What’s ahead? PBIS Year 2 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

Role of PBIS Team Next Year Decision Making – discuss problem areas, look at referral data & develop interventions to address problem areas Ongoing monthly meetings Continuing Development (as determined)

Team Process PBIS is active, alive -- not static It’s not something we’ve done – it’s something we’re doing Requires regular team meetings with a team that represents ALL school staff Team keeps PBIS alive through ongoing planning, support, and decision making to address needs as they arise Looking at data & maintaining & developing programs to meet needs Constantly asking: What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?

PBIS Team: Roles & Responsibilities Finish development of PBIS systems Focus on implementation – ready to start year as a PBIS school Plan “PBIS Kick-Off” Train Staff on PBIS Implementation & “Kick Off”

Priorities for Next Year Successful Implementation/Maintenance of School-Wide PBIS system Continuing Development of SW-PBIS Individual Student Systems Classroom Support Systems Non-classroom Support systems

PRIORITY #1 PRIORITY #2 CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% PRIORITY #1 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings PRIORITY #2 ~80% of Students

School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

Years 2-5: Continuing Development School-wide System SW-PBIS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Classroom Support Training/ Support opportunities Individual Teacher Support Individual Student System Targeted Group Interventions FBA/BSP – Intensive Individualized Interventions Year 2 & Beyond Year 2: Team Implemented Problem Solving & Data Based Decision Making

Team Initiated Problem Solving (TIPS)                                                                                                    Version 3.1.5 stable Main Menu User: Chavez School: Cesar Chavez Academy                                                                            SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

Team Discussion Questions or thoughts about Year 2 implementation & planning

Data Decision System & Teaming Process Early ID of Students ESTABLISHING CONTINUUM of SWPBIS TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Progress Monitoring Behavior ~5% ~15% SECONDARY PREVENTION SECONDARY PREVENTION Check in/out Targeted social skills instruction Targeted academic support (Literacy) Data Decision System & Teaming Process PRIMARY PREVENTION Teach SW expectations Positive reinforcement Fair, consistent consequences for problem behavior Effective instruction Data Based Decision Making PRIMARY PREVENTION Early ID of Students ~80% of Students 11

Targeted (Tier 2) Interventions

What is a Tier 2/ Targeted Intervention An intervention that: Serves multiple students at one time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin implementation of the intervention with a student All school staff know about, understand their roll with, and know the referral process for Matches school needs by effectively supporting a significant proportion of students at-risk for challenging behavior in the school If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

                                                                           SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague

AKA Check-n-Connect, HUGs, Behavior Education Program… Check In/Check Out AKA Check-n-Connect, HUGs, Behavior Education Program…

Check In/Check Out Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

Example Middle School Point Card

Example Point Card - Elementary

SWIS-CICO What do you think? Any actions needed? Support Plan Change Description 10/06/2009 Check out with Joe Binder

Elementary School of 515 student Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?

Majors only Middle School – as of Oct. 29th Are these all of these students on our intervention list? Decision Rule

Resources Required Who will coordinate CICO system? System for 15-20 students at a time Coordination & Meetings = 5 hrs/wk Who can be check-in & check-out mentors at the beginning & end of school day? 2 people x 5 days x 30 min = 5 hrs/wk Combined responsibilities often suggest about 10 hrs/wk commitment

Team Task What questions do you have about Year 2 & CICO? Any thoughts/ideas about who might provide coordination of CICO? Resource needs?