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Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar Presented by VTPBiS State Team January 29, 2014

Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar

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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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Page 1: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Moving from Targeted to Intensive: PBIS Intensive Level

Orientation WebinarPresented by

VTPBiS State TeamJanuary 29, 2014

Page 2: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 3: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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.

Page 4: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

“Here comes the really hard part!”

Page 5: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Two Questions

Page 6: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 7: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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???

Page 8: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data

SupportingDecision Making

Page 9: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 10: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Planning Process at the Intensive Level

TEAMING ASSESSMENT EVALUATION

FBA/BIP

GOALS INTERVENTION

Page 11: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Planning Process Across Targeted, Intensive and

Intensive Wraparound Levels of PBIS

Page 12: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

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Page 16: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar
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Discussion/Questions/Comments

Page 18: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 19: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar
Page 20: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

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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

Page 22: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Creating a Plan is Based on the Functional Behavior Assessment

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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

Page 24: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 25: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

PBIS PBIS SCHOOLSCHOOL

it’s all fun and games until someone figures out the function

of your behavior.

Page 26: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

FBA – Competing Pathway

Setting Setting EventsEvents

AntecedentAntecedentss

Problem Problem BehaviorsBehaviors

Desired Desired BehaviorsBehaviors

AlternativAlternative e BehaviorsBehaviors

ConsequencConsequenceses

ConsequencConsequenceses

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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

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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

Page 29: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

FBA – Competing Pathway

Setting Setting EventsEvents

AntecedentsAntecedents

Problem Problem BehaviorsBehaviors

Desired Desired BehaviorsBehaviors

AlternativAlternative e BehaviorsBehaviors

ConsequencConsequenceses

ConsequencConsequenceses

Page 30: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Antecedent Strategies

Practice adult rational detachment – ie., scriptsChange the environment or scheduleUse prompts and remindersModify instruction, materials, expectations

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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

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33

FBA – Competing Pathway

Setting Setting EventsEvents

AntecedentsAntecedents

Problem Problem BehaviorsBehaviors

Desired Desired BehaviorsBehaviors

ConsequencConsequenceses

ConsequencConsequenceses

AlternativAlternative e BehaviorsBehaviors

Page 33: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

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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

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36

FBA – Competing Pathway

Setting Setting EventsEvents

AntecedentsAntecedents

Problem Problem BehaviorsBehaviors

Desired Desired BehaviorsBehaviors

AlternativAlternative e BehaviorBehavior

ConsequencConsequenceses

ConsequencConsequenceses

Page 36: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

CONSEQUENCES

Offer planned opportunities to avoid certain activities

Reinforcement: Type Schedule Interval

Office Discipline Referrals

School Discipline Procedures

Alternatives to suspension

Restorative justice

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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

Page 38: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 39: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 40: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

CRISIS PLAN

Setting Setting EventsEvents

AntecedentAntecedentss

Problem Problem BehaviorsBehaviors

Desired Desired BehaviorsBehaviors

AlternativAlternative e BehaviorsBehaviors

ConsequencConsequenceses

ConsequencConsequenceses

Page 41: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

CRISIS PLAN

De-Escalation / Drain-OffCrisis Plan DevelopmentCrisis Teams and Procedures

Page 42: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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!

Page 43: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Evaluate the Plan

Page 44: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Evaluation Measures

Student Outcome– Rating scales– Percentages– Counts

Intervention Fidelity– Staff perception

Page 45: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Discussion/Questions/Comments

Page 46: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Outcomes

SupportingDecision Making

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Page 47: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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)

Page 48: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Implementation of an “innovation” (PBIS Wraparound) occurs in stages

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2-4 years

Stages of Implementation

Page 49: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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.

Page 50: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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.

Page 51: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 52: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Team Profile

Page 53: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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?

Page 54: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Inventory of Targeted Practices

Page 55: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

EXAMPLE

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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

Page 57: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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.

Page 58: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Discussion/Questions/Comments

Page 59: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data/Outcomes

SupportingDecision Making

Page 60: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Using ODRs for Decision Making

Page 61: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 62: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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.

Page 63: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

ISIS-SWIS

www.pbisapps.org

Page 64: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 65: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

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

Page 66: Moving from Targeted to Intensive:  PBIS Intensive Level Orientation Webinar

Discussion/Questions/Comments

THANK YOU!