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- The Intensive Level of PBIS.

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I'm Sherry Schoenberg.

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I'm here with Amy
Wheeler-Sutton and Anne Dubie

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to support this event today.

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It's one hour.

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And we're hoping that you get a sense

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of what we mean when we talk

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about PBIS at the Intensive Level.

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So that if your school is doing it

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or thinking about doing it

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or you just want to learn about it,

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that you'll get a sense of it at the end.

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This is not a skills-based training.

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It's really just to talk to you

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about the systems data and
practices of the Intensive Level.

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And with that, I think
I want to launch a poll

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just to get a sense from you
about your participation today.

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So what's your reason

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for attending this one-hour webinar today?

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I know it also, one of
the options is not listed.

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And can you you see the poll?

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No poll.

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- [Participant] Yes, I can see it.

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- Participants might be able to see it.

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I cannot.

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- Oh, okay.

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All right.

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So if you could just let us know

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if you're here because
your school's implementing

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at the Intensive Level

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and you just want to learn
more about it yourself,

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or your school is
implementing at universal

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and Targeted PBIS.

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And you're considering attending training

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as a team in April or June.

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Those are my questions

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and nobody's answering.

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So I'm a little concerned

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about whether this poll is activated.

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I have launched it, but I don't-

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- Oh, Sherry, I answered.

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- You did?

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- [Heather] Yep.

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- Yeah, I can see the answer Sherry.

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- Oh, how do you like that?

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I apologize, this end
is not sophisticated.

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I'm gonna end the poll now.

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Hopefully you've all answered.

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And that way...

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I still can't see the results.

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Well, you know why you're here.

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(laughs)

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- I can give you the answers.

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- That's okay, because we
don't have much time together.

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But it just, it gives Anne any way a sense

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of how we might be able to prepare

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if you are planning on
bringing a team to training

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in April or June.

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So thank you for sharing that

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and we hope you get something out of it.

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Whatever the perspective
is you coming from.

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You've all been participating
in all these virtual events

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and virtual education
for almost a year now.

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But I just want to let you
know that you're on mute.

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We will be recording this session.

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Of course, if you have
nothing better to do

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over the weekend,

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by then it might be up on our website.

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So you can look at it again.

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Or share with colleagues that
weren't able to join today.

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We're really hoping that someone who acts

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in the role of coordinator

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and is planning to attend
April or June with a team,

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definitely should have
a chance to watch this

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to get a sense of sort
of this pre-training

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before the whole team training.

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Love to see your faces

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but totally understand if
you want to hide your video.

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And the materials can
be found at this link

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which will also be placed in the chat box

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periodically throughout the session.

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So you can see we have the PowerPoint

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and some readiness steps for today.

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So we're gonna talk about what it is

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and whether your school might be ready

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to participate in training.

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And in PBIS, we emphasize, in Vermont,

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that it's all about the
evidence-based practices,

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the data that we use to
help us problem solve

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and analyze and review so
that we can make key changes,

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and the systems we have in place.

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And the systems would be
your teaming infrastructure

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and what might be needed to ensure

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that this is a priority for your school,

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so that you can support all
the adults in your building,

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and your families and
students at this level

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to be familiar with the
practices and get what they need.

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And then of course, we'll
talk about next steps.

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So when we're talking
about the Intensive Level,

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we're saying like, this is
really pretty much the hard part.

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We know that there are
students in our building,

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everybody knows their names,

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and we struggled to come up with a plan

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that will help be supportive to them

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and help them be successful.

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And so we always emphasize with PBIS

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which is positive and prevention based.

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That we have to have a
really solid foundation.

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So anytime we are talking about installing

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a new level of PBIS,

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we're talking about
building out that foundation

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so that it's stronger and stronger,

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so that when we're really
working with students

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with complex needs,

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we have fewer students that
have fallen through the cracks

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to get there.

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And we're able to do that really hard work

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with fewer students.

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So that's just a little
visual to show that.

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And here's the requisite triangle

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that we have for our PBIS trainings.

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But we really do want to emphasize

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that if you do have all the
evidence-based practices

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implement it with fidelity

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to support students to be successful

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and the best first instruction
that you can provide,

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that only 80% to 90% of our students

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are gonna be successful.

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Some students are gonna need
some additional supports.

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And that would be the
Targeted Level of PBIS

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in addition to what you're
doing at the universal level.

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So you're always adding on to the teaching

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of the expectations

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by perhaps teaching them

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in a little bit more frequent intervals

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and providing positive feedback
on a more regular basis.

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And then students still
have really complex needs

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that they come in.

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Some, we know what those issues are

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when they're walking through our door.

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Sometimes it's the school

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and the student is struggling
in just that environment.

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But they're still not being successful

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with just universal supports

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and some additional targeted supports.

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And they need an individualized plan.

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And yesterday we actually had a webinar

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at the Targeted Level,

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and we were talking about
how that's the part of PBIS

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that we're gonna want
to do until we retire.

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We're gonna want to continue to come up

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with evidence-based interventions

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for students that have all
kinds of different issues,

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that we can be able to put
in place really quickly

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and early for students,

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so that they're not going to need

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that really intensive individualized plan.

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I mean, that sort of
sounds kind of countered

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a person's center plan,

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and we want to plan for every student

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that's based on that student.

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But with this work,

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we want to be able to take those
off the shelf interventions

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and supports so that we
can really meet students

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where they're at without
overreacting or under-reacting.

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So that if we have all
these things in place,

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it should be about 5% of your students

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that are gonna need some
real individualized supports

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in the social, emotional,
behavioral overall.

