Moving from Targeted to Intensive PBIS Intensive Level

Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar Presented by VTPBi. S State Team January 29, 2014

Introductions When we call your name please: • “raise your hand” • If anyone is in the room with you, please type the names into the text box

Webinar Logistics • 2 Ways to Interact: – Raise your hand using the icon on your screen – Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

“Here comes the really hard part!”

Two Questions Individualizing Practices! What are Intensive Supports (Tier 3)? Is my school ready for Tier 3?

SW-PBIS Supports for All Students Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. Wraparound Complex FBA/BIP 1 -5% Simple FBA/BIP Individualized CICO 5 -15% Social/Academic Instructional Groups Check-in/Check-out 80 -90% School & Class-wide expectations & supports

Oh, and Principal Higgins? Johnny and his wraparound team have moved back into our school district Have I mentioned that we actually need a FOURTH tier to our pyramid? ? ?

Supporting Staff Behavior OUTCOMES Systems Data Practices Supporting Student Behavior Supporting Decision Making

Steven Case Study * * * 6 th grade student High average intelligence Above grade level in most subjects Outgoing and social Loves whole-class discussions Loves small-group activities * * Gifted athlete (recognition for this) Learning disability in writing Hates independent work (esp. written) Conflicts with peers and adults * Dominates discussions & activities interrupts, accuses others of hating him, swears/yells, criticizes others’ contributions, wanders room, throws objects, storms out of class * Sept. thru Jan. = 7 ODRs verbal & physical aggression * Choices, prompts, set limits responds with engaging in power struggles, yells, screams, throws objects, storms out of class * CICO for three weeks = 30% average near-daily conflicts over points * Two recent fights with peers * Team now asking for help from BST

Planning Process at the Intensive Level FBA/BIP TEAMING GOALS ASSESSMENT INTERVENTION EVALUATION

Planning Process Across Targeted, Intensive and Intensive Wraparound Levels of PBIS

Discussion/Questions/Comments

Forming the Team People who are actively involved with the student and invested in the student’s success Typical Team Members: • Behavior staff person • Administrator • Teacher • Student • Parent • Peer? • Others? Steven’s Team: • Steven’s teacher • Principal • BST behavior person • Phys. Ed. teacher • Steven’s mother • Steven (sometimes) • Peer (sometimes)

Setting Goals • Unified vision about behaviors the team wants to decrease and pro-social behaviors the team wants to increase. • Team determines long and short term goals in three general categories: • Academic • behavioral • Social

Steven’s Goals Behavioral Social Academic Behavior to decrease Decrease argumentative and explosive behaviors Steven will decrease the number of times he dominates group activities and starts fights with peers Steven will decrease arguing with teacher when prompted to complete written/ independent work Behavior to increase Steven will comply with choices, prompts, redirection, and directives Steven will allow others to take turns and play leading roles in group activities Steven will begin written assignments and independent work when instructed to do so 22

Creating a Plan is Based on the Functional Behavior Assessment

FBA – Competing Pathway Brother in hospital; Parents not available During group activities when not called on first or often or not chosen as leader Independently take turns and share leadership role Positive attention from peers and teacher Interrupts, accuses, swears, yells, criticizes, wanders, throws, storms out Attention from teacher and peers; Comply with prompts and cues 24

BIP Strategies Based on FBA Setting Event Strategies – Understanding and addressing precipitating factors (if possible) Antecedent Strategies - Redesigning the learning and environments to prevent problem behaviors Teaching Strategies – defining, modeling, practicing new behaviors Consequence Strategies – implementing specific to generalizable reinforcement

it’s all fun and games until someone figures out the function of your behavior. PBIS SCHOOL

FBA – Competing Pathway Setting Events Antecedents Desired Behaviors Consequence s Problem Behaviors Consequence s Alternative Behaviors

Setting Event Strategies WHAT WE CAN CONTROL • Engaging families • Structure / schedule • Classroom accommodations and modifications • Home/school communication WHAT WE DO NOT HAVE CONTROL OVER • History of trauma • Medical / physical conditions • Temperament • Sensory profile • Carry-in issues

