CREC 111 Charter Oak Ave., Hartford, CT Donna Morelli and Cynthia Zingler CREC Education Specialists School-Wide Positive Behavior Support: Year 2 Team Training – Day 2

SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All students

Objectives  Benchmarks of Quality Completed  Establish an understanding of Tier II  Commitment and Agreements for Tier II  Specialized Behavior Support Team Established  Identify CICO Coordinator  Setting up CICO  Select a program name  Write a description of the program  Develop a daily progress report name  Progress Report

Sharing - Update  Each team will have 2-3 minutes to update on what is going on with PBIS in your school. CREC 111 Charter Oak Ave., Hartford, CT

School-wide Benchmarks of Quality  Lists components of PBIS programs that address the critical elements of PBIS implementation  Completed by school teams on a yearly basis to assess how they score on a 100 point scale with regard to developing and implementing school-wide PBIS  Useful in developing action plans

Three Components of Benchmarks of Quality  Team Member Rating Form  Completed by team members independently  Returned to coach  Scoring Form  Completed by coach using Scoring Guide  Used for reporting back to team  Scoring Guide  Describes procedure for completing BOQ  Includes a rubric for scoring each item

BOQ Will Provide:  Summary of team members’ perceptions of PBIS implementation  Objective assessment of school’s implementation based on criteria described in a rubric (100 point scale)  Comparison between the above factors which will encourage discussion of strengths and weaknesses and provides ideas for action planning

Benchmarks of Quality Go to: Enter your school code Click on Benchmarks of Quality CREC 111 Charter Oak Ave., Hartford, CT

Action Plan  Based on the BoQ– what does your team need to do? CREC 111 Charter Oak Ave., Hartford, CT

When is a school ready for Tier II Practices and Systems? “Does Implementation of Tier I practices and systems need a booster?” Tier I Self-Assessment Step 1: complete the Benchmarks of Quality Step 2: Review most recent School-wide Evaluation Tool score Step 3: Review most current school-wide discipline data (e.g., SWIS) Complete page in Tier II workbook Step 4: Modify Tier I implementation action plan based on data from Steps 1 & 2

Remember….  We can’t “make” students learn or behave  We can create environments to increase the likelihood students learn and behave  Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

Big Ideas  Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment  Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors  Create environments to support the use of pro-social behaviors (practice, practice, practice)  School-wide  Classroom  Small Group / Individual

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success Academic Systems Behavioral Systems

“Shout Out” Activity 3 Points from 3 Tiers Audience volunteers to share three important points from: Tier 1 Tier 2 Tier 3

Activity – pg. 9  Let’s revisit the triangle  What do you have in place for Tier 1 and Tier 2 interventions?  Reflect – what has changed in your school in the last year and a half?  Be ready to share. CREC 111 Charter Oak Ave., Hartford, CT

All about implementation

Table Talk: Systems, Data, Practices Conversation (10 mins) As a team discuss what is meant at Tier 2 of PBIS in regards to:  Systems  Data  Practices

Basic Steps 1. School-wide, including classroom, universals in place 2. Identify students who need additional supports 3. Identify what supports student needs  Environment  Intervention 4. Monitor & evaluate progress Are behavior/social skills looked at in the EIP process at your school?

Starting Point  Work within current formal and informal systems  Develop missing steps of efficient process  Provide training and technical assistance to facilitators  Classroom Problem Solving Teams (partnership)  Tier II Team  Guided process with templates for environmental modifications and interventions  Goal = fluency among all faculty and staff

3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

Tier II Supports  Check in / Check Out  Social Skill Groups  Academic Supports

Continuum of Teaming: Systems & Student-Specific Secondary Systems Planning Team Secondary (Generic) Problem Solving Team Tertiary Systems Planning Team Individual Youth FBA/BIP Team Wraparound Team District Tertiary Leadership Team

Classroom Problem Solving Process (EIP)  Develop intervention based on function of behavior  Environment changes  Student skills to teach/practice/reinforce  Monitor progress  Same data that brought them to your attention  Problem and Appropriate behavior  Teacher observations

Tier II Supports  Students who do not respond to classroom / informal supports (grade level 2-3 weeks)  Student brought to Tier II Team  Classroom problem solving plan  Progress data  Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports  Centralized  Each has a coordinator  Placed in support by Tier II Team  Classroom supports continued / modified  ALL in building aware of their role in supporting students in Tier II Supports

Tier II Team  For now, primary role will be to:  Continue to build process  Assist with Grade Level Team Problem Solving Process  Once Classroom Problem Solving in operation, your role will be to:  Review referrals and place students in appropriate tier II interventions  Serve as “coordinators” of tier II interventions  Monitor student progress  Monitor overall process

Teaming at Tier 2 Secondary Systems Planning ‘conversation’  Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports  Review data to make decisions on improvements to the interventions  Individual students are NOT discussed Problem Solving Team ‘conversation’  Develops plans for one student at a time  Every school has this type of meeting  Teachers and family are can be invited

Tier 2 Systems Teaming Conversation (5 mins) At your table, discuss the differences between Systems Teams and Problem Solving Teams How does this fit in your building?

