VTPBIS Coordinators as Coaches Learning & Networking Workshop May 2017

1. VTPBIS Coordinators as Coaches Learning & Networking WorkshopMay 2017 Presented by the VTPBIS State Team

2. Always Start with Data Attending the May North and South Regional Coordinators Meetings: 58 participants 30 SU/SDs 38 schools

3. Agenda • Introductory Warm-up and Overview • TFI/SAS Results and Next Steps • Additional Quarterly Report Data • Small Group Networking (x2) • Presentation Topic: Function-Based Thinking • VTPBIS Updates and Important Information

4. BEST Expectations • Be present • Engage with others • Strengths-based • Team solutions

5. Pair Up! • Stand up. Go find someone you don’t know. • Introduce yourselves with your name and a handshake. • Take turns answering this question: • What are one or two things you are particularly pleased about in your role as PBIS coordinator this year?

6. Pair Up! • Say good-bye to your partner and go find someone else you don’t know. • Introduce yourselves and use a different hand shake than you did the last time. • Take turns answering this question: • What are some highs and lows from the TFI and/or SAS that your team uncovered? • If you didn’t complete these assessments, what stood in the way?

7. Pair Up! • Go find one more partner that you don’t already know. Introduce yourself and use a different handshake. • Answer this question: • What are some things you are planning to do to wrap-up PBIS at your school or SU/SD this year?

8. TFI and SAS State Results, Your Results, and Now What?

10. Fidelity of Implementation - TFI

11. Fidelity of Implementation - TFI

12. Differences Between TFI and BoQ • TFI has 15 questions / BoQ has 53 questions • Some challenges with the questions: • Question #1: Family involvement or variety of roles? • Question #2: What do meetings look like, not whether the team meets monthly • BoQ questions about faculty commitment are now spread through several questions on the TFI • The TFI “Teams” section offers a lot more comprehensive information about where teams could improve

13. TFI Results – Overall Weakness 1.11. Student/Family/Community Involvement: Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

14. Fidelity of Implementation - SAS

15. Fidelity of Implementation – SAS

16. Process for Analyzing Data and Sharing Data with Staff Recommended Steps: • Review TFIand SAS Data with PBIS Team • Use the TFISummary Sheet to identify the following: • Areas of Strength • Areas in Need of Improvement • Action Items • Use the SAS Summary Sheet to identify the following: • Areas of Strength • Areas of Priority for Improvement • Create Staff Presentation using the template provided and share data with your staff!

17. Why Share Data? • Sharing SAS results shows that you honor staff input and changes will be made as a result • Assessment summaries highlight strengths and weaknesses so you can celebrate what's working and make changes when needed • Results can be shared with board, community, families, and students. Great PR/Visibility! • Data is used for statewide reports that can be tied to future resources

18. Next Steps for TFI and SAS • Participate in a small group dialogue about this topic. • Use your data to: • Analyze the TFI • Analyze the SAS • Create a presentation to staff and others

19. Additional VTPBIS Quarterly Report Data

20. Input: Professional Learning (December – January)

21. Spring Quarter Professional Learning Events – % of Participants Highly Satisfied & Satisfied

22. Impact • Swanton Schools recently participated in #LoveMySchool Day. • Staff and students filled their Twitter feed with messages about why the love their school. • Several students mentioned PBIS-related reasons why they love their school!

23. Impact

24. Action Steps for Sustainability

25. Action Steps for Sustainability

26. Networking and Professional Development

27. Topical Networking: Session 1: • Interagency Partnerships • Buy-in/Momentum • Fidelity Assessments • PBIS as Trauma-Informed • Celebrations • Strengthening Leadership Teams • Student Data and SWIS Session 2: • Interagency Partnerships • Buy-in/Momentum • Fidelity Assessments • PBIS as Trauma-Informed • Celebrations • Strengthening Leadership Teams • Student Data and SWIS

28. Networking Guidelines 7 Topics, 7 Tables, 7 Unique Conversations… • Select a topic and find corresponding table • Facilitator will guide discussion • Allow everyone a turn to speak • Address the following: • Intro and why did you choose this topic • Review resources available on this topic • Identify strengths, challenges, strategies • Record ideas on post-it notes and place on corresponding poster

29. Gallery Walk • Check out the posters • Find someone you don’t know. Share one thing you learned about/talked about that you are excited to bring back to your school/SU

30. Topic-Based Presentation: Addressing Problem Behavior Using Function-Based Thinking (FBT)

31. Improving Decision-Making From Problem Solution To Problem Solving Solution Problem Information (Data)

32. The Continuum of FBA

33. FBA and FBT • Although Functional Behavioral Assessments (FBAs) are widely recommended for problem behaviors, this is not occurring in general education • However, core elements of FBAs that promote function-based thinking (FBT) can serve as an efficient strategy.

