1. This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Next Step: Targeted Group Training

2. Agenda Review what we mean by “Targeted Group” Review the procedure for accessing targeted Overview of the different trainings that are group training available

3. At-Risk Students These students represent less than 25% of school enrollment They account for over 50% of behavioral incidents They consume significant amounts of time and resources

4. ~5% ~15% ~ 80% of Students Targeted Groups

5. Targeted Group Interventions Not just for students with high referral rates Also beneficial for students who are “under the radar” – High rate of absenteeism – Homeless – Migrant families – Chaotic home environments – Foster care or juvenile service

6. Targeted Population General Characteristics Poor peer relations Low academic achievement Difficulty adjusting to school environment Chaotic home environment Low self-esteem

7. Purpose of the Targeted Groups Overview Training Provide background to the characteristics of at-risk populations, rationale for intervening Alert educators to the different intervention options available Assist educators in selecting the targeted group intervention most appropriate to their schools population

8. Do you need Targeted Group Interventions? Large portion of student body generating multiple referrals – Aggression-related behaviors (fighting, defiance, harassment) Consider impact of frequent-flyers – Interviews, surveys, observations Consider your community – Students who are “under the radar”

9. Data-Based Indicator Student

10. Data-Based Indicator Type of Behavior

11. Are you Ready? Benchmarks Indicators Benchmarks score 70 or higher, and: – A functional and active school-wide PBS team as indicated by a score of “2” on item #3 on the Benchmarks of Quality – A data-based decision making system established and utilized as indicated by a score of “2” on item # 18 on the Benchmarks of Quality

12. Are you Ready? Benchmarks indicators – A minimum score (at least 10/12) in “Effective Procedures for Dealing with Discipline” – A minimum score (at least 7/9) in “Data Entry & Analysis Plan” – A minimum score (at least 9/11) in “Expectations and Rules” – A minimum score (at least 14/17) in “Reward/Recognition Program”

13. Are You Ready? Qualitative Indicators School-Wide system in place at least 1 year Faculty are using system appropriately PBS is a way of life at your school

14. Are You Ready? What your data may look like Surveys, data from school store indicate that students and staff are energized about your SW system Consistent, stable decreasing trend in office discipline referrals Consider attendance, academic info, school climate surveys, student and staff surveys

15. Efficient, Durable & Sustained Use Number of Referrals Month

16. Accessing Training PBS team and coach completes online “Next Steps” decision module PBS coach contacts his/her district coordinator to request Targeted Group Overview training – Be prepared to share Next Steps data District coordinator identifies schools that are within one month of being ready for T.G. Overview training, and contacts PBS Project – Overall Benchmarks score, minimum scores for critical elements

17. TG Overview Training: What you will need Minimum 1 ½ hours District coordinator/designee and coach present during training Decide which staff members will be responsible for TG intervention Establish time and location for the training

18. After the Overview Training Be thinking about relevant outcome data that can be shared with PBS Project Identify building, district, and state resources that can be utilized – PBS Project Direct training, set-up assistance, TA – District Personnel/Resources Social skills training – SEDNET or FDLRS

19. After the Overview Training Technical assistance will be provided as needed – Initiate request through your district coordinator – Yearly technical assistance survey will be initiated by PBS staff

20. Targeted Groups Interventions Social-behavioral concerns – Behavior Education Plan (BEP) – Social skills Training Academic concerns – Peer tutors – Adult tutors Emotional concerns – Adult mentors – Social skills Training (e.g., Anger management, Empathy training)

21. Social/Behavioral Concerns: Behavior Education Program (BEP) Responding to Problem Behavior in Schools: The Behavior Education Program Deanne Crone, Robert Horner, and Leanne Hawken. by (2003) Guilford Publishing, Inc. ISBN 1-57320-940-7 List Price: $25.00 www.guilford.com

22. Responding to Problem Behavior in Schools: The Behavior Education Program Crone, Horner & Hawken (in press). Guilford Publications, NY. Check-in/Check-out system 5-10 min per day Daily positive adult contact Daily report card - Increased attention to behavioral goals Home-School partnership For all school settings

23. BEP: Who Qualifies? Students who have: – More than a minimum number of referrals – Behavior problems across different settings – Not dangerous or violent Adult attention must be reinforcing – Not effective for students trying to escape

24. Social/Behavioral Concerns: Social Skills Training Safe and Sound: An Educational Leader’s Guide to Evidence- Based Social and Emotional Learning (SEL) Programs. (2003) Collaborative for Academic, Social, and Emotional Learning. Chicago, IL: Author. http://www.casel.org/projects _products/safeandsound.php

25. Social Skills Training Academic, Social, Emotional, and/or Life skills Necessary components: – Skill modeling – Opportunity to practice and be rewarded for appropriate behavior Components for better outcomes: – Discuss relevancy of skill – Provide for generalization across settings – Provide for maintenance over time

26. Social Skills Training: Who Can Benefit? Students with – Poor peer relations – Poor student/teacher interactions – High referrals for Fighting/Physical Aggression, Harassment, Defiance, Disruption, Abusive Language – Socially isolated students

27. Academic Interventions Peer tutoring – Voluntary basis – Stop at any point – Must teach peers how to be tutors Adult tutoring – Methods to monitor and change academic instruction based on student learning – Curriculum-based measurement (CBM)

28. Academic Interventions: Who Qualifies? Students engaging in problem behavior to escape class or homework Students who are behind academically Students who lack fluency in basic academic areas

29. Emotional Concerns: Adult Mentors Not based on behavior or academic needs Method of positive interaction Should be a role model for the student Should not be an administrator nor have in class 10 min per visit; 1-2 times per week

30. Adult Mentors: Who Can Benefit? Good program for students who are “under the radar.” – Family issues – Students who are absent frequently – Students who have chaotic home environments – Students who are exhibiting little to no problem behavior but there is concern for them (e.g., 3 referrals per year)

31. Emotional Concerns: Selected Social Skills Training Anger management, empathy training, conflict resolution – Violence Prevention Follows much of the same format as more generalized social skills training – More attention to thought processes, emotions – More targeted training; not every student will have a need

32. Selected Social Skills Training: Who Can Benefit? Students with: – Poor peer relations – Poor teacher relations – High referrals for Fighting/Physical Aggression, Disruption*, Abusive language*, Harassment* Need for more detailed analysis

33. Characteristics of Support Intervention program based on school’s data Preventative, educative, functional Data-based Empirically-valid Collaborative Tied to established school-wide, classroom, and individual support programs

34. WELCOME DODGERTOWN!!