Secondary Systems Team Roles Team Leader: responsible for agenda & facilitation of meeting Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Action Plan Recorder: a.k.a. note taker Time Keeper: Family Representative: CICO Facilitator: adult who checks students in and out in the morning and afternoon

Community-based Service Agencies: How can they contribute? Participate as member of systems team and/or problem solving teams. Contribute to Social/Academic Instructional Groups development and/or facilitate S/AIG’s. Useful resource for community-based service linkage and referrals. Skill-based clinicians can contribute to BIP techniques. Provide trainings and individual teacher support. (ex: homelessness, trauma, communication techniques, classroom management, etc..)

Crone & Hawkin

VIDEO: The Behavior Education Program: a Check-in/Check-out Intervention for Students at Risk

District-Region School SWPBS Leadership Team SWPBS Tier 1 T1 SystemsT1 Practices Specialized Behavior Support Team Group-based Tier 2 T2 SystemsT2 Practices Individual Tier 3 T3 SystemsT3 Practices

Agreements/Commitments – pages Principal & Tier II Principal & team meetings Principal & resources Staff & Tier I implementation Staff & Tier II implementation

Functions of Tier II Behavior Support Team – page Administration Tier II coordination Behavior support specialization Data assessment SWPBS leadership team SWPBS coaching

Characteristics of Tier II Behavior Support Coordinator- pages Fluent with CICO procedures Respected positively by students & adults Effective communication skills with students, school staff, & family members Consistent with task & activity follow-through & completion Effective in using data for decision making w/r to student progress monitoring & implementation fidelity Capacity to train others on CICO procedures

Setting Up CICO – Team Activity  Select a program name  Write a description of the program  Develop a daily progress report name See handouts for examples CREC 111 Charter Oak Ave., Hartford, CT

Progress Report (CICO)  Develop progress report  Incorporate existing 3-5 positively stated, expectations  Defined # of check-in periods (up to 10)  A three-point rating scale  Daily/weekly goal  Place for check-out summary  Teacher initials/comments  Parent signature  Weekly summary See handouts for examples CREC 111 Charter Oak Ave., Hartford, CT

Social Skills/Academic Instructional Groups  Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)  Goals for improvement should be common across youth in same group (ex. use your words)  Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)  Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

3 Keys to Successful S/AIG’s 1. Have a Roadmap/Template Skills that are taught need to be pinpointed before choosing “curriculum” and are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom i.e. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form 2. Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans. Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one another i.e. Stand alone curriculum – perfect for S/AIGs!  Skills Streaming  Second Step 3. Build S/AIGs on top of a strong universal curriculum

What do we have?  What S/AIG do you have in place in your school?  Do you need to make changes to it?  Do you need to put in place?  Do you collect data?  How is progress monitored? CREC 111 Charter Oak Ave., Hartford, CT

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out Individualized Check- In/Check-Out, Groups & Mentoring (ex. CnC) Brief Functional Behavioral Assessment/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 August 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

Action Planning  What needs to be done based on BoQ  Commitment and Agreements for Tier II  Specialized Behavior Support Team Established  Identify CICO Coordinator  Setting up CICO  Select a program name  Write a description of the program  Develop a daily progress report name  Progress Report CREC 111 Charter Oak Ave., Hartford, CT

Next Time - Year 2 Day 3  Process for identifying students  Process/materials for training adults, students and families (CICO implementation manual)  Scheduling Behavior Support Team Meetings  Progress Monitoring  Social/Academic Instructional Groups CREC 111 Charter Oak Ave., Hartford, CT

Session Evaluation  Please complete the evaluation for today’s workshop. Thank you! CREC 111 Charter Oak Ave., Hartford, CT

Contact Information  Donna Morelli – PBIS Trainer  Cynthia Zingler – PBIS Coordinator/Trainer CREC 111 Charter Oak Ave., Hartford, CT