1. PBIS Targeted Level
Orientation
May 16, 2012

2. Welcome! PBIS Targeted Behavior Orientation by Sherry Schoenberg How to login: You will be connected to audio using your telephone after joining the Webinar. Please dial the following info that will also appear on your screen: Toll: (312) Access Code: this is the number that was provided in your confirmation from GoToWebinar (don’t forget to hit the # key after the access code) Audio PIN: Shown after joining the Webinar Please DO NOT connect using your computer’s microphone and speakers.

3. Introductions When we call your name please: Say “hello”
Tell us what school you are from.
Indicate who is in the room with you, if anyone.

4. Webinar Logistics 2 Ways to Interact:
Raise your hand using the icon on your screen
Type a question into the text box
Intermittently we will provide opportunities to interact.
This webinar will be recorded.
Please note, your microphone will be muted unless otherwise indicated.

5. Agenda
Overview of PBIS Targeted Level within a Multi-Tiered System of Support
Plan for Sustaining Universal PBIS efforts
Highlight systems needed at Targeted Level
Discuss who needs to be involved in planning at the systems and student planning levels
Preview Inventory/Self-Assessment
Preview Check-In/Check-Out and Teacher Check/Connect and Expect
Preview Functional Behavior Assessment
Plan for Targeted Training
Plan for SWIS CICO (optional)

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

7. 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.
PRACTICES
Supporting
Student Behavior

8. Establishing Continuum for SWPBS
INTENSIVE PREVENTION
INTENSIVE PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
TARGETED PREVENTION
TARGETED PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
UNIVERSAL PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
UNIVERSAL PREVENTION
~80% of Students

9. 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

10. Core Features of a Response to Intervention (RtI) Approach
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.

11. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/ Targeted
Tier 3/
Intensive
Check-in/ Check-out
Assessment
Intervention
Social/Academic Instructional Groups
Daily Progress Report (DPR) (Behavior and Academic Goals)
This upside down triangle is a representation of how all students are at the universal level of supports and the continuum of assessment and intervention in addition to the universal. The assessment tools related to Wraparound are now being piloted with a small group of schools in VT. These will be further articulated within the next year.
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Individualized data tools
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
Wraparound

12. 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

13. Using data to determine when to consider targeted interventions…

14. Universal Systems Check
Is your leadership team meeting at least monthly?
Do you have a purpose statement and do all staff know where it can be found?
Are behavior expectations posted throughout the school in every hallway and learning environment?
Is teaching matrix posted just under/next to or part of behavior expectations in all environments?
Are all students regularly receiving instruction on behavior expectations?
Is there an acknowledgement system that all staff participate in actively?
Is there clear agreement and understanding of staff responsibilities for minor and major behavior problems?
Is data being used as the basis for full staff meetings to review progress and refine strategies?

15. First, you must plan to sustain your PBIS Universal Level
Do you still have 80% buy-in? How do you know?
Who will plan your regular Universal Level roll-out activities?
How will you use data to help in your planning?
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.

16. Planning to Sustain Universal PBIS Activity:
Review the PBIS Sustainability Checklist/Action Plan.
We will ask you to share some of your strategies for sustaining PBIS at the Universal Level.
We will ask you to identify any barriers that may exist. As a group we will brainstorm solutions.

17. Discussion/Questions/Comments

18. Which students might need more than Universal Level supports?
Possible Categories of Risk:
More than a couple office 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

19. Using the Referrals by Student report as a Universal Screening Tool

20. What is a Targeted Intervention?
An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout the school day.
Interventions provide additional student support in academic, organizational, and/ or social support areas.

21. Targeted interventions are…
Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);
Efficient because they use a similar set of strategies across a group of students who need similar support;
Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.

22. Critical Features Rapid access to intervention (less than a week)
Positive system of support
Students agree to participate
Implemented by all staff/faculty – very low effort
Flexible intervention based on simple assessment of function of behavior
Adequate resources allocated (admin, team)
Continuous monitoring and decision-making
Administrative support

23. 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

24. Remember
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

25. Questions/Comments?

26. Targeted System for Behavior has two functions:
Systems level design and accountability
Student intervention planning and monitoring

27. 1. Targeted System
Creates procedures for all targeted interventions (not individual students).
Communicates to staff and families.
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.

28. Focus on Systems Who does this?
The Leadership Team or a subset of the Team. Membership can be the same as Leadership Team but there must be “different conversations.”
Administrator should participate
Others

29. 2. Targeted for student planning and referral
Meets weekly or bi-weekly to review student referrals and place student on CICO (unless otherwise specified)
Communicates with staff and parents about student
Evaluates student progress, needed plan change and exit from intervention
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.

30. Focus on student planning and referral Who does this?
Representative/s from Leadership Team;
Individual/s skilled in function-based behavior support planning, Check-In/Check Out Coordinator (if using CICO);
Administrator.
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.

31. Targeted PBIS and EST Considerations
PBIS Targeted Level for student planning is similar to the work of EST.
EST and PBIS Targeted planning may be 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!”

32. 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;
Be “hands on” with the student plans;
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.

