You will be muted during this session Please

You will be muted during this session. Please use the chat box or raise your hand. VTPBIS Targeted Level Training Kym Asam, LICSW and Kristin Beswick All materials can be found here: https: //www. pbisvermont. org/training-resources/targeted-training/

Zoom 101 Post your questions in the chat and keep an eye out for posted links or files. Open the Participants panel to see who’s here and update your name: * Hover your name in the list and click “More” * Then click “rename” to change your display name Turn your microphone and webcam on and off (Please stay muted when presenter is speaking) Use the “Reactions” to raise your hand, give a thumbs up, and other interactive reactions. You can raise your hand if you have a questions or post your question in the chat.

Zoom Breakout Rooms: Join Your Room For randomized breakouts Just wait for the invitation from the Host and click “Join Breakout Room”!

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Use the CHAT mindfully! Consider the relevance of your comments Zoom 101 Ask yourself questions such as: • Is this background information that others may want or need? • How can I make this comment succinct and direct? • Am I sharing this comment for me, or to further the dialogue? • Would this be better shared during a live conversation, or at another time?

Targeted Materials:

Whenever you see this… TFI

Agenda • • • Welcome and intros Setting up for success Plan for universal sustainability Define targeted interventions Develop targeted systems/structures Match practices to student needs Develop CICO and/or TCCE intervention Explore data systems and CICO data Roll-Out to staff, students, families Peer sharing Next steps Differentiation!

BEST Expectations Be Respectful Engage Strengths-based Team Solutions Activity: BREAK-OUT GROUPS by B, E, S, T Talk about how you want to be together to promote these expectations in action.

Implementation Levels (N=165) SY 2020 165 schools 48 SUs/SDs

“The fundamental purpose of PBIS is to make schools more effective and equitable learning environments. ” Rob Horner, Co-Director of the OSEP Technical Assistance Center for PBIS

Implementation Science 2 -4 years

What are your team norms and roles? • Norms: • Roles

Team Activity TFI • Think about your current team • Discuss your team’s strengths • As a team, develop your matrix of team roles and norms (see workbook; Activity #1) • Select one person on your team to introduce your team to the group and describe one strength your team brings to this process

Meet students where they are at and help them get to where they need to go

PBIS is a Multi-Tier System of Supports (MTSS) for Behavior • • Prevention-based intervention approach with layers of support Universal Screening Progress monitoring Use of problem-solving process Use of data for problem- solving, decision-making at all levels Research-based practices Individual and group interventions commensurate with assessed level of need To what extent are these features in place at your school?

Who Benefits from PBIS? Everyone! L AL me So ud St 10 -15% of Students may need Targeted Supports w Fe 1 -5% of Students may need Intensive Supports ts! 80% of Students should be successful when accessing Universal Supports en Universal Practices in place for 100% of students

What does this mean to you and how can you promote this way of thinking? “Instructional supports, practices, and interventions can be tiered – students can not! There are no “tier 2 students” (or tier 3 or tier 1). By assigning this type of label to students we make their current status permanent. That is the antithesis of the concepts underlying a multi-tiered system of supports. ” VTmtss Field Guide 2019

Continuum of Support Within MTSS for Behavior and MTSS for Academics Anger Mgt. Math La be l Be ha v ior , N Science Adult relationships Attendance Reading Peer Interaction ot Stu de nts !

WI Department of Public Instruction Trauma-Sensitive Schools Resources http: //sspw. dpi. wi. gov/sspw_mhtrauma

Installing a Trauma Approach within the Framework of PBIS Step 4: Trauma informed Lens How do we teach staff the knowledge necessary skills? How do we support staff to implement with fidelity? Professional Learning Communities used to support one another in development of practices. How do we use data to monitor progress toward our goal and inform each other? How do we improve ? The most significant concern is DATA – defined as Supports that is taking place most often in Decision _______ location). This behavior Making occurs (frequency/quantify behavior), SYSTEMS – Support Staff Behavior equity Step 3: What will we do to support student behavior and provide necessary skills to regulate emotion and skills to manage stress and anxiety ? Promote predictable, positive, safe, and consistent environments by: -Develop caring connections (e. g. morning meetings) -Teach expectations, replacement skills -Develop acknowledgement system Layered Daily Progress Report with additional Step 1: What does the data say? (community demographic, screening info. Attendance patterns, discipline patterns, climate surveys, fidelity checks) Where and what time are vulnerable decision points most like to occur? PRACTICES – Support Student Behavior and is most likely to happen (time of day). Students from (group of students/grade level) are most frequently engaging in ____. This may be due to ______. Step 2: What is the SMART (specific, measureable, attainable, realistic, timebound) goal?

The Vision “Learning means change. It’s a question of what needs changing. ”

Activity #2: The Heart of the Matter • Listen to the story • Reflect on students you know • Complete the actions listed in your workbook, Activity #2

Recognizing student strengths to build… …RELATIONSHIPS!!! Intentionally build relationships using the 2 X 10 strategy

Family Engagement TFI: Family Involvement and Evaluation Data Points • Team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including year-byyear comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format. • Stakeholders (students, families, and community members) provide input on universal foundations (e. g. , expectations, consequences, acknowledgements) at least every 12 months.

