PBIS Targeted Level Targeted Coordinator Orientation Presented by: VTPBiS Team May, 2011.
VTPBIS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports...
Transcript of VTPBIS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports...
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”
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
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
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Questions? Contact your State TACassandra Townshend:
Sherry Schoenberg:
Sherry Schoenberg:
Ken Kramberg:
Josh Souliere:
Richard Boltax:
Visit: www.pbisvermont.org
THANK YOU!Safe Travels!