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Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar. Presented by VTPBiS State Team January 29, 2014. Introductions. When we call your name please: “ raise your hand ” If anyone is in the room with you, please type the names into the text box. Webinar Logistics. - PowerPoint PPT Presentation
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Moving from Targeted to Intensive: PBIS Intensive Level
Orientation WebinarPresented by
VTPBiS State TeamJanuary 29, 2014
Introductions
When we call your name please:
• “raise your hand”• If anyone is in the room with you, please type
the names into the text box
Webinar Logistics
• 2 Ways to Interact:– Raise your hand using the icon on your screen– Type a question into the text box
• Intermittently we will provide opportunities to interact.
• This webinar will be recorded.• Please note, your microphone will be muted
unless otherwise indicated.
“Here comes the really hard part!”
Two Questions
SW-PBIS 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.
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.
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.
Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings.
Check-in/Check-out
Individualized CICO
Simple FBA/BIP
Complex FBA/BIPWraparound
Social/Academic Instructional
Groups
School & Class-wide expectations &
supports
Oh, and Principal Higgins? Johnny and his wraparound team
have moved back into our school district
Have I mentioned that we actually need a FOURTH tier to our pyramid???
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data
SupportingDecision Making
Steven Case Study* 6th grade student* High average intelligence* Above grade level in most subjects* Outgoing and social* Loves whole-class discussions* Loves small-group activities
* Gifted athlete (recognition for this)* Learning disability in writing* Hates independent work (esp. written)* Conflicts with peers and adults
* Dominates discussions & activities interrupts, accuses others of hating him, swears/yells, criticizes others’ contributions, wanders room, throws objects, storms out of class
* Sept. thru Jan. = 7 ODRs verbal & physical aggression* Choices, prompts, set limits responds with engaging in
power struggles, yells, screams, throws objects, storms out of class
* CICO for three weeks = 30% average near-daily conflicts over points* Two recent fights with peers* Team now asking for help from BST
Planning Process at the Intensive Level
TEAMING ASSESSMENT EVALUATION
FBA/BIP
GOALS INTERVENTION
Planning Process Across Targeted, Intensive and
Intensive Wraparound Levels of PBIS
TIER 2 (Targeted Level)
TIER 3 (Intensive Level)
TIER 3 (Intensive Level with
Wraparound)
TEAMING
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
Discussion/Questions/Comments
Forming the Team
Typical Team Members:•Behavior staff person•Administrator•Teacher•Student•Parent•Peer?•Others?
Steven’s Team:•Steven’s teacher•Principal•BST behavior person•Phys. Ed. teacher•Steven’s mother•Steven (sometimes)•Peer (sometimes)
People who are actively involved with the student and invested in the student’s success
Setting Goals• Unified vision about behaviors the team wants to
decrease and pro-social behaviors the team wants to increase.
• Team determines long and short term goals in three general categories:
• Academic • behavioral • Social
22
Steven’s Goals
Behavioral
Social Academic
Behavior to decrease
Decrease argumentative and explosive behaviors
Steven will decrease the number of times he dominates group activities and starts fights with peers
Steven will decrease arguing with teacher when prompted to complete written/ independent work
Behavior to increase
Steven will comply with choices, prompts, redirection, and directives
Steven will allow others to take turns and play leading roles in group activities
Steven will begin written assignments and independent work when instructed to do so
Creating a Plan is Based on the Functional Behavior Assessment
24
FBA – Competing Pathway
Brother in Brother in hospital;hospital;Parents not Parents not availableavailable
During group During group activities activities when not when not called on first called on first or often or not or often or not chosen as chosen as leaderleader
Interrupts, Interrupts, accuses, accuses, swears, yells, swears, yells, criticizes, criticizes, wanders, wanders, throws, throws, storms outstorms out
Independently Independently take turns and take turns and share share leadership leadership rolerole
Comply with Comply with prompts and prompts and cuescues
Attention Attention from from teacher and teacher and peers; peers;
Positive Positive attention attention from peers from peers and teacherand teacher
BIP Strategies Based on FBASetting Event Strategies – Understanding and addressing precipitating factors (if possible)Antecedent Strategies - Redesigning the learning and environments to prevent problem behaviorsTeaching Strategies – defining, modeling, practicing new behaviorsConsequence Strategies – implementing specific to generalizable reinforcement
– teaching
PBIS PBIS SCHOOLSCHOOL
it’s all fun and games until someone figures out the function
of your behavior.
