1. VTPBiS Intensive Webinar

2. Welcome! When we say your name please: Say “hello” Tell us your role and what school you are from. Indicate who is in the room with you, if anyone.

3. Webinar Logistics Two ways to ask questions: Raise your hand using the icon on your screen Type a question into the text box We will also be asking you questions This webinar will be recorded Please note, your microphone will be muted unless otherwise indicated

4. “Here comes the really hard part!”

5. What is intensive level? Is my school ready for the training? TrainingsPracticesDataSystems Next Steps

6. Supports for All Students 1-5% 5-15% 80-90% Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. Check-in/Check-out Individualized CICO Brief FBA/BIP Complex FBA/BIP WRAPAROUND Social/Academic Instructional Groups School & Class-wide expectations & supports

7. Tier 2/3 Training Sequence Tier 2 School Leadership Training Tier 2 Trainings FBA/BSP Universal Screening Trauma Tier 3 School Leadership Training Tier 3 SU/SD Wraparound Overview Tier 3 Wraparound Facilitator Training

8. Steps for Adopting Intensive Level Tier 3 Webinar January 28 Complete BAT & Readiness Checklist Tier 3 Leadership Training March or June Follow-Up Coaching / Data System Training

9. OUTCOMES DATA SYSTEMS PRACTICE S supporting student behavior supporting staff behavior supporting decision making

10. Question #1 What types of intensive (individualized) supports do you offer students now?

11. 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

12. 1 Teaming 2 Goals 3 Assessmen t (FBA) 4 Intervention (BIP) 5 Evaluation (BIP) Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce Vermont’s Planning Process for Students

13. Comparison Tiers 2, 3, & Wrap Tier 2Tier 3Tier 3 Wraparound Small behavior planning team reviewing students who need more than Tier 1 interventions Student-specific team members (student, parent, peer, administrator, teacher, behavioral staff member, etc.) Student and family identify team members which may include peers and professionals outside of school Student Teams

14. Comparison Tiers 2, 3, & Wrap Tier 2Tier 3Tier 3 Wraparound Similar goals for all students: in class, on task, responding successfully to Tier 1 supports Individualized school- based goals to address 1-2 specific problem behaviors Student and family choose goals focused on addressing BIG needs occurring in the home, school, community Goals

15. Comparison Tiers 2, 3, & Wrap Tier 2Tier 3Tier 3 Wraparound Practical Functional Behavior Assessment (FBA) of problem behavior FBA including observations and interviews More comprehensive measures assessing strengths & needs in home, school and community Assessment

16. Comparison Tiers 2, 3, & Wrap Tier 2Tier 3Tier 3 Wraparound Tiers 1 and 2 interventions with individualized components to Tier 2 interventions if needed Tiers 1 and 2 interventions and Behavior Support Plan (BSP) including Safety Plan Same as Tiers 1, 2 and 3; Crisis/safety plan; Community services, as needed Interventions

17. Comparison Tiers 2, 3, & Wrap Tier 2Tier 3Tier 3 Wraparound Office discipline referrals, Check- in/Check out data attendance, nurse visits, other Same as Tier 2, and SWIS Student Support Information System (ISIS) Same as Tier 3,and other data tools Evaluation

18. Tier 2/3 Process Builds Across Tiers Tier 2 Teams Goals Assessment Intervention Evaluation Tier 3 Teams Goals Assessment Intervention Evaluation Tier 3 Wraparound Teams Goals Assessment Intervention Evaluation

19. Your Questions ?

20. Question #2 How are these 5 steps similar or different from individualized service delivery in your school?

21. Step 1: Individual Student Teams

22. Recommended Team Members Student TeacherParent Behavior expert Resource expert Others? People who are actively involved with the student and invested in the student’s success

23. General Team Meeting Structure Review all relevant data Brainstorm ideas based on data Discuss, prioritize, make data-based decisions Gain consensus and implement agreed upon steps

24. Family Engagement Strategies Provide families with information Communicate with family to learn what the actual barriers are Acknowledge that parent needs to voice their concerns and be heard Create opportunities for parents and families to meet and collaborate with each other Partner with family support organizations

25. Question #3 Does your school have a standing team for planning individualized supports, or different ones for each student?

