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PBIS Targeted LevelTargeted Coordinator Orientation
Presented by:
VTPBiS TeamMay, 2011
Welcome!PBIS Targeted Coordinator Orientation: by Sherry Schoenberg & Cassandra Corley
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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 RtI
Framework• Plan for Sustaining Universal PBIS efforts• Role of Coordinator• Highlight systems needed at Targeted Level• Preview Inventory/Self-Assessment• Preview Check-In/Check-Out or Teacher
Check/Connect and Expect• Preview of FBA• Plan for Targeted Team Training in March• Plan for SWIS CICO (optional)
Emphasis on PreventionSchool-wide/Universal/Primary
– Reduce new problem behaviors
Targeted/Secondary– Reduce current problem behaviors
Intensive/Tertiary– Reduce complications, intensity,
severity of current behaviors
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Systems, Data & PracticesSystems (How things are done?) Team based planning and problem solving Data-based decision making Long term sustainability
Data (How decisions are made?) Ongoing data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
Practices (How staff interact with students?) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment Other proven strategies
~80% of Students
~15%
~5%
Establishing Continuum for SWPBIS
TARGETED PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
INTENSIVE PREVENTION• Function-based support• Wraparound• Person-centered planning• •
UNIVERSAL PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
TARGETED PREVENTION• • • • •
INTENSIVE PREVENTION• • • • •
UNIVERSAL PREVENTION• • • • • •
Universal Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS &
SUPPORT
Core Features of a Response to Intervention (RtI) 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
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Individualized data tools
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Targeted
Tier 3/Intensive
Inte
rven
tio
nAssessm
en
t
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…
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 roll-out activities?
• How will you use data to help in your planning?
Universal Systems Check
Planning to Sustain Universal PBISActivity:
• Review the Universal Action Plan for Sustainability shown above.
• 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:• Major 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
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
20
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:
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) Academic Skills Support
Organization/Homework planning support Homework completion club Tutoring
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 Team has two functions:
1. Systems level planning, design and accountability
2. Student intervention planning and monitoring
1. Targeted System Planning Team:
• Develops and reviews targeted system development:– Creates referral process, system for student
screening, process for parent contact, measurement of overall targeted intervention effectiveness
– Reviews data for decision making about practices (not individual students)
– Link between targeted interventions and Universal system
Targeted Team membership (focus on Systems):
• The Universal Team or a subset of the
Universal Team can serve this function
• Administrator
• Others
Functions of the PBIS Targeted Team (focus on Systems):
• Develops and reviews targeted system:– Creates referral process, system for student
screening, process for parent contact, measurement of overall targeted intervention effectiveness
– Reviews data for decision making– Link between targeted interventions and
Universal system
2. Targeted Student Planning and Referral Team:
• Receive referrals• Begin student in (Check-in/Check-out)
intervention within 72 hours (unless otherwise specified)
• Communicate with staff and parents about intervention
• Evaluate student progress-exit student from intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions
Targeted Team and EST Considerations:
• PBIS Targeted Team for student planning is similar to the work of EST.
• EST and PBIS Targeted team 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.
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 PBIS Universal Team and
EST (targeted team may negate need for EST for behavior referrals)
• Role formally endorsed by school principal• Flexibility to complete tasks during the day• Positive rapport with other school staff
PBIS Targeted Team Coordinator Responsibilities:
• Attend PBIS Team Meetings (Universal and/or Targeted system level)
• Meet with (student-focused; 2-3 people) Targeted Team weekly to address student referrals, interventions and to monitor progress
• Attend regional coordinator meetings• Attend all training events• Help team complete tasks on time• Help with team organization• Data organization and reporting
Activity:Targeted Coordinator Self-Assessment
Complete the Vermont PBIS Targeted School Coordinator Self-
Assessment.
This self-assessment is designed to assist coordinators in identifying
current strengths and professional development goals.
Inventory of Targeted Practices
• After forming your Targeted Team, complete the Targeted Practices Inventory and bring to Training for further discussion.
Questions/Comments?
Most Promising Targeted Intervention
Check-in/Check-outor
Teacher Check, Connect and Expect
Every school does not need every targeted intervention. All schools need ONE of the above interventions.
© 2005 by The
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”
What is Check-In/Check-Out and Teacher Check, Connect and Expect?
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
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. system.
• Targeted team reviews progress after four weeks unless otherwise indicated.
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
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 Steps1. Collect information.2. Develop testable hypothesis or summary
statement.3. Collect direct observation data to confirm
summary statement.4. Develop “competing pathways” summary
statement.5. Develop BIP.6. Develop details & routines for full
implementation of BSP.7. Develop strategies for monitoring &
evaluating implementation of BSP.
FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
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-solving1. Overall CICO Implementation
2. Individual Student Progress Monitoring
Planning for PBIS Targeted Team Training
1. Plan for sustainability at the Universal Level.
2. Complete PBIS Targeted Coordinator Self-Assessment.
3. Form Targeted Team at systems level and individual student level
4. Begin Inventory of Targeted Supports
5. Consider SWIS for Check-in/Check-out
6. Registration and other logistics
Questions/Comments?
THANK YOU!
