1. PBIS Coaches Network pbis.sccoe.org*

2. PBIS Coaches Network Meeting Agenda Welcome Introductions
OUR NORMS
Confidentiality * Active participation * Professional use of technology * Assume best intentions
Meeting Agenda
Welcome
Introductions
Grounding Activity
Celebration of Start of the year! “Jumpstart January!”
Coaching PD
Implementation Blueprint and Self Assessment
Assessments and Action Planning with school site PBIS teams
Tier 2
Resources
Tier 2 Teams (Roles and Responsibilities
Data Teaming (Systems and Processes)
Voices from the Field
Next Steps *

3. Introductory Activity Heather and Nancy (SJUSD PBIS Coaches)*

4. Purpose of PBIS Coaches Network
This network works to continue building local capacity within districts for successful PBIS implementation. We will collaborate on strategies and solutions to on-going implementation needs, and share resources and the latest PBIS tools.
Some topics:
Coaching and facilitation
Monitoring the district action plan
Providing on-going PBIS professional development
Calibration of evaluation and assessment tools *

5. Celebrating the start of the year! “Jumpstart January!”
Jackie and Carol
(SJUSD PBIS Coaches) *

6. Networking time…. *

7. PBIS Implementation Blueprint
Part I: Foundational and Supporting Information
Behavioral and Prevention Sciences w/in a Multi-tiered Support Systems Framework
Evidence-based practices
Implementation systems
Data for decision making
Part 2: Self-Assessment and Action Planning
(a) appraising the status of drivers or elements related to supporting the implementation of PBIS systems and
(b) developing and evaluating PBIS implementation action plans at the state, regional, county, and district levels.

9. Primary Prevention: School-/Classroom- Wide Systems for All Students,
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students 27

10. Avoid creating a new disability labeling system.
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Math
Behavior
Health
Reading

11. PBIS Core Features

12. Implementation Blueprint Self-Assessment
Leadership Team completes PBIS Implementation Blueprint Self-Assessment at least annually and whenever sustained and high fidelity implementation are concerns.
Leadership Team completes a 3-5 year action plan that delineates actions linked to each feature of the Implementation Blueprint, district or school behavioral data, and implementation fidelity data (e.g., Tiered Fidelity Inventory), and reviews and modifies this plan annually based on progress assessment.

14. Networking time….
Complete the Implementation Blueprint Self-Assessment for your district (20 mins)
Score your assessment (10 mins)
Select up to 3 areas below 80% (PP or NP)
Find the table of area of need (ie. Leadership Team, Content Expertise, etc.) (30 mins)
Discuss and Develop activities or actions for areas of need
Discuss activities or actions for area of need for each month *

15. PBIS Fidelity Measures

16. Fidelity Measurements - SWPBIS Implementation
SAS
TIC
SET
Participants
Entire Staff completes online at PBISApps.org
credentialed
classified
after school staff, etc.
PBIS Team completes online at PBISApps.org
1. In-person interviews with:
Principal
Staff (representative)
Students
2. Observations of School Campus
3. Products (Handbook, etc.)
Approx. Time Needed
30 minutes to complete assessment
15 minutes to complete assessment
1.5-2 hours to complete evaluation
Time Frame
March/April- Submit by 5/1
1. September/October (at 2nd meeting)- Submit by 10/31
2. January/February- Submit by 2/28
3. April/May- submit by 5/1
October/November- Submit by 11/30 (for first two years)
February through April- Submit by 5/1
Frequency
1x/year
3x/year (for the first two years)
2x/year -first two years of implementation
Data Entry
Individual Staff members submit his/her survey online at PBISApps.org
PBIS Team submits one survey online at PBISApps.org
PBIS Coach enters collected data online at PBISApps.org

17. Available from OSEP TA-Center www.pbis.org
No Cost
Assessors Training PowerPoint
and
Assessors Training Video at

19. Riverbend Action Planning
TFI “subgroup” completed the TFI and developed goals and action items for subcommittees
Subcommittees for:
1.3 & 1.4 Behavioral Expectations & Teaching Expectations
1.6 Discipline Policies
1.9 Feedback & Acknowledgement
1.11 Student/Family/Community Involvement
TFI “subgroup” members led subcommittee work
Communication
Recruiting workers
Setting meetings

