PBIS Targeted Level Orientation Webinar

1. PBIS Targeted Level Orientation Webinar Presented By VTPBiS State Team January, 2017

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 • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

3. 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)

4. 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

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

6. Establishing Continuum for SWPBIS • INTENSIVE PREVENTION • INTENSIVE PREVENTION • Function-based support • Wraparound • Person-centered planning 5% 15% • TARGETED PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • TARGETED PREVENTION 80% of Students • UNIVERSAL PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • UNIVERSAL PREVENTION

7. 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

8. 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

9. 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

10. Using data to determine when to consider targeted interventions… • 1) BoQ and/or SET 2) Use ODR Data

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

12. Plan to Sustain Universal PBIS(Team Activities Prior to Targeted Training): • Complete Activity #1a in the Targeted Workbook. Assess Family Engagement practices and plan for improvement. • Complete Activity #1b in the Targeted Workbook. Develop plan for sustaining PBIS at the Universal Level.

13. Discussion/Questions/Comments

14. 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

15. 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.

16. 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.

17. 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

18. 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

19. 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

20. Discussion/Questions/Comments

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

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

23. 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

24. 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

25. Focus on student planning and referralWho 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.

26. 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!”

27. 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.

28. 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.

29. 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

30. Team Profile

31. Inventory of Targeted Practices Begin the Targeted Practices Inventory and bring to Training for further discussion.

32. EXAMPLE

33. Discussion/Questions/Comments

34. 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.

35. 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”

36. 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?

37. 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).

38. 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.

39. 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

40. 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

41. FBA/BSPFunctional Behavioral Assessment/Behavior Support Plan

42. 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

43. 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

44. CICO-SWIS – View Reports www.pbisapps.org

45. Next Steps: Using your Targeted Workbook Part One: Readiness Activities, complete the following: • Activity 1a: View Family Engagement Module at the Targeted Level and complete steps • Activity 1b: Plan for sustainability at the Universal Level. • Activity 2: Determine who will do systems level and individual student level planning at the Targeted Level • Activity 3: Begin Inventory of Targeted Supports

46. Discussion/Questions/CommentsTHANK YOU!