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And we really like to emphasize,

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especially to anybody
that's on a call with us

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or training with us,

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that when we talk about tiered approaches

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to supporting students to be successful,

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that we not label our students.

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And it's a very common practice

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that we're hoping to really shift.

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Our mindsets and the way
we talk about students,

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so that we're not lumping
them into categories

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by saying that we have Tier 2 students

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or Tier 3 students.

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We're really trying to emphasize

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that students have strengths

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and really respond very very well

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to many Tier 1 approaches.

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But they may need something
additional along the way.

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And so this quote from the
Vermont MTSS Field Guide,

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which is the overarching document

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to support schools in their implementation

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of Vermont MTSS is really relevant.

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We really want to be careful

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and try to correct our
colleagues and ourselves

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by talking about students

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that may have Tier 2 or Tier 3 needs.

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Thanks, Ellen.

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But they are not tiered students.

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We do not tier students.

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And this is emphasized further

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when we look at this student, Dylan,

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who has some pretty significant
anger management issues.

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And we can imagine what
that might look like.

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And he's really struggling with math,

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and that gets him pretty angry.

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So we are trying to think
about how we can help Dylan

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around his math and his anger,

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so that he can have some
adaptive responses to that

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by building on the strengths
that we see in Dylan.

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He's got great peer interactions.

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He's always in school,

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he reads really well,

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he has some great strong
connections with adults

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and he does okay in science.

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So we want to make sure
that we're identifying Dylan

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as a student that has a
robust list of strengths

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that we need to use to help
him with his anger management.

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And so that's why we don't want to say,

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Dylan's a Tier 3 student.

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He's got,

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he's not.

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There is no such thing.

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He needs help with his anger management.

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So we really want to label
a behavior, not a student.

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And that we emphasize that

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in all of our approaches with PBIS.

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So when we're talking about the training

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that a team might go through for PBIS,

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rather than go back to Tier 1,

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which is schools
implementing with fidelity

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the proactive prevention
evidence-based practices.

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And they have a system in place

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that they're reviewing all the time.

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When we get to Tier 2,

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teams participate in training

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to install the system state
and practices at that level.

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And so that would need to
be in place pretty much

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for teams to really spend their time,

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really prioritizing
their team members time

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to participate in Tier 3 training.

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And so with Tier 2, if you're
looking at this linearly,

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a team would go to Targeted training

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and then have some supplemental
trainings under their belt

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as they prepare for installing Tier 3,

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and that would include
functional behavior assessment,

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behavior support planning.

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We need to make sure that
there is some capacity

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in your school for that to occur,

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'cause that's one of the
biggest Tier 3 approaches

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that we use to help support students.

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And maybe already installing

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some sort of screening practices

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to get a sense of students
who may be at risk.

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We know we have other
screenings that we use

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for externalizing behaviors.

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Like our office discipline referrals,

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the problem behaviors that we report on,

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but you may have by the you're
attending Tier 3 training,

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considered installing
a universal screener.

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And we also offer some
training in trauma response

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and understanding trauma

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that we think would be
really good prerequisite

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for a team to begin to
prioritize training at Tier 3.

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So the only real required
prerequisites for a Tier 3

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is that you're implementing
Tier 1 with fidelity,

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you have Tier 2 interventions in place

265
00:12:24,060 --> 00:12:28,440
and you are pretty much
at 70% on your TFI,

266
00:12:28,440 --> 00:12:30,490
and you have some capacity at your school

267
00:12:30,490 --> 00:12:33,860
to have individuals who can conduct

268
00:12:33,860 --> 00:12:36,230
simple to somewhat more complex

269
00:12:36,230 --> 00:12:38,140
functional behavior assessments.

270
00:12:38,140 --> 00:12:39,600
That makes sense?

271
00:12:39,600 --> 00:12:41,040
- Sherry, are you gonna talk about

272
00:12:41,040 --> 00:12:43,090
who is on the Tier 3 team?

273
00:12:43,090 --> 00:12:44,770
- Yeah. Gonna get to that.

274
00:12:44,770 --> 00:12:46,640
This is just sort of
the training sequence.

275
00:12:46,640 --> 00:12:50,400
So here you're at this Tier 3 webinar.

276
00:12:50,400 --> 00:12:51,950
There will be some readiness steps

277
00:12:51,950 --> 00:12:54,800
that you can see on the materials link

278
00:12:54,800 --> 00:12:59,800
and on the page that
Anne put in the chat box.

279
00:12:59,900 --> 00:13:01,670
And there's a readiness checklist

280
00:13:01,670 --> 00:13:03,010
that we take pretty seriously.

281
00:13:03,010 --> 00:13:08,010
In fact, for the part of the preparation

282
00:13:08,030 --> 00:13:11,180
for a team attending Tier 3 training

283
00:13:11,180 --> 00:13:16,020
is to review that with your
TA, your Vermont PBIS, TA.

284
00:13:16,020 --> 00:13:17,210
And you could always contact us

285
00:13:17,210 --> 00:13:19,060
if you don't know who that is.

286
00:13:19,060 --> 00:13:20,360
Just so that we can ensure

287
00:13:20,360 --> 00:13:23,273
that this is really valuable
time and you're ready for it.

288
00:13:24,310 --> 00:13:27,730
'Cause nobody wants to spend time

289
00:13:27,730 --> 00:13:29,230
that they're not gonna
be able to follow up

290
00:13:29,230 --> 00:13:30,870
and put in place afterwards.

291
00:13:30,870 --> 00:13:35,800
And then we have the Tier 3
team training in April and June.