Activity #3 Family Engagement Review or complete Family Engagement Checklist in Workbook, Activity #3 https: //www. pbisvermont. org/training-resources/familyengagement/. TFI

Sustaining PBIS at the Universal Level TFI: Access to Tier I Supports: Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II supports have access to, and are included in, Tier I supports.

Activity #4: Sustaining the Universal Effort Systems, Data and Practices Answer questions and review/complete Universal Sustainability Checklist in Workbook, Activity #4 TFI

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

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

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

Consider Universal Screening • Early identification of students at risk of school failure due to social, emotional and/or behavior problems. • Mechanism for targeting students who need additional supports after receiving evidenced-based universal behavior supports (PBIS).

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

Why Universal Screening? • To find students whose problems are not immediately obvious. • To identify problems with a high degree of accuracy. • Early identification leads to early intervention. • To select interventions based on results of rating scales on the screening tools. This is most effective and efficient.

Poor Outcomes for Unidentified and Untreated Youth

Tracking Indicators of Risk Using Existing Data Student GPA Course Failures Days Absent ODRs Josh 3. 1 0 2 0 Mary 4. 1 0 0 0 Kelly 2. 8 1 0 1 Jacob 1. 4 3 11 12 Susan 3. 5 0 3 0 Mark 1. 9 1 5 7

Tracking Positive Behavior Expectations Student ODRs Be Safe Be Kind Be Responsible Josh 0 3 3 2 Mary 0 3 2 3 Kelly 1 3 3 3 Jacob 12 1 3 2 Susan 0 3 2 3 Mark 7 2 3 1

See Lane, Menzies, Oakes, and Kalberg (2012) Formal Screening Tools Lane & Oakes

More on Screening Want to learn more? http: //www. ci 3 t. org/screening

Team Think and Share • How do you currently identify students that need additional supports? • What is your process for students getting connected to interventions? • How do staff know about the different options of interventions for students? • How do families know about the different interventions? • What works and what is challenging about the above? We’ll ask one person from each team to share one strength/challenge

Another perspective • How do you currently identify students that need additional (academic) supports? • What is your process for students getting connected to (academic) interventions? • How do staff know about the different options of (academic) interventions for students? • What works and what is challenging about the above?

Activity #5: Who will benefit from targeted supports? • Answer the following questions in your Workbook, Activity #5: • How many students will benefit? • How will you use BOD decision-making process? • List names of students

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

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

Develop Targeted Systems/Structures

Two Aspects of Targeted Planning: TFI 1. Systems level design and accountability 2. Individual student intervention planning and monitoring

Team Functions: What are the necessary conversations? Targeted Systems Planning Team: • 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: • Develops & monitors plans for one student at a time • Every school has this type of meeting (e. g. , EST) • Teachers and families are typically involved

Sample Systems Level Conversation https: //www. youtube. com/watch? v=9 d. FZ_o. Rv. QRk

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 existing systems and practices? . Goal: “Work smarter, not harder!” What are your thoughts?

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

Roles and Responsibilities of Key Members

Team Responsibilities Splett, et al, 2017

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.

Activities #6 and 7: Team Structure and Purpose Statement Finalize Your Team Profile in your Staff Handbook Write Team Purpose Statement in your Staff Handbook

Match Targeted Interventions to Student Needs

Matching Interventions to Function of Behavior TFI: Practices Matched to Student Need A formal process is in place to select Tier II interventions that are: (a) matched to student need (e. g. , behavioral function), and (b) adapted to improve contextual fit (e. g. , culture, developmental level).

Function Based Approach A process that focuses on assessing and systematically changing environmental factors. Not about “changing” or “fixing” the student. Think: are our responses to behavior compliance-based or needs-based?

Function Based Approach A different perspective on response to challenging behavior in schools. Traditional disciplinary systems are oriented towards punishment—removal from group, denial of access to privilege, etc. These traditional approaches are typically not studentcentered or function-based

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

Simple FBA -- ABC’s of Behavior Think of all behavior as occurring within a three-term relationship: Antecedent -- Behavior -- Consequence Also must consider Setting Events – all behavior occurs within a context

ABC’s of Behavior

Basic Functions from Horner & Sugai at www. pbis. org

Review: ABC’s of Behavior Think of all behavior as occurring within the context of a three-term relationship: Antecedent -- Behavior -- Consequence

Review: ABC’s of Behavior Think of some typical chronic, low-level behaviors that are typically seen in classrooms/schools. Can you identify common ABC’s associated with these behaviors?

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 TFI

Thatcher Brook Inventory of Targeted Supports

Activity # 8: Inventory of targeted supports What are you current targeted interventions (formally and informally)? Complete the Inventory in your Staff Handbook

Activity # 9: Next Steps for FBA Answer questions in Workbook, Activity #9. At a minimum: • Identify 2 -3 people to be trained in FBA. • Insert your FBA/BSP process in your Staff Handbook.