PBS Targeted LevelTargeted Coordinator Orientation

Presented by:

Vermont BEST/PBS Team

February, 2010

Agenda

• Sustaining Universal efforts• Overview of PBS Targeted Level • Role of Coordinator• Role of Targeted Team• Preview Inventory/Self-Assessment• Preview Check-In/Check-Out• Preview of FBA• Plan for SWIS CICO (optional)

Summary of PBS “BIG IDEAS”

Systems (How things are done) Team based planning and problem solving Data-based decision making Long term sustainability

Data (How decisions are made) Ongoing data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies

Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment Other proven strategies

Emphasis on PreventionSchool-wide/Primary

– Reduce new problem behaviors

Secondary/Targeted– Reduce current problem behaviors

Intensive/Tertiary– Reduce complications, intensity, severity of

current behaviors

~80% of Students

~15%

~5%

Establishing Continuum for SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION•

• • • • •

All

Some

FewContinuum of Support for ALL

When to Consider Targeted Interventions

• When universal systems are not sufficient to impact behavior

• When students display chronic patterns of disruptive behavior

• When concerns arise regarding students’ academic or social behavior

Using data to determine when to consider targeted interventions…

Universal Systems Check• Is your leadership team meeting at least monthly? Why not?• Do you have a purpose statement and do all staff know where it can be found?

Why not?• Are behavior expectations posted throughout the school in every hallway and

learning environment? Why not?• Is teaching matrix posted just under/next to or part of behavior expectations in all

environments? Why not?• Are all students regularly receiving instruction on behavior expectations? Why

not?• Is there an acknowledgement system that all staff participate in actively? Why

not?• Is there clear agreement and understanding of staff responsibilities for minor and

major behavior problems? Why not?• Is data being used as the basis for full staff meetings to review progress and refine

strategies? Why not?

First, you must plan to sustain your PBS Universal Level

• Do you still have 80% buy-in? How do you know?

• Who will plan your regular Universal Level roll-out activities? How?

• How will you use data to help in your planning?

Planning to sustain Universal PBSActivity # 1

• Answer the questions discussed above.

• Share your strategies to sustain your PBS Universal Level with a neighbor.

• What barriers exist? Brainstorm solutions.

Which students might need more than Universal Level supports?

Possible Categories of Risk:• Major office 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

What is a Targeted Intervention?

• An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout the school day.

• Interventions provide additional student support in academic, organizational, and/ or social support areas.

Targeted interventions are…

– Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion);

– Efficient because they use a similar set of strategies across a group of students who need similar support;

– Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.

Critical Features• Rapid access to intervention (less than a week)• Positive system of support• Students agree to participate• Implemented by all staff/faculty – very low effort• Flexible intervention based on simple assessment of

function of behavior• Adequate resources allocated (admin, team)• Continuous monitoring and decision-making• Administrative support

Examples: Targeted Group 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

Remember

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

Targeted Team has two purposes:

1. Systems level design and accountability

2. Individual student intervention planning and monitoring

Targeted Team membership (focus on Systems):

• The Universal Team or a subset of the

Universal Team can serve this function

• Administrator

• Others

Functions of the PBS Targeted Team (focus on Systems):

• Develops and reviews targeted system development:– Creates referral process, system for student

screening, process for parent contact, measurement of overall targeted intervention effectiveness

– Reviews data for decision making– Link between targeted interventions and Universal

system

Targeted Team membership (focus on individual students):

• Targeted Team Coordinator• 1-3 individuals skilled or developing skills in

function-based assessment, behavior support planning & implementation

• Prepared to meet on a weekly basis• Includes someone skilled in data-based decision

making for individual student progress• Check-In/Check Out Coordinator• Others

Functions of the PBS Targeted Team (focus on individual students):

• Receive referrals• Begin student in Check-in/Check-out intervention

within 72 hours (unless otherwise specified)• Communicate with staff and parents about

intervention• Evaluate student progress-exit student from

intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions

Targeted Team and EST

• Targeted Team negates need for EST for behavioral referrals

• Appropriate members of EST should be considered for targeted team membership

PBS Targeted Coordinator Pre-requisites

• Active knowledge of school’s PBS efforts• Skilled in function-based assessment, behavior support

planning & implementation• Member of the school’s PBS Universal Team and EST

(targeted team may negate need for EST for behavior referrals)

• Role formally endorsed by school principal• Flexibility to complete tasks during the day• Positive rapport with other school staff

PBS Targeted Team Coordinator Responsibilities

• Attend PBS Team Meetings (Universal and/or Targeted system level)

• Meet with (student-focused; 2-3 people) Targeted Team weekly to address student referrals, interventions and to monitor progress

• Attend regional coordinator meetings• Attend all training events• Help team complete tasks on time• Help with team organization• Data organization and reporting

Activity # 2Targeted Coordinator Self-Assessment

Complete the Vermont PBS Targeted School Coordinator Self-Assessment.

This self-assessment is designed to

assist coordinators in identifying current strengths and professional

development goals.

