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VTPBIS Expanding and Enhancing Targeted
Interventions for Social and Academic Success
Who is here with us today?
Barnet Elementary School (PreK-8)
Manchester Elem/MS (PreK-8)
Marion Cross School (PreK-6)
Summit Street School (PreK-8)
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Housekeeping
Materials/Table Tents
Restrooms/Shared space
Breaks
Activity list/shared folder
Team Time/Resource Consultants
Schedule for the week
Opportunity Thursday?
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Day 1 Coming Together
What is one thing you hope for your school team this week?
What is one thing you could do to support ensuring this happens?
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Learning Objectives for the Week
Together, you will have:
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Pre Training Survey
Community Agreements: How we will be together
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What will make
this learning environment
equitable and effective
for everyone?
Community Agreements
Social/Emotional Norms
Procedural Norms
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Day 1 Agenda
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with the following in mind:
Access
Representation
Meaningful Participation
High Outcomes
Universal PBIS Core Features
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Whatβs New: Language Updates
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Expanding and Enhancing Targeted Supports
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80%
15%
5%
Common School Scenarios
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Activity #1
In your school groups discuss:
Come back ready to share one goal for this week!
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Systems
Supporting
Staff Behavior
Practices
Supporting Student Behavior
OUTCOMES
Data
Supporting
Decision Making
THANK YOU!
Team Time Activities:
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VTPBIS Expanding and Enhancing Targeted
Interventions Training for Social and Academic Success
Amanda Babcock
Kristin M. Beswick
Welcome to Day 2!!
Day 2 Coming Together
What is one thing
that resonated with you
from Dr. Harrison-Kelly
and Dr. Horton-Williamsβ keynote?
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Day 2 Agenda
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with the following in mind:
behavior.
Access
Representation
Meaningful Participation
High Outcomes
Community Agreements
Social/Emotional Norms
Procedural Norms
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What is your team most excited about as a result of
yesterdayβs team time?
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Share Out
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Burning Questions?
The PBIS Framework
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SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
EQUITY
Social competence & Academic achievement
Ensuring Equity in PBIS
Access
All students have entrance into, involvement with, and full benefit of quality learning opportunities offered and supported by universal PBIS implementation.
Representation
Broad representation of students and families/caregivers are meaningfully involved in PBIS-related decision-making and content.
Meaningful Participation
All students have agency and are empowered to contribute to PBIS implementation in effectual ways.
High Outcomes
Opportunities, supports,interventions and decisions provided by the PBIS implementation are developed with the goal of high outcomes for all students in mind.
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What does next school year bring?
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2020-2021
Recovery
2021-2022
New Normal
2022-2023
Reclaiming our Passion for Education
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All within the MTSS Framework: οΏ½SEL, Trauma-Informed & Restorative Practices
βThe fundamental purpose of PBIS is to make schools more effective and equitable learning environments.β
Rob Horner, OSEP Technical Assistance Center for PBIS
What do you notice?
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Systems
Data
Practices
OUTCOMES
Systems that Support Staff Behavior
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Data
Practices
OUTCOMES
Supporting
Staff Behavior
Systems
Foundational Elements of Equity in PBIS
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Equity is a Tier 1/Universal Issue!
Providing Tier 2 and 3 supports to students from groups who receive disproportionate rates of referrals and suspensions does not address inequitable student outcomes.
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The Midwest and Plains (MAP) Equity Assistance Center (2016)
Equity work
is dialogical.
Ruthie Payno-Simmons (2021)
Activity #2
In what ways does your Universal levels of support ALREADY ensure equity for staff, students and families?
What are some considerations for your school to improve upon your Universal levels of support?
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Who Benefits from MTSS that support Social and Behavioral Learning? Everyone!
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The Power of Universal Supports
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Consistent
Positive
Relationships
Engaging
Genuine
Equitable
Implementation Science
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2-4 years
Continuum: Mindset Shift
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Readiness for Targeted PBIS
Implementation at the Targeted Level
is more likely to be effective and efficient
if Universal Systems are implemented with high fidelity
(at least 70% on Tier I of the TFI).
www.pbis.org
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Making Assumptionsβ¦
Access
Representation
Meaningful Participation
High Outcomes
Label Supports, Not Students
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Supplement, not Supplant
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Supplement, not Supplant
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Necessary Conversations
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Targeted Team Considerations
(behavior) and EST (academic) needs?
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Access
Representation
Meaningful Participation
High Outcomes
Activity #3
In your school groups:
Please have one group member ready to report out to the larger group.
