1. PBIS Targeted Level
Training
Presented by:
The ViiM Team

2. This is what we’re moving away from.

3. Opening Activity
As a Team, identify your top PBIS accomplishments and challenges since rolling out PBIS.
Designate someone to introduce your team and name one top accomplishment and challenge.
15 minutes. Please emphasize to participants to name just one accomplishment and challenge. Folks tend to go on and on and....

4. Agenda Sustaining the Universal Effort Overview of Targeted Level
Development of Systems at the Targeted Level
Selected Targeted Practices/Interventions
Check-In/Check-Out and Teacher Check, Connect and Expect
Function of Behavior and FBA
Other Targeted Interventions
Using Data to assess student need, targeted practices and to monitor fidelity of implementation

5. 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.

6. Training Supports:
Training format – presentation, team work, questions and processing
Materials – power point, flash drives, Targeted Level Implementation Workbook, web site
Tools – Benchmarks of Advanced Tiers, CICO Assessment/Action Plan
Team roles (facilitator, recorder, reporter, other)
Team Norms
Role of Coordinator and Coach
Support from Trainers (Cups)
Be familiar with and review the materials

7. 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.
Cups should already be on the table. You may not need to use them if there are few teams.

8. 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?

9. 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

10. 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

11. 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.

12. Designing School-Wide Systems for Student Success
Integrated Response to Intervention
Designing School-Wide Systems for Student Success +
Academic Support
Behavioral
Support
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
100%
100% 12

13. Lunch buddies Social Skills Groups Homework Club
Comprehensive Supports
Function-based Support
Tier III
Group Interventions w/function-based
modifications
Lunch buddies
Group Interventions
CICO
Skills groups
Tier II
Anger Mgmt group
Social Skills Groups
Peer Tutors
School Mentors
Homework Club
Study Skills
Tier 1
SWPBS Tier I 13

14. 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
Everything builds on Universal so this level should be strong being able to fully assess who really needs targeted supports.

15. 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.

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

17. Activity # 1
Discuss Now: If up to 15% of Your Students need something more, how many students would that be in your school? Review your ODR data. (If SWIS, look at “referrals by student graph”.) What percentage of your students receive 3-5 ODRs. Calculate based on your school enrollment?
Take about 10 minutes for this activity.

18. Plan to sustain the Universal Level Systems, Data and Practices
Who’s missing from the team?
How can you increase your team’s visibility?
How will you use data to plan?
What competing initiatives (ie., school improvement activities) do you need to align with PBIS?
Who will plan Universal roll-out for next year?
What will roll-out be for staff, students, and families?
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.

19. Activity # 2 Planning to Sustain Universal PBIS
As a Team, answer the questions above and complete the following:
Review your school’s SET and answer the BAT questions 1-3 in your workbook.
complete the VTPBiS Universal Action Plan for Sustainability.
This activity can take between minutes. After 20 minutes, ask the teams to let you know how much more time they might need.

20. Universal Systems Check
This is in the implementation workbook.

21. 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.

22. 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.

23. 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)
Many schools have strong universal supports in place for students as well as a system for supporting students with most intensive needs (Act 264, case management). However, targeted interventions, while they may be numerous, are not necessarily tied to student need or accessible in a systematic way. For example, if you have a mentor program, have you definded who would benefit, what the referral process is, what outcomes are expected, how will you know students have been successful? Also, how do you know that it works?

24. 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
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.

25. Supporting Student Behavior
Systems
Supporting
Staff Behavior
Data
Supporting
Decision Making
OUTCOMES
Practices
Supporting Student Behavior 3

26. “Necessary Conversations” within a Multi-Tiered Framework
Tier I –
Universal Level:
Plans School-Wide Supports (6 components of PBIS)
Tier II –
Targeted Systems Planning:
Procedures for Referral & Evaluation
Communicate with Staff & Families
Targeted Student Planning:
Place in targeted interventions
Evaluate & Monitor Student Progress
Tier III –
Intensive SU Level:
Secure resources
Focus on student outcomes
Focus on Fidelity of Implementation measures across the district
Intensive Student Planning:
Completes FBA/BIP
Facilitates Wraparound
Evaluate & Monitor Student Progress
When referring to the systems needed to implement effective behavior practices, it is more about the necessary conversations that need to happen instead of the number and names of teams. The chart above shows the kinds of teams or conversations that need to happen at the different level.
Could responsibilities of an existing team (EST/SST/etc.) be shifted?
Sept. 1, 2009 26 26

27. Targeted Planning has Two Purposes:
Systems level design and accountability (this is often an additional function of the Universal Team)
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.

