SW-PBIS Training Cambrian SD Sept Chris Borgmeier, PhD Portland State University

PBIS Big Ideas Commitment to serve ALL students  Setting ALL Students & Staff up for Success Level the Playing Field for All Students Positive & Welcoming for ALL Proactive is better than Reactive Teach  Social Behavior like we teach Academics Increase participation in school & academic success  LIMIT LOSS OF INSTRUCTIONAL TIME

PBIS Big Ideas LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive strategies  Time in Office, Suspension, Detention, Expulsion Focus on Attendance  Start with making school and classroom a welcoming, positive place for ALL students

PBIS in a Nutshell (for kids and adults) If you want it, teach it. Teach it where you want it. If you want to see it, look for it. If you see it, recognize and reward it. - Dale R. Myers

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

TIER 1 – Cambrian Team Statements Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place. Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. Messaging/working with our staff. that our behavior programs in the classroom align with our PBIS philosophy Suggestions for starting the process for a mural on campus Team time!!!! ….and Tier focus (all level).

TIER 2 – Cambrian Team Statements If there isn’t a real need for CICO, are we missing something or is that o.k.? a chance to focus on the implementation of specific tier 2 strategies such as Check In Check Out – so this would be more planning time for us to work out how to do CICO and make sure it is resourced well enough. from a higher level, implementing and staffing Tier 2 in a sustainable way. e.g. Organizing our team, meetings and processes so that Tier 1 and Tier 2 are both being addressed in a sustainable way.

TIER 3 – Cambrian Team Statements How to get the ball rolling for Tier 3 How to build teacher capacity and comfort for some of the more severe cases of behavior. What (if any) support staff can learn working with behavioral challenges. What to do with students that need a Tier 3 program or how to tweak CICO if it is not working.

Agenda Overview of 3 tiers  Tier 1 – Respond to initial questions  Next steps with Tier 2 & Tier 3 Team time tailored to each site  Address team questions

TIER 1 – Cambrian Team Statements Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place. Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. Messaging/working with our staff. that our behavior programs in the classroom align with our PBIS philosophy Suggestions for starting the process for a mural on campus Team time!!!! ….and Tier focus (all level).

Start with the Why Why How What Simon Sinek

Why? The WHY needs to fit local context:  Values  Culture  Needs Why does your school need to implement SW-PBIS  Tier 1? Tier 2? Tier 3? ….then How? and What?  If the Why isn’t important – How and What don’t stand a chance

Common Vision/Values Common Language Common Experience MEMBERSHIP

Role of Tier 1 - PBIS Team Monitoring & Maintaining Implementation  At least monthly team meetings With monthly review of data  Regular updates with whole staff Re-Teaching Planning & maintaining Acknowledgment system & assemblies Monitoring Discipline Data & challenging areas to inform action planning  Continuing Development of PBIS intervention

1.Inform facilitator of absence/tardy before meeting 2.Avoid side talk 3.Remind each other to stay focused 4.Start and end on time 5.Be an active participant

Agreements Team Data-based Action Plan ImplementationEvaluation SW - PBIS GENERAL IMPLEMENTATION PROCESS Staff Feedback

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?

Prevent “Trigger” Define & TeachRe-teach SW expectations for Respect on the playground Re-define and teach check out routine. Check out equipment happens before recess in classrooms Reward/ReinforceStaff acknowledge students appropriate use of equipment and respectful behavior with SW PAW tickets Withhold Reward Corrective consequence Other Safety Problem Statement We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Use Schoolwide Information System (SWIS) Data to Achieve Precision QuestionSWIS Table/Graph What problem behaviors are occurring? Referrals by problem behavior When are problem behaviors occurring? Referrals by time Where are problem behaviors occurring? Referrals by location Who is engaging in problem behaviors? Referrals by student Why is the problem behavior continuing to occur? Custom Report by Motivation Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision.

Prevent “Trigger” Define & Teach Reward/Reinforce Withhold Reward Corrective consequence Other Safety Problem Statement Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision. Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision.

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems Working with our staff to understand that our behavior programs in the classroom align with our PBIS philosophy

Looking for High Blue (Not or Partially In Place) & High Red (Priority)

Rowe MS October 2013 Rankings % Not or Partial In Place % High/ Med Priority TotalRan k 2. I acknowledge student positive behavior at least 4 times more often than I acknowledge problem behavior Chronic problem behaviors are anticipated and precorrected Instruction includes frequent student responding (more than 4 responses/ minute for new materials & 8 for review) School-wide Total % In Place = 59% Partial = 34% Not In Place = 5% Not Applicable = 2%

Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

Annual Action Planning Tier 1

Plan for Next Year Evaluation Tools for Sustainability; Schedule into Action Plan for Next Year Tier 1 Annual Action Planning

Team Task: Tier 1 Action Planning

Tier 2

Continuum of Assessment & Intervention Intensive Targeted Universal School-Wide Assessment School-Wide Prevention Systems Student Referral Data (ODRs) “Tweak”/ Small change to CICO Basic CICO Intervention Assessment Borderline Initial CICO Data