292
00:13:35,800 --> 00:13:39,260
And follow-up coaching
is really recommended,

293
00:13:39,260 --> 00:13:43,240
highly recommended when we're
talking about Tier 3 training

294
00:13:43,240 --> 00:13:46,960
because we want to get
these practices more fluent.

295
00:13:46,960 --> 00:13:50,940
So if you have some basic
understanding and experience,

296
00:13:50,940 --> 00:13:54,160
invite a coach along to help
you go through this process

297
00:13:54,160 --> 00:13:55,190
of that with a student.

298
00:13:55,190 --> 00:13:57,280
And so we encourage you
to consider coaching

299
00:13:57,280 --> 00:13:58,970
following the training.

300
00:13:58,970 --> 00:14:03,970
And this is the way we approach
it as I mentioned earlier.

301
00:14:04,938 --> 00:14:07,560
And it's why PBIS is so sustainable.

302
00:14:07,560 --> 00:14:09,730
Is that we need to have
the systems in place

303
00:14:09,730 --> 00:14:11,850
to support the evidence-based practices.

304
00:14:11,850 --> 00:14:14,350
Have data to review those practices.

305
00:14:14,350 --> 00:14:19,230
And this year, because of all the murders

306
00:14:19,230 --> 00:14:20,430
of black people last year,

307
00:14:20,430 --> 00:14:22,233
the black lives matter movement,

308
00:14:23,274 --> 00:14:25,860
and just the increasing acknowledgement

309
00:14:25,860 --> 00:14:27,560
that a lot of students are excluded.

310
00:14:27,560 --> 00:14:30,300
And a lot of students are excluded

311
00:14:30,300 --> 00:14:32,490
as a result of the pandemic as well,

312
00:14:32,490 --> 00:14:34,460
that we are really trying to make sure

313
00:14:34,460 --> 00:14:36,210
that we're looking at our systems.

314
00:14:36,210 --> 00:14:40,060
Our data and practices
with equity in mind.

315
00:14:40,060 --> 00:14:43,370
And so that all students have
access to these opportunities.

316
00:14:43,370 --> 00:14:45,820
And so we should be asking our questions

317
00:14:45,820 --> 00:14:48,920
when we're looking at all of
these different parts of PBIS

318
00:14:48,920 --> 00:14:51,230
so that all students will be successful.

319
00:14:51,230 --> 00:14:53,470
And so I'm gonna spend
a little bit of time

320
00:14:53,470 --> 00:14:56,053
focusing on the practices at Tier 3.

321
00:14:57,110 --> 00:15:01,010
So given that we're talking
about individualized supports

322
00:15:01,010 --> 00:15:02,550
for students,

323
00:15:02,550 --> 00:15:05,550
what kinds of practices do you
already have in your school?

324
00:15:05,550 --> 00:15:07,750
If you would just want to
type into the chat box,

325
00:15:07,750 --> 00:15:09,773
which I'm gonna find so I can see it.

326
00:15:11,070 --> 00:15:12,850
And what are you already doing

327
00:15:12,850 --> 00:15:15,340
to support students who have complex needs

328
00:15:15,340 --> 00:15:17,083
in an individualized way?

329
00:15:29,880 --> 00:15:30,863
Okay.

330
00:15:36,000 --> 00:15:38,970
Do you have certain
practices already in place,

331
00:15:38,970 --> 00:15:42,000
scheduled breaks, earned choice
time, check-in check-out,

332
00:15:42,000 --> 00:15:44,660
or perhaps some adaptations
to check-in check-out?

333
00:15:44,660 --> 00:15:48,020
Individualized check-in
check-out, FBA/BSP.

334
00:15:48,020 --> 00:15:49,780
All right, so you're
already doing these things.

335
00:15:49,780 --> 00:15:50,830
This is wonderful.

336
00:15:50,830 --> 00:15:54,150
Successful behavior support
plans, modified schedule,

337
00:15:54,150 --> 00:15:55,310
break area.

338
00:15:55,310 --> 00:15:57,390
That's really wonderful.

339
00:15:57,390 --> 00:16:00,750
And what we're doing
at the Intensive Level

340
00:16:00,750 --> 00:16:03,410
and what we do also at the Targeted Level

341
00:16:03,410 --> 00:16:05,880
is we're being a lot more explicit

342
00:16:05,880 --> 00:16:08,990
about some of these things
and where they might fit

343
00:16:08,990 --> 00:16:11,120
so that we have the most efficient ways

344
00:16:11,120 --> 00:16:12,290
of responding to students.

345
00:16:12,290 --> 00:16:15,140
So we're not overreacting
or under reacting.

346
00:16:15,140 --> 00:16:16,980
So it's great that you
have all these in place

347
00:16:16,980 --> 00:16:19,900
and we're hoping that as
you focus on the systems

348
00:16:19,900 --> 00:16:21,960
and practices of Tier 3,

349
00:16:21,960 --> 00:16:24,320
that this will be a little bit,

350
00:16:24,320 --> 00:16:27,230
a little bit more organized
for you, talking system.

351
00:16:27,230 --> 00:16:28,620
Great, great examples.

352
00:16:28,620 --> 00:16:29,700
Thank you.

353
00:16:29,700 --> 00:16:33,670
When we talk about PBIS
at the Intensive Level,

354
00:16:33,670 --> 00:16:34,690
we're talking about students

355
00:16:34,690 --> 00:16:39,690
that have some more individualized
challenging situations

356
00:16:40,936 --> 00:16:45,490
that we need to provide
some support around

357
00:16:45,490 --> 00:16:49,740
and the basic evidence-based approach,

358
00:16:49,740 --> 00:16:51,630
the default evidence-based approach

359
00:16:51,630 --> 00:16:54,750
is the functional behavior
assessment behavior support plan.