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Tiered Fidelity Inventory (TFI) Tier II - TEAMS |
2.1 Team Composition Tier 2 (or combined Tier 2 & 3) team includes a Tier 2 systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs. |
2.2 Team Operating Procedures Tier 2 team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan. |
2.3 Screening: Tier 2 team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/family/student nominations) to identify students who require Tier 2 supports. |
2.7 Practices Matched to Student Need A formal process is in place to select Tier 2 interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level). |
Questions to ConsiderοΏ½
interventions increase instructional
opportunities, feedback, and positive
home communication with studentsβ
families?
positive, instructional Tier 2 interventions is
consistent across student groups?
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Activity #4
Ensuring Equity at the Targeted Level
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Practices that Support Student Behavior
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Systems
Supporting
Staff Behavior
OUTCOMES
Data
Supporting
Decision Making
Supporting Student Behavior
Practices
Targeted Supports
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80%
15%
5%
οΏ½
Targeted InterventionsοΏ½
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Targeted Supports Provide
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Increased opportunities for:
High efficiency
Rapid response
80%
15%
5%
What are Targeted Interventions?
Provide increased:
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What are some things your team might consider to ensure equity?
οΏ½
Targeted InterventionsοΏ½
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Which Students Might Need Targeted Level Supports?
Possible Categories of Risk:
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Tracking Indicators of Risk Using Existing Data
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Student | GPA | Course Failures | Days Absent | BODs |
Naama | 3.1 | 0 | 2 | 0 |
Tyree | 4.1 | 0 | 0 | 0 |
Cole | 2.8 | 1 | 0 | 1 |
Kyra | 1.4 | 3 | 11 | 12 |
Xochitl | 3.5 | 0 | 3 | 0 |
Jaxon | 1.9 | 1 | 5 | 7 |
Tracking Positive Behavior Expectations
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Student | BOD (formerly ODRβs) | Be Safe | Be Kind | Be Responsible |
Naama | 0 | 3 | 3 | 2 |
Tyree | 0 | 3 | 2 | 3 |
Cole | 1 | 3 | 3 | 3 |
Kyra | 12 | 1 | 3 | 2 |
Xochitl | 0 | 3 | 2 | 3 |
Jaxon | 7 | 2 | 3 | 1 |
Targeted Inventory
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Targeted Inventory
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JFK Targeted Inventory Snapshot
Link for sample inventory: JFK Targeted Inventory
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Request for Assistance/Referral Process
Activity #5: Identifying Students in Need of Support
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Please have one group member ready to report out to the larger group.
οΏ½
Targeted InterventionsοΏ½
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Critical Features of Targeted Interventions
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Choosing Interventions Based on Function
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Targeted Support | Function (goal-dependent) | |||||
Adult attn | Peer attn | Avoid attn | Avoid task/activity | Gain item/ activity | Sensory | |
Check-in | x | | | | | |
CICO | x | | | x (goal dependent) | x | |
Earned Breaks | x | x | x | | x | |
Recess Planning | x | x | | | x | |
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Inventory of Targeted Supports
Targeted Support | Function (goal dependent) | SELοΏ½Lagging Skills Addressed | Referral Criteria | Data Collection & Progress Monitoring | Fading Criteria | Exit Criteria |
Check-in | Adult attn | Self-regulation | Difficult transition into school; Fade from CICO | AM SSFs Frequency ratings by teacher | Regulated AM integration into classroom; Confidence in independence | Fading plan success OR Check-in unsuccessful in meeting behavioral needs of student |
CICO | Adult attn; Avoid task/activity; Gain item/activity | As identified through ALSUP | Need for consistent/ frequent feedback to address lagging skills | CICO SSFs Frequency ratings by teacher | Consistently meeting goals, β₯ 83% point goal, and no additional goals needed | Fading plan success, no additional goals needed OR CICO unsuccessful in meeting behavioral needs of student |
Teacher Check & Connect | Adult attn; Avoid task/activity | As identified through ALSUP | Need for consistent/ frequent feedback to address lagging skills | CICO BODs Frequency ratings by teacher | Consistently meeting goals, β₯ 83% point goal, and no additional goals needed | Fading plan success, no additional goals needed OR TCC unsuccessful in meeting behavioral needs of student |
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Process for Requesting Assistance
Things to consider:
(e.g. parent, teacher, self)
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Another perspective
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Request for Assistance Process
Request for Assistance process
Request for Assistance form
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Activity #6 - Request for Assistance
In your school groups, discuss:
Additional items to consider:
Parental consent
Who initiates interventions once a student has identified as having a need
Who coaches the student
Who coaches the parent
Who coaches the teacher(s)
Weβll ask one person from each team to share one strength/challenge.
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THANK YOU!
Team Time Activities:
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VTPBIS Expanding and Enhancing Targeted
Interventions Training for Social and Academic Success
Amanda Babcock
Kristin M. Beswick
Welcome to Day 3!!
Day 3 Coming Together
On a Post-It write down . . .
Something that resonated
with you from your workshop.
