PBIS Targeted Level Orientation February 8 2012 Welcome

PBIS Targeted Level Orientation February 8, 2012

Welcome! PBIS Targeted Behavior Orientation by Sherry Schoenberg & Cassandra Townshend How to login: You will be connected to audio using your telephone after joining the Webinar. Please dial the following info that will also appear on your screen: Toll: (470) 200 -0301 Access Code: 368 -816 -060 (don’t forget to hit the # key) Audio PIN: Shown after joining the Webinar Please DO NOT connect using your computer’s microphone and speakers.

Introductions When we call your name please: 1) Say “hello” 2) Tell us what school you are from. 3) Indicate who is in the room with you, if anyone.

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.

Agenda • • • Overview of PBIS Targeted Level within the Rt. I Framework Plan for Sustaining Universal PBIS efforts Highlight systems needed at Targeted Level Discuss who needs to be involved in planning at the systems and student planning levels Preview Inventory/Self-Assessment Preview Check-In/Check-Out and Teacher Check/Connect and Expect Preview Functional Behavior Assessment Plan for Targeted Training Plan for SWIS CICO (optional)

Emphasis on Prevention School-wide/Primary – Reduce new problem behaviors Secondary/Targeted – Reduce current problem behaviors Intensive/Tertiary – Reduce complications, intensity, severity of current behaviors

Social Competence & Academic Achievement ST SY TA DA Supporting Staff Behavior EM S OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making

Establishing Continuum for SWPBS ~5% ~15% INTENSIVE PREVENTION • Function-based support • Wraparound • Person-centered planning • • TARGETED PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • ~80% of Students UNIVERSAL PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • •

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

Core Features of a Response to Intervention (Rt. I) Approach • • 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

Positive Behavior Interventions & Supports: A Response to Intervention (Rt. I) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. nt er Int nt me (Behavior and Academic Goals) Illinois PBIS Network, Revised Aug. , 2009 Adapted from T. Scott, 2004 ve ss se Daily Progress Report (DPR) ion Tier 2/ Targeted As ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 3/ Intensive Individualized data tools Check-in/ Check-out Social/Academic Instructional Groups Individualized Check. In/Check-Out, Groups & Mentoring (ex. Cn. C) Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound

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…

Universal Systems Check • Is your leadership team meeting at least monthly? • Do you have a purpose statement and do all staff know where it can be found? • Are behavior expectations posted throughout the school in every hallway and learning environment? • Is teaching matrix posted just under/next to or part of behavior expectations in all environments? • Are all students regularly receiving instruction on behavior expectations? • Is there an acknowledgement system that all staff participate in actively? • Is there clear agreement and understanding of staff responsibilities for minor and major behavior problems? • Is data being used as the basis for full staff meetings to review progress and refine strategies?

First, you must plan to sustain your PBIS Universal Level • Do you still have 80% buy-in? How do you know? • Who will plan your regular Universal Level rollout activities? • How will you use data to help in your planning?

Planning to Sustain Universal PBIS Activity: • Review the PBIS Sustainability Checklist/Action Plan. • We will ask you to share some of your strategies for sustaining PBIS at the Universal Level. • We will ask you to identify any barriers that may exist. As a group we will brainstorm solutions.

Discussion/Questions/Comments

Which students might need more than Universal Level supports? Possible Categories of Risk: • More than a couple office 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

Using the Referrals by Student report as a Universal Screening Tool 19

What is a Targeted Intervention? • An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout 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 a similar set of strategies across a group of students who need similar support; – Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.

Critical Features Rapid access to intervention (less than a week) Positive system of support Students agree to participate Implemented by all staff/faculty – very low effort Flexible intervention based on simple assessment of function of behavior • Adequate resources allocated (admin, team) • Continuous monitoring and decision-making • Administrative support • • •

Examples: Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support: ü Check-In/Check-Out ü Adult Mentoring Programs ü Access Peer Attention/Support: ü Social Skills Instruction ü Peer Mentoring ü Self-Monitoring with Peer Support (function: academic task escape) ü Academic Skills Support ü Organization/Homework planning support ü Homework completion club ü Tutoring ü

Remember 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 that these interventions will require high level of involvement among ALL staff within the school building

Questions/Comments?

Targeted System for Behavior has two functions: 1. Systems level design and accountability 2. Student intervention planning and monitoring

1. Targeted System • Creates procedures for all targeted interventions (not individual students). • Communicates to staff and families. • Links between Targeted and Universal systems

Focus on Systems Who does this? • The Leadership Team or a subset of the Team. Membership can be the same as Leadership Team but there must be “different conversations. ” • Administrator should participate • Others

2. Targeted 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

Focus on student planning and referral Who does this? • Representative/s from Leadership Team; • Individual/s skilled in function-based behavior support planning, Check-In/Check Out Coordinator (if using CICO); • Administrator.

Targeted PBIS and EST Considerations • PBIS Targeted Level for student planning is similar to the work of EST. • EST and PBIS Targeted planning may be 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; – Be “hands on” with the student plans; – Troubleshoot systems level issues.

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.