360
00:16:54,750 --> 00:16:58,470
It has the most evidence
of supporting students

361
00:16:58,470 --> 00:17:02,050
to develop some more adaptive behaviors

362
00:17:02,050 --> 00:17:04,630
that help them be more successful.

363
00:17:04,630 --> 00:17:07,230
So we're gonna talk a lot about FBA/BSP

364
00:17:07,230 --> 00:17:09,630
and break that down into component parts

365
00:17:09,630 --> 00:17:12,690
and look beyond the function of behavior.

366
00:17:12,690 --> 00:17:16,930
As we get more sophisticated
at trying to understand

367
00:17:16,930 --> 00:17:18,080
and address behavior,

368
00:17:18,080 --> 00:17:19,970
we will be looking beyond that.

369
00:17:19,970 --> 00:17:24,580
But that's our basic default
intervention approach

370
00:17:24,580 --> 00:17:26,190
with Tier 3.

371
00:17:26,190 --> 00:17:28,350
And obviously with students

372
00:17:28,350 --> 00:17:31,620
that have complex needs in schools.

373
00:17:31,620 --> 00:17:33,660
We suspect that they're having them

374
00:17:33,660 --> 00:17:36,650
in the home and in the community as well.

375
00:17:36,650 --> 00:17:40,940
So this involves a lot more involvement

376
00:17:40,940 --> 00:17:44,293
and active engagement of family
members and perhaps others.

377
00:17:45,910 --> 00:17:47,860
And our approach with practices

378
00:17:47,860 --> 00:17:52,860
is that we make sure that we
have some teaming in place

379
00:17:54,640 --> 00:17:59,640
and an organized way
to pull a team together

380
00:18:01,260 --> 00:18:04,010
around an individual student.

381
00:18:04,010 --> 00:18:07,700
And that that team has
a set of goals in mind

382
00:18:07,700 --> 00:18:11,060
that they identified prior
to doing some of the work.

383
00:18:11,060 --> 00:18:12,780
What is it they're hoping to achieve?

384
00:18:12,780 --> 00:18:14,720
I'm gonna break this down a little bit.

385
00:18:14,720 --> 00:18:17,060
That there's an assessment
that takes place

386
00:18:17,060 --> 00:18:20,580
and that begins with the
functional behavior assessment.

387
00:18:20,580 --> 00:18:24,070
We develop an intervention
plan, and we evaluate that plan.

388
00:18:24,070 --> 00:18:25,270
And you see,

389
00:18:25,270 --> 00:18:28,970
actually this is an old slide
that didn't get changed.

390
00:18:28,970 --> 00:18:33,400
That is under four intervention
and five evaluation.

391
00:18:33,400 --> 00:18:36,230
We're talking about
behavior intervention plan.

392
00:18:36,230 --> 00:18:38,260
That's an interchangeable term.

393
00:18:38,260 --> 00:18:42,590
And we've most used
behaviors support plans.

394
00:18:42,590 --> 00:18:46,353
So I'm sorry that I missed
changing that slide.

395
00:18:47,250 --> 00:18:50,130
And just to give you a sense
of the progression of things,

396
00:18:50,130 --> 00:18:52,210
when we talk about
student teams at Tier 3,

397
00:18:52,210 --> 00:18:54,790
it's a little bit different from Tier 2,

398
00:18:54,790 --> 00:18:57,880
and a little bit
different from wraparound,

399
00:18:57,880 --> 00:19:00,180
which goes beyond the Intensive Level.

400
00:19:00,180 --> 00:19:02,400
And I want to make those distinctions.

401
00:19:02,400 --> 00:19:03,710
So at Tier 2,

402
00:19:03,710 --> 00:19:07,320
we have in place a small team of people

403
00:19:07,320 --> 00:19:11,070
that's accepting requests
for assistance from others.

404
00:19:11,070 --> 00:19:13,780
From colleagues and
perhaps family members,

405
00:19:13,780 --> 00:19:15,100
students themselves,

406
00:19:15,100 --> 00:19:16,850
that they need additional support.

407
00:19:16,850 --> 00:19:19,600
And in that role,

408
00:19:19,600 --> 00:19:22,110
this team is reviewing the concerns

409
00:19:22,110 --> 00:19:24,050
that come forward to them.

410
00:19:24,050 --> 00:19:26,390
And they're taking some
off the shelf interventions

411
00:19:26,390 --> 00:19:29,630
and trying to put them in
place to support the students.

412
00:19:29,630 --> 00:19:31,990
At Tier 3, our teaming looks different

413
00:19:31,990 --> 00:19:34,380
because that's when we
have an individualized team

414
00:19:34,380 --> 00:19:35,520
for students.

415
00:19:35,520 --> 00:19:37,640
That's where we have the key people

416
00:19:37,640 --> 00:19:39,140
that know the student well,

417
00:19:39,140 --> 00:19:40,640
perhaps the student.

418
00:19:40,640 --> 00:19:43,730
Hopefully, the mental health people,

419
00:19:43,730 --> 00:19:45,750
a mental health person in your building

420
00:19:45,750 --> 00:19:48,560
who could bring that lens
to the student's team.

421
00:19:48,560 --> 00:19:50,790
So just another sort of prompt

422
00:19:50,790 --> 00:19:54,020
to be thinking about the role
of your mental health person

423
00:19:54,020 --> 00:19:56,440
or your mental health
functions in your school

424
00:19:56,440 --> 00:19:58,750
and how they fit within this continuum.

