1. PBIS Targeted Level Orientation Webinar
Presented By
VTPBIS State Team
January 2018

2. Webinar Logistics Orientation to screen 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.

3. Targeted Materials:

4. Agenda
Overview of PBIS Targeted Level within a Multi-Tier System of Supports
Plan for sustaining Universal PBIS efforts
Highlight systems needed at Targeted Level
Who needs to be involved
Preview Targeted Inventory/Self-Assessment
Preview Check-In/Check-Out and Teacher Check/Connect and Expect
Plan for Functional Behavior Assessment capacity
Plan for Targeted Training
Plan for SWIS CICO (optional)

5. 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

6. 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

7. Positive Behavior Interventions & Supports within MTSS:
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 Support Planning (FBA/BSP)
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
Complex FBA/BSP
Individualized data tools
Wraparound

8. 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

9. Continuum of Support for “Dylan”
Universal
Targeted
Intensive
Anger Mgt.
Math
Label Behavior, Not Students!
Science
Adult relationships
Every student has competencies. Label behavior not STUDENTS. Everyone at one point or another needs targeted or intensive supports. Dylan is doing great in reading but may need more support in Math and with anger management.
Attendance
Reading
Peer Interaction

10. Core Features of a Multi-Tier System of Supports (MTSS)
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
Poll: To what extent are these features in place at your school?
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.
Poll: to what extent are these features in place at your school?
Few of these features are in place
Some of these features are in place
Most featues are in pace
All features are in place

11. 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

12. Using data to determine when to consider targeted interventions…
1) TFI and/or SET 2) Use ODR Data

13. Using the Referrals by Student report as a Universal Screening Tool
2/22/2019
Using the Referrals by Student report as a Universal Screening Tool
Student with 2-5 are candidates for more support in behavior, academic, or both areas. Reference Triangle!
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B

14. Plan to Sustain Universal PBIS (Team Activities Prior to Targeted Training):
Complete Activity #3 in the Targeted Workbook. Assess Family Engagement practices and plan for improvement.
Complete Activity #4 in the Targeted Workbook. Develop plan for sustaining PBIS at the Universal Level.

15. Discussion/Questions/Comments

16. 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

17. 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.

18. 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.

19. 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

20. 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

21. 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

22. Discussion/Questions/Comments

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

24. 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.

25. 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

26. 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.

27. 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.

28. 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 schools context.
Goal: “Work smarter, not harder!”
Poll:
To what extent can your EST able to function as your PBIS Targeted Team?
Poll:
To what extent is your EST able to function as a targeted student level team?
We meet at least every two weeks
We use data to match interventions with student need
We eavluatie the effectiveness of interventions
None of the above
Some of the above
All of the above

29. 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.

30. 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

31. Role of Coordinator 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
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

32. Team Profile: VTPBIS Targeted Staff Handbook, page 4

33. Inventory of Targeted Practices: VTPBIS Targeted Staff Handbook, page 6
Begin the Targeted Practices Inventory and bring to Training for further discussion.

34. EXAMPLE

35. Discussion/Questions/Comments

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

37. 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

38. CICO or TCCE
What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)
How does it work?
Why does it work?
Who’s involved?
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
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
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)
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.

39. 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

40. 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

41. 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

42. 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

43. FBA/BSP Functional Behavioral Assessment/Behavior Support Plan

44. FBA/BSP Training… Understand behavior from a functional perspective
Setting up a process for referral and response
Steps in conducting a FBA/BSP
Training for staff

45. 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

46. Next Steps: Using your Targeted Workbook, complete the following:
Activity 3: View Family Engagement Module at the Targeted Level and complete steps
Activity 4: Plan for sustainability at the Universal Level
Using your Targeted Handbook, complete the following:
Team Profile (pg. 4): Determine who will do systems-level and individual student-level planning at the Targeted Level
Inventory of Targeted Supports (pg. 6): Identify and record

47. Poll: Will your school be participating in VTPBIS targeted training this year?
Yes, and we are planning to complete the readiness steps so our team can participate in March
Yes, and we are planning to complete the readiness steps to participate in June
We’re not sure yet.
Probably not, but this information will help us prepare for next year.

48. Discussion/Questions/Comments THANK YOU!