1. Leadership Team Training
PBIS Targeted Level
Leadership Team Training
Presented by:
The VTPBiS Team

3. Opening Activity
As a Team, identify your top PBIS accomplishments and challenges over the past year.
Your PBIS Coordinator will introduce your team and name one top accomplishment and challenge.

4. Agenda Welcome, Introductions, Logistics
Sustaining the Universal Effort
Overview of PBIS at the Targeted Level
Selected Targeted Interventions
Role of PBIS Targeted Coordinator and Team
Check-In/Check-Out and Teacher Check, Connect and Expect
Hear from a School Engaged in Check-In/Check-out
Function of Behavior, Simple FBA and FBA System Development
Moving on From Here

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

6. Process Details
Training format – presentation, team work, questions and processing
Use of materials – power point, memory sticks, worksheets, web site
Team roles (facilitator, recorder, reporter, other)
Team Norms
Role of Coordinator
Support from Trainers (Cups)

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.

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.
Allow 5 minutes for this activity
Differentiation……….

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. Relevant & question based
Practices
Effective
Relevant
Efficient
Durable
Scalable
measurable
Data
Relevant & question based
Sensitive
Systems
Training & coaching
Evaluation
Leadership
Political support
Funding & visibility
Policy

12. 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

13. 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.

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

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. Looking at Student Referrals
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. IF up to 15% of Your Students need something more……….
How many students would that be in your school?

18. First, you must plan to sustain your PBIS Universal System
Who’s missing from the team?
How can you make the team have a higher profile?
How will you use data to help in your planning?
What competing initiatives (ie., school improvement activities) do you need to align with PBIS?
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. Also, you must plan to sustain your PBIS Universal Practices
Who will plan your Universal roll-out efforts for next year?
How will roll-out happen for staff, students, and families?
A reminder to make sure PBS is part of one of the opening days in service. Minimally a half day will be needed to review the universal components, and targeted strategies if in place. Can you schedule a student body assembly now for a review of the expectations? Finally, how will the expectations be communicated to parents?

20. Planning to Sustain Universal PBIS Activity # 1
As a Team, answer the questions above.
Use the Vermont Phases of Implementation (POI) to help your team develop or refine your Universal Level.
Begin planning your Universal Roll-out for the Fall.

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)

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

25. 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

26. Social Skills Group
Identify critical skills (deficit or performance problem)
Develop social skill lessons
“Tell, show, practice”
Match language to school-wide expectations
Generalization strategies
Must provide clear & specific activities all staff follow to promote generalization & make sure staff are using strategies

27. 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

28. 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

29. 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

30. 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

31. 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.

32. 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 high level of
involvement among ALL staff within the school
building.

33. 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
Self-Management
Interpersonal Therapy for Adolescents
Social Skills Training
Milieu Language Teaching
Task Modification
Mnemonics
Task Selection Strategies
Modeling
Token Economy System
Modified Task Presentation Strategies
Verbal Mediation
Moral Motivation Training
Video Modeling
Multimodal Interventions
Multisystemic Therapy
Kimberly J. Vannest, PhD.--Texas A & M University
Vannest, K.J. (2009)

34. Example of 4 schools- Matching Intervention with Need
Kimberly J. Vannest, PhD.--Texas A & M University

35. Activity # 2 Define Team Roles and Norms
With your Team, complete the inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBiS.

37. Activity # 2 – Inventory of Targeted Supports

38. Targeted Team has two purposes:
Systems level design and accountability (this is often an additional function of the Universal Team)
Individual student intervention planning and monitoring

39. 1. Targeted System:
Develops and reviews processes for targeted interventions:
Creates referral process, system for student screening, process for parent contact, measurement of overall targeted intervention effectiveness
Reviews data for decision making about practices (not individual students)
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.

40. Targeted Team (System) Membership:
The Universal Team or a subset of the Universal Team can serve this function
Administrator
Others

41. 2. Targeted Team for student planning and referral:
Receives referrals
Begins student on default intervention (CICO) within 72 hours (unless otherwise specified)
Communicates with staff and parents about intervention
Evaluates student progress and exit from intervention/tweaks plan/conducts FBA to plan alternative or more intensive interventions
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.

42. Targeted Team Membership (focus on individual students):
PBIS Targeted Team Coordinator
1-3 individuals skilled in function-based assessment, behavior support planning & implementation
Individuals who can meet on a weekly basis
Someone skilled in data-based decision making for individual student progress
Check-In/Check Out Coordinator (if using CICO)
Administrator

43. When does the Student Focused Targeted Team meet?
Regular scheduled meetings –weekly or
depending on building needs
Reviews referrals and selects intervention
Reviews progress on selected students, current interventions, to self-evaluate, and to action plan

44. Targeted Team and EST Considerations
The PBIS Targeted Team for student planning can substitute for the EST for behavior referrals.
EST and PBIS Targeted 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!”

45. 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.

46. PBIS Targeted Team Coordinator Responsibilities
Facilitates weekly targeted student meetings
Active member of PBIS Team(s)
Attend regional coordinator meetings and trainings
Prioritizes students for Team meeting
Prioritizes requests for service
Creates graphs for meetings
Facilitates meetings
Maintains records

47. Activity # 3: Who’s on your Team?
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.

48. Targeted 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.

49. Write your Targeted Team Purpose Statement. How will people know it?
Activity # 4
Write your Targeted Team Purpose Statement. How will people know it?