425
00:19:58,750 --> 00:20:01,110
That's really interconnecting the work

426
00:20:01,110 --> 00:20:06,110
between homeschool and
family with that lens.

427
00:20:06,350 --> 00:20:09,430
So you have a student specific team

428
00:20:09,430 --> 00:20:13,370
that's focusing on concerns
that the student is experiencing

429
00:20:13,370 --> 00:20:15,630
that the school is concerned about.

430
00:20:15,630 --> 00:20:17,920
And that's how it's differentiated

431
00:20:17,920 --> 00:20:20,320
from Tier 3 Wraparound.

432
00:20:20,320 --> 00:20:21,760
Tier 3 wrap around

433
00:20:21,760 --> 00:20:24,640
is when the student has complex needs

434
00:20:24,640 --> 00:20:28,020
that exists in a pretty intensive way

435
00:20:28,020 --> 00:20:30,810
across homeschool and community.

436
00:20:30,810 --> 00:20:34,830
Where it's really not
just a school concern.

437
00:20:34,830 --> 00:20:36,910
And it's not just a student concern.

438
00:20:36,910 --> 00:20:38,390
Where it's really beyond the student

439
00:20:38,390 --> 00:20:40,340
and the family has some big needs

440
00:20:40,340 --> 00:20:42,500
that need to be identified.

441
00:20:42,500 --> 00:20:45,610
So we offer Tier 3 Wraparound training

442
00:20:45,610 --> 00:20:49,510
to school teams that have good connections

443
00:20:49,510 --> 00:20:50,410
with their partners

444
00:20:50,410 --> 00:20:53,420
and then their partners
agree to participate

445
00:20:53,420 --> 00:20:55,510
because it really takes a village,

446
00:20:55,510 --> 00:20:58,470
when we're talking about
the most complex situations.

447
00:20:58,470 --> 00:21:00,943
So I really want to make that distinction.

448
00:21:02,480 --> 00:21:05,560
They all kind of blend
together, there's no question,

449
00:21:05,560 --> 00:21:07,930
but in terms of our
progression of our training,

450
00:21:07,930 --> 00:21:11,330
this is what teaming would
look like for students.

451
00:21:11,330 --> 00:21:14,500
Then we get to setting goals for students.

452
00:21:14,500 --> 00:21:15,590
For Tier 2,

453
00:21:15,590 --> 00:21:17,680
we do a very simple FBA.

454
00:21:17,680 --> 00:21:19,560
And we set some goals for students

455
00:21:19,560 --> 00:21:22,370
based on whether they
are seeking attention

456
00:21:22,370 --> 00:21:23,930
or they're trying to avoid something.

457
00:21:23,930 --> 00:21:25,360
Whether it's a staff a person,

458
00:21:25,360 --> 00:21:27,520
or an activity or something sensory.

459
00:21:27,520 --> 00:21:29,500
And we're trying to connect them again

460
00:21:29,500 --> 00:21:31,420
with those off the shelf interventions.

461
00:21:31,420 --> 00:21:34,080
And that's a team that
meets on a regular basis

462
00:21:34,080 --> 00:21:36,090
not specific to the student.

463
00:21:36,090 --> 00:21:37,840
And then for Tier 3,

464
00:21:37,840 --> 00:21:38,920
we're looking at students,

465
00:21:38,920 --> 00:21:41,530
they have, there are
some really big concerns,

466
00:21:41,530 --> 00:21:45,200
that are impeding school success.

467
00:21:45,200 --> 00:21:47,950
And that's where that team comes together.

468
00:21:47,950 --> 00:21:51,410
And sometimes people have
some differing opinions.

469
00:21:51,410 --> 00:21:53,600
So the goals that are set by that team

470
00:21:53,600 --> 00:21:55,610
are what they're hoping to see,

471
00:21:55,610 --> 00:21:57,650
not necessarily what they disagree on.

472
00:21:57,650 --> 00:22:00,510
But before they actually
go through the FBA process,

473
00:22:00,510 --> 00:22:02,300
is sort of, what are their general goals,

474
00:22:02,300 --> 00:22:04,400
or their hopes and dreams for the student?

475
00:22:05,260 --> 00:22:07,140
When we get to Tier 3 Wraparound,

476
00:22:07,140 --> 00:22:11,650
the goals would be the big
goals that the family has.

477
00:22:11,650 --> 00:22:14,010
The big needs that the family identifies.

478
00:22:14,010 --> 00:22:16,350
And they're the center of that

479
00:22:16,350 --> 00:22:18,637
when we're talking about the
distinction between Tier 3

480
00:22:18,637 --> 00:22:20,420
and Tier 3 Wraparound,

481
00:22:20,420 --> 00:22:22,760
Then when we get into the assessment

482
00:22:22,760 --> 00:22:27,233
part of the progress,

483
00:22:28,080 --> 00:22:30,610
we are doing a sort of
a simple or practical

484
00:22:30,610 --> 00:22:31,840
functional behavior assessment

485
00:22:31,840 --> 00:22:34,000
to match students to interventions.

486
00:22:34,000 --> 00:22:35,510
And for students

487
00:22:35,510 --> 00:22:37,760
that we have this
individualized team-around,

488
00:22:37,760 --> 00:22:39,510
we've set some general goals,

489
00:22:39,510 --> 00:22:40,870
we're doing a little bit more

490
00:22:40,870 --> 00:22:43,450
of an involved functional
behavior assessment

491
00:22:43,450 --> 00:22:46,410
with interviews and observations.

492
00:22:46,410 --> 00:22:49,600
And with Tier 3, we're doing a lot more,

493
00:22:49,600 --> 00:22:50,820
we're using a lot more tools

494
00:22:50,820 --> 00:22:54,620
to help us identify with the family,

495
00:22:54,620 --> 00:22:56,070
what their biggest needs are.

