1. VTPBIS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports Presented by: The VTPBiS Trainers
June, 2013

3. Survey Says... Develop targeted systems 71.4%
Select & match targeted practices 71.4%

4. 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.

5. Activity # 1: 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.

6. Activity # 2: Setting the Stage
Let’s look at the agenda and the objectives. 15 minutes to introduce yourself and discuss priority objective with 3 people you don’t know.
“Learning means change. It’s a question of what needs changing.”

7. 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.

8. What is the Vermont Multi-tiered System of Supports (VT MTSS)?
VT MTSS is a coherent continuum of evidence based, system-wide practices that support:
proactive preventative core instruction for all;
a rapid response to academic and behavioral challenges;
frequent data-based monitoring; and
instructional decision-making
so that each Vermont student achieves high standards.

9. Continuum of Support FEW SOME ALL Anger Mgt. Math Science
(Intensive)
Math
(Targeted)
Science
Adult Relationships
Attendance
(Universal)
Reading
Peer Interaction

10. PBIS 5 Components of vtMTSS Supporting Staff Behavior Supporting
Decision
Making
SYSTEMS
DATA
Component I: Systemic & Comprehensive Approach
Component II: Effective Collaboration
Component III: High-Quality Instruction & Intervention
Component IV: Balanced & Comprehensive Assessment System
Component V: Expertise – Well-designed Professional Learning
PRACTICES
5 Components of MTSS cuts across Data, Systems and Practices
Supporting
Student Behavior
5 Components of vtMTSS

11. 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?

12. Sustaining the Universal Effort
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

13. Use the Referrals by Student report as a Universal Screening Tool

14. Activity # 3
√ Plan to sustain the Universal Level Systems, Data and Practices Resources: SWIS, BoQ, BAT, VTPBIS Universal Action Plan for Sustainability

15. What is a Targeted Intervention?
3 Functions • 9 Critical Features
• 3 Reasons to Consider
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. (Show video clip of Tariq)

16. 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
[Can each bullet point slide in one at a time? Survey says…] 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.

17. Activity # 4: 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.

18. Two Purposes of Targeted Planning:
Systems level design and accountability
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.

19. 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!”

20. 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.

21. Activity #5: What is your Team Structure?
Complete Team Profile.
Complete Questions 4-6 in Benchmarks for Advanced Tiers.
15 – 20 minutes.

22. 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.

23. Activity #6: Write Team Purpose Statement
Write Team Norms