33. Role of 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.

34. PBIS Targeted Coordinator Pre-requisites
Active knowledge of school’s PBIS efforts
Skilled in function-based assessment, behavior support planning & implementation
Member of the school’s Leadership Team and EST
Role formally endorsed by school principal
Flexibility to complete tasks during the day
Positive rapport with other school staff

35. PBIS Targeted Coordinator Responsibilities
Attend Leadership Team Meetings
Meet with (student-focused; 2-3 people) Team weekly to address student referrals, interventions and to monitor progress
Attend regional coordinator meetings
Attend all training events
Help team complete behavior tasks on time
Help with team organization
Data organization and reporting

36. Targeted Team Profile (See handout)

37. Handout Thatcher Brook’s two page list of targeted interventions
Handout Thatcher Brook’s two page list of targeted interventions. Talk about the need to have explicit purpose for intervention and how you will know the intervention is effective. Targeted teams should do this inventory to assess the targeted interventions that they have and whether they have evidence of effectiveness as well as a process for determining participation and exit from the program.

39. Inventory of Targeted Practices
Complete the Targeted Practices Inventory and bring to Training for further discussion.

40. Questions/Comments?

41. Most Promising Targeted Intervention
Check-in/Check-out or
Teacher Check, Connect and Expect
Every school does not need every targeted intervention. All schools need one of the above interventions.

42. Check-In/Check Out Implementation Manual
The Behavior Education Program: A Check-in, Check-out Intervention
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”
Information I will be presenting today is from this book. Relatively inexpensive: Book $28; DVD $55; Package $65
© 2005 by The

43. What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)?
A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:
Students who do not respond to school-wide interventions
Students with repeated referrals
Students seeking adult attention

44. CICO and TCCE Elements Daily positive adult contact
Check-in/Check-out system
Daily Report Card (DPR) – increased attention to behavioral goals
For all school settings
Home school partnership
Collaborative team-based process

45. Check-In/Check-Out Cycle: How does it work?
Morning check-in
Students checks in with coordinator within 15 minutes of arrival time
Coordinator collects and hands out Daily Progress Report form
daily goal set with students
Students encouraged to make good choices
Student gives DPR form to each teacher prior to each period (section of time).
(Can also be used in cafeteria or playground… anywhere there is a supervisor).

46. Check-In/Check-Out Cycle: How does it work?
End of day check-out
During last 20 minutes of the day
Goes over daily progress
Reviews progress towards goals
Points tallied
Reward
Graphs student progress
Daily Progress Report form copy taken home and signed.
Return signed copy next morning.

47. Check-in/Check-out Coordinator
“Someone the students enjoy and trust”
Enthusiastic
Leads check-in and check-out
Enters data daily
Prioritizes students for review at team meetings
Creates graphs for meetings
Gathers extra info for meetings
Maintains records

48. Teacher Check Connect and Expect
Student is greeted each day in a friendly positive way by the teacher.
Teacher reviews behavior expectations with the student, and encourages student to do well.
After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (dpr).
At end of day, teacher writes the total amount of points achieved for the day on dpr.
Completed daily progress reports are sent to the targeted team for input into data information system. system.
Targeted team reviews progress after four weeks unless otherwise indicated.

49. Getting Started 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

50. First Steps: Determine how CICO or TCCE will be implemented in your school
Establish the Targeted Student Focused “Team”
Determine CICO or TCCE
Establish number of students that can be served on program at one time
Determine the name of this program for your school

51. FBA/BIP Functional Behavior Assessment/Behavior Intervention Plan

52. A Context for Positive Behavior Support
A redesign of environments, not the redesign of individuals
Plan describes what we will do differently
Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual 52

53. FBA Team Process Steps Collect information.
Develop testable hypothesis or summary statement.
Collect direct observation data to confirm summary statement.
Develop “competing pathways” summary statement.
Develop BIP.
Develop details & routines for full implementation of BSP.
Develop strategies for monitoring & evaluating implementation of BSP.

54. Functions
Pos Reinf
Neg Reinf

55. Identifying who needs an FBA/BIP
Multiple office disciplinary referrals
Existing targeted interventions not successful or inappropriate
Academic/behavior data indicates challenge
High intensity or frequency of behavior
Behavior impedes academic performance or is disruptive to the learning environment
Function of behavior unclear
Source: Crone, D.A. & Horner, R.H., 2003

56. Setting up a school-wide FBA process:
Who makes the referral? 
What form do they use?
Where or to whom does the referral form go?
Who or what group reviews the referral form to see if Simple FBA needs to be done?
Who schedules the Simple FBA, informs teachers and others who need to know?
Who completes the Simple FBA?
Who or what group develops the testable hypothesis?
Who or what group develops the simple behavior support plan?
What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA, testable hypothesis statement and development of simple behavior support plan?
When and by whom is BSP reviewed to see if it is working?

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

58. CICO-SWIS – View Reports

59. Planning for PBIS Targeted Training
Plan for sustainability at the Universal Level.
Determine who will do systems level and individual student level planning at the Targeted Level
Begin Inventory of Targeted Supports
Consider SWIS for Check-in/Check-out
Attendance at Targeted Level Training and other Logistics