496
00:22:57,340 --> 00:22:59,160
And then when we get to interventions,

497
00:22:59,160 --> 00:23:03,970
again, we're always using
our universal interventions

498
00:23:03,970 --> 00:23:07,790
and building upon that our
Targeted interventions,

499
00:23:07,790 --> 00:23:10,480
and then maybe adapting
our Targeted interventions

500
00:23:10,480 --> 00:23:12,090
to be more individualized.

501
00:23:12,090 --> 00:23:14,690
Like you've mentioned in the chat box,

502
00:23:14,690 --> 00:23:18,693
perhaps some individualized
check-in check-out.

503
00:23:20,370 --> 00:23:22,390
And we're doing a functional
behavior assessment

504
00:23:22,390 --> 00:23:23,870
and creating a safety plan

505
00:23:23,870 --> 00:23:27,550
'cause a lot of students may not,

506
00:23:27,550 --> 00:23:30,080
but we'd have to consider
whether we need a safety plan

507
00:23:30,080 --> 00:23:31,260
around certain behaviors

508
00:23:31,260 --> 00:23:36,260
that could get to a level
of danger and concern.

509
00:23:36,840 --> 00:23:38,140
And then with wraparound,

510
00:23:38,140 --> 00:23:41,890
we're doing that safety plan
as a crisis safety plan.

511
00:23:41,890 --> 00:23:43,370
And what might happen if,

512
00:23:43,370 --> 00:23:46,040
and what we're gonna do
to prevent and respond.

513
00:23:46,040 --> 00:23:48,080
So we'll talk a little
bit about safety planning

514
00:23:48,080 --> 00:23:50,820
and crisis planning at Tier 3 training

515
00:23:50,820 --> 00:23:53,230
when the teams attend Tier 3 training.

516
00:23:53,230 --> 00:23:54,810
And then we evaluate it all.

517
00:23:54,810 --> 00:23:56,250
So we check-in and check-out,

518
00:23:56,250 --> 00:23:57,820
those of you who are already implementing

519
00:23:57,820 --> 00:23:59,370
Targeted intervention,

520
00:23:59,370 --> 00:24:01,600
you're looking at a lot of this data.

521
00:24:01,600 --> 00:24:05,530
And then at Tier 3,

522
00:24:05,530 --> 00:24:07,010
you're looking at that data

523
00:24:07,010 --> 00:24:12,010
as well as perhaps the particular
objectives that you have

524
00:24:12,330 --> 00:24:14,490
for the student on the student's plan

525
00:24:14,490 --> 00:24:19,490
through either part of the
Swiss suite of applications

526
00:24:19,570 --> 00:24:23,460
or some format that you've created

527
00:24:23,460 --> 00:24:24,860
for your particular student

528
00:24:24,860 --> 00:24:27,900
and their particular goals and objectives.

529
00:24:27,900 --> 00:24:29,620
And then with Tier 3 Wraparound,

530
00:24:29,620 --> 00:24:32,290
we're doing all of that

531
00:24:32,290 --> 00:24:37,290
plus some tools to assess
how the family is doing

532
00:24:38,670 --> 00:24:42,190
and what their perceptions
are of success of the plan.

533
00:24:42,190 --> 00:24:44,490
So those are some of the distinctions.

534
00:24:44,490 --> 00:24:47,340
There's teams, goals, assessment,
intervention, evaluation

535
00:24:47,340 --> 00:24:48,920
across all of this,

536
00:24:48,920 --> 00:24:50,200
and it's a progression.

537
00:24:50,200 --> 00:24:53,480
We never sort of stop
providing Targeted supports

538
00:24:53,480 --> 00:24:54,970
and then go to Tier 3

539
00:24:54,970 --> 00:24:57,640
or stop Tier 3 and go to wraparound.

540
00:24:57,640 --> 00:25:00,523
It's a progression, but
it's that same format.

541
00:25:02,890 --> 00:25:05,900
I need to move on, I'm sorry.

542
00:25:05,900 --> 00:25:09,390
So let's talk about the
individual student teams a bit.

543
00:25:09,390 --> 00:25:11,810
So now we're breaking down
some of the components

544
00:25:11,810 --> 00:25:15,740
of teaming, goals, assessment, et cetera.

545
00:25:15,740 --> 00:25:18,700
And with the team,

546
00:25:18,700 --> 00:25:22,840
we want people who are
involved with the student,

547
00:25:22,840 --> 00:25:24,160
who know the student,

548
00:25:24,160 --> 00:25:26,930
hopefully the student, him or herself.

549
00:25:26,930 --> 00:25:30,180
The parent, we'll talk about
the parent in a minute.

550
00:25:30,180 --> 00:25:31,130
Or the caregiver,

551
00:25:31,130 --> 00:25:34,700
the primary care provider
would be more appropriate.

552
00:25:34,700 --> 00:25:39,560
Someone who has some control
over perhaps resources

553
00:25:39,560 --> 00:25:43,340
or influence over resources
that can help support a plan.

554
00:25:43,340 --> 00:25:48,110
And again, be considering
the mental health person

555
00:25:48,110 --> 00:25:48,943
in your school.

556
00:25:48,943 --> 00:25:50,620
The mental health person perhaps

557
00:25:50,620 --> 00:25:52,340
from your contracting agency

558
00:25:52,340 --> 00:25:55,440
who brings a different
lens to the situation.

559
00:25:55,440 --> 00:25:57,920
And you can see the
students in the middle.