PBIS Targeted Coordinator Pre-requisites • Active knowledge of school’s PBIS efforts • Skilled in function-based assessment, behavior support planning & implementation • Member of the school’s Leadership Team and EST • Role formally endorsed by school principal • Flexibility to complete tasks during the day • Positive rapport with other school staff

PBIS Targeted Coordinator Responsibilities • Attend Leadership Team Meetings • Meet with (student-focused; 2 -3 people) Team weekly to address student referrals, interventions and to monitor progress • Attend regional coordinator meetings • Attend all training events • Help team complete behavior tasks on time • Help with team organization • Data organization and reporting

Targeted Team Profile (See handout)

Inventory of Targeted Practices • Complete the Targeted Practices Inventory and bring to Training for further discussion.

Questions/Comments?

Most Promising Targeted Intervention Check-in/Check-out or Teacher Check, Connect and Expect Every school does not need every targeted intervention. All schools need one of the above interventions.

Check-In/Check Out Implementation Manual • • • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www. guilford. com) Also referred to as BEP We will call it “Check. In/Check/Out” © 2005 by The

What is Check-In/Check-Out (CICO) and Teacher Check, Connect and Expect (TCCE)? A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with: – Students who do not respond to school-wide interventions – Students with repeated referrals – Students seeking adult attention

CICO and TCCE Elements • Daily positive adult contact • Check-in/Check-out system • Daily Report Card (DPR) – increased attention to behavioral goals • For all school settings • Home school partnership • Collaborative team-based process

Check-In/Check-Out Cycle: How does it work? • Morning check-in – Students checks in with coordinator within 15 minutes of arrival time – Coordinator collects and hands out Daily Progress Report form – daily goal set with students – Students encouraged to make good choices • Student gives DPR form to each teacher prior to each period (section of time). – (Can also be used in cafeteria or playground… anywhere there is a supervisor).

Check-In/Check-Out Cycle: How does it work? • End of day check-out – – – During last 20 minutes of the day Goes over daily progress Reviews progress towards goals Points tallied Reward Graphs student progress • Daily Progress Report form copy taken home and signed. • Return signed copy next morning.

Check-in/Check-out Coordinator “Someone the students enjoy and trust” • Enthusiastic • Leads check-in and check-out • Enters data daily • Prioritizes students for review at team meetings • Creates graphs for meetings • Gathers extra info for meetings • Maintains records

Teacher Check Connect and Expect • Student is greeted each day in a friendly positive way by the teacher. • Teacher reviews behavior expectations with the student, and encourages student to do well. • After each time period, teacher checks in with student about progress during time period and indicates points on daily progress report (dpr). • At end of day, teacher writes the total amount of points achieved for the day on dpr. • Completed daily progress reports are sent to the targeted team for input into data information system. • Targeted team reviews progress after four weeks unless otherwise indicated.

Getting Started Activities 1. Determine how CICO or TCCE will be implemented in your school 2. Develop DPR 3. Develop reinforcement system for students 4. Develop referral system 5. Create system for managing daily data 6. Plan for fading students off intervention 7. Develop staff training 8. Develop student and parent training

First Steps: Determine how CICO or TCCE will be implemented in your school • Establish the Targeted Student Focused “Team” • Determine CICO or TCCE • Establish number of students that can be served on program at one time • Determine the name of this program for your school

FBA/BIP Functional Behavior Assessment/Behavior Intervention Plan

A Context for Positive Behavior Support • A redesign of environments, not the redesign of individuals • Plan describes what we will do differently • Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

FBA Team Process Steps 1. 2. 3. 4. 5. 6. 7. Collect information. Develop testable hypothesis or summary statement. Collect direct observation data to confirm summary statement. Develop “competing pathways” summary statement. Develop BIP. Develop details & routines for full implementation of BSP. Develop strategies for monitoring & evaluating implementation of BSP.

Functions Pos Reinf Neg Reinf

Identifying who needs an FBA/BIP • Multiple office disciplinary referrals • Existing targeted interventions not successful or inappropriate • Academic/behavior data indicates challenge • High intensity or frequency of behavior • Behavior impedes academic performance or is disruptive to the learning environment • Function of behavior unclear Source: Crone, D. A. & Horner, R. H. , 2003

Setting up a school-wide FBA process: • Who makes the referral? • What form do they use? • Where or to whom does the referral form go? • Who or what group reviews the referral form to see if Simple FBA needs to be done? • Who schedules the Simple FBA, informs teachers and others who need to know? • Who completes the Simple FBA? • Who or what group develops the testable hypothesis? • Who or what group develops the simple behavior support plan? • What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA, testable hypothesis statement and development of simple behavior support plan? • When and by whom is BSP reviewed to see if it is working?

CICO-SWIS Organized around same three areas as SWIS: 1. Data Entry 2. Reporting 3. Tool Reports organized to be used for two levels of problem-solving 1. Overall CICO Implementation 2. Individual Student Progress Monitoring

CICO-SWIS – View Reports www. swis. org

Planning for PBIS Targeted Training 1. Plan for sustainability at the Universal Level. 2. Complete PBIS Targeted Coordinator Self. Assessment. 3. Determine who will do systems level and individual student level planning at the Targeted Level 4. Begin Inventory of Targeted Supports 5. Consider SWIS for Check-in/Check-out 6. Attendance at Targeted Level Training and other Logistics