FBA – Competing Pathway
Setting Setting EventsEvents
AntecedentAntecedentss
Problem Problem BehaviorsBehaviors
Desired Desired BehaviorsBehaviors
AlternativAlternative e BehaviorsBehaviors
ConsequencConsequenceses
ConsequencConsequenceses
Setting Event Strategies
WHAT WE CAN CONTROL•Engaging families•Structure / schedule•Classroom accommodations and modifications•Home/school communication
WHAT WE DO NOT HAVE CONTROL OVER•History of trauma•Medical / physical conditions•Temperament•Sensory profile•Carry-in issues
29
STEVEN’S BEHAVIOR PLAN might include …
SETTING EVENT STRATEGIES:
Work with parents to provide brief phone check-ins with them and/or with brother at strategic times during the school day;
Modify CICO to focus on responding to prompts, choices, and directives;
Reduce demands or provide increased bonus point value at times when brother is hospitalized
Modify written and independent assignments
Add more prompts for positive behavior at times when brother is hospitalized
FBA – Competing Pathway
Setting Setting EventsEvents
AntecedentsAntecedents
Problem Problem BehaviorsBehaviors
Desired Desired BehaviorsBehaviors
AlternativAlternative e BehaviorsBehaviors
ConsequencConsequenceses
ConsequencConsequenceses
Antecedent Strategies
Practice adult rational detachment – ie., scriptsChange the environment or scheduleUse prompts and remindersModify instruction, materials, expectations
32
STEVEN’S BEHAVIOR PLAN might include …
ANTECEDENT STRATEGIES:
Pre-correct using goals of CICO plan;
Provide opportunities to work with partner;
Provide a high number of opportunities to respond orally;
Provide alternate modes of task completion;
Provide scheduled attention to reduce the need for attention-seeking behavior
Provide opportunities for recognition and leadership
Plan socialization in schedule prior to or following times of day when Steven typically struggles
33
FBA – Competing Pathway
Setting Setting EventsEvents
AntecedentsAntecedents
Problem Problem BehaviorsBehaviors
Desired Desired BehaviorsBehaviors
ConsequencConsequenceses
ConsequencConsequenceses
AlternativAlternative e BehaviorsBehaviors
Teaching Strategies
Explicitly teach expected behavior to the student Provide structured prompts for appropriate behavior Provide opportunities to practice skills Provide opportunities for positive feedback Fade support as the student gains new skills
35
STEVEN’S BEHAVIOR PLAN might include …TEACHING STRATEGIES:
Explicitly teach, practice, prompt, and provide reinforcement to help Steven get started on assignments & to take turns in groups (desired behavior)
Explicitly teach, practice, prompt, and provide reinforcement to help Steven recognize and respond positively to teacher prompts (acceptable alternative behavior)
Teachers will use scripts to avoid power struggles
Give Steven the role of “encourager” during group discussions and activities
Planned ignoring of attention-seeking; teach students to use planned ignoring; catch Steven showing desired behavior and praise
36
FBA – Competing Pathway
Setting Setting EventsEvents
AntecedentsAntecedents
Problem Problem BehaviorsBehaviors
Desired Desired BehaviorsBehaviors
AlternativAlternative e BehaviorBehavior
ConsequencConsequenceses
ConsequencConsequenceses
CONSEQUENCES
Offer planned opportunities to avoid certain activities
Reinforcement: Type Schedule Interval
Office Discipline Referrals
School Discipline Procedures
Alternatives to suspension
Restorative justice
38
STEVEN’S BEHAVIOR PLAN might include …
CONSEQUENCE STRATEGIES:
Praise and award points for responding to teacher prompts and directives
Praise and bonus points for getting started and taking turns in discussions/activities;
Daily and weekly reinforcement (involving peer and/or adult attention) for 70% CICO points
Provide attention whenever Steven seeks it in appropriate ways, even if it’s just to say “I’ll be there in a minute”
Planning room after one prompt and one warning following problem behavior; process with PR staff if leave class calmly / ten minute t.o. if leave class disruptively
It says right there on my FBA-driven BIP that you’re supposed to planfully ignore my low-level attention-seeking behaviors and then intermittently provide an activity reinforcer with social components
whenever I share the conversational floor with others, all in an effort to increase the frequency of my use of prosocial behaviors
Other Strategies
– Individualized CICO– Mindfulness activities– De-escalation– Life Space
Intervention– Social Skills– Pre-Correcting– Prompting– Behavior Contracts
– Trauma-Informed Interventions
– Sensory-Guided Interventions
– Peer Tutoring– Mentoring– Classroom Management– Motivational
Interviewing– DBT
CRISIS PLAN
Setting Setting EventsEvents
AntecedentAntecedentss
Problem Problem BehaviorsBehaviors
Desired Desired BehaviorsBehaviors
AlternativAlternative e BehaviorsBehaviors
ConsequencConsequenceses
ConsequencConsequenceses
CRISIS PLAN
De-Escalation / Drain-OffCrisis Plan DevelopmentCrisis Teams and Procedures
I’m tellin’ you, Helen, he walked in my class as Darth Vader
and after implementing that FBA-guided BIP, he’s leaving here as Luke Skywalker!