34. Problems with FBAs • A limited number of school-based professionals are trained in the complexities of FBA. • Resource and time constraints on classroom teachers • Concern about quality and effectiveness of FBA/BSPs due to overwhelmed, budget-constrained, insufficiently trained personnel

35. Function-Based Thinking A model for thinking and a systematic process for defining problem behaviors and selecting interventions that match the function of behavior.

36. Why FBT? • Time savings for teachers and administrators • Ability to consider function is enhanced • Earlier intervention for new onset behaviors yields more effective behavioral change • Using FBT as a precursor to FBA permits preventative interventions to be implemented prior to referral for FBA

37. Difference Between FBA and FBT FBA FBT Quick systemic way of thinking that informs selection of function-based supports Preliminary to FBA requiring team Teacher paired with trained individual facilitates learning process for teacher Draws from FBA Early intervention strategy • A process and product • Formal assessment and analysis of comprehensive data • Multiple team members • Training needed in behavior analysis or FBA • Can be lengthy • Not often used as a preventative measure

38. 3 Steps of FBT • Gathering information • Emphasize data already collected by teachers • Development of a plan • Ensuring interventions match function • Matches teacher style and comfort level • Evaluation/monitoring of the plan • Simple

39. FBT and the Competing Pathway Desired Behavior Setting Events / Conditions Antecedent Trigger Problem Behavior Replacement Behavior Maintaining Consequence Maintaining Consequence Function

40. Step 1: Gathering Information • Antecedent, Behavior, Consequence data • Data comes in many forms: • Student grades, homework and work completion, tardies, absences and even visits to the nurse or guidance office • Let the data define the problem • How do we know it’s a problem? “Show me the data”

41. Brainstorm What other types of data do we collect?

43. Step 2: Develop a Plan • Should take into consideration the function of the behavior - answer the question WHY? • Replace the targeted behavior- not punish • Remember: Rome wasn’t built in a day • Identify personnel that could help the student learn the new behavior • Be sure the personnel have the training to support the student

44. Step 2: Develop a Plan: the Why • Avoidance • Unfamiliar w/the process or content • Academic deficits • Capacity (too much) • Engagement (material isn’t engaging) • Social skill deficit (doesn’t know how to interact w/ peers and adults) • Access • Attention from peers, adults, to a favorite task Macintosh, et al. (2008)

45. Step 2: Develop a Plan: the Why • Avoidance • To avoid a task • To avoid a person/interaction (less common) • What to do • Premack • Build in breaks • Permit escape for a specified time

46. Step 2: Develop a Plan: the Why • Access (Attention-Seeking) • Engages in behavior to satisfy (unconscious) need for attention • Chronic blurting out, excessive helplessness, tattling, minor disruptions • What to do: • Be careful about reinforcing the “problem behavior” • Planned ignoring • Provide attention to and reinforce positive behavior • Teach an alternate way to access attention

47. Step 2: Develop a Plan: the Why • Does the student have the skill? • Lacks ability or knowledge about how to behave • What to do: • Explore psychological or constitutional factors • Have capacity for insight? • If yes: Conduct lessons to develop skills and knowledge about appropriate behavior • Model, reinforce, and provide feedback • If no: Make accommodations

48. Step 2: Develop a Plan: the Why • Is the student aware? • Truly unaware that behavior is problematic • Defensive, argumentative • What to do: • Provide feedback • Develop a signal to cue the student about the misbehavior • Develop a self-monitoring and evaluation strategy

50. Step 3: Evaluate the Plan • Periodically compared with the baseline • How else do you know if it is working? • Reported to those involved • including the student • self-monitoring most effective