STEVEN’S BEHAVIOR PLAN might include … SETTING EVENT STRATEGIES: Work with parents to provide brief phone check-ins with them and/or with brother at strategic times during the school day; Modify CICO to focus on responding to prompts, choices, and directives; Reduce demands or provide increased bonus point value at times when brother is hospitalized Modify written and independent assignments Add more prompts for positive behavior at times when brother is hospitalized 29

FBA – Competing Pathway Setting Events Antecedents Desired Behaviors Consequence s Problem Behaviors Consequence s Alternative Behaviors

Antecedent Strategies § Practice adult rational detachment – ie. , scripts § Change the environment or schedule § Use prompts and reminders § Modify instruction, materials, expectations

STEVEN’S BEHAVIOR PLAN might include … ANTECEDENT STRATEGIES: Pre-correct using goals of CICO plan; Provide opportunities to work with partner; Provide a high number of opportunities to respond orally; Provide alternate modes of task completion; Provide scheduled attention to reduce the need for attentionseeking behavior Provide opportunities for recognition and leadership Plan socialization in schedule prior to or following times of day when Steven typically struggles 32

FBA – Competing Pathway Setting Events Antecedents Desired Behaviors Consequence s Problem Behaviors Consequence s Alternative Behaviors 33

Teaching Strategies Explicitly teach expected behavior to the student Provide structured prompts for appropriate behavior Provide opportunities to practice skills Provide opportunities for positive feedback Fade support as the student gains new skills

STEVEN’S BEHAVIOR PLAN might include … TEACHING STRATEGIES: Explicitly teach, practice, prompt, and provide reinforcement to help Steven get started on assignments & to take turns in groups (desired behavior) Explicitly teach, practice, prompt, and provide reinforcement to help Steven recognize and respond positively to teacher prompts (acceptable alternative behavior) Teachers will use scripts to avoid power struggles Give Steven the role of “encourager” during group discussions and activities Planned ignoring of attention-seeking; teach students to use planned ignoring; catch Steven showing desired behavior and praise 35

FBA – Competing Pathway Setting Events Antecedents Desired Behaviors Consequences Problem Behaviors Consequences Alternative Behavior 36

CONSEQUENCES § § Offer planned opportunities to avoid certain activities § Reinforcement: § Type § Schedule § Interval § § § Office Discipline Referrals School Discipline Procedures Alternatives to suspension Restorative justice

STEVEN’S BEHAVIOR PLAN might include … CONSEQUENCE STRATEGIES: Praise and award points for responding to teacher prompts and directives Praise and bonus points for getting started and taking turns in discussions/activities; Daily and weekly reinforcement (involving peer and/or adult attention) for 70% CICO points Provide attention whenever Steven seeks it in appropriate ways, even if it’s just to say “I’ll be there in a minute” Planning room after one prompt and one warning following problem behavior; process with PR staff if leave class calmly / ten minute t. o. if leave class disruptively 38

It says right there on my FBA-driven BIP that you’re supposed to planfully ignore my low-level attention-seeking behaviors and then intermittently provide an activity reinforcer with social components whenever I share the conversational floor with others, all in an effort to increase the frequency of my use of prosocial behaviors

Other Strategies – – – – Individualized CICO Mindfulness activities De-escalation Life Space Intervention Social Skills Pre-Correcting Prompting Behavior Contracts – Trauma-Informed Interventions – Sensory-Guided Interventions – Peer Tutoring – Mentoring – Classroom Management – Motivational Interviewing – DBT

CRISIS PLAN Setting Events Antecedents Desired Behaviors Consequence s Problem Behaviors Consequence s Alternative Behaviors

CRISIS PLAN De-Escalation / Drain-Off Crisis Plan Development Crisis Teams and Procedures

I’m tellin’ you, Helen, he walked in my class as Darth Vader and after implementing that FBA-guided BIP, he’s leaving here as Luke Skywalker!