28. Targeted Planning - 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.

29. Targeted Planning - 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
Members include a coordinator, individual skilled in function-based behavior support planning, 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.

30. Targeted 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!”

31. 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.

32. Role of 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

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. Activity # 3 What is your Team Structure?
Review Team Norms and Roles.
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.
Complete the BAT questions 4-6 in your workbook.
15 – 20 minutes.

35. Targeted Behavior 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.

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

37. Supporting Student Behavior
Systems
Supporting
Staff Behavior
Data
Supporting
Decision Making
OUTCOMES
Practices
Supporting Student Behavior
Practices 3

38. Problems at Schools and on and on and on and on and on and on and on
Struggling readers
Can’t read at all
Letter/word reversal
Comprehension difficulties
Memorization difficulties
Retention problems
English language learners
Lack of number recognition
Math fact deficits
Homework completion
Sloppy work
Test anxiety
Oral reading fluency
Poor writing skills
Fights
Property destruction
Weapons violation
Violence toward teachers
Tobacco use
Drug use
Alcohol use
Insubordination
Noncompliance
Late to class
Truancy
Inappropriate language
Harassment
Trespassing
Vandalism
Verbal abuse
What is the solution?
Individualized interventions?
-Well, these can be effective but
Too many students to individualize
Effective individualized interventions require a system to make them effective and sustainable.
SWPBS is one such system
and on and on
and on and on and on and on and on

39. 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
Interpersonal Therapy for Adolescents
Self-Management
Milieu Language Teaching
Social Skills Training
Mnemonics
Task Modification
Modeling
Task Selection Strategies
Modified Task Presentation Strategies
Token Economy System
Moral Motivation Training
Verbal Mediation
Multimodal Interventions
Video Modeling
Multi-systemic Therapy
Vannest, K.J. (2009)

40. Consider Universal Screening
Why Screen for Behavior? Kauffman (2001)
To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy.
Early identification leads to early intervention
Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

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

42. Example of 4 schools: Results of screens helped teams choose which interventions to develop, use, or expand
Research of Kimberly J. Vannest, Ph.D.
This is the result of research for four schools that did formal screens of their students. You can see the variation in the types of behavior concerns in the different schools. An argument for formal screening is that you take the results of your screen to develop targeted interventions that match your highest level of concerns. This is most efficient.

43. Different types of screens
Natural screens
Validated measures
Discuss that we are exploring different screens as a team and will offer opportunities for training by the fall. It is important to know your school culture, what you are looking for and why. Teams must know the functions of screening and they must share this with their staff so they have a common sense of purpose.
Big take home message: Don’t screen if you don’t intend to put an intervention in place.

44. 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
This further shows which types of interventions are useful based on the motivation of behavior.

45. Social Skills Instruction
Matching Interventions to Deficit Types
most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998)
consider acquisition vs. performance deficits
Schools may have canned programs that they use to teach social skills but there are different interventions depending on the kind of social skill concern that is exhibited. Does the student need to learn the behavior? (acquisition) Does the student know the behavior but need to practice it more? (performance) Does the student know the behavior but have a much stronger competing behavior that he would rather use? (Need FBA to determine replacement behavior options).

46. Programming for Successful Social Skills Instruction
Interventions should be implemented as planned or intended
Plan to adequately program for generalization & maintenance
Match instructional procedures to specific types of deficits
Target socially valid behaviors

47. Cautions regarding Social Skills Instruction
Address Generalization & Maintenance Issues
Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998)
one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

48. Social Skills Basics
Social skills curriculum must match the specific need.
An ideal curriculum does not exist.
Basic set of “Preferred Teaching Practices” exists.
Initially, learning how to teach social skills takes time and energy.

49. Characteristics of all Targeted Interventions
explicitly teaching expected behavior to the student
structured prompts for appropriate behavior
opportunities to practice skills
opportunities for positive feedback
strategies for fading support as the student gains new skills
system for communicating with parents
regular Data for Monitoring student progress
Keys to Changing Behavior

50. 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

51. 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

52. 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

53. 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

54. 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.

55. 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 involvement of ALL staff within the school building.

56. What are you currently implementing for Targeted interventions?
So Tell Us….
What are you currently implementing for Targeted interventions?

57. Activity # 5
With your Team, complete the Inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBIS.
Approximately 30 minutes

58. 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.

60. Targeted Behavior Training Status Check. Have you:
Reviewed your school data to identify student population eligible for targeted interventions?
Answered BAT questions 1-3?
Completed your PBIS Universal Action Plan for Sustainability?
Completed your School Profile and answered BAT questions 4-6?
Finished your Targeted Behavior Purpose Statement?
Completed Inventory of Targeted Practices?