560
00:25:57,920 --> 00:25:59,350
And often in the past

561
00:25:59,350 --> 00:26:02,530
I have attended individualized
student planning

562
00:26:02,530 --> 00:26:04,310
team meetings,

563
00:26:04,310 --> 00:26:06,593
where the student has identified a peer.

564
00:26:07,710 --> 00:26:11,230
And so, again, those are
decisions that you make

565
00:26:12,630 --> 00:26:14,520
depending on the student's situation.

566
00:26:14,520 --> 00:26:17,470
But it's really lovely
to have a peer involved

567
00:26:17,470 --> 00:26:19,720
and the same thing with the family member

568
00:26:19,720 --> 00:26:22,200
or the primary care provider,

569
00:26:22,200 --> 00:26:27,200
bringing in someone who is a
trusted adult in their lives

570
00:26:29,580 --> 00:26:33,510
or perhaps a representative
from a family support

571
00:26:33,510 --> 00:26:35,320
and advocacy organization

572
00:26:35,320 --> 00:26:40,320
to help them navigate all
of this words that we use

573
00:26:40,832 --> 00:26:45,832
and ensuring that we are aligning
our supports for students.

574
00:26:47,470 --> 00:26:49,180
When we go to Tier 3 training,

575
00:26:49,180 --> 00:26:51,950
we talk about the teaming
meeting structures.

576
00:26:51,950 --> 00:26:55,870
You all have experienced
facilitating meetings

577
00:26:55,870 --> 00:26:57,420
with individual students

578
00:26:57,420 --> 00:27:02,150
and perhaps family
members, special education.

579
00:27:02,150 --> 00:27:06,570
And so these are just some of the features

580
00:27:06,570 --> 00:27:10,800
to some really effective
team meeting structures

581
00:27:10,800 --> 00:27:12,960
where we're always starting with data.

582
00:27:12,960 --> 00:27:15,580
Great way to be objective

583
00:27:15,580 --> 00:27:17,700
is to look at what the data's telling us

584
00:27:17,700 --> 00:27:20,360
and now what individuals
are anecdotally saying.

585
00:27:20,360 --> 00:27:23,700
And that's why we sort of
always set up our FBA/BSP

586
00:27:23,700 --> 00:27:25,920
so that it is pretty data focused.

587
00:27:25,920 --> 00:27:29,500
We brainstorm what that data might mean

588
00:27:29,500 --> 00:27:31,020
and we try to understand it.

589
00:27:31,020 --> 00:27:34,763
A lot of times the data is
helping us ask more questions.

590
00:27:35,900 --> 00:27:39,390
And so we don't jump right to solutions.

591
00:27:39,390 --> 00:27:41,690
We really spend some
time at a team meeting

592
00:27:41,690 --> 00:27:44,360
trying to analyze and understand the data.

593
00:27:44,360 --> 00:27:46,240
And then we make decisions

594
00:27:46,240 --> 00:27:49,350
based on what we
understand about the data.

595
00:27:49,350 --> 00:27:51,060
Make sure we have consensus

596
00:27:51,060 --> 00:27:53,930
and implement the agreed upon steps.

597
00:27:53,930 --> 00:27:56,080
And consensus is really tricky.

598
00:27:56,080 --> 00:27:58,450
You ever go to a meeting where,

599
00:27:58,450 --> 00:27:59,980
and it's around a student,

600
00:27:59,980 --> 00:28:04,710
where somebody might be kind
of a strong personality person

601
00:28:04,710 --> 00:28:05,680
guiding the meeting,

602
00:28:05,680 --> 00:28:07,100
and you come up with a plan,

603
00:28:07,100 --> 00:28:10,300
and you walk out and you
say, oh, that'll never work.

604
00:28:10,300 --> 00:28:12,380
We're really trying to avoid that

605
00:28:12,380 --> 00:28:15,720
by having a kind of meeting structure

606
00:28:15,720 --> 00:28:17,070
that people are familiar with,

607
00:28:17,070 --> 00:28:18,880
that people are comfortable with,

608
00:28:18,880 --> 00:28:20,620
that is really objective,

609
00:28:20,620 --> 00:28:24,060
but allows you to also gain
agreement during the meeting

610
00:28:24,060 --> 00:28:28,870
about the feasibility of a plan working.

611
00:28:28,870 --> 00:28:31,920
That's a big part of the
team meeting structure.

612
00:28:31,920 --> 00:28:34,130
And I think the best facilitators

613
00:28:34,130 --> 00:28:36,170
just do this sort of naturally.

614
00:28:36,170 --> 00:28:39,460
And I'm sure you all have a
lot of skills in this area.

615
00:28:39,460 --> 00:28:41,810
But what again, what
we're doing with Tier 3

616
00:28:41,810 --> 00:28:43,250
when we're installing this

617
00:28:43,250 --> 00:28:48,250
and building our implementation
fluidity around it,

618
00:28:49,877 --> 00:28:52,370
we want to get better and better

619
00:28:52,370 --> 00:28:55,330
and make sure our colleagues
also have the supports

620
00:28:55,330 --> 00:28:59,203
to really have these
skills to use in a meeting.

621
00:29:01,310 --> 00:29:03,260
Family engagement strategies.

622
00:29:03,260 --> 00:29:07,780
That's also part of the Tier 3 training.

623
00:29:07,780 --> 00:29:12,690
Again, I spend some time
talking about the distinctions

624
00:29:12,690 --> 00:29:16,240
between Tier 2, Tier 3
and Tier 3 Wraparound.

625
00:29:16,240 --> 00:29:18,240
When we're talking about Tier 3,

626
00:29:18,240 --> 00:29:22,180
the student concerns are
primarily in the school.

