PBIS Targeted Level Leadership Team Training Presented by: The VTPBiS Team

1. PBIS Targeted Level Leadership Team Training Presented by: The VTPBiS Team

3. Opening Activity • As a Team, identify your top PBIS accomplishments and challenges over the past year. • Your PBIS Coordinator will introduce your team and name one top accomplishment and challenge.

4. Agenda • Sustaining the Universal Effort • Overview of Targeted Level • Development of Systems at the Targeted Level • Selected Targeted Practices/Interventions • Check-In/Check-Out and Teacher Check, Connect and Expect • Function of Behavior and FBA • Other Targeted Interventions • Using Data to assess student need, targeted practices and to monitor fidelity of implementation • Hear from a School Engaged in Check-In/Check-out (Wednesday at 1:00)

5. BEST Expectations:Targeted TrainingTeaching Matrix

6. Training Supports: • Training format – presentation, team work, questions and processing • Materials – power point, flash drives, Targeted Team Implementation Workbook, web site • Tools – Benchmarks of Advanced Tiers, CICO Assessment/Action Plan • Team roles (facilitator, recorder, reporter, other) • Team Norms • Role of Coordinator • Support from Trainers (Cups)

7. VTPBiS Signal to Coaches: 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. 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.

9. Emphasis on Prevention! School-wide/Primary • Prevent problem behaviors Secondary/Targeted • Reduce current problem behaviors Intensive/Tertiary • Reduce complications, intensity, severity of problem behaviors

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

11. Why is PBIS an Example of Response to Intervention (RtI)? • 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

12. Comprehensive Supports Function-based Support Tier III Group Interventions w/function-based modifications Lunch buddies • Group Interventions • CICO • Skills groups Tier II Anger Mgmt group Social Skills Groups Peer Tutors Homework Club School Mentors Study Skills • Tier 1 • SWPBS Tier I

13. 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

14. Using data to determine when to consider targeted interventions…

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

16. Activity # 1 Discuss Now: If up to 15% of Your Students need something more, how many students would that be in your school? Review your ODR data. (If SWIS, look at “referrals by student graph”.) What percentage of your students receive 3-5 ODRs. Calculate based on your school enrollment?

17. Plan to sustain the Universal LevelSystems, Data and Practices • Who’s missing from the team? • How can you increase your team’s visibility? • How will you use data to plan? • What competing initiatives (ie., school improvement activities) do you need to align with PBIS? • Who will plan Universal roll-out for next year? • What will roll-out be for staff, students, and families?

18. Activity # 2Planning to Sustain Universal PBIS • As a Team, answer the questions above the complete the following: • Review your school’s SET and EBS Survey and answer the BAT questions 1-3 in your workbook. • complete the VTPBiS Universal Action Plan for Sustainability.

19. Universal Systems Check

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

21. Targeted interventions are… • Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion); • Efficient because they use the same or similar practices for groups of students that do not need to be individualized for each student. • Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals.

22. Critical Features • Meets the needs of groups of students • Does not require individualizing for each student • Uses positive approach • Everyone knows about it • Let’s students opt out • Involves parents • Based on function of behavior (get or avoid) • Has some clear evidence that it works • Has system resources (team and administrator support)

23. 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

24. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data Practices Supporting Student Behavior

25. Teams in a PBIS School • Tier II – • Targeted Systems Team: • Procedures for Referral & Evaluation • Communicate with Staff & Families • Targeted Student Team: • Place in targeted interventions • Evaluate & Monitor Student Progress • Tier III – • Intensive SU Level Team: • Secure resources • Focus on student outcomes • Focus on Fidelity of Implementation measures across the district • Intensive Student Team: • Completes FBA/BIP • Facilitates Wraparound • Evaluate & Monitor Student Progress • Tier I – • Universal Team: • Plans School-Wide Supports (6 components of PBIS) Could responsibilities of an existing team (EST/SST/etc.) be shifted? Sept. 1, 2009

26. Targeted Team has two purposes: • Systems level design and accountability (this is often an additional function of the Universal Team) • Individual student intervention planning and monitoring

27. Targeted Team - System • Creates procedures for all targeted interventions (not individual students). • Communicates to staff and families. • Links between Targeted and Universal systems • Members include 1-2 people from Universal Team, administrator, others. Can be same membership as Universal Team but must be different conversations.

