PBS SYSTEMS AT TIERS 2 and 3 Presenters: Chris Borgmeier Kent McIntosh

Schedule Sessions 9:00 to 3:30  Lunch 12 to 1 Day 5: Nov. 2 (Making Connections)

Focus of Training Day 1: Data and Teaming for Support at Tiers 2 & 3 Day 2: Tier 2 Support Day 3: Tier 3 Support - Assessment Day 4: Tier 3 Support - Intervention Day 5: (TBA)

Today’s Agenda Introductions Using the Triangle to Organize Interventions Data and Teaming at Tiers 2 and 3

Introductions Please share with the group:  Your name, district, and role  Your experience with FBA and function-based support  What you came here to learn

Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT

Universal PBS Systems 1. Define school-wide expectations 2. Teach expectations and social- emotional competencies 3. Monitor and acknowledge prosocial behaviour 4. Provide instructional consequences for problem behaviour 5. Collect information and use it for decision-making

Targeted Interventions Efficient systems for students who need additional support beyond universal programs  Continuously available  Rapid access (within 72 hrs.)  Consistent with school-wide system  All school staff have access/knowledge Should work for most (but not all) students

Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for success (and recognition) Academic assistance Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Loss/Friendship Groups…

 What constitutes a Targeted Intervention? ◦ An intervention that:  Serves multiple students at one time (15-25 student at once)  More efficient use of resources that 1 student at a time  Students can get started with almost immediately upon referral  Requires almost no legwork from referring staff to begin implementation of the intervention with a student  All school staff know about, understand their roll with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required:  If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

Intensive Individual Interventions Individualized, function-based behaviour support Identify what basic need students are trying to meet with problem behaviour  Teach adaptive, prosocial skills to meet those needs  Change environments to make problem behaviour less likely  Stop inadvertently making problem behaviour worse

Investigating your Systems of Support CSI Maps

C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each tier (strategies, programs) Write down how your school identifies what level of support students need

RESPONSE TO INTERVENTION AND THE THREE TIER MODEL

CSI Maps C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each tier (strategies, programs) Write down how your school identifies what level of support students need

CSI Maps: Interpretation 1. Identify GAPS in: 1. Support 2. Assessment 2. Consider priorities for filling gaps 3. How are you going to choose?

1-5% 5-10% 80-90% Tertiary Interventions ___________________ Tertiary Interventions __________________ Secondary Interventions ___________________ Secondary Interventions ___________________ Universal Interventions __________________ Universal Interventions __________________ Behaviour and Academic Interventions at All Tiers A Response to Intervention Model Academic Systems Behaviour Systems

What do your schools’ individual student support systems look like? 1. How are students who need help identified?  Whenever the teacher is at wit’s end 2. How are behaviour plans created?  Followed whatever the last workshop said 3. How do you know if plans are in place?  I thought it was done once we made the plan! 4. How do you know if they are working?  Why are you still asking me these questions?