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

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.

Agenda Welcome, Introductions, Logistics Sustaining the Universal Effort Overview of PBIS at the Targeted Level Selected Targeted Interventions Role of PBIS Targeted Coordinator and Team Check-In/Check-Out and Teacher Check, Connect and Expect Hear from a School Engaged in Check-In/Check-out Function of Behavior, Simple FBA and FBA System Development Moving on From Here

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

Process Details Training format – presentation, team work, questions and processing Use of materials – power point, memory sticks, worksheets, web site Team roles (facilitator, recorder, reporter, other) Team Norms Role of Coordinator Support from Trainers (Cups)

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.

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. Allow 5 minutes for this activity Differentiation……….

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

Social Competence & Academic Achievement OUTCOMES SYSTEMS Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Unlike many initiatives or training for educators, PBIS has best shot at sustainability because it is focused on having systems (a team, administrator support, presentations to staff, assessing level of staff buy-in, procedures – things that support staff to implement practices); Data – to help make decisions; and Practices that are evidenced based reviewed by the team through looking at data. With these interconnected elements, there is most efficient use of resources for the smallest effort. PRACTICES Supporting Student Behavior

Relevant & question based Practices Effective Relevant Efficient Durable Scalable measurable Data Relevant & question based Sensitive Systems Training & coaching Evaluation Leadership Political support Funding & visibility Policy

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 This slide (in slide show view only) shows that universal is for everyone and that all added practices at targeted and intensive levels are in addition to the universal supports. ~80% of Students

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 PBIS is an example of RTI. In Vermont we say RTI is for academic and behavior The core features of PBIS are consistent with RtI’ PBIS invests in primary, secondary and tertiary prevention. Within the Universal level, we create a rich environment so that at least 80% of students will get what they need to be socially and behaviorally successful – 3-5 expectations, teaching of expectations and acknowledging positive behaviors. This is equivalent to having good teaching practices for reading or math. Universal screening exists in academics and it does for social/behavior concerns as well. We have not yet provided the training and support to school in universal screening but the idea is to catch students who may be falling through the cracks to we can provide supports early before their problems get worse. Within PBIS we use a three-tiered approach as in the case with academic supports to students. Universal, targeted, intensive based on need. We are always using data to view how we are doing with fidelity of implementation as well as how we are doing school-wide to prevent problem behavior. We use the data to build hypotheses about the concerns we are having and develop plans for change. We use research-based practices with hopes that we have the best chance at success using practices that are already proven to work so we become most efficient in our attempts. We don’t over or under react with PBIS.

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

Using data to determine when to consider targeted interventions… The purpose of the chart is to provide guidelines based on data for where you should be focusing the efforts of your team. For example: If a bulk of students are receiving ODRs or most/all students are receiving more than 2 ODRs, the Universal system needs to be strengthened. There would be too many students for adults to handle if that many students need targeted supports.

Looking at Student Referrals Talk about which students may benefit from targeted by looking at the data. Then assess what percentage of student body this reflects to see if within 15% of population. Also discuss looking at other data sources (next slide).

IF up to 15% of Your Students need something more………. How many students would that be in your school?

First, you must plan to sustain your PBIS Universal System Who’s missing from the team? How can you make the team have a higher profile? How will you use data to help in your planning? What competing initiatives (ie., school improvement activities) do you need to align with PBIS? These are a list of the minimal considerations to be addressed prior to the close of this school year or with a commitment to meet after school ends to do the work.

Also, you must plan to sustain your PBIS Universal Practices Who will plan your Universal roll-out efforts for next year? How will roll-out happen for staff, students, and families? A reminder to make sure PBS is part of one of the opening days in service. Minimally a half day will be needed to review the universal components, and targeted strategies if in place. Can you schedule a student body assembly now for a review of the expectations? Finally, how will the expectations be communicated to parents?

Planning to Sustain Universal PBIS Activity # 1 As a Team, answer the questions above. Use the Vermont Phases of Implementation (POI) to help your team develop or refine your Universal Level. Begin planning your Universal Roll-out for the Fall.

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.

