1. Leadership Team Training
PBIS Targeted Level
Leadership Team Training
Presented by:
VTPBiS Team

3. Opening Activity
As a Team, identify your top PBIS accomplishments and challenges over the past year.
Your PBIS Coordinator will introduce your team and name one top accomplishment and challenge.

4. Agenda Sustaining the Universal Effort
Overview of Targeted Level of PBIS
Selected Targeted Interventions
Role of Coordinator and Team
Check-In/Check-Out and Teacher Check, Connect and Expect
Hear from a School Engaged in Check-In/Check-out
Function of Behavior, Simple FBA and FBA System Development
Moving on From Here

5. Process Details Training format Use of materials
Team roles (facilitator, recorder, reporter, other)
Team norms
Role of Coordinator
Meeting with Coaches

6. BEST Expectations: Targeted Strand Teaching Matrix
Training Setting
Be Present
Be On Time
Silent cell phones;
Eyes and ears in focus
Engage
Take a Team role; Ask questions; Follow along with the Power Point and Activity Sheets.
Support Each Other
Bring snacks to share; Seek clarification;
Use positive statements and re-statements
Team Solutions
Establish and follow team roles and norms
Contribute ideas to Team Planning

7. Summary of PBIS “BIG IDEAS”
Systems (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

8. Emphasis on Prevention
School-wide/Primary
Reduce new problem behaviors
Secondary/Targeted
Reduce current problem behaviors
Intensive/Tertiary
Reduce complications, intensity, severity of current behaviors

9. Establishing Continuum for SWPiBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

10. Continuum of Support for ALL Universal Targeted Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All

11. 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

12. Using data to determine when to consider targeted interventions…

13. First, you must plan to sustain your PBIS Universal System
How will you support your administrator to sustain a commitment to School-wide PBIS?
Who’s missing from the team?
How can you make the team have a higher profile?
How will you use data to help in your planning?
These are a list of the minimal considerations to be addressed prior to the close of this school year or with a commitment to meet after school ends to do the work.

14. Also, you must plan to sustain your PBIS Universal Practices
Who will plan your Universal roll-out efforts for next year?
How will roll-out happen for staff, students, and families?
A reminder to make sure PBS is part of one of the opening days in service. Minimally a half day will be needed to review the universal components, and targeted strategies if in place. Can you schedule a student body assembly now for a review of the expectations? Finally, how will the expectations be communicated to parents?

15. Planning to sustain Universal PBIS Activity # 1
Review with Coordinator the Universal System Changes you want to make for next year.
Answer the questions discussed above.
What barriers to your PBIS Implementation Plan exist?
What competing initiatives (ie., school improvement activities) do you need to align with PBIS?
Begin planning your Universal Roll-out for the Fall.

16. What is a Targeted Intervention?
An intervention (or set of interventions) known by all staff and available for students during the school day.
Interventions provide additional student support in academic, organizational, and/ or social support areas.

17. 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.

18. 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

19. 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

20. 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

21. Requirements for an Effective Targeted System
School-wide (Universal) must be well established and in-place
Focus is on systems of support
Focus is on targeted practices that are preferred or promising (empirically validated)
Keys to Targeted Interventions include:
Matching interventions to student need
Staff implementing interventions have skills and support
ALL staff are aware of interventions and their part in promoting generalization
Data is used to assess student progress and system effectiveness

22. Important to Note! 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.

23. Social Skills
Identify critical skills (deficit or performance problem)
Develop social skill lessons
“Tell, show, practice”
Match language to school-wide expectations
Generalization strategies
Must provide clear & specific activities all staff follow to promote generalization & make sure staff are using strategies

24. Self-Management
Teach self-monitoring & targeted social skills simultaneously
Practice self-monitoring until students accurately self-monitor at 80% or better
Periodic checks on accuracy
It is not simply giving students a self-evaluation check-list, we must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

25. Mentoring Focus on “connections” at school Staff volunteer
Not monitoring work
Not to “nag” regarding behavior
Staff volunteer
Not in classroom
No administrators
Match student to volunteer
10 minutes minimum per week
Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

26. Peer Tutoring Tutors must be taught how to teach
Tutors must be taught what to do if tutee does not comply
Tutors must be given the option to drop out at any time without penalty
Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

27. Academic Support Homework Supplemental Instruction
If data indicate it doesn’t come back, build in-school homework support
Supplemental Instruction
Direct additional instruction along with current classroom teaching
Differentiated Instruction
Strategies to engage diverse learners
Accommodation
Within instruction
Emphasize the need to identify and intervene early before students fall behind – routine screening using curriculum based measures to identify students early

28. Check-In/Check-Out or Teacher Check Connect and Expect
Daily positive adult contact
Daily progress report provides increased attention to behavioral goals
Collaborative team-based process
Home-school partnership
Must have system in place for referral, behavior monitoring, and coordination.

30. Activity # 2 Define Team Roles and Norms
With your Team, complete the inventory of informal and formal targeted supports or systems for students who do not respond to School-Wide PBiS.

32. Targeted Team has two purposes:
Systems level design and accountability
Individual student intervention planning and monitoring

33. Targeted Team membership (focus on Systems):
Select members of the Universal Team
Some members skilled in function-based assessment, behavior support planning & implementation
Someone skilled in data-based decision making for individual student progress
Administrator
Others

34. Targeted Team membership (focus on individual students):
Targeted Team Coordinator
1-3 individuals skilled in function-based assessment, behavior support planning & implementation
Prepared to meet on a weekly basis
Includes someone skilled in data-based decision making for individual student progress
Check-In/Check Out Coordinator (if using CICO)
Others

35. Functions of the PBIS Targeted Team (focus on individual students):
Receive referrals
Consider possible function of behavior
Match student to intervention (should begin within 72 hours)
Communicate with staff and parents about intervention
Evaluate student progress-exit student from intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions

36. Targeted Team and EST
Targeted Team negates need for EST for behavioral referrals
Appropriate members of EST should be considered for targeted team membership
Ideally, one team will receive and review both behavior and academic referrals

37. and/or Analysis Full Assessment
Academic Support
CICO –Continued..
Mentoring
Social Skills Club
Avoid Tasks?
Obtain Attention?
Obtain Attention?
Skill Deficit?
Step 2: Conduct a Simple FBA:
1. Define Problem, 2. Develop Hypothesis, 3. Indentify Resources, 4. Select Intervention
Step 1: Try CICO First (most students)
Non-responder as compared to typical peer?
Full access to Level 1 Supports?
Is identification process accurate?
Teacher Referral
Data Decision Rules
Universal Screening Tools
If Yes, then
Tier 1 Implemented
with Fidelity?
Level 1 – PBS Essential Components
Classroom System
Non-Classroom System
School-wide System

38. PBiS Targeted Team Coordinator Responsibilities
Attend PBIS Leadership Team meetings
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

39. Activity # 3: Who’s on your Team?
Complete the Team Profile. Determine the most effective and efficient team structure for Targeted Level supports at the system level and at the individual student level.

40. Targeted 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.

41. Write your Targeted Team Purpose Statement. How will people know it?
Activity # 4
Write your Targeted Team Purpose Statement. How will people know it?