28. Targeted Team -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 • Members include Targeted Team Coordinator, Individual skilled in function-based behavior support planning, Check-In/Check Out Coordinator (if using CICO), Administrator.

29. Targeted Team and EST Considerations • The PBIS Targeted Team for student planning can substitute for the EST for behavior referrals. • EST and PBIS Targeted 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!”

30. 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; • Troubleshoot systems level issues.

31. Role of School-based Targeted Team Coordinator Facilitates weekly targeted student meetings Active member of PBIS Team(s) Attend regional coordinator meetings and trainings Prioritizes students for Team meeting Prioritizes requests for service Creates graphs for meetings Facilitates meetings Maintains records

32. 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.

33. Activity # 3 What is your Team Structure? • Assign Team Norms and Roles. • Complete the Team Profile. Determine the most effective and efficient team structure for Targeted Level supports at the system level and at the individual student level. • Complete the BAT questions 4-6 in your workbook.

34. Targeted 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.

35. Activity # 4 Write your Targeted Team Purpose Statement. How will people know it?

36. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data Practices Supporting Student Behavior

37. Problems at Schools • Struggling readers • Can’t read at all • Letter/word reversal • Comprehension difficulties • Memorization difficulties • Retention problems • English language learners • Lack of number recognition • Math fact deficits • Homework completion • Sloppy work • Test anxiety • Oral reading fluency • Poor writing skills • Fights • Property destruction • Weapons violation • Violence toward teachers • Tobacco use • Drug use • Alcohol use • Insubordination • Noncompliance • Late to class • Truancy • Inappropriate language • Harassment • Trespassing • Vandalism • Verbal abuse and on and on and on and on and on and on and on

38. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multi-systemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling

39. Consider Universal Screening Why Screen for Behavior? Kauffman (2001) • To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy. • Early identification leads to early intervention • Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

40. Universally Accepted Types of Screening in School Why not?

41. Example of 4 schools: Results of screens helped teams choose which interventions to develop, use, or expand

42. Different types of screens • Natural screens • Validated measures

43. 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

44. Social Skills Instruction Matching Interventions to Deficit Types • most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998) • consider acquisition vs. performance deficits

45. Programming for Successful Social Skills Instruction • Interventions should be implemented as planned or intended • Plan to adequately program for generalization & maintenance • Match instructional procedures to specific types of deficits • Target socially valid behaviors

46. Cautions regarding Social Skills Instruction Address Generalization & Maintenance Issues • Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998) • one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

47. Social Skills Basics • Social skills curriculum must match the specific need. • An ideal curriculum does not exist. • Basic set of “Preferred Teaching Practices” exists. • Initially, learning how to teach social skills takes time and energy.

48. Characteristics of all Targeted Interventions • explicitly teachingexpected behavior to the student • structured promptsfor appropriate behavior • opportunities to practice skills • opportunities for positive feedback • strategies for fading support as the student gains new skills • system for communicating with parents • regular Data for Monitoring student progress Keys to Changing Behavior

49. Self-Management • Teach self-monitoring & targeted social skills simultaneously • Practice self-monitoring until students accurately self-monitor at 80% or better • Periodic checks on accuracy It is not simply giving students a self-evaluation check-list, we must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

50. Mentoring • Focus on “connections” at school • Not monitoring work • Not to “nag” regarding behavior • Staff volunteer • Not in classroom • No administrators • Match student to volunteer • 10 minutes minimum per week Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student