VTPBiS TargetedTraining

Presented by:

The VTPBiS Trainers

Opening Activity

•As a Team, identify your top PBIS accomplishments and challenges since rolling out PBIS.

•Designate someone to introduce your team and name one top accomplishment and challenge.

Agenda

•Sustaining the Universal Effort•Overview of Targeted Level•Developing Systems at the Targeted Level•Selecting Targeted

Practices/Interventions▫Check-In/Check-Out and Teacher Check,

Connect and Expect▫Function of Behavior and FBA▫Other Targeted Interventions

▫Exploring Universal Screening •Using Data to assess student need,

targeted practices and to monitor fidelity of implementation

BEST Expectations:Targeted Training Teaching Matrix

Training Supports:

•Training format – presentation, team work, questions and processing

•Materials – power point, flash drives, Targeted Level Implementation Workbook, web site

•Tools – Benchmarks of Advanced Tiers, CICO Assessment/Action Plan

•Team roles (facilitator, recorder, reporter, other)

•Team Norms•Role of Coordinator and Coach•Support from Trainers (Cups)

VTPBiS Signal for Help: Help Us Help You

= We’re all set. No help needed.

= We need help, but can continue with our work.

= HELP! We can’t continue with our work.

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.

Emphasis on Prevention!

School-wide/Primary▫Prevent problem behaviors

Secondary/Targeted▫Reduce current problem behaviors

Intensive/Tertiary▫Reduce complications, intensity, severity of problem behaviors

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Why is PBIS an Example of Response to Intervention (RtI)?• Investment in prevention• Universal Screening• Multi-tiered, prevention-based intervention

approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individual and group interventions commensurate

with assessed level of need

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

1-5% 1-5%

5-10% 5-10%

100% 100%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Targeted Group Interventions•Some students•High efficiency•Rapid response

Targeted Group Interventions•Some students•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Designing School-Wide Systems for Student SuccessSuccess

Academic Support SupportBehavioral

Integrated Response to Intervention

+

Tier 1•SWPBS Tier I

Group Interventions•CICO•Skills groups

Group Interventions w/function-based modifications

Function-based Support

Comprehensive Supports

Tier II

Tier III

Anger Mgmt groupPeer Tutors

Study SkillsSchool Mentors

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…

Using the Referrals by Student report as a Universal Screening Tool

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

16

Activity # 1

Discuss Now:If up to 15% of Your Students need

something more, how many students would that be in your school?

Review your ODR data. (If SWIS, look at “referrals by student graph”.) What percentage of your students receive 3-5 ODRs. Calculate based on your school enrollment?

Plan to sustain the Universal LevelSystems, Data and Practices

•Who’s missing from the team?•How can you increase your team’s

visibility? •How will you use data to plan?•What competing initiatives (ie., school

improvement activities) do you need to align with PBIS?

•Who will plan Universal roll-out for next year?

•What will roll-out be for staff, students, and families?

Activity # 2Planning to Sustain Universal PBIS

•As a Team, answer the questions above and complete the following:▫Review your school’s SET and answer

questions 1-3 in Benchmarks for Advanced Tiers (BAT)

▫Complete the VTPBiS Universal Action Plan for Sustainability.

Universal Systems Check

What is a Targeted Intervention?

• An intervention (or set of interventions) known by all staff and available for students during 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 the same or similar practices for groups of students that do not need to be individualized for each student.

•Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals.

Critical Features• Meets the needs of groups of students• Does not require individualizing for each

student• Uses positive approach• Everyone knows about it• Let’s students opt out• Involves parents• Based on function of behavior (get or avoid)• Has some clear evidence that it works• Has system resources (team and administrator

support)

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

Data

SupportingDecision Making

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

“Necessary Conversations” within a Multi-Tiered Framework

Sept. 1, 2009

Tier II –

Targeted Systems Planning:

•Procedures for Referral & Evaluation

•Communicate with Staff & Families

Targeted Student Planning:

•Place in targeted interventions

•Evaluate & Monitor Student Progress

Tier I –

Universal Level:

•Plans School-Wide Supports (6 components of PBIS)

Tier III –

Intensive SU Level:

•Secure resources

•Focus on student outcomes

•Focus on Fidelity of Implementation measures across the district

Intensive Student Planning:

•Completes FBA/BIP

•Facilitates Wraparound

•Evaluate & Monitor Student Progress

Could responsibilities of an existing team

(EST/SST/etc.) be shifted?

Targeted Planning has Two Purposes:

1. Systems level design and accountability (this is often an additional function of the Universal Team)

2. Individual student intervention planning and monitoring

Targeted Planning - System

•Creates procedures for all targeted interventions (not individual students).

•Communicates to staff and families.