Inventory of Targeted Practices

• After forming your Targeted Team, complete the Targeted Practices Inventory and bring to Training for further discussion.

Inventory of Formal and Informal Targeted Practices/Supports

Intervention/Practice Staff Involved Evidence of Effectiveness (Does practice achieve anticipated Outcomes? Is there data?)

Insert new cell

Inventory of Formal and Informal Targeted Practices/Supports

Intervention/Practice Staff Involved Evidence of Effectiveness (Does practice achieve anticipated Outcomes? Is there data?)

Teacher Mentor Ollie Young Informal process and review

EST Candi Cane, Tess Sweet, Fore Getful

Referral form, teacher nomination of student review, summary report, informal report back to team

Lunch Bunch John Guidance

Informal referral from teachers, students served as needed. Group ends after 8 weeks. No formal measure of review.

Homework Club Suzie Helper Students self nominate, teacher refers to Suzie, students leave club once at grade level.

© 2005 by The

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”

Most Promising Targeted Intervention

Check-in/Check-outor

Teacher Check, Connect and Expect

Every school does not need every targeted intervention. All schools need one of the above interventions.

What is Check-In/Check-Out and Teacher Check, Connect and Expect?

A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:

– Students who do not respond to school-wide interventions

– Students with repeated referrals– Students seeking adult attention

CICO and TCCE Elements

• Daily positive adult contact• Check-in/Check-out system• Daily Report Card (DPR) – increased attention

to behavioral goals• For all school settings• Home school partnership• Collaborative team-based process

Teacher Check Connect and Expect• Student is greeted each day in a friendly positive way by the

teacher.• Teacher reviews behavior expectations with the student, and

encourages student to do well.• After each time period, teacher checks in with student about

progress during time period and indicates points on daily progress report (dpr).

• At end of day, teacher writes the total amount of points achieved for the day on dpr.

• Completed daily progress reports are sent to the targeted team for input into data information system. system.

• Targeted team reviews progress after four weeks unless otherwise indicated.

Check-In/Check-Out Cycle: How does it work?

• Morning check-in – Students checks in with coordinator within 15 minutes of

arrival time– Coordinator collects and hands out Daily Progress Report

form– daily goal set with students– Students encouraged to make good choices

• Student gives DPR form to each teacher prior to each period (section of time).– (Can also be used in cafeteria or playground… anywhere

there is a supervisor).

Check-In/Check-Out Cycle: How does it work?

• End of day check-out– During last 20 minutes of the day– Goes over daily progress– Reviews progress towards goals– Points tallied– Reward– Graphs student progress

• Daily Progress Report form copy taken home and signed.• Return signed copy next morning.

Check-in/Check-out Coordinator

“Someone the students enjoy and trust”• Enthusiastic• Leads check-in and check-out• Enters data daily• Prioritizes students for review at team meetings• Creates graphs for meetings• Gathers extra info for meetings• Maintains records

Getting Started 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

First Steps: Determine how CICO or TCCE will be

implemented in your school

• Establish the Targeted Student Focused Team• Determine CICO or TCCE• Establish number of students that can be

served on program at one time• Determine the name of this program for your

school

FBA/BIP

Functional Behavior Assessment/Behavior Intervention Plan

A Context for Positive Behavior Support

• A redesign of environments, not the redesign of individuals

• Plan describes what we will do differently• Plan is based on identification of the

behavioral function of problem behaviors and the lifestyle goals of an individual

FBA Team Process Steps1. Collect information.2. Develop testable hypothesis or summary statement.3. Collect direct observation data to confirm summary statement.4. Develop “competing pathways” summary statement.5. Develop BIP.6. Develop details & routines for full implementation of BSP.7. Develop strategies for monitoring & evaluating implementation of

BSP.

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Identifying who needs an FBA/BIP

• Multiple office disciplinary referrals• Existing targeted interventions not successful

or inappropriate• Academic/behavior data indicates challenge• High intensity or frequency of behavior• Behavior impedes academic performance or is

disruptive to the learning environment• Function of behavior unclear

Source: Crone, D.A. & Horner, R.H., 2003

Level 1 – PBS Essential Components•Classroom System

•Non-Classroom System•School-wide System

Tier 1 Implemented with Fidelity?

If Yes, then

Teacher Referral Data Decision Rules Universal Screening Tools

Non-responder as compared to typical peer?Full access to Level 1 Supports?

Is identification process accurate?

Step 1: Try CICO First (most students)

Step 2: Conduct a Simple FBA:1. Define Problem, 2. Develop Hypothesis, 3. Indentify Resources,

4. Select Intervention

Avoid Tasks?

Obtain Attention?

Obtain Attention? Skill

Deficit?

Social Skills Club

Mentoring

CICO –Continu

ed..

Academic

Support

and/or Analysis Full Assessment

CICO-SWIS

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.swis.org

SWIS Readiness Checklist and School Information Forms

Planning for PBS Targeted Team Readiness