VTPBIS Leadership Team Training At the Targeted Level

Within a Multi-Tiered System of Supports

Presented by:The VTPBiS Trainers

March, 2014

Vermont Multi-tiered System of SupportsPrinciple #1

“Success begins with committed educators who believe that all students learn and can achieve high standards as a result of effective teaching.”

Knowing and honoring what gifts our students bring with them to our school community is the first step.

Team Exercise: The Heart of the Matter

Gifts from Birth: The attributes we are born with that make us unique.

• Listen to the story. • Reflect on students you know.• Complete the actions listed in your workbook.

“Learning means change. It’s a question of what needs changing.”

Setting the Stage

By the end of our time together, you will have:

• Analyzed your Universal data to highlight successes and plan for sustainability

• Identified when targeted supports are needed• Developed targeted systems/structures• Matched targeted practices to student needs• Developed your CICO and/or TCCE Intervention• Learned how to collect and analyze CICO data• Planned for Targeted Implementation

BEST Expectations:Targeted Training Teaching Matrix

MTSS

Math

Reading

Adult Relationships

Anger Mgt.

Attendance

Peer Interaction

Science

(Universal)

(Targeted)

(Intensive)

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.

Activity #1Sustaining the Universal Effort

Systems, Data and Practices

Targeted Interventions

Who benefits? What are the critical features?

When would you consider targeted supports?

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

How many students in your school may need targeted supports? Using your data, make a list of

students that may benefit.(Activity #1, Questions 5 & 6)

Team Exercise: Video of Tarique

http://www.youtube.com/watch?v=1lUO5ko4ew8

• As you watch the video, consider how targeted interventions could have made a difference in this student’s experience.

• We’ll hear a sampling of responses.

Two Purposes of Targeted Planning:

1. Systems level design and accountability

1. Individual student intervention planning and monitoring

Targeted System for Behavior Team and EST Considerations

• EST and PBIS Targeted student planning 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!”

Roles and Responsibilities of Key Members

Activity #2: What is your Team Structure?

Finalize Your Team Profile

Examples: Targeted 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

Characteristics of all Targeted Interventions

• Explicitly Teach• Prompt• Practice• Provide Feedback• Fade supports• Communicate• Monitor

These interventions still require involvement of ALL staff within the school building.

Activity # 3:

Finalize your inventory of formal and informal targeted systems of supports

What are you currently implementing for targeted interventions?

Targeted Behavior 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.

Activity #4: Write Team Purpose Statement

• Write Team Purpose Statement• Write Team Norms

Team Exercise:Complete BAT 1-6

Understanding Function of Behavior:

What is the function of this behavior? http://www.youtube.com/watch?v=uQtpRjBLXic

Function Based Approach

A process that focuses on

changing environmental factors

instead of fixing the person

Only Two Basic FunctionsOnly Two Basic Functions

Positive Reinforcement

Negative Reinforcement

from Horner & Sugai at www.pbis.org

Who needs to know about FBA?

• All staff should have a basic understanding of the function of behavior.

• Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA.

• The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis.

Online tutorial available at http://serc.gws.uky.edu/pbis/home.html

For a Few: (2-3 people) Attend two-day FBA/BIP training

Activity # 5:Next Steps for FBA

• Identify 2-3 people to be trained in FBA.

• Determine how/when to provide staff training in understanding function of behavior.

Most Promising Targeted Intervention

Check-in/Check-outor

Teacher Check, Connect and Expect

Check-In/Check-Outor 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.

Check-In/Check Out Implementation Manual

Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com)

• Also referred to as BEP• We will call it

“Check-In/Check/Out”

Check-In/Check-Out

View DVD

A Day in the Life of TCCE or CICO.....

Assign Check-In/Check-out Coordinator (if CICO)

– “Someone the students enjoy and trust”

– Enthusiastic– Leads check-in and check-out with

students– Enters data daily– Attends weekly targeted team

meetings– Make sure to assign a back-up CICO

Coordinator!

CICO or TCCE Planning Activities

1. Determine how CICO or TCCE will be implemented in your school

2. Develop DPR3. Develop reinforcement system for students 4. Develop referral system5. Create system for managing daily data6. Plan for fading students off intervention7. Develop staff training8. Develop student and parent training

Activity # 6:Determine how CICO or TCCE will be

implemented in your school

What will CICO or TCCE look like in your school?

Daily Progress Report (DPR)

• At least 2 copies• Portable• Group vs. Individualized goals• Age appropriate• Prescribed time periods• Clear, concise, understandable for students,

families and staff.

Activity #7:Create your DPR Form

What will your DPR form look like?

