1. 2019 VTPBIS Forum Building Effective Systems at the Intensive Level
Ken Kramberg & Amanda Babcock

2. What’s your personal learning goal for this session?
In this session, think about:
What will you be able to implement? How will you know you’re implementing it well? How will your most vulnerable students benefit? How will you/your team sustain what you’re implementing?

3. What is Tier 3 intensive?
For students with serious and challenging behaviors that require individualized interventions
Collection of data to determine function of behavior (FBA) and positive behavior plan to address function (BSP)
Coordination of home, school, community interventions

4. “Here comes the really hard part!”
Disconnect major challenge. We will ask you to think of ways to connect students at Tier 3 with 1 & 2,
Counter intuitive then to emphasize the tip.
ASK THEM: So why the heck are we doing it?
My belief is that principles and values of wraparound are not just an effective basis for team planning around a small number of students in your school, but when you introduce the wraparound process into a school’s PBIS system there’s the opportunity for the values to improve the supports that ALL students receive.
“Here comes the really hard part!”

5. Sustaining PBIS Supporting Supporting Staff Behavior Decision Making
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior
5 Components of MTSS cuts across Data, Systems and Practices
Smallest effort
Evidence-based
Biggest, durable effect

6. Vermont’s Planning Process for Students
1 Teaming
2 Goals
3 Assessment (FBA)
4 Intervention (BSP)
5 Evaluation (BSP)
Vermont’s Planning Process for Students
Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce
We’ve focused today on systems.
We’re going to move for the rest of the week to focusing on intensive supports for students
Hand out books
Inserst this as transition slide for each section

7. Intensive Level Interventions and Supports are Best When Built Upon the Foundation Created Through Targeted Systems, Data, and Practices

8. Targeted Interventions Based on Functions of Behavior
TFI
Check-In/Check-Out
Adult Mentoring Programs
Access Adult Attention/Support:
Social Skills Instruction
Peer Mentoring
Self-Monitoring with Peer Support (function: academic task escape)
Access Peer Attention/Support:
Organization/Homework planning support
Homework completion club
Tutoring
Academic Skills Support
Intervention is continuously available
Rapid access to intervention (72 hr.)
Very low effort by teachers
Consistent with school-wide expectations
All staff/faculty in school are involved/have access
Flexible intervention based on descriptive functional assessment
Adequate resources (admin., team)
Continuous monitoring for decision-making

9. Inventory of Existing Targeted Interventions
Direct them to Handbook for this activity, go to next slide

10. Tier III Key Points
There are no ”go to” interventions or practices at tier three.
Emphasis on Systems to make assessment and planning efficient.
Must have capacity to do FBA and student and family centered planning.
Adults implementing interventions must have strong relationship building and de-escalation skills.

11. Consider the Restorative Mindset
The Restorative Approach is about:
Voluntary Participation
Exploring Relationships
Meaningful Engagement
Participatory Decision-Making

12. Assessment (FBA)
Intervention (BSP)

14. Necessary Conversations (Teams)
TFI
Necessary Conversations (Teams)
Tier 1
Tier 2
Tier 3
SU/District Team
•Coordinates implementation
•Ensures access to resources
•Reviews data across schools
SU/District Team – Targeted/Intensive:
•Secures resources
•Focuses on student outcomes
•Focuses on fidelity of practices across the district/SU
SU/District
School Leadership Team
•Plans and implements 6 school components of PBIS
School Systems Level Team – Targeted/Intensive:
•Creates procedures for referral, screening & evaluation
•Communicates with staff and families
School
You need to figure out where you as the intensive team fit in
KEN through 78
Student Level Team
•Matches students to interventions
•Evaluates & monitors student progress
Student Level Team
•Completes FBA/BIP
•Evaluate & monitor student progress
Facilitates wraparound
Student

15. Intensive Level – Three Types of Teams (or Conversations)
Systems Level
Individual Student Referral, Review
Student Specific
Some people will always be on every Individual Student Team

16. Intensive Team: Critical Features
PBS Intensive Interventions SERC
Intensive Team: Critical Features
TFI
Possess specialized behavioral skills within their membership
Allow and encourage contributions from all their members
Have predictable and efficient procedures for doing business and solving problems
Have regular opportunities to access building staff, families, and community agencies to communicate and solicit information

17. Intensive Team: Objectives
PBS Intensive Interventions SERC
Intensive Team: Objectives
TFI
Manage teacher requests for assistance
Ensure that teachers and students receive support in a timely and meaningful manner
Provide a general forum for discussions and possible solutions for individual student behavioral concerns
Organize a collaborative effort to support the teacher (Todd et. al., 1999)

18. JFK Elementary School makeup:
360 students K-5
18 different language spoken within the school
Arabic, Bosnian, Burmese, Chinese, French, Hindi, Japanese, Karen, Kirundi, Kizigua, Loatain, Mai Mai, Napali, Somali, Spanish, Swahili, Vietnamese
6 Liaisons
About 154 ELL students k-5

19. PBIS in our School PBIS Leadership Team Consists of 10 members:
Principal, ELL, Special Educator, Sped Admin, 3 Classroom Teachers, Behavior Coach, Guidance, Unified Arts
This year we are inviting some parents/community members to join us for Tier 1 meetings.
Same Leadership team for all 3 tiers- Meet 2 times monthly and we rotate what Tiers we are reviewing
PBIS school since 2016
This year we implemented Tier 3 protocols

20. PBIS in our School PBIS Leadership Team Consists of 10 members:
Principal, ELL, Special Educator, Sped Admin, 3 Classroom Teachers, Behavior Coach, Guidance, Unified Arts
This year we are inviting some parents/community members to join us for Tier 1 meetings.
Same Leadership team for all 3 tiers- Meet 2 times monthly and we rotate what Tiers we are reviewing
PBIS school since 2016
This year we implemented Tier 3 protocols