Student Referred for CICO CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly Progress Monitoring Meeting Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program BASIC CYCLE Check In Check Out (CICO)

CICO Coordinator Responsibilities Organize & coordinate implementation of CICO system  Coordinate check-in and check-out Possibly do Check-in & check-outs Lead meetings Enter data daily (or monitor daily data entry) Organize & summarize student data for meetings Problem solve challenges to implementation of CICO Establish rapport with students Provide training to all students before they begin CICO Contact person for caregivers Process requests for assistance

Team Task Complete the CICO Self- Assessment & Identify Actions for improved implementation

Tier 2/3 Problem Solving Team Individual PBIS Team (or whatever you want to call it) FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III

Who should be on the Tier 2/3 team? Administrator Check-In/Check-Out Coordinator Behavior Specialist(s):  Person(s) in school involved with conducting behavioral assessments, developing behavior support plans and providing support to students with challenging behavior Often = School Psychologist, Special Education Teacher, and/or School Counselor

Administrator Manage & monitor system (Tier 2 & 3) implementation Actively demonstrate commitment to supporting students with challenging behavior in school environment Decision-maker present to maintain efficiency of Tier 3 teaming & planning Monitor implementation fidelity of Tier 2 & 3 implementation

Behavior Specialists Some flexibility in schedule to conduct assessments & support implementation of Behavior Support Plan (BSP) Training/ background knowledge in behavioral principles and intervention  Will be provided at trainings

Behavior Specialists Lead FBA/BSP process:  Conduct interviews & observations  Develop Summary Statement  Complete Competing Behavior Pathway  Lead process of Behavior Support & Implementation planning  Support & Monitor implementation  Lead BSP meetings

Team Task Complete the Team Charter What do you want to call your team? Do you have the right team members on your I-PBIS team?  Anyone you’d like to add? What is your meeting schedule? Questions for Year 3 planning & implementation

Tier 2 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

Borderline Responder Last 3 weeks of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

Typical Reasons CICO may not be working for an individual student 1) Low fidelity of implementation 2) The student needs more instruction on how to use the program 3) The rewards are not powerful or desirable for the student 4) The program does not match the function of the problem behavior 5) The student requires more intensive, individualized support Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support

Individualized Point Card RobbieOct. 14 th 20--

More Frequent Check-Ins “CICO Hair Club for Kids” Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period Another Alternative – Create alternate card which breaks day into smaller intervals

Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon

Breaks are Better Card

ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon

ABC Point Card -- Front

ABC Point Card -- Back

Non-Responder After multiple interventions, including match to function-based CICO Tweak ABC CICO RTI  Time to move to Tier 3 Support FBA/ BSP CICO

Screening Coordinator Tier 2 Intervention Coordinator Tier 3 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

Team Task Open up your School Account on  Click on “Login” tab in upper right of page  Type in your School ID #  Click the “Action” arrow next to Monitoring Advanced Tiers Tool (MATT)  As a team complete the MATT on-line  Use your results to identify action items & develop an action plan Identify any other priorities related to student behavior/ discipline/ PBIS in your school

Tier 2 Annual Action Planning Plan for Next Year Evaluation Tools for Sustainability; Schedule into Action Plan for Next Year

Tier 3

Continuum of Assessment & Intervention Intensive Targeted Universal School-Wide Assessment School-Wide Prevention Systems Student Referral Data (ODRs) Refer to Tier 3 team: Practical FBA “Tweak”/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Individualized Behavior Support Plan

Non-Responders – escalate to Student Centered Team FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III

FBA/BSP Team members School FBA Team Principal and Behavior Specialist (usually School Psychologist or SpEd teacher) GenEd teacher/ staff Other school staff that work with the student Aides, Paraeducators, Yard Duty staff, etc. SpEd teacher/ staff Parent Other involved community members/ services Mental health services, Medical services, Big brother/sister, etc

Build Local Capacity Build expertise on school leadership team  Basic FBA to BSP training Seven 75 minute trainings attended by Tier 2/3 team Trained in conducting FBA/BSP; assignments to conduct FBA/BSP Coaching from local (District?) Behavior Specialist Increase knowledge and understanding of all staff to support intervention for students with challenging behavior

District Behavior Specialist Support school implementation of FBA/BSP to build capacity at local site for simpler cases Provide support for challenging cases

School-wide training to increase understanding of problem behavior and function-based intervention for all staff  Including FBA/BSP expectations, roles and responsibilities  Trainings from “Basic FBA to BSP” program SPSYs and RSPs to do a Roadshow with ABC training

Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF? 2 Routines/Antecedents/ Setting Events: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome..and as a result ______

Staff use of Possible Motivation requires knowledge of ABC & Behavioral Function Summary Statement WHEN ANTECEDENT, BEHAVIOR BECAUSE____CONSEQUENCE BRENDA HURTS THEMTHEY GO AWAY (Avoid Peers) OTHER STUDENTS CALL HER NAMES OR TEASE HER

Function of Behavior = Possible Motivation on Referral

Tier 3 Annual Action Planning Plan for Next Year Evaluation Tools for Sustainability; Schedule into Action Plan for Next Year

Team Task: Tier 2 & 3 Action Planning