20. Riverbend Action Planning
Behavioral Expectations
Established school-wide behavior matrix
Drafted lesson plans
Designed and ordered signage
Discipline Policies
Established a response to problem behavior flowchart
Established a student-friendly flowchart
Developed training on referral form completion and problem behavior definitions
Feedback & Acknowledgement
Established a system for how an individual’s acknowledgement benefits the group (e.g., Party in a Bucket)
Created signage to advertise the acknowledgement system
Established language to be used by all staff when delivering acknowledgement
Student/Family/Community Involvement
Established calendars that can be distributed to all families; each month of the calendar highlights a different PBIS component
Developed a survey to garner community feedback
Subcommittees prepared minute rollout trainings for all staff

24. Networking time…. (15 mins)
Join a group with Coaches you don’t know….5 per table
Choose a Facilitator/Recorder
Share/discuss
Did you complete the TFI this school year?
Chart
What were some challenges?
What were some positives?
Review data across assessments (SAS, TFI, TIC, etc.)
Identify items of importance *

25. Networking time continued…(30 mins)
Find the table of area of need (ie. Tier 1, Tier 2 Interventions, etc.)
Share your results
Review data across assessments (SAS, TFI, TIC, etc.)
Discuss and develop some activities or actions for areas of need *

26. Tier 2 Interventions and supports

27. Are We Ready for Tier Two?
For Tier 2 supports to be most successful, basic components of Tier 1 should be in place
Check Classrooms
Time must be dedicated for Tier 2 to be implemented
Support from staff and admin must be available
Professional development must occur
Before moving to Tier 2 we must make sure that Tier 1 is in place. We will do that by taking assessments TFI, TIC, and SAS. Its important that all classrooms are implementing the elements of Tier 1.

28. What is a Tier 2 Intervention?
An intervention (or set of interventions) known by all staff and available for students during the school day
Interventions that provide additional student support in academic, organizational, and/or social support areas
Tier 2 interventions provide additional academic, organizational, and social support to tall students. All staff should be trained in these interventions and how to refer students. These interventions should be available to all students at all times. .

29. Tier 2 Interventions (Hawken, Vincent, & Schumann, 2008).
Assumes a Tier 1 School wide PBIS is in place
Involves a problem-solving focused behavior support team
Screening to identify a % of students non responsive to Tier 1
Readily available and easily accessible
Uses efficient, available evidence based practices
Includes data-based progress monitoring & decisions
Have an entry & exit criteria, with non-responders moving to Tier 3
Tier 1 systems must fully be in place before moving to Tier 2 training. Coaches will need to schedule and conduct the TFI at least one month prior to Year 2 Day 3 training. A score of 80% or higher shows that schools are fully implementing Tier 1 and ready to move to Tier 2 training.
Your Tier 2 team will be different than your Tier 1 SW PBIS team. This team will be a problem-solving focused behavior support team. This team will use data to identify students not responding to Tier 1 interventions. School staff will have access to a student referral process to the Tier 2 Intervention team. This referral process will be easily accessible and available. All of the identified Tier 2 interventions should be evidence based. The team will use data to monitor the progress of interventions and the students in those interventions. Targeted group interventions should only last 6-8 weeks. The team and its intervention coordinators will identify entry and exit criteria to determine when students are ready to fade off of interventions or at what time students need a more intensive individualized Tier 3 intervention. 29

30. Tier II: Targeted Group Interventions- Some Students
Check In Check Out
Check and Connect & Expect
Social Skills Group
Small Group Intervention
Executive Functioning Skill Groups
Academic Support Groups
Here are some examples of Tier 2 interventions. Give teams about 10 minutes to identify a list of Tier 2 interventions that they already have on campus. Give teams a chance to share out a couple of those interventions.

31. Networking time…. Choose a group you have not worked with…
Select a Recorder and Reporter
Discuss and chart tier 2 interventions in your district or school sites
Select one intervention to share with the group *

32. Establishing the Tier 2/3 “Intervention” Team
May be an extension of the existing SW PBIS team
May be a stand alone team, often these teams look at Tier 2 & 3
* Such a team may already exist in your school - SIT team, CARE team, MDT team
Each school site will need to establish a Tier 2 Intervention team to attend Year 2 Day 3 & 4 training. Some of these people may also be in the SW PBIS team. This team will be looking at Tier 2 and 3 interventions. You may already have a team like this for example SIT team, CARE team or a MDT team. This team is different from a SST team which is individual student focused.

33. Potential Tier 2/3 “Intervention” Team Members
Coach
Counselor/ Social Worker
Psychologist
Behaviorist
Teachers
Administrator
Other Para-professionals
These potential team members sit on a Tier 2 intervention team. These members are naturally in charge of any targeted group or individualized interventions. You may also want to talk about weather or not you want to include your Tier 2 and 3 academic intervention coordinators on this team.

