VTPBIS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Presented by: The VTPBiS Trainers March, 2014

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.

Team Exercise: 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.

“Learning means change. It’s a question of what needs changing.” Setting the Stage

By the end of our time together, you will have: Analyzed your Universal data to highlight successes and plan for sustainability Identified when targeted supports are needed Developed targeted systems/structures Matched targeted practices to student needs Developed your CICO and/or TCCE Intervention Learned how to collect and analyze CICO data Planned for Targeted Implementation

BEST Expectations: Targeted Training Teaching Matrix

VTPBiS Signal for Help: 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.

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

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.

Activity #1 Sustaining the Universal Effort Systems, Data and Practices

Targeted Interventions Who benefits? What are the critical features? When would you consider targeted supports?

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

How many students in your school may need targeted supports? Using your data, make a list of students that may benefit. (Activity #1, Questions 5 & 6)

Team Exercise: 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: 1.Systems level design and accountability 1.Individual student intervention planning and monitoring

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 #2: What is your Team Structure? Finalize Your Team Profile

Examples: Targeted 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

Characteristics of all Targeted Interventions Explicitly Teach Prompt Practice Provide Feedback Fade supports Communicate Monitor

These interventions still require involvement of ALL staff within the school building.

Activity # 3: Finalize your inventory of formal and informal targeted systems of supports What are you currently implementing for targeted interventions?

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 #4: Write Team Purpose Statement Write Team Purpose Statement Write Team Norms

Team Exercise: Complete BAT 1-6

Understanding Function of Behavior:

What is the function of this behavior?

Function Based Approach A process that focuses on changing environmental factors instead of fixing the person

Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at

Who needs to know about FBA? All staff should have a basic understanding of the function of behavior. Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA. The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis. Online tutorial available at For a Few: (2-3 people) Attend two-day FBA/BIP training

Activity # 5: Next Steps for FBA Identify 2-3 people to be trained in FBA. Determine how/when to provide staff training in understanding function of behavior.

Most Promising Targeted Intervention Check-in/Check-out or Teacher Check, Connect and Expect

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.

Check-In/Check Out Implementation Manual Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press ( Also referred to as BEP We will call it “Check- In/Check/Out”

Check-In/Check-Out View DVD

A Day in the Life of TCCE or CICO.....

Assign Check-In/Check-out Coordinator (if CICO) – “Someone the students enjoy and trust” – Enthusiastic – Leads check-in and check-out with students – Enters data daily – Attends weekly targeted team meetings – Make sure to assign a back-up CICO Coordinator!

CICO or TCCE Planning Activities 1. Determine how CICO or TCCE will be implemented in your school 2. Develop DPR 3. Develop reinforcement system for students 4. Develop referral system 5. Create system for managing daily data 6. Plan for fading students off intervention 7. Develop staff training 8. Develop student and parent training

Activity # 6: Determine how CICO or TCCE will be implemented in your school What will CICO or TCCE look like in your school?

Daily Progress Report (DPR) At least 2 copies Portable Group vs. Individualized goals Age appropriate Prescribed time periods Clear, concise, understandable for students, families and staff.

Activity #7: Create your DPR Form What will your DPR form look like?

Develop reinforcement system for students on Check-in/Check-out or TCCE More frequent intervals of reinforcement. Small reinforcer from teacher for perfect periods Small reinforcer for successful check-out -Being there in time to make the bus -Having DPR -Met daily goal Positive adult contact is key Connect to School-wide PBIS reinforcement

Develop the Request for Assistance Process What, Where, How long? Determine maximum capacity System for prioritizing students Process for graduating from program

Activities # 8 and # 9 Activity # 8 Create Reinforcement System Activity # 9 Develop your Request for Assistance process and form

System for Managing Daily Data SWIS CICO Organized around same three areas as SWIS: 1.Data Entry 2.Reporting 3.Tool Reports organized to be used for two levels of problem-solving 1.Overall CICO Implementation 2.Individual Student Progress Monitoring

CICO-SWIS – View Reports

Graduating from the Program Show data to help student see progress Explain how to use rating card/how to judge own Behavior Shift to self-management when student is at 80% or better for at least 4 weeks, on a daily basis Begin fading self-management after approximately 3 weeks CELEBRATE Talk with parents about graduation, how they can continue to support their child

Activity #10: Managing the daily data and fading students from CICO/TCCE Complete these steps: Create your Data System: Using the guiding questions in the Workbook, determine the who, what, when, where and how of your data system for CICO. Review questions 28-31on BAT. Plan for fading students off of CICO: Determine criteria for fading students off of intervention and how this will occur.

Targeted Training Status Check Have you: Defined your TCCE/CICO System? Developed your referral process? Created your reinforcement system? Developed a system for managing data? Determined how to fade students from intervention?

Staff Training 1-2 hour in-service for ALL staff: Staff/Teacher’s role in the process Mission, culture, process, forms Referrals for program Program capacity, prioritizing, time to placement Rating students’ behavior (Completing the DPR) Giving effective feedback during and after class Graduating from the program Opportunities to practice, review forms Booster sessions

Teacher Feedback to Students Start each period on a good note Attend to appropriate behavior (especially if it is a target behavior) -Be specific -Developmental considerations Review and explain DPR ratings calmly and objectively -Be specific and brief (app. 30 seconds) Do not engage students in debates over ratings Use rational detachment Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points

Example: Giving Feedback Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets. Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”

Teacher Feedback to Students Praise all points, even if your goal was not met Provide additional reward if student has a perfect period -SW incentive, early out, etc. Consider age, task demands Each period is a fresh start

Parent Introduction For all parents Positive Brief Collaborative Opportunity to refer

Student Body Introduction Check-In/Check-Out as an Opportunity Earn more rewards Earn respect of peers Emphasize Check-In/Check-Out achievements (with permission) Incorporate into school’s culture

Activity # 11: Develop Training

How will you identify students that need targeted interventions? Consider Universal Screening

Universally Accepted Types of Screening in School Readiness Academic Vision Hearing Dental Behavior Why not?

Universal Screening What is screening? Why would you want it? What does it look like? What’s next?

Where do we go from here… thoughts and questions.

VT Statewide Structure of Support LevelHow is support provided?Who is supported? State Technical Assistance (State TAs) Info Dissemination Funding TA/Coaching to SU’s Regional Meetings Trainings SU/District Coordinators & SU/District Leadership Teams Implementation Coaches (for some schools) Coaching to SU’s and Schools Trainings School Coordinator & Building Teams SU/District Coordinator Coaching to schools Visibility and political support Resources School Coordinator & Building Teams School Coordinator & School Leadership Teams Implementation of evidence-based practices Staff & Students

To Sustain PBIS you must: Use Data Communicate Share Information Participate

Next Steps & Important Dates State TA Contact SWIS Licensing for CICO and Online Training VTPBiS Training Calendar & Resources: Regional Coordinators Mtgs – – Reg. Meetings – December & March- STAY TUNED! – Data Days – December (plus webinars in March and May! - STAY TUNED! VTPBiS Newsletters 65

Questions? Contact your State TA Cassandra Townshend: Sherry Schoenberg: Ken Kramberg: Josh Souliere: Richard Boltax: Visit:

THANK YOU! Safe Travels!