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Day 3 Agenda
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Access
Representation
Meaningful Participation
High Outcomes
Community Agreements
Social/Emotional Norms
Procedural Norms
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Which Students Might Need Targeted Level Supports?
Possible Categories of Risk:
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Process for Requesting Assistance
Things to consider:
(e.g. parent, teacher, self)
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What is your team most excited about as a result of
yesterdayβs team time?
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Share Out
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Burning Questions?
Practices that Support Student Behavior
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Systems
Supporting
Staff Behavior
OUTCOMES
Data
Supporting
Decision Making
Supporting Student Behavior
Practices
οΏ½
Targeted InterventionsοΏ½
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Critical Features of Targeted Interventions
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Criteria for Success
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Targeted Inventory
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Targeted Practices Data Tracking Tool
Targeted Interventions are Voluntary
Things to consider:
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Forming Student Agreements
Recommendations:
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Remember...
Common misperception is that these strategies will βfixβ the student and the classroom teacher does not need to be an active participant.
Targeted interventions will require involvement among ALL staff within the school building
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Activity #7: Priority for Improvement
Within your school teams, determine which of the following criteria would you prioritize for improvement in your school?
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Criteria for Success: CVSD Example
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Key Features of CICO
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CICO is All About Relationships and Connection!
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Daily Progress Report (DPR) SampleοΏ½
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the studentβs achievementοΏ½ in relation to the following sets of expectations/behaviors.
EXPECTATIONS | 1 st block | 2 nd block | 3 rd block | 4 th block |
Be Safe | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
Be Respectful | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
Be Responsible | 2 1 0 | 2 1 0 | 2 1 0 | 2 1 0 |
Total Points | | | | |
Teacher Initials | | | | |
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
Use your words
Use deep breathing
Keep armβs distance
Use #2 voice level when upset
Ask for breaks
Self-monitor with DPR
βIndividualized Student Card linked to Tier 3 FBA/BIP"
DPR for Social/Academic Goals
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Considerations
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Other CICO Enhancements
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www.menti.com
4056 9086
A few things about data...
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Individual Student Data Monitoring
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Data help us ask the right questions. οΏ½They do not provide the answers.
Using Data to Support Conversations
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Exiting Students from Interventions
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Intervention Success
Some things to consider if interventions are not working:
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Expanding Targeted Interventions
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Additional Interventions
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Activity #8 & #9
OR
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THANK YOU!
Team Time Activities:
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VTPBIS Expanding and Enhancing Targeted
Interventions Training for Social and Academic Success
Amanda Babcock
Kristin M. Beswick
Welcome to Day 4!!
Day 4 Coming Together
Please share with your table. . .
Please share one word or phrase that resonated with you
from todayβs large group activity with Howard Moody. .
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Day 4 Agenda
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Access
Representation
Meaningful Participation
High Outcomes
Community Agreements
Social/Emotional Norms
Procedural Norms
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Recess Reset
Week 3...
THE STUDENTS ASKED TO CONTINUE
THE STRUCTURED RECESS!!!
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What did we learn?
Key Features:
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What is your team most excited about as a result of
yesterdayβs team time?
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Share Out
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Burning Questions?
ABrain Break
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Data for Decision Making
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Systems
Supporting
Staff Behavior
OUTCOMES
Supporting Student Behavior
Practices
Supporting
Decision Making
Data
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What types of data do you use to identify students in need of supports?
Types of Data to Consider
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Universal:
Assessment
Targeted:
Intensive:
Using Data to Support Conversations
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Consider Universal Screening
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Ways schools use Universal Screeners to inform practiceβ¦.
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Why not?
Why Universal Screening?
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Poor Outcomes for Unidentified and Untreated Youth
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Using Behavior Observation Data (formerly ODRβs)
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Using the Referrals by Student report as a Universal Screening Tool
Formal Screening Tools
Lane & Oakes
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See Lane, Menzies, Oakes, and Kalberg (2012)
More on Screening
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Want to learn more?
Conversations to Continue...
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Next Steps
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VTPBIS TA Providers!
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Ken
Rebecca
Sherry
Kym
Amy
Types of TA to VTPBIS schools and SU/SDs:
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Why Coaching Support?
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Coaching Support
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Funding for Coaching
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What do schools say about coaching support?
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βOur coach was invaluable in our first year at the Universal level. She was incredibly supportive.β
β[Our coach] was very skilled in listening and then meeting our needs.β
βItβs very important to have a different set of eyes on the data and to provide external feedback.β
VTPBIS Cascade of Support
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Stay Connected!
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Please share all of the awesome things you are doing by using #VTPBIS or @VTPBIS
Activity #10
Choose one of the following activities for your final team time:
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Team Celebrations!
THANK YOU!
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Amanda Babcock
Text: 802 782-7312
Email: ababcock@wsdvt.org
Kristin Beswick
Text: 602-316-2426
Email: kristin.beswick@ncsuvt.org