34. Intervention Team: THE BIG IDEAS

35. School Site: What it Looks Like

36. Teams in a School Tier I Tier II/III Tier III Universal SWPBIS Team
Intervention Team “Progress Monitoring”
FBA Team
Plans SW & Class-wide supports
Monitors effectiveness and fidelity of Tier 2/3 Interventions (overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Could responsibilities of an existing team (TAT/SST/etc.) be shifted?
Sept. 1, 2009

37. Intervention Team Roles and Responsibilities
Team Leader (organizes agenda; facilitates meeting)
Process Monitor (someone whose role is to monitor group processes)
Screening Coordinator (someone who collects screening data and brings it to the meeting
Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings)
Coordinators of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)
Note Taker

38. Tier 2 Intervention Coordinator
> 1 hour meeting
Review Tasks
Process Monitor
Facilitator
Notetaker
Tier 2 Intervention Coordinator
Tier 3 Intervention Coordinator
In Tier 2 and 3, Coaches should also be making sure that schools have an Intervention Team in place that meets twice a month and using a meeting format similar to this Individual PBS meeting template to track individual students and interventions.
Screening Coordinator

39. Intervention Team
Is not the time to discuss an individual student in great detail
If a solution or modification cannot be discussed and selected quickly, the team should schedule an individual student meeting to address that specific issue (SST or BSP meeting)
Meeting foundations for Intervention teams should also be in place in order to utilize the time wisely

40. Intervention Team Meeting Video*

41. Networking time…. Choose a group you have not worked with…
Select a Recorder and Reporter
Discuss and Chart
Do you currently support Tier 2 teams?
If so, what positions sit on the team?
How do you prep your Tier 2 teams?
What coaching supports do you provide your Tier 2 teams? *

42. Tier 2/3 Systems and Processes
School-based problem solving teams utilized to review lack of academic progress, behavioral concerns, attendance/truancy issues, parent and/or teacher concerns, and to recommend alternative strategies/interventions to be implemented in the regular classroom.
Student success teams are a function of general education. *

43. in Ravenswood City School District
Student Success Team
in Ravenswood City School District

44. What is an SST?
The Student Success Team, formerly Student Study Team, is a positive school-wide early identification and early intervention process.
Working as a team, the student, parent/guardian, teachers and school administrator, Integrated Services, After School Program staff and others identify the student's strengths and assets upon which an improvement plan can be designed.
Concerns are seen as obstacles to student success and not descriptors of the student or his character.
As a regular school process, the SST intervenes with school and community support and a practical improvement plan that all team members agree to follow.
Follow-up meetings are planned to provide a continuous casework management strategy to maximize the student's achievement and school experience.

45. Multi-tiered systems of support
5% Tier III – the most intensive intervention (Behavior Intervention Plan, IEP)
15% Tier II – SST level 2 plan (S5 & S6) – meetings facilitated by School Administrator
80% Tier I – SST level 1 plans (S2 and S3 Parent/Guardian-Teacher and Teacher-Teacher meetings) – meetings facilitated by classroom teacher(s)
We have all seen a variation of this graphic (PBIS, RTI) Here we are illustrating how the pyramid corresponds to the SST process (Levels 1 and 2)

46. Tier I – Level I Includes a review of the student’s cumulative record
Includes the Parent/Guardian-Teacher Meetings (S2)
Includes the Teacher-Teacher/Consulting Colleague Meetings (S3)
Follow-up meeting scheduled
Always documented in Student’s Cumulative Record
Follow-up meetings must be scheduled unless the student moves onto a higher level plan, such as an SST (S5), referral for SPED and related services, or Follow-ups must also be documented on the appropriate forms (S2, S3) and filed in the student’s cum. Explain who the designated office staff member is and how to deliver the S2s and S3s to them – , an inbox, etc?

47. Tier II – level 2=Administrator Facilitated
Includes an initial and follow-up meeting
Team-based approach
Teachers and staff are expected to bring data and examples of students work.
Always documented and filed in Student’s Cumulative Record.
Always uploaded to Infinite Campus

48. Exceptions to the Rule: Mandatory Administrative SST Referrals
Some students will be referred immediately to Tier II SST in accordance with RSIP.
These students will “jump” straight to an administrator facilitate SST meeting and will bypass Tier I meetings.
Students can be referred administratively based on academic, attendance or behavioral indicators.

49. Coordination of Services Team -COST*

50. Networking time…. Choose a group you have not worked with…
Select a Recorder and Reporter
Discuss and Chart
What is your current process to support students at the Tier 2/3 levels?
What’s working and what’s not working?
Create or modify a current process to support students at the Tier 2/3 levels? *

51. Wrap Up *