1. PBS Targeted Level Targeted Coordinator Orientation Presented by: Vermont BEST/PBS Team February, 2010

2. Agenda Sustaining Universal efforts Overview of PBS Targeted Level Role of Coordinator Role of Targeted Team Preview Inventory/Self-Assessment Preview Check-In/Check-Out Preview of FBA Plan for SWIS CICO (optional)

3. Summary of PBS “BIG IDEAS” Systems (How things are done)  Team based planning and problem solving  Data-based decision making  Long term sustainability Data (How decisions are made)  Ongoing data collection & use  ODR’s (# per day per month, location, behavior, student)  Suspension/expulsion, attendance, tardies Practices (How staff interact with students)  Direct teaching of behavioral expectations  On-going reinforcement of expected behaviors  Functional behavioral assessment  Other proven strategies

4. 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

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

6. Universal Targeted Intensive All Some Few Continuum of Support for ALL

7. 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

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

9. Universal Systems Check Is your leadership team meeting at least monthly? Why not? Do you have a purpose statement and do all staff know where it can be found? Why not? Are behavior expectations posted throughout the school in every hallway and learning environment? Why not? Is teaching matrix posted just under/next to or part of behavior expectations in all environments? Why not? Are all students regularly receiving instruction on behavior expectations? Why not? Is there an acknowledgement system that all staff participate in actively? Why not? Is there clear agreement and understanding of staff responsibilities for minor and major behavior problems? Why not? Is data being used as the basis for full staff meetings to review progress and refine strategies? Why not?

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

11. Planning to sustain Universal PBS Activity # 1 Answer the questions discussed above. Share your strategies to sustain your PBS Universal Level with a neighbor. What barriers exist? Brainstorm solutions.

12. Which students might need more than Universal Level supports? Possible Categories of Risk: Major 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

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. Targeted Team has two purposes: 1.Systems level design and accountability 2.Individual student intervention planning and monitoring

19. Targeted Team membership (focus on Systems): The Universal Team or a subset of the Universal Team can serve this function Administrator Others

20. Functions of the PBS Targeted Team (focus on Systems) : Develops and reviews targeted system development: – Creates referral process, system for student screening, process for parent contact, measurement of overall targeted intervention effectiveness – Reviews data for decision making – Link between targeted interventions and Universal system

21. Targeted Team membership (focus on individual students): Targeted Team Coordinator 1-3 individuals skilled or developing skills in function-based assessment, behavior support planning & implementation Prepared to meet on a weekly basis Includes someone skilled in data-based decision making for individual student progress Check-In/Check Out Coordinator Others

22. Functions of the PBS Targeted Team (focus on individual students) : Receive referrals Begin student in Check-in/Check-out intervention within 72 hours (unless otherwise specified) Communicate with staff and parents about intervention Evaluate student progress-exit student from intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions

23. Targeted Team and EST Targeted Team negates need for EST for behavioral referrals Appropriate members of EST should be considered for targeted team membership

24. PBS Targeted Coordinator Pre-requisites Active knowledge of school’s PBS efforts Skilled in function-based assessment, behavior support planning & implementation Member of the school’s PBS Universal Team and EST (targeted team may negate need for EST for behavior referrals) Role formally endorsed by school principal Flexibility to complete tasks during the day Positive rapport with other school staff

25. PBS Targeted Team Coordinator Responsibilities Attend PBS Team Meetings (Universal and/or Targeted system level) Meet with (student-focused; 2-3 people) Targeted Team weekly to address student referrals, interventions and to monitor progress Attend regional coordinator meetings Attend all training events Help team complete tasks on time Help with team organization Data organization and reporting

26. Activity # 2 Targeted Coordinator Self-Assessment Complete the Vermont PBS Targeted School Coordinator Self-Assessment. This self-assessment is designed to assist coordinators in identifying current strengths and professional development goals.

27. Inventory of Targeted Practices After forming your Targeted Team, complete the Targeted Practices Inventory and bring to Training for further discussion.

28. Inventory of Formal and Informal Targeted Practices/Supports Intervention/PracticeStaff InvolvedEvidence of Effectiveness (Does practice achieve anticipated Outcomes? Is there data?) Insert new cell

29. Inventory of Formal and Informal Targeted Practices/Supports Intervention/PracticeStaff InvolvedEvidence of Effectiveness (Does practice achieve anticipated Outcomes? Is there data?) Teacher MentorOllie YoungInformal process and review ESTCandi Cane, Tess Sweet, Fore Getful Referral form, teacher nomination of student review, summary report, informal report back to team Lunch BunchJohn Guidance Informal referral from teachers, students served as needed. Group ends after 8 weeks. No formal measure of review. Homework ClubSuzie HelperStudents self nominate, teacher refers to Suzie, students leave club once at grade level.

30. © 2005 by The 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 (www.guilford.com)www.guilford.com Also referred to as BEP We will call it “Check- In/Check/Out”

31. 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.

32. What is Check-In/Check-Out and Teacher Check, Connect and Expect? 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

33. 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

34. 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.

35. 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).

36. 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.

37. 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

38. 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

39. 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

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

41. 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

42. FBA Team Process Steps 1.Collect information. 2.Develop testable hypothesis or summary statement. 3.Collect direct observation data to confirm summary statement. 4.Develop “competing pathways” summary statement. 5.Develop BIP. 6.Develop details & routines for full implementation of BSP. 7.Develop strategies for monitoring & evaluating implementation of BSP.

43. Functions Pos ReinfNeg Reinf

44. 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

45. Level 1 – PBS Essential Components Classroom System Non-Classroom System School-wide System Tier 1 Implemented with Fidelity? If Yes, then Teacher ReferralData Decision RulesUniversal Screening Tools Non-responder as compared to typical peer? Full access to Level 1 Supports? Is identification process accurate? Step 1: Try CICO First (most students) Step 2: Conduct a Simple FBA: 1. Define Problem, 2. Develop Hypothesis, 3. Indentify Resources, 4. Select Intervention Avoid Tasks? Obtain Attention? Skill Deficit? Social Skills Club MentoringCICO – Continued.. Academic Support and/or Analysis Full Assessment

46. CICO-SWIS Organized around same three areas as SWIS: 1.Data Entry 2.Reporting 3.Tool Reports organized to be used for two levels of problem-solving 1.Overall CICO Implementation 2.Individual Student Progress Monitoring

47. CICO-SWIS – View Reports www.swis.org

48. SWIS Readiness Checklist and School Information Forms

49. Planning for PBS Targeted Team Readiness