•Links between Targeted and Universal systems

Targeted Planning -for student planning and referral•Meets weekly or bi-weekly to review

student referrals and place student on CICO (unless otherwise specified)

•Communicates with staff and parents about student

•Evaluates student progress, needed plan change and exit from intervention

•Members include a coordinator, individual skilled in function-based behavior support planning, administrator.

Targeted System for Behavior 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!”

Role of Administrator

•Administrator needs to….

▫Know what the practices look like when implemented with fidelity;

▫Be aware of data using tracking tools; help decide what needs to change;

▫Be active/visible on teams;▫Troubleshoot systems level issues.

Role of School-based Behavior Coordinator

•Facilitates weekly targeted student meetings

•Active member of implementation team and student planning team

•Attend regional coordinator meetings and trainings

•Prioritizes students for Team meeting•Prioritizes requests for service•Creates graphs for meetings•Facilitates meetings•Maintains records

Role of Supervisory Union/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/district systems, data and practices.

Activity # 3 What is your Team Structure?

•Review Team Norms and Roles.

•Complete the Team Profile. Determine the most effective and efficient team structure for Targeted Level supports at the system level and at the individual student level.

•Complete the questions 4-6 in Benchmarks for Advanced Tiers

Targeted Behavior 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 your Targeted Behavior Purpose Statement.

How will people know it?

Systems

SupportingStaff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data

SupportingDecision Making

Problems at Schools• Struggling readers• Can’t read at all• Letter/word reversal• Comprehension

difficulties• Memorization

difficulties• Retention problems• English language

learners• Lack of number

recognition• Math fact deficits• Homework completion• Sloppy work• Test anxiety• Oral reading fluency• Poor writing skills

• Fights• Property destruction• Weapons violation• Violence toward

teachers• Tobacco use• Drug use• Alcohol use• Insubordination• Noncompliance• Late to class• Truancy• Inappropriate language• Harassment• Trespassing• Vandalism• Verbal abuse

Interventions with an Evidence Base

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

Social Skills Instruction

Matching Interventions to Deficit Types

•most social skills studies deliver a treatment to children with an almost complete disregard for the types of social skills deficits children may have (Gresham, 1998)

•consider acquisition vs. performance deficits

Programming for Successful Social Skills Instruction

•Interventions should be implemented as planned or intended

•Plan to adequately program for generalization & maintenance

•Match instructional procedures to specific types of deficits

•Target socially valid behaviors

Cautions regarding Social Skills Instruction

Address Generalization & Maintenance Issues

•Functional approach is needed to program for generalization & maintenance (Horner & Billingsley, 1998)

•one reason so many socially skilled behaviors fail to generalize is the newly taught skill is masked or overpowered by older and stronger competing behaviors

Social Skills Basics

•Social skills curriculum must match the specific need.

•An ideal curriculum does not exist.•Basic set of “Preferred Teaching

Practices” exists.•Initially, learning how to teach social

skills takes time and energy.

Characteristics of all Targeted Interventions1) explicitly teaching expected behavior to

the student 2) structured prompts for appropriate

behavior 3) opportunities to practice skills 4) opportunities for positive feedback 5) strategies for fading support as the

student gains new skills 6) system for communicating with parents 7) regular Data for Monitoring student

progress

Keys to

Ch

ang

ing

Beh

avior

Self-Management

•Teach self-monitoring & targeted social skills simultaneously

•Practice self-monitoring until students accurately self-monitor at 80% or better

•Periodic checks on accuracy

It is not simply giving students a self-evaluation check-list, we must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

Mentoring• Focus on “connections” at school

▫ Not monitoring work▫ Not to “nag” regarding behavior

• Staff volunteer▫ Not in classroom▫ No administrators

• Match student to volunteer▫ 10 minutes minimum per week

Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

Peer Tutoring

•Tutors must be taught how to teach •Tutors must be taught what to do if tutee

does not comply•Tutors must be given the option to drop

out at any time without penalty

Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

Academic Support•Homework

▫If data indicate it doesn’t come back, build in-school homework support

•Supplemental Instruction▫Direct additional instruction along with current

classroom teaching•Differentiated Instruction

▫Strategies to engage diverse learners•Accommodation

▫Within instruction

Emphasize the need to identify and intervene early before students fall behind – routine screening using curriculum based measures to identify students early

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.

Important to Note!

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 thatthese interventions will require involvement

of ALL staff within the school building.

So Tell Us….

What are you currently implementing for Targeted

interventions?

Activity # 5

With your Team, complete the Inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBIS.

Targeted Behavior Training Status Check. Have you:

•Reviewed your school data to identify student population eligible for targeted interventions?

•Answered BAT questions 1-3?•Completed your PBIS Universal Action Plan

for Sustainability?•Completed your School Profile and answered

BAT questions 4-6?•Finished your Targeted Behavior Purpose

Statement?•Completed Inventory of Targeted Practices?