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Expanding Upon PBIS at the Targeted Level VTPBIS Annual Forum 2023

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Amanda Babcock, Jayme Gaudet, and Brooke King

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All materials are found HERE

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Agenda

Foundations of Targeted Level of PBIS

Systems - teaming structures (including EST),

Data - types of screening

Practices - Inventory, function-based

Expanding Practices at the Targeted Level

CICO expansion

Other Targeted interventions

Colchester Exemplar

Pulling it all together / Q & A

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Targeted Teams

System Planning Meeting (Quarterly/marking period)

• Design Targeted systems, practices, & procedures
• Develop/manage data
• Provide training/information/orientation for staff, students, & families/caregivers and support implementation
• Coordinate with Universal team
• Evaluate overall outcomes & fidelity of Targeted implementation

Individual student planning and Monitoring meetings. (Weekly/Biweekly)

• Review screening data to identify students
• Review referrals & determine interventions matched to function
• Ensure timely & equitable access
• Monitor individual student progress (6-8 weeks): continue, modify, fade, or exit
• Support staff in implementation
• Ensure two-way communication with staff

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Membership- Targeted Coord, Teacher, Admin, staff with beh expertise, staff member providing supports, MH

PBIS Team Structures

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Targeted Team & EST Team

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What are your teaming structures?

• Do you have separate teams or a combined team that manages both individual student planning & monitoring and systems planning? What does it look like? What could look like?

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• Have you considered the role of mental health clinicians on the team/s? If so, what does it look like? What could it look like?

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• What role does your EST play in your PBIS Targeted teaming structure? What role could it play? If not connected, what are some intentional connections you can make?

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SEBL Challenges

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Informal Screeners/Survey Resources

• Existing data - behaviors, attendance, nurse visits, grades
• Closegap – wellness checks
• Making Caring Common – Relationship Mapping
• PBIS Center – Input and Satisfaction Surveys
• Panorama – Question bank of surveys for students, educators, and parents/caregivers

See document here.

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Formal Universal Screening

Typically a Multi-Stage & Multi-Gate Approach

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Connecting Results from

Screenings to Interventions

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What data do you collect/use to assess social/emotional/behavioral strengths and challenges? What could you do differently?

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Label Supports, Not Students

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Targeted Interventions

• Same characteristics as Universal with increased opportunities for:
• Instruction & practice with self-regulation & social skills
• Positive & proactive adult supervision
• Positive reinforcement
• Pre-corrections
• Focus on possible function of behavior

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Understand the Why of Behavior

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Interventions Matched to Function of Behavior

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• Engage in function based thinking
• Make this a norm at your school!
• Resources to help build capacity:
• Understanding and Practicing Function-Based Thinking webinar - 10/17
• Functional Behavioral Assessment & Student Support Plan (FBA/SSP) - 11/14 and 12/12

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Targeted Interventions & Function

Check-in/Check-out

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Key Features of CICO

• Check in and out with a Coordinator at the beginning and end of day
• Increased instruction and feedback on behavioral expectations with the teacher after each class/instructional routine through Daily Progress Report (DPR)
• Caregiver provides positive feedback and encouragement to child at the end of the day
• Student receives reinforcement when behavioral goals are met
• CICO is about connections and relationships

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pbisworld.com

CICO Enhancements

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Example: DPR for Social/Academic Goals

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Adapted from Grant Middle School STAR CLUB

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Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Use your words

Use deep breathing

Keep arm’s distance

Use #2 voice level when upset

Ask for breaks

Self-monitor with DPR

“Individualized Student Card linked to Tier 3 FBA/BIP"

Example: DPR for Social/Academic Goals

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Adapted from Grant Middle School STAR CLUB

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Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Walk to class. Keep hands to self

Use appropriate language. Raise hand to speak

Bring materials. Fill out assignment notebook

“Individualized Student Card linked to Tier 3 FBA/BIP"

Other CICO Enhancements

• CICO for School Arrival – “I’m here and ready to learn!”
• CICO for Recess
• May need to change goal line from 80% to 50-60%
• May check in daily with a Google form – “How do you feel?” “Are you ready for learning?”
• Checking in and checking out with different adults – teacher, other adult, family member, bus driver
• Checking in at different intervals
• What else?