26. Step 2: Setting Goals Broad goals identified by team at the start Short-term goals for increasing positive & decreasing negative behaviors Collecting baseline data

27. Broad Goal Javier will follow instructions by teachers, staff, and other adults.

28. Question #4 Do your behavior support plans typically include positive behaviors to increase & problem behaviors to decrease?

29. Steps 3 & 4 Assessment & Intervention Assessment=Functional Behavior Assessment (FBA) Intervention = Behavior Support Plan (BSP) School should have personnel ready to provide simple & complex FBA / BIP TriggerBehavior Consequence Function

30. Simple vs Complex FBA SIMPLECOMPLEX FOR Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings WHAT Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies DEVELOPED BY WHOM Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex: behavior specialist or school psychologist)

31. D.A.S.H. (Loman Training) D efine behavior in observable and measurable terms A sk about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs S ee the behavior observe the behavior during routines specified observe to verify summary from interviews H ypothesize a final summary of where, when, and why behaviors occur

32. Functional Behavior Support Plan An interview tool for collecting information about problem behaviors For staff, parents, and students The F-BSP then leads the team to create a competing behavior pathway and behavior support plan

33. Competing Behavior Pathway Setting Condition Problem Behavior Antecedent Trigger Maintaining Consequence Replacement Behavior Function Desired Behavior Maintaining Consequence

34. Question #5 Are you familiar with the competing behavior pathway? Yes, No, Don’t Know

35. Competing Behavior Pathway Setting Condition Problem Behavior Antecedent Trigger Maintaining Consequence Replacement Behavior Function Desired Behavior Maintaining Consequence

36. BSP Strategies Based on FBA Understanding and addressing precipitating factors (if possible) Setting Event Strategies Redesigning the learning and environments to prevent problem behaviors Antecedent Strategies defining, modeling, practicing new behaviors Teaching Strategies implementing specific to generalizable reinforcement teaching Consequence Strategies

37. Setting Event Strategies WHAT WE CAN CONTROL Engaging families Structure / schedule Classroom accommodations and modifications Home/school communication WHAT WE CANNOT History of trauma Medical / physical conditions Temperament Sensory profile Carry-in issues

38. Resource for Interventions www.pbisworld.com

39. Step 5: Evaluation Creating measurable goals Fidelity of implementation Progress toward goals Making data-based decisions

40. Short Term Goals Increase the number of times he responds appropriately by walking directly to the room, taking a seat in the back of that class, and sitting quietly for one minute Decrease number of times he runs away from adults following adult requests. Decrease the amount of time it takes to respond to adult requests.

41. Collecting Baseline Data For short-term goals teams must: Define them as measurable and observable Determine best method for measuring Choose anchor points for recording change Baseline data is used to inform the FBA

42. Measuring Goals Frequency Duration Intensity Likert-type scale Perception Fidelity of implementation

43. Examples Task Engagement: amount of time Johnny remains in his seat with eyes focused on the teacher and/or work materials during independent academic work. Tantrums: number of times Johnny engages in screaming, kicking furniture and/or people, and throwing objects (all 3 behaviors must be present).

44. Example Baseline Data

45. Measuring Fidelity Adherence Are minimum components of intervention strategies being implemented? (e.g., teacher providing praise when replacement behavior offered) Quality How well is the plan being implemented? (e.g., staff gave student reminder sheet, but didn’t review it)

46. Behavior is improving Positive behavior change Behavior progress & Good fidelity Extension New settings New people ShapingFading Delayed gratification Intermittent schedule Self- Management

47. Behavior is NOT improving Data indicate behavior not improving Interventions implemented with fidelity Hypothesis incorrect Interventions are insufficient Interventions not implemented w/ fidelity Strategies too difficult or time consuming BSP does not match teacher context Teacher experiencing intervention drift

48. Evaluation: ISIS Demonstration https://www.pbisapps.org/

49. What is ISIS-SWIS? ISIS-SWIS is an application within the SWIS Suite designed to coordinate and monitor individualized student support. ISIS-SWIS allows teams to: Set up, collect, and monitor a student’s outcome data on individualized goals based on team agreements. Set up, collect, and monitor fidelity data about the implementation of the support plan. Upload and store critical student plan documents needed for planning and decision making. Summarize outcome and fidelity data for problem solving and decision making.

