VTPBiS Intensive Level Webinar April 2016

Webinar Logistics Orient to webinar screen Two ways to ask questions: Raise your hand using the icon on your screen Type a question into the text box We will also be asking you questions This webinar will be recorded Please note, your microphone will be muted unless otherwise indicated

“Here comes the really hard part!” Disconnect major challenge. We will ask you to think of ways to connect students at Tier 3 with 1 & 2, Counter intuitive then to emphasize the tip. ASK THEM: So why the heck are we doing it? My belief is that principles and values of wraparound are not just an effective basis for team planning around a small number of students in your school, but when you introduce the wraparound process into a school’s PBIS system there’s the opportunity for the values to improve the supports that ALL students receive. “Here comes the really hard part!”

What is intensive level? Is my school ready for the training? Practices Data Systems Next Steps Agenda

Supports for All Students WRAPAROUND Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Complex FBA/BIP 1-5% 5-15% 80-90% Brief FBA/BIP Individualized CICO Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Social/Academic Instructional Groups Check-in/Check-out Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. School & Class-wide expectations & supports

Tier 2/3 Training Sequence Tier 2 School Leadership Training Tier 2 Trainings FBA/BSP Universal Screening Trauma Tier 3 School Leadership Training Tier 3 Wraparound Facilitator Training

Steps for Adopting Intensive Level Tier 3 Webinar Complete BAT & Readiness Checklist Tier 3 Leadership Training March or June Follow-Up Coaching / Data System Training

Supporting Student Behavior Systems Supporting Staff Behavior Data Supporting Decision Making OUTCOMES Practices Supporting Student Behavior PRACTICES 3

Question What types of intensive (individualized) supports do you offer students now?

What is Tier 3 intensive? For students with serious and challenging behaviors that require individualized interventions Collection of data to determine function of behavior (FBA) and positive behavior plan to address function (BSP) Coordination of home, school, community interventions

Vermont’s Planning Process for Students 1 Teaming 2 Goals 3 Assessment (FBA) 4 Intervention (BIP) 5 Evaluation (BIP) Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce Vermont’s Planning Process for Students

Comparison Tiers 2, 3, & Wrap Student Teams Tier 2 Tier 3 Tier 3 Wraparound Small behavior planning team reviewing students who need more than Tier 1 interventions Student-specific team members (student, parent, peer, administrator, teacher, behavioral staff member, etc.) Student and family identify team members which may include peers and professionals outside of school

Comparison Tiers 2, 3, & Wrap Goals Tier 2 Tier 3 Tier 3 Wraparound Similar goals for all students: in class, on task, responding successfully to Tier 1 supports Individualized school-based goals to address 1-2 specific problem behaviors Student and family choose goals focused on addressing BIG needs occurring in the home, school, community

Comparison Tiers 2, 3, & Wrap Assessment Tier 2 Tier 3 Tier 3 Wraparound Practical Functional Behavior Assessment (FBA) of problem behavior FBA including observations and interviews More comprehensive measures assessing strengths & needs in home, school and community

Comparison Tiers 2, 3, & Wrap Interventions Tier 2 Tier 3 Tier 3 Wraparound Tiers 1 and 2 interventions with individualized components to Tier 2 interventions if needed Tiers 1 and 2 interventions and Behavior Support Plan (BSP) including Safety Plan Same as Tiers 1, 2 and 3; Crisis/safety plan; Community services, as needed

Comparison Tiers 2, 3, & Wrap Evaluation Tier 2 Tier 3 Tier 3 Wraparound Office discipline referrals, Check-in/Check out data attendance, nurse visits, other Same as Tier 2, and SWIS Student Support Information System (ISIS) Same as Tier 3,and other data tools

Tier 2/3 Process Builds Across Tiers Teams Goals Assessment Intervention Evaluation Tier 3 Tier 3 Wraparound

Question: How are these 5 steps similar or different from individualized service delivery in your school?

Step 1: Individual Student Teams Who are the essential people to have on your individual student teams?

Recommended Team Members Student Teacher Parent Behavior expert Resource expert Others? People who are actively involved with the student and invested in the student’s success

General Team Meeting Structure Review all relevant data Brainstorm ideas based on data Discuss, prioritize, make data-based decisions Gain consensus and implement agreed upon steps

Family Engagement Strategies Provide families with information Communicate with family to learn what the actual barriers are Acknowledge that parent needs to voice their concerns and be heard Create opportunities for parents and families to meet and collaborate with each other Partner with family support organizations 22

Step 2: Setting Goals Broad goals identified by team at the start Short-term goals for increasing positive & decreasing negative behaviors Collecting baseline data Who are the essential people to have on your individual student teams?

Javier will follow instructions by teachers, staff, and other adults. Broad Goal Javier will follow instructions by teachers, staff, and other adults.

Steps 3 & 4 Assessment & Intervention Assessment=Functional Behavior Assessment (FBA) Intervention = Behavior Support Plan (BSP) School should have personnel ready to provide simple & complex FBA / BIP Trigger Behavior Consequence Function Do you have people identified? Do they feel competent and confident? And are they doing them?

