VTPBiS Leadership Team Training At the Targeted Level Within a Multi-Tiered System of Supports

1. VTPBiS Leadership Team TrainingAt the Targeted Level Within a Multi-Tiered System of Supports Presented by:VTPBiS Trainers March 2016

2. About Us Jean Haigh Cortney Keene

5. Intro Activity • As a team, take a moment to reflect on your PBIS journey and identify a couple of strengths and challenges • Finish this statement…… “At the PBIS Universal Level, our team is most proud of….” • Assign one person(s) to introduce your team members and share your team goal

6. 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 handout.

7. Setting the Stage “Learning means change. It’s a question of what needs changing.”

8. 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

9. BEST Expectations:Teaching Matrix

10. Principles of Adult Learning • Immediacy • Respect • Relevant • Safety • Engagement • Inclusion

11. Importance of Roles and Norms • Effective collaboration • Accountability • Efficient and focused meetings http://www.schoolimprovementcoach.org/manual/7%20Norms%20and%20Roles.pdf

12. Activity As a team, develop your matrix of team norms.

13. 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.

14. VTPBiS Targeted Training Materials USB & Website • USB Includes: • PowerPoint • Workbook • Materials www.pbisvermont.org

15. 1-5% of Students may need Intensive Supports 10-15% of Students may need Targeted Supports Universal Practices in place for 100% of students 80% of Students should be successful when accessing Universal Supports Who Benefits from PBIS/MTSS-B? Everyone! Few Some ALL Students!

16. Continuum of Support for “Dylan” within MTSS-B/PBIS & MTSS-A Anger Mgt. Math Label Behavior, Not Students! Science Adult relationships Attendance Reading Peer Interaction

17. Person First Language Do say… • “students receiving intensive supports” • “students needing targeted interventions” • “student with autism” • “student receiving specialize instruction” • “children with disabilities” Don’t say… • “red zone kids” • “targeted kids” • “the autistics” • “sped students” • “disabled kids or handicapped kids”

18. 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.

19. Activity #1aFamily EngagementReview/complete tasks in VTPBiS Targeted Workbook

20. Activity #1bSustaining the Universal EffortSystems, Data and Practices

21. Targeted Interventions Who benefits? What are the critical features? When would you consider targeted supports?

22. 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

23. How many students in your school may need targeted supports? Using your data, make a list of students that may benefit.(Workbook Activity #1b, Questions 5 & 6)

24. Team Exercise: Video of Tariquehttp://www.youtube.com/watch?v=1lUO5ko4ew8

25. Two Purposes of Targeted Planning: • Systems level design and accountability • Individual student intervention planning and monitoring

26. Teaming FunctionsWhat are the necessary conversations? Targeted Systems Planning ‘conversations’ • Monitors effectiveness of CICO and other targeted intervention • Reviews data to make decisions on improvements to the interventions themselves • Students are NOT discussed Problem Solving Team ‘conversations’ • Develops & monitors plans for one student at a time • Every school has this type of meeting (ie. EST) • Teachers and families are typically involved

27. 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!” What are your thoughts?

28. Functions of EST vs. PBIS Targeted Team EST: PBIS Targeted: Meets weekly or biweekly Addresses individual students Collects and review data Matches students to group interventions Monitor and evaluation intervention effectiveness • Meets weekly or biweekly • Addresses individual students • Collects and review data • Matches students to group interventions • Monitor and evaluation intervention effectiveness

29. Roles and Responsibilities of Key Members

30. Examples: School Team Structures

31. Activity #2: What is your Team Structure?Finalize Your Team Profile

32. Characteristics of all Targeted Interventions • Explicitly Teach • Prompt • Practice • Provide Feedback • Fade supports • Communicate • Monitor Does this look familiar?

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

34. All Staff should know and some staff implement Intensive Practices All Staff should know and may participate in Targeted Practices All Staff should know and participate in Universal Practices Who should know about PBIS/MTSS-B? Everyone! ALL Staff!

35. 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) • Access Adult Attention (around academics): • Organization/Homework planning support • Homework completion club • Tutoring

36. Activity # 3:Finalize your inventory of formal and informal targeted systems of supports What are you currently implementing for targeted interventions?

37. How will you identify students that may need targeted interventions? Using the Referrals by Student report as a Universal Screening Tool

38. Ways schools use Universal Screeners to inform practice…. Why not?

39. Big Idea on Screening “Don’t Screen Unless You Can Intervene!” Want to learn more? http://www.pbisvermont.org/resources/evaluation-tools/screening

40. 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.

41. Write Team Purpose Statement Activity #4: Write Team Purpose Statement

42. Team Exercise:Complete BATQuestions 1-6

43. Understanding Function of Behavior:

44. Targeted Interventions • Implement Universal with Fidelity • Inventory Existing Targeted Practices • Develop Intervention – ie. Check-in/Check-out • Develop Data System to Support Targeted Interventions Match interventions to the function of the behavior! Targeted

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

46. Function Based Approach A process that focuses on changing environmental factors instead of “changing” or “fixing” the student

47. Only Two Basic Functions Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org

48. Continuum for FBA/BSP

49. Simple vs Complex FBA

50. 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 Complex FBA. For a Few: (2-3 people) Attend two-day FBA/BSP training