Develop reinforcement system for students on Check-in/Check-out or TCCE

• More frequent intervals of reinforcement. Small reinforcer from teacher for perfect periodsSmall reinforcer for successful check-out

-Being there in time to make the bus-Having DPR-Met daily goal

• Positive adult contact is key

• Connect to School-wide PBIS reinforcement

Develop the Request for Assistance Process

• What, Where, How long?• Determine maximum capacity• System for prioritizing students• Process for graduating from program

Activities # 8 and # 9

Activity # 8• Create Reinforcement System

Activity # 9• Develop your Request for Assistance process

and form

System for Managing Daily Data

SWIS CICO• Organized around same three areas as SWIS:

1. Data Entry2. Reporting3. Tool

• Reports organized to be used for two levels of problem-solving1. Overall CICO Implementation2. Individual Student Progress Monitoring

CICO-SWIS – View Reports

www.pbisapps.org

Graduating from the Program• Show data to help student see progress• Explain how to use rating card/how to judge own

Behavior• Shift to self-management when student is at 80% or

better for at least 4 weeks, on a daily basis• Begin fading self-management after approximately 3

weeks• CELEBRATE• Talk with parents about graduation, how they can

continue to support their child

Activity #10:Managing the daily data and fading

students from CICO/TCCE

Complete these steps:Create your Data System:

• Using the guiding questions in the Workbook, determine the who, what, when, where and how of your data system for CICO. Review questions 28-31on BAT.

Plan for fading students off of CICO:• Determine criteria for fading students off of intervention and how

this will occur.

Targeted Training Status Check

Have you:

• Defined your TCCE/CICO System?• Developed your referral process?• Created your reinforcement system?• Developed a system for managing data?• Determined how to fade students from intervention?

Staff Training1-2 hour in-service for ALL staff:• Staff/Teacher’s role in the process• Mission, culture, process, forms• Referrals for program• Program capacity, prioritizing, time to placement• Rating students’ behavior (Completing the DPR)• Giving effective feedback during and after class• Graduating from the program• Opportunities to practice, review forms• Booster sessions

Teacher Feedback to Students• Start each period on a good note• Attend to appropriate behavior (especially if it is a target

behavior)-Be specific-Developmental considerations

• Review and explain DPR ratings calmly and objectively-Be specific and brief (app. 30 seconds)

• Do not engage students in debates over ratings • Use rational detachment• Acknowledge concerns/feelings, then re-direct to next

day’s/period’s/activity’s potential for more points

Example: Giving Feedback

Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets.

Teacher responses: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”

Teacher Feedback to Students

• Praise all points, even if your goal was not met• Provide additional reward if student has a

perfect period-SW incentive, early out, etc.

• Consider age, task demands• Each period is a fresh start

Parent Introduction

• For all parents• Positive• Brief • Collaborative• Opportunity to refer

Student Body Introduction

• Check-In/Check-Out as an Opportunity• Earn more rewards• Earn respect of peers• Emphasize Check-In/Check-Out achievements

(with permission)• Incorporate into school’s culture

Activity # 11: Develop Training

How will you identify students that need targeted interventions?

Consider Universal Screening

Universally Accepted Types of Screening in School

Why not?

Universal Screening

Where do we go from here…

thoughts and questions.

VT Statewide Structure of SupportLevel How is support provided? Who is supported?

State Technical Assistance (State TAs)

•Info Dissemination•Funding•TA/Coaching to SU’s•Regional Meetings •Trainings

SU/District Coordinators & SU/District Leadership Teams

Implementation Coaches (for some schools)

•Coaching to SU’s and Schools•Trainings

School Coordinator & Building Teams

SU/District Coordinator •Coaching to schools•Visibility and political support •Resources

School Coordinator & Building Teams

School Coordinator & School Leadership Teams

•Implementation of evidence-based practices

Staff & Students

To Sustain PBIS you must:

Use Data Communicate

Share Information

Participate

Next Steps & Important Dates

• State TA Contact• SWIS Licensing for CICO and Online Training• VTPBiS Training Calendar & Resources: www.pbisvermont.org • Regional Coordinators Mtgs –

– Reg. Meetings – December & March- STAY TUNED!– Data Days – December (plus webinars in March and May! - STAY

TUNED!

• VTPBiS Newsletters

65

Questions? Contact your State TACassandra Townshend:

Sherry Schoenberg:

Sherry Schoenberg:

Ken Kramberg:

Josh Souliere:

Richard Boltax:

Visit: www.pbisvermont.org

THANK YOU!Safe Travels!