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Inclusion Activity

Inclusion Activity. Give One to Get One. On an index card, note the following: Name Role in your school Hopes and expectations for today and secondary practices. Give One to Get One. Find a partner you don’t know, introduce each other, and share information from your card. Trade cards.

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Inclusion Activity

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  1. Inclusion Activity

  2. Give One to Get One • On an index card, note the following: • Name • Role in your school • Hopes and expectations for today and secondary practices

  3. Give One to Get One • Find a partner you don’t know, introduce each other, and share information from your card. • Trade cards. • Locate a new partner and share the information from your 1st partner. • Trade cards. • Find one more partner and share information from your 2nd partner.

  4. Outcomes Become familiar with secondary systems and practices Create Check In/Check Out for your school Learn basics of brief FBA

  5. Agenda • Opening Activities • Secondary systems/practices overview • Creation of CI/CO • CI/CO Data Tool • Brief FBA

  6. Working Agreements

  7. Parking Lot

  8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  9. School-Wide Systems for Student SuccessPositive Behavior Support Behavioral Systems • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

  10. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems . Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Competing Behavior Pathway Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004

  11. Check In/Check Out • For teachers, staff • Daily positive adult contact • Daily report card - Increased attention to behavioral goals • Home-School partnership • For all school settings

  12. Check In/Check Out (BEP): Who Qualifies • More than a minimum number of referrals • Across several different settings • Not dangerous to self/others • Adult attention is reinforcing

  13. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems . Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Competing Behavior Pathway Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004

  14. Social Skills/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills ** (Academic Content skills) These are often the skill groups facilitated by social workers and psychologists.

  15. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems . Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Competing Behavior Pathway Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004

  16. Functional Behavior Pathways Function Setting Events Triggering Antecedent Problem Behavior Maintaining Consequence ReplacementBehavior

  17. What is function-based support? • Defines the maintaining consequences of the problem behavior • Defines the triggers that set off problem behaviors • Replaces problem behaviors with positive alternative behaviors

  18. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Brief FBA/BIP SAIG Complex FBA/BIP WRAP Brief FBA/BIP

  19. Teaming at Tier 2 Secondary Systems Planning ‘conversation’ Monitors effectiveness of CICO, S/AIG, and Brief FBA/BIP supports Review data in aggregate to make decisions on improvements to the interventions themselves Students are NOT discussed Problem Solving Team (‘conversation’) Develops & monitors plans for one student at a time Every school has this type of meeting Teachers and family are typically invited

  20. Team TimeSecondary Conversations • When are secondary systems conversations going to occur at your building? • Who will be included in those conversations? • When are secondary problem-solving conversations happening at your school? • Who is included in those conversations?

  21. Referrals per Student

  22. Using Your Data • Looking at your behavioral data broken down by student. • What group of students qualify for secondary interventions? • What percentage of your population is this?

  23. Establishing Check In/Check Outat Your School (CICO) Video BEP

  24. Check in • Central location • Greet students • Collect yesterday’s signed DPR • Check bags/backpacks • Provide supplies • Acknowledgement for completing requirements • Prompt to have a good day

  25. Check Out • Move quickly • Recognize student for choosing to come to check out • Collect a copy of the DPR • Acknowledge if daily goal has been met • Prompt for a good day tomorrow • Send DPR home for signature

  26. Check In/Check Out Coordinator *”SOMEONE THE STUDENTS ENJOY AND TRUST”* • Enthusiastic • Lead check-in and check-out • Enter data daily • Create graphs for meetings • Maintain records

  27. Team Time • Who will be your CI/CO coordinator? • More than one person needed? • Where will CI/CO take place? • Central location? • Go to students? (esp. younger)

  28. Teacher’s Role

  29. Role Play

  30. Student Acknowledgement • PRAISE, PRAISE, PRAISE • Positive adult contact

  31. Student acknowledgement – Tying into the School Wide System • SW dollars, mini-store at checkpoint • Accelerated value/redemption? • “Fast Pass” for School Market, lunch line • Wall of stars – prominent placement • Morning video (or booster training) guest star

  32. Team Time Develop an acknowledgement system for students on CI/CO Will it be tied to SW system? What? When? Who?

  33. Daily Progress Report ( DPR ) • At least 2 copies • Portable • Group vs. Individualized goals – age appropriate, start with “rule” • Reflect all areas of school • Reflect all activities/time periods • Clear, concise, understandable for students, families and staff

  34. HR 1st 2nd 3rd 4th L 5th 6th BE RESPECTFUL BE RESPONSIBLE BE ON TIME Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Daily Progress Report Name: __________________________ Date: ____________ Rating Scale:3=Good day2=Mixed day1=Will try harder tomorrow GOALS: Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Parent Signature(s) and Comments: _______________________________________________

  35. Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Name:Date: Rating Scale: = Good day: 3 points = Mixed day: 2 points =Will try harder tomorrow: 1 point GOALS: Teacher comments: Parent Signature(s) and Comments:

  36. Establishing goals • 80% of total points possible • May be adjusted for some students • Better to do this before CI/CO starts, rather than after the CI/CO has started and the student has experienced failure • During introductory meeting (or after any changes), let students know what their target point total should be • Check for understanding

  37. Graduating from the Program • 80% or better for at least 4 weeks, on a daily basis • Consult with teacher(s), team • Meet with student to introduce graduation process • Show data • Explain how to use rating card/how to judge own behavior • CELEBRATE! • Talk with parent about graduation, how they can continue to support their child

  38. Team Time • Data Rules • Who enters CI/CO • What is daily percentage goal • When do students graduate • Tracking Tool • Enter data rules on Tracking Tool

  39. Data Tracking Tool

  40. Team Time • Creating CI/CO Daily Progress Report • Tie into SW expectations • How is the day broken up? • What is your point scale? • Who will complete the sheet if not completed today? And by when?

  41. Getting the Word Out • Avoid stigmatizing students • Make participation appealing • Allow for opting out

  42. Staff Training • Explain CI/CO mission, culture, process, forms • Candidates 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 • Training for Coordinators • Training for full staff (ex: staff meeting) • Booster sessions • Opportunities to practice, review forms

  43. Parent Introduction • Positive • Collaborative • Brief

  44. Student Introduction • CI/CO as an opportunity • Earn more acknowledgements • Earn respect of peers • Emphasize positive culture of CI/CO • Publicize CI/CO achievements (with permission) • Incorporate into school’s culture

  45. Work Time • Training for coordinator • Training for staff • Introduction/invitation to parents • Who? • When? • Where? • How?

  46. Secondary Interventions Function based behavior support

  47. Positive Behavior Interventions & SupportsA Response to Intervention (RtI) Model Universal School-Wide Assessment School-Wide Prevention Systems Secondary Tertiary SWIS & other School-wide data Small Group Interventions Intervention Assessment Group interventions with An individualized focus BEP & group Intervention data Simple FBA/BIP Functional assessment tools/ Observations/scatter plots etc. Multiple-domain FBA/BIP Wraparound Revised August, 2007 IL-PBIS Adapted from T. Scott, 2004 SIMEO tools: HSC-T, RD-T

  48. Guiding Principals • Human Behavior is important, understandable, and predictable • Human Behavior is malleable or changeable • Human behavior occurs within an environmentalcontext, not a vacuum • Human behavior is learned, and can be taught/affected by manipulating aspect of the environmental context

  49. Context for Positive Behavior Support • A redesign of the environment, not the redesign of individuals • Plan describes what we will do differently • Plan is based on identification of the behavioral function of problem behaviors

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