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. Chronic low level behaviors will benefit. The idea is to fit the student into an intervention, not make a unique intervention specific to each student.

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)

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

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

Social Skills Group Identify critical skills (deficit or performance problem) Develop social skill lessons “Tell, show, practice” Match language to school-wide expectations Generalization strategies Must provide clear & specific activities all staff follow to promote generalization & make sure staff are using strategies

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

Mentoring Focus on “connections” at school Staff volunteer 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

Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee does not comply Tutors must be given the option to drop out at any time without penalty Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

Academic Support Homework Supplemental Instruction If data indicate it doesn’t come back, build in-school homework support Supplemental Instruction Direct additional instruction along with current classroom teaching Differentiated Instruction Strategies to engage diverse learners Accommodation Within instruction Emphasize the need to identify and intervene early before students fall behind – routine screening using curriculum based measures to identify students early

Check-In/Check-Out or Teacher Check Connect and Expect Daily positive adult contact Daily progress report provides increased attention to behavioral goals Collaborative team-based process Home-school partnership Must have system in place for referral, behavior monitoring, and coordination.

Important to Note! 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.

Interventions with an Evidence Base Advance organizers Opportunities to respond Anger Management Skills Training Pacing Behavioral Interventions Parent Training Choice Peer Mediated Interventions Class Wide Peer Tutoring Peer tutoring Cognitive organizers Peer-Mediated Conflict Resolution and Negotiation Cognitive Restructuring Cognitive-Behavioral Therapy Picture Exchange Communication System Computer-Assisted Instruction Pivotal Response Training Contingency Management Pre-correction Daily Behavior Report Cards Presentation Strategies Exposure-Based Techniques Problem Solving Family Therapy Procedural prompts and behavioral momentum Functional Assessment Replacement Behavior Training Functional Communication Training Self instruction Integrated Cognitive-Behavioral Therapy Self mediated strategies Interdependent Group-Oriented Contingency Management Self monitoring Self-Management Interpersonal Therapy for Adolescents Social Skills Training Milieu Language Teaching Task Modification Mnemonics Task Selection Strategies Modeling Token Economy System Modified Task Presentation Strategies Verbal Mediation Moral Motivation Training Video Modeling Multimodal Interventions Multisystemic Therapy Kimberly J. Vannest, PhD.--Texas A & M University Vannest, K.J. (2009) kvannest@tamu.edu

Example of 4 schools- Matching Intervention with Need Kimberly J. Vannest, PhD.--Texas A & M University

Activity # 2 Define Team Roles and Norms With your Team, complete the inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBiS.

Activity # 2 – Inventory of Targeted Supports

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

1. Targeted System: Develops and reviews processes for targeted interventions: Creates referral process, system for student screening, process for parent contact, measurement of overall targeted intervention effectiveness Reviews data for decision making about practices (not individual students) Links between targeted and Universal systems 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.

Targeted Team (System) Membership: The Universal Team or a subset of the Universal Team can serve this function Administrator Others

2. Targeted Team for student planning and referral: Receives referrals Begins student on default intervention (CICO) within 72 hours (unless otherwise specified) Communicates with staff and parents about intervention Evaluates student progress and exit from intervention/tweaks plan/conducts FBA to plan alternative or more intensive interventions This team should meet each week or every two weeks. This a small group composed of someone with behavioral expertise, and others that are involved with supporting individual students. A classroom teacher would also be ideal! This group reviews student entry, progress and exit from the interventions.

Targeted Team Membership (focus on individual students): PBIS Targeted Team Coordinator 1-3 individuals skilled in function-based assessment, behavior support planning & implementation Individuals who can meet on a weekly basis Someone skilled in data-based decision making for individual student progress Check-In/Check Out Coordinator (if using CICO) Administrator

When does the Student Focused Targeted Team meet? Regular scheduled meetings –weekly or depending on building needs Reviews referrals and selects intervention Reviews progress on selected students, current interventions, to self-evaluate, and to action plan

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!”

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. This is who the parent will call if there are problems. Administrator needs to know what is happening with all student plans.

PBIS Targeted Team Coordinator Responsibilities 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

Activity # 3: Who’s on your Team? 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.

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.

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