Simple vs Complex FBA SIMPLE COMPLEX FOR WHAT Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings WHAT Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

D.A.S.H. (Loman Training) Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified observe to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur

Functional Behavior Support Plan An interview tool for collecting information about problem behaviors For staff, parents, and students The F-BSP then leads the team to create a competing behavior pathway and behavior support plan

Competing Behavior Pathway Desired Behavior MaintainingConsequence Setting Condition Antecedent Trigger Problem Behavior MaintainingConsequence Function Replacement Behavior 29

BSP Strategies Based on FBA Understanding and addressing precipitating factors (if possible) Setting Event Strategies Redesigning the learning and environments to prevent problem behaviors Antecedent Strategies defining, modeling, practicing new behaviors Teaching Strategies implementing specific to generalizable reinforcement teaching Consequence Strategies Could look different in each school. The idea is to have a group of people that address the effectiveness and processes of the targeted interventions as they relate to the SW-PBIS efforts, not to review individual students. This could be a subset of the universal team or an overlapping group of the universal team, targeted team, EST, etc.

Resource for Interventions www.pbisworld.com Jean 5

Step 5: Evaluation Creating measurable goals Fidelity of implementation Progress toward goals Making data-based decisions

Short Term Goals Increase the number of times he responds appropriately by walking directly to the room, taking a seat in the back of that class, and sitting quietly for one minute Decrease number of times he runs away from adults following adult requests. Decrease the amount of time it takes to respond to adult requests.

Measuring Goals Frequency Duration Intensity Likert-type scale Perception Fidelity of implementation

Examples Task Engagement: amount of time Johnny remains in his seat with eyes focused on the teacher and/or work materials during independent academic work. Tantrums: number of times Johnny engages in screaming, kicking furniture and/or people, and throwing objects (all 3 behaviors must be present).

Example Baseline Data

Evaluation: ISIS Demonstration https://www.pbisapps.org/

CRISIS PLAN Desired Behaviors Setting Events Problem Behaviors Consequences Setting Events Antecedents Problem Behaviors Consequences Sherry Alternative Behaviors

School-wide Crisis Plan Starts with prevention: Consistent Tier 1 strategies are in place Safety Plan posted and practiced All staff trained in de-escalation and personal safety

Crisis Prevention/Intervention Plan Situation (triggers/stressors) Coping Strategies What is needed to feel safe in crisis Key support people to contact What to do to manage a crisis What not to do Conditions for emergency room, police, hospital Coordinated Services Plan Proactive Crisis Plan format SHERRY

Supporting Student Behavior Systems Supporting Staff Behavior Data Supporting Decision Making OUTCOMES Practices Supporting Student Behavior PRACTICES 3

Types of Data Individual students Systems Level Data Tools Behavioral (ODRs, discipline, screening, assessment) Academic (Grades, GPA, testing) Strengths (connected to goals) Needs (connected to goals) Fidelity (specific to intervention strategies) Systems Level Data Tools Readiness Checklists (VTPBiS Steps to Readiness) Fidelity & Implementation (Benchmarks for Advanced Tiers) Outcomes & Progress Monitoring

Using ODRs for Decision Making IF FOCUS ON More than 5% of students receive 5 or more office referrals Targeted / classroom supports Less than 5% students with 10 or more office referrals Less than 5% students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school Intensive supports

Supporting Student Behavior Systems Supporting Staff Behavior Data Supporting Decision Making OUTCOMES Practices Supporting Student Behavior PRACTICES 3

Necessary Conversations (Teams) Tier 2 Tier 3 Tier 1 SU/District Team •Coordinates implementation •Ensures access to resources •Reviews data across schools SU/District Team – Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on fidelity of practices across the district/SU SU/District School Leadership Team •Plans and implements 6 school components of PBIS School Systems Level Team – Targeted/Intensive: •Creates procedures for referral, screening & evaluation •Communicates with staff and families School Student Level Team •Matches students to interventions •Evaluates & monitors student progress Student Level Team •Completes FBA/BIP •Evaluate & monitor student progress Facilitates wraparound Student

Stages of Implementation Implementation of an “innovation” (PBIS) occurs in stages Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Readiness check My school is currently implementing PBIS at the Universal & Targeted levels: Yes, No, Don’t Know

Readiness Check Targeted / Intensive: Have school personnel who can complete simple FBA and access to people who can complete full FBA.

Readiness Check Do you have a school leadership team of that can oversee Tier 3 Intensive including: Administrator, behavior specialist, teacher(s), counselor, special educator, family member of student? All, most, few, none, don’t know

Intensive Level Steps Tier 3 Webinar Complete BAT & Readiness Checklist Tier 3 Leadership Training March or June Follow-Up Coaching / Data System Training Tier 3 Wraparound Webinar FBA/BSP Training Understanding Trauma Webinar Building Better Behavior Support Plans

Readiness Steps Confirm that your school has participated in the VTPBiS Targeted Training and is currently implementing PBIS at the Targeted Level. Confirm that your school achieved a score of 70 on the Benchmarks of Quality (BOQ) Complete VTPBiS Intensive Level Readiness Checklist Complete sections of the BAT Verify Readiness with State TA

Readiness Steps (cont’d) Watch Family Engagement webinar - https://www.youtube.com/watch?v=cuZsh9Xd8Ho&feature=youtu.be Complete Family Engagement Checklist Identify 1-3 students

Resources Regional VTPBiS TA Vermont PBIS: www.pbisvermont.org PBIS Apps www.pbisapps.org