VTPBIS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Presented by: The VTPBiS Trainers June, 2013

Survey Says... Develop targeted systems 71.4% Select & match targeted practices 71.4%

Vermont Multi-tiered System of Supports Principle #1 “Success begins with committed educators who believe that all students learn and can achieve high standards as a result of effective teaching.” Knowing and honoring what gifts our students bring with them to our school community is the first step.

Activity # 1: The Heart of the Matter Gifts from Birth: The attributes we are born with that make us unique. Listen to the story. Reflect on students you know. Complete the actions listed in your workbook.

Activity # 2: Setting the Stage Let’s look at the agenda and the objectives. 15 minutes to introduce yourself and discuss priority objective with 3 people you don’t know. “Learning means change. It’s a question of what needs changing.”

BEST Expectations: Targeted Training Teaching Matrix Training Setting Be Present Be On Time Silent cell phones; Eyes and ears in focus Engage Take a Team role; Ask questions; Follow along with the Power Point and Activity Sheets. Support Each Other Bring snacks to share; Seek clarification; Use positive statements and re-statements Team Solutions Establish and follow team roles and norms Contribute ideas to Team Planning Teach as you would a teaching matrix in a school. Draw connection to this matrix and ones they have developed. This will be used as part of a simulated CICO activity later in the training.

What is the Vermont Multi-tiered System of Supports (VT MTSS)? VT MTSS is a coherent continuum of evidence based, system-wide practices that support: proactive preventative core instruction for all; a rapid response to academic and behavioral challenges; frequent data-based monitoring; and instructional decision-making so that each Vermont student achieves high standards.

Continuum of Support FEW SOME ALL Anger Mgt. Math Science (Intensive) Math (Targeted) Science Adult Relationships Attendance (Universal) Reading Peer Interaction

PBIS 5 Components of vtMTSS Supporting Staff Behavior Supporting Decision Making SYSTEMS DATA Component I: Systemic & Comprehensive Approach Component II: Effective Collaboration Component III: High-Quality Instruction & Intervention Component IV: Balanced & Comprehensive Assessment System Component V: Expertise – Well-designed Professional Learning PRACTICES 5 Components of MTSS cuts across Data, Systems and Practices Supporting Student Behavior 5 Components of vtMTSS

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. This is to convey that teams are all in different phases of implementation. There is always work to be accomplished in each part of the training. If you are a team that is just starting out, you will need to make your plan. If you have already completed some of these actions, how will you make them more effective. If you are fully implemented, the work is to make it part of your school culture as deeply as possible. Teams may want to focus on - How do you reach out to families? Mental heatlh? Other community resources?

Sustaining the Universal Effort This is a reminder that the framework is all about prevention. Universal – preventing problem behavior; Targeted – reducing current behavior problems using supports in addition to the universal school-wide prevention efforts; and Intensive – preventing the existing complex problems from getting worse through individualized supports

Use the Referrals by Student report as a Universal Screening Tool

Activity # 3 √ Plan to sustain the Universal Level Systems, Data and Practices Resources: SWIS, BoQ, BAT, VTPBIS Universal Action Plan for Sustainability

What is a Targeted Intervention? 3 Functions • 9 Critical Features • 3 Reasons to Consider 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. (Show video clip of Tariq)

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 [Can each bullet point slide in one at a time? Survey says…] Most common review for eligibility is to look at ODRs. However, other “screens” for determining targeted interventions include academic stats, nuring visits, attendance, etc. Also, if you are worried about a students due to withdrawal or change in affect, the student might benefit. The idea, however, is to match intervention with student need.

Activity # 4: Video of Tarique As you watch the video, consider how targeted interventions could have made a difference in this student’s experience. We’ll hear a sampling of responses.

Two Purposes of Targeted Planning: Systems level design and accountability Individual student intervention planning and monitoring Many schools have PBIS teams that focus on the systems needed to be successful that consist of one group of people discussing both targeted and universal systems level issues such as - ODR forms, process for referral, lesson plan development, planning for faculty meetings. Also, this team should look at overall school-wide data to determine the impact of PBIS on behavior, fidelity of implementation. For targeted, review of overall targeted intervention success is a good use of the system’s level team. This team does not discuss individual students. There is a separate team or conversation about individual students, matching them to interventions, looking at how they are doing, etc. Either or both of these groups may also be the EST depending on how your EST functions.

Targeted System for Behavior Team and EST Considerations EST and PBIS Targeted student planning 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!”

Roles and Responsibilities of Key Members Administrator 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 School-based Behavior Coordinator Facilitates weekly targeted student meetings Active member of implementation team and student planning team Attend regional coordinator meetings and trainings Prioritizes students for Team meeting Prioritizes requests for service Creates graphs for meetings Facilitates meetings Maintains records 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.

Activity #5: What is your Team Structure? Complete Team Profile. Complete Questions 4-6 in Benchmarks for Advanced Tiers. 15 – 20 minutes.

Targeted Behavior 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.

Activity #6: Write Team Purpose Statement Write Team Norms