50. CRISIS PLAN Setting Events Antecedents Problem Behaviors Desired Behaviors Alternative Behaviors Consequence s

51. School-wide Crisis Plan Starts with prevention: Consistent Tier 1 strategies are in place Safety Plan posted and practiced All staff trained in de-escalation and personal safety

52. Crisis Prevention/Intervention Plan Situation (triggers/stressors) Coping Strategies What is needed to feel safe in crisis Key support people to contact What to do to manage a crisis What not to do Conditions for emergency room, police, hospital Coordinated Services Plan Proactive Crisis Plan format

53. OUTCOMES DATA SYSTEMS PRACTICE S supporting student behavior supporting staff behavior supporting decision making

54. Types of Data Individual students Behavioral (ODRs, discipline, screening, assessment) Academic (Grades, GPA, testing) Strengths (connected to goals) Needs (connected to goals) Fidelity (specific to intervention strategies) Systems Level Data Tools Readiness Checklists (VTPBiS Steps to Readiness) Fidelity & Implementation (Benchmarks for Advanced Tiers) Outcomes & Progress Monitoring

55. Using ODRs for Decision Making IFFOCUS ON More than 5% of students receive 5 or more office referrals Targeted / classroom supports Less than 5% students with 10 or more office referrals Less than 5% students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school Intensive supports

56. Question #6 How does your school identify students needing individualized or intensive level supports?

57. Question #7 How does your school track student progress receiving individualized supports?

58. Your Questions ?

59. OUTCOMES DATA SYSTEMS PRACTICE S supporting student behavior supporting staff behavior supporting decision making

60. Tier 3Tier 2 Necessary Conversations (Teams) 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 School Leadership Team Plans and implements 6 school components of PBIS Student Level Team Matches students to interventions Evaluates & monitors student progress Student Level Team Completes FBA/BIP Evaluate & monitor student progress Facilitates wraparound School Systems Level Team – Targeted/Intensive: Creates procedures for referral, screening & evaluation Communicates with staff and families Tier 1 SU/Dis trict School Studen t

61. Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Implementation of an “innovation” (PBIS) occurs in stages Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2-4 years Stages of Implementation

62. Role of Administrator Know what the practices look like when implemented with fidelity; Access special resources, if needed. Support team meeting time Be flexible around school policies/procedures. Be committed to helping students and LRE. Be aware of data using tracking tools; help decide what needs to change.

63. Role of SU/SD 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/SD systems, data and practices.

64. Role of Coordinator Attend Leadership Team Meetings Meet with Student Teams weekly to address student referrals, interventions and to monitor progress With leadership team, identify staff to facilitate individual team-based meetings. Attend regional coordinator meetings Attend all training events Help team complete behavior tasks on time Help with team organization Data organization and reporting

65. Team Profile

66. Work Smarter, Not Harder! Plan to make the biggest change with the smallest effort! Look at your your Targeted interventions first! Are there gaps? Can you individualize the features of your Targeted interventions?

67. Benchmarks for Advanced Tiers (BAT)

68. Readiness check My school is currently implementing PBIS at the Universal & Targeted levels: Yes, No, Don’t Know

69. Readiness check Targeted / Intensive: Have school personnel who can complete simple FBA and access to people who can complete full FBA. Yes, No, Don’t Know

70. Readiness check Do you have a school leadership team of that can oversee Tier 3 Intensive including: Administrator, behavior specialist, teacher(s), counselor, special educator, family member of student? All, most, few, none, don’t know

71. Steps for Adopting Intensive Level Tier 3 Webinar January 28 Complete BAT & Readiness Checklist Tier 3 Leadership Training March or June Follow-Up Coaching / Data System Training FBA/BSP Training Feb 5 & 12 Building Better Behavior Support Plans April 7 Understanding Trauma March 6 Tier 3 Wraparound Webinar Feb 4

72. Your Questions ?

73. Resources Jesse Suter: 802-656-1130, jesse.suter@uvm.edujesse.suter@uvm.edu Vermont PBIS: www.pbisvermont.orgwww.pbisvermont.org PBIS Apps www.pbisapps.orgwww.pbisapps.org