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Developing your Inventory of Targeted Supports

Choosing Interventions Based on Function

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Inventory of Targeted Supports - Example

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Link for sample inventory: JFK Targeted Inventory

Expanding Targeted Interventions

• Check-in
• CICO with identified goals
• Teacher Check and Connect
• Self-Regulation - Gear Up, Mindfulness Breaks
• Earned, Scheduled, and Processing Breaks

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• Lunch Groups
• Recess Planning
• Social Skills or Confidence Boosters Groups
• Mentoring
• Resilience Ed Program

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CICO Enhancements Worksheet

Additional Interventions

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• Zones of Regulation as Targeted
• Mood Meter
• Behavior Contracts
• Recess reset

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What else do you use?

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Resilience Education Program

Cognitive behavioral instruction (CBI)

Five lessons, taught across five weeks

Small-group format (3-5 students)

Focus on key skills

• Coping skills
• Cognitive restructuring
• Problem-solving skills

Modified Check In/Check Out (CICO)

Check in and out with a mentor each day

Teacher feedback throughout the day regarding skills and other positive behaviors

Connection with parents

Resilient Families (RF)

Parent training on key skills and how to support CBI and CICO

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Intro to REP Webinar: April 8th! Details and Registration coming soon!

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Colchester Exemplar

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Welcome to:

Jayme Gaudet & Brooke King

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Targeted Interventions at Malletts Bay School

1.

Where does the intervention process begin?

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Student Support Request (link)

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Who can make a request:

Any professional staff - usually classroom teacher

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How is a request made: Google Form in MBS PBIS folder

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Who processes requests: Assistant Principal

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How often are requests reviewed: weekly

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What comes next?

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Health Services TEam Reviews Requests

• Who is the Health Services Team?

School Counselors, Nurse, School Psychologist, Howard Clinicians, Behavior Specialists, and Administrators

• Why does HST review requests?

Looking at the whole child, not just academics

Holds historical knowledge

• What is the result of the HST review?

Determines who is present for targeted support team meeting

Identifies any additional needs

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3. Premeet

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Before the Targeted SUpport Team Meeting…

Having the right people at the table

• Existing team members
• Specialists connected to identified needs
• Additional Health Services team members with pertinent information
• Administrator

Student Data Dive

Purpose: synthesize data prior to meeting, comprehensive look at the whole child

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Who: facilitator or assigned

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*The Data Form will support new special education evaluation process

Student input form

Purpose: gather additional information, parental contact reminder, and reflect on current practices and impacts

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Who: person who made the referral (usually classroom teacher)

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Student Support Input Form

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4.

The TST Meeting

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Targeted SUpport Team Meeting

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JAN

JAN

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NOV

Overview: teacher & forms

Options for interventions - Matrix (more to come later…)

Decisions on interventions/documentation

Can the intervention be provided with fidelity?

Avoid implementing too many interventions.

How will the team collect the data needed?

Are universal approaches unable to support the need?

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Intervention

Implementation

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Go time!

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Interventions run for 6-8 weeks - predetermined by team!

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Student Engagement and choice (when possible)!

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Interventions are communicated to families!

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6.

Follow Up

Meeting &

Next Steps

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What happens after the 6-8 week time Frame?

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Review Data

Fade, Maintain or Change?

Document and schedule follow up

What are the results of interventions?

Goal was met

The child met the goal and intervention does not need to continue or is faded

Still working towards…

Data determines the intervention should continue for another 6-8 week cycle

Intervention is NEEDED for access to education

EST plan is written, Amendments to IEP, 504, or initiation of Evaluation

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Intervention

Matrix

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DESSA

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DESSA: Evidence-based SEL Assessment to Support Student Growth

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DESSA

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“Initial Year Benchmark Data”

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Thanks!

questions

Or Feedback

Jayme.gaudet@colchestersd.org Brooke.king@colchestersd.org

Colchester School District

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Pulling it all together

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What will you do with what you have heard/learned?

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Does anything stand out for you as something you’d like to bring back to your school?

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Q & A Time

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What questions do you have for us?

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THANK YOU!!

Any other questions feel free to contact us:

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Amanda Babcock- ababcock@wsdvt.org

Jayme Gaudet-Jayme.gaudet@colchestersd.org

Brooke King- Brooke.king@colchestersd.org