Evaluate the Plan

Evaluation Measures Student Outcome – Rating scales – Percentages – Counts Intervention Fidelity – Staff perception

Discussion/Questions/Comments

Supporting Staff Behavior OUTCOMES Systems Supporting Decision Making Outcomes Practices Supporting Student Behavior

Necessary Conversations (Teams) Student School SU/District Tier 1 SU/District Team – Universal: • Coordinates implementation at schools • Ensures access to resources • Reviews data across schools for SU/District planning School Leadership Team Universal • Plans and implements 6 school components of PBIS Tier 2 Tier 3 SU/District Team – Targeted/Intensive: • Secures resources • Focuses on student outcomes • Focuses on Fidelity of Implementation measures across the district/SU School Systems Level Team – Targeted/Intensive: • Creates procedures for referral, screening and evaluation • Communicates with staff and families Student Level Team – Targeted: • Matches students to interventions • Evaluates & Monitors Student Progress Student Level Team – Intensive: • Completes FBA/BIP • Evaluate & Monitor Student Progress Facilitates Wraparound

Stages of Implementation of an “innovation” (PBIS Wraparound) occurs in stages Sustainability Innovation Full Implementation Initial Implementation Installation Exploration 2 -4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

Role of Administrator • Administrator needs to…. – Know what the practices look like when implemented with fidelity; – Access special resources, if needed. – Support team meeting time – Be flexible around school policies/procedures. – Be committed to helping students and LRE. – Be aware of data using tracking tools; help decide what needs to change.

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

Role of Coordinator • Attend Leadership Team Meetings • Meet with (student-focused; 2 -3 people) Team weekly to address student referrals, interventions and to monitor progress • With leadership team, identify staff to facilitate individual team-based meetings. • Attend regional coordinator meetings • Attend all training events • Help team complete behavior tasks on time • Help with team organization • Data organization and reporting

Team Profile

Work Smarter, Not Harder! • Plan to make the biggest change with the smallest effort! • Look at your Targeted interventions first! Are there gaps? Can you individualize the features of your Targeted interventions?

Inventory of Targeted Practices

P M A X E E L

FBA/BIP Capacity is Essential • Understand behavior from a functional perspective • Process for referral and response • Steps in conducting FBA/BIP • Staff to conduct FBA

Family Involvement • Ideas can be shared about what has and has not worked in the past • Promotes generalization of interventions to the home setting • If family members can’t be involved in team meetings, they can still be informed of discussions/decisions, etc.

Discussion/Questions/Comments

Supporting Staff Behavior OUTCOMES Systems Supporting Decision Making Data/ Outcomes Practices Supporting Student Behavior

Using ODRs for Decision Making

Types of Data • Individual students – Behavioral (ODRs, discipline, screening, assessment) – Academic (Grades, GPA, testing) – Strengths (connected to goals) – Needs (connected to goals) – Fidelity (specific to intervention strategies) • Systems Level Data Tools – Readiness Checklists (VTPBi. S Steps to Readiness) – Fidelity & Implementation (Benchmarks of Advanced Tiers) – Outcomes & Progress Monitoring

What is ISIS-SWIS? Individual Student Information System ISIS-SWIS is an application within the SWIS Suite designed to coordinate and monitor individualized student support. ISIS-SWIS allows teams to: • Set up, collect, and monitor a student’s outcome data on individualized goals based on team agreements. • Set up, collect, and monitor fidelity data about the implementation of the support plan. • Upload and store critical student plan documents needed for planning and decision making. • Summarize outcome and fidelity data for problem solving and decision making.

ISIS-SWIS www. pbisapps. org

Readiness for Intensive Level Training • Complete VTPBi. S Readiness Checklist, including: – specified sections of the Benchmarks of Quality (BAT) – Confirm that you have staff capacity to complete FBA/BIPs – Review readiness with VTPBi. S TA – Commitment to use data for student decision making and fidelity of implementation

Planning for PBIS Intensive Training • Plan for sustainability at the Targeted Level based on BAT. • Determine who will do systems level planning at the Intensive Level • Refine existing Inventory of Targeted Supports • Consider SWIS – ISIS • Register 2 -3 people to attend FBA training, if needed • Register for Intensive Level Training

Discussion/Questions/Comments THANK YOU!