3 Individualized Positive Behavior Support Planning at your school. • What does each member bring to the team? • Are any additional members needed for T3 Positive Behavior Support Planning?

21. Principals of Behavior Support Planning TMN pp. 33-36

22. Number off at your table (1, 2, and 3s) • #1s-Read Main Concept #1 (p. 34) • #2s-Read Main Concept #2 (p. 34) • #3s-Read Main Concept #3 (pp. 35-36) • Summarize and share out the main ideas for each concept with your table group. Jigsaw Activity: (pp.33-36)

23. Problem behavior serves a function. • Behavior is related to the context/environment in which it occurs. • Effective Behavior Support Plans (BSPs) must address both the Environmental Conditions and functionof Behavior. Source: Diana Browning Writing, 2004 Key Concepts in Behavior Support Planning

24. Problem Behavior is Related to the Context in which it Occurs. Main Concept #1

25. Main Concept #2 Problem behavior serves a function: Escape/ Avoid

26. Effective Behavior Support Plans (BSPs) address both Environmental Conditions and the Function of the problem Behavior. Main Concept # 3

27. Break

28. Introduction to Practical FBA Functional Behavior Analysis for Educators

29. What is Functional Behavior Analysis (FBA)? • FBA is a systematic, evidence-based process for assessing the relationship between problem behavior and the context in which that behavior occurs.

30. Practical FBA vs Comprehensive FBA

31. ABC’s of Understanding Problem Behavior: A= Antecedent(s). Find out the events that occur right beforethe behavior. • Allows you to predict: Where (During routine)? & When (Trigger event)? B=Behavior. Find out what is the observable problem behavior? C=OutCome/ Consequence. Find out what happens afterthe behavior occurs? WHY?

32. Let’s Start with the Behavior! Functional Analysis always starts with the Behavior. C Consequence Followed by this outcome or result… A Antecedent/ Trigger: When _____ happens…. B Behavior: the Student does this …

33. Defining a Problem Behavior Problem behavior is: • Observable • Measurable • Defined so clearly that someone unfamiliar with the student could recognize the behavior without any doubts.

34. Examples: Jeff is disruptive: Jeff frequently is out of his seat, taps his pencil, makes noises and calls out during study time. Hailey is constantly off-task: During math lessons, Hailey frequently looks around the room, removes objects from her desk, draws or doodles, and leaves her book unopened.

36. Case Study Practice • With your team, identify a specific Target behavior for your student • (e.g., disruption, defiance, off-task). • Now, describe that behavior in observable and measurable terms. • Record your ideas on the worksheet.

37. A. Antecedents • Once you have defined the problem behavior…Where and When does the problem behavior occur? • Examples: Physical setting, social setting, instructional strategies, scheduling, degree of independence A Antecedent/ Trigger: During…When, B Behavior: What happens… Let’s practice: Practical FBA , TMN p. 52

38. Activity 4: Identifying the Antecedent • Identify the Antecedent in the following examples: • When he goes to math class and peers tease him about his walk, A.J. calls them names and hits them. • Bea stares off into space and does not respond to teacher directions when she doesn’t know how to do a difficult math problem.

40. Setting event • Setting Event: • A significant event or condition that may precede the problem behavior: family, crisis, neurological • Sometimes the Setting Event might be the antecedent for the problem behavior. • Examples: • Familial Stress, Poverty, Incarceration, Death, • Neurological or Health Condition, Academic Skills Deficit, etc.

41. Case Study Practice: Antecedents • With your team, identify the possible antecedents (context, time of day, activity) for the target behavior for your case study. • Record your ideas on the worksheet.

42. C: Consequences • Once you have defied the behavior (the What) & know Where & When the behavior occurs: • Then WHY does the behavior? What happens right after the behavior? • What is the Outcome or Payoff for the behavior? A Antecedent/ Trigger: During…When, B Behavior: What happens… C Consequence/ Outcome . Let’s practice: Practical FBA, TMN p. 53)

43. C=Consequences • Consequences: What happens after the behavior occurs. Examples: • When given a directive by the after school staff, Jeff mimics the aide and makes faces causing the other kids to laugh. • Nancy cries during reading time whenever she has to work by herself. This results in the teacher sitting and reading with her. • Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. (see worksheet # 2)

45. Types of Consequences Positive Reinforcement Negative/Maintaining • Actions as a result of the child’s behavior that result in positive behavior change; desirable educational outcomes are achieved • For example: Problem behavior is ignored and decreases • Actions as a result of the child’s behavior that, through time, serve to reinforce and maintainthe undesired behavior. • For example: Problem behavior is given attentionand continues. Reinforcement is determined by the OUTCOME of the behavior.

46. Case Study Practice • Identify the consequences that follow the problem behavior for your case study. • Are the consequences reinforcing or maintaining the problem behavior?

47. Function of Behavior • The Function of a behavior is the motivation or communicative intent. • The child is trying to tell you something. • He/she is trying to get a need met.

48. https://www.youtube.com/watch?v=JvrDrrekiUg

49. What lies beneath the behavior? OBSERVABLE BEHAVIOR Defiance/Disruption What is contributing to this behavior? Lack of understanding of changing rules? Sensory overload (too loud, crowds, under arousal Inability to communicate? Academic skill deficit Desires/needs? UNDERLYING ISSUES

50. Functions that behaviors serve