Evaluate the Plan
Evaluation Measures
Student Outcome– Rating scales– Percentages– Counts
Intervention Fidelity– Staff perception
Discussion/Questions/Comments
Outcomes
SupportingDecision Making
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
SU/District Team – Universal:
•Coordinates implementation at schools•Ensures access to resources•Reviews data across schools for SU/District planning
SU/District Team – Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU
SU/District Team – Targeted/Intensive:•Secures resources•Focuses on student outcomes•Focuses on Fidelity of Implementation measures across the district/SU
School Leadership Team Universal
•Plans and implements 6 school components of PBIS
School Leadership Team Universal
•Plans and implements 6 school components of PBIS
Student Level Team – Targeted:
•Matches students to interventions•Evaluates & Monitors Student Progress
Student Level Team – Targeted:
•Matches students to interventions•Evaluates & Monitors Student Progress
Student Level Team – Intensive:
•Completes FBA/BIP •Evaluate & Monitor Student ProgressFacilitates Wraparound
Student Level Team – Intensive:
•Completes FBA/BIP •Evaluate & Monitor Student ProgressFacilitates Wraparound
School Systems Level Team – Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families
School Systems Level Team – Targeted/Intensive:•Creates procedures for referral, screening and evaluation•Communicates with staff and families
SU
/Dis
tric
tSch
ool
Stu
dent
Necessary Conversations (Teams)
Implementation of an “innovation” (PBIS Wraparound) occurs in stages
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2-4 years
Stages of Implementation
Role of Administrator
• Administrator needs to….– 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.
Role of Supervisory Union/Supervisory District 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.
Role of Coordinator
• Attend Leadership Team Meetings• Meet with (student-focused; 2-3 people) Team 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
Team Profile
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?
Inventory of Targeted Practices
EXAMPLE
FBA/BIP Capacity is Essential
• Understand behavior from a functional perspective
• Process for referral and response• Steps in conducting FBA/BIP• Staff to conduct FBA
Family Involvement
• Ideas can be shared about what has and has not worked in the past
• Promotes generalization of interventions to the home setting
• If family members can’t be involved in team meetings, they can still be informed of discussions/decisions, etc.
Discussion/Questions/Comments
Systems
SupportingStaff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data/Outcomes
SupportingDecision Making
Using ODRs for Decision Making
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 of Advanced Tiers)– Outcomes & Progress Monitoring
What is ISIS-SWIS? Individual Student Information System
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.
Readiness for Intensive Level Training
• Complete VTPBiS Readiness Checklist, including:– specified sections of the Benchmarks of Quality
(BAT)– Confirm that you have staff capacity to complete
FBA/BIPs– Review readiness with VTPBiS TA– Commitment to use data for student decision
making and fidelity of implementation
Planning for PBIS Intensive Training
• Plan for sustainability at the Targeted Level based on BAT.
• Determine who will do systems level planning at the Intensive Level
• Refine existing Inventory of Targeted Supports• Consider SWIS – ISIS• Register 2-3 people to attend FBA training, if needed• Register for Intensive Level Training
Discussion/Questions/Comments
THANK YOU!