627
00:29:22,180 --> 00:29:25,540
If we are talking about Tier 3 Wraparound,

628
00:29:25,540 --> 00:29:27,310
it's a whole other enchilada,

629
00:29:27,310 --> 00:29:29,230
and your facilitator might be someone

630
00:29:29,230 --> 00:29:31,860
that's not necessarily a school person.

631
00:29:31,860 --> 00:29:34,150
They may or they may not.

632
00:29:34,150 --> 00:29:35,890
And so in this situation,

633
00:29:35,890 --> 00:29:40,010
we want to make sure that
families have every opportunity

634
00:29:40,010 --> 00:29:42,020
to be involved in the plan.

635
00:29:42,020 --> 00:29:46,710
Because research shows
that when adults agree,

636
00:29:46,710 --> 00:29:48,320
the student succeeds.

637
00:29:48,320 --> 00:29:51,610
And when the adults disagree,
it's very, very hard.

638
00:29:51,610 --> 00:29:54,920
For the students to get the support

639
00:29:54,920 --> 00:29:56,850
he or she needs to be successful.

640
00:29:56,850 --> 00:29:58,330
So we want to engage the families

641
00:29:58,330 --> 00:29:59,890
in the best way we can

642
00:30:00,740 --> 00:30:03,423
so that we can be aligned.

643
00:30:04,430 --> 00:30:06,130
We provide information,

644
00:30:06,130 --> 00:30:08,500
we learn from the family
what barriers might be

645
00:30:08,500 --> 00:30:10,490
to supporting the plan that
you're putting together

646
00:30:10,490 --> 00:30:11,483
at the school.

647
00:30:12,420 --> 00:30:14,930
And we really wanna
bring voice to families

648
00:30:14,930 --> 00:30:16,880
while we're doing this whole process.

649
00:30:16,880 --> 00:30:21,130
So sometimes your meetings are at school

650
00:30:21,130 --> 00:30:22,710
during the school day,

651
00:30:22,710 --> 00:30:24,640
or at a time during the day,

652
00:30:24,640 --> 00:30:26,720
and they may be virtual right now,

653
00:30:26,720 --> 00:30:29,790
where the family member can't be there.

654
00:30:29,790 --> 00:30:32,380
And so there needs to be
that communication process

655
00:30:32,380 --> 00:30:33,570
with the family

656
00:30:33,570 --> 00:30:37,510
so that you are having some
meaningful contribution

657
00:30:37,510 --> 00:30:39,990
to the plan that you're putting together.

658
00:30:39,990 --> 00:30:44,990
And again, I mentioned earlier
that bringing in a peer

659
00:30:46,410 --> 00:30:50,080
from a family support
organization may be valuable

660
00:30:50,080 --> 00:30:54,347
to making sure that
people are understanding

661
00:30:54,347 --> 00:30:56,693
and communicating well about the process.

662
00:30:58,670 --> 00:31:00,560
I talked about goals when we were looking

663
00:31:00,560 --> 00:31:05,280
at the circles of the process.

664
00:31:05,280 --> 00:31:08,620
And when we're trying to
get people to participate

665
00:31:08,620 --> 00:31:09,453
on the team,

666
00:31:09,453 --> 00:31:11,530
we really want to
identify some broad goals

667
00:31:11,530 --> 00:31:14,650
even before we do the
functional behavior assessment.

668
00:31:14,650 --> 00:31:17,790
What are the things that
you would like to see happen

669
00:31:17,790 --> 00:31:18,630
in general?

670
00:31:18,630 --> 00:31:21,330
And, you know, sometimes those big goals

671
00:31:21,330 --> 00:31:23,210
of graduate college and get a job

672
00:31:23,210 --> 00:31:26,140
that makes over $80,000 a year,

673
00:31:26,140 --> 00:31:27,270
might be somebody's goals.

674
00:31:27,270 --> 00:31:32,270
But really for this particular
month, year in a school,

675
00:31:32,450 --> 00:31:35,530
what is a goal that you really hope Johnny

676
00:31:35,530 --> 00:31:36,740
will be successful with?

677
00:31:36,740 --> 00:31:41,740
And that could be responding
to requests from adults.

678
00:31:42,960 --> 00:31:44,040
As simple as that.

679
00:31:44,040 --> 00:31:46,700
And then you're gonna wanna
then start your baseline data

680
00:31:46,700 --> 00:31:49,560
based on the goals that the
team members come up with.

681
00:31:49,560 --> 00:31:51,543
And so, like, here's an example.

682
00:31:52,500 --> 00:31:54,560
Johnny will follow
instructions by teachers,

683
00:31:54,560 --> 00:31:56,373
staff and other adults.

684
00:31:59,450 --> 00:32:01,240
Then we conduct the assessment,

685
00:32:01,240 --> 00:32:02,680
and we do the FBA.

686
00:32:02,680 --> 00:32:06,220
And that leads us to the
behavior support plan.

687
00:32:06,220 --> 00:32:08,070
And so we really want to make sure

688
00:32:08,070 --> 00:32:09,597
that there's capacity on our team.

689
00:32:09,597 --> 00:32:11,350
And we want to understand what happens

690
00:32:11,350 --> 00:32:15,010
before our behaviors of concern happen.

691
00:32:15,010 --> 00:32:20,010
What the behavior is in a
great, sort of a detailed,

692
00:32:20,500 --> 00:32:23,330
with an operational definition
to what the behavior is.

693
00:32:23,330 --> 00:32:25,830
So that we're all
understanding it the same way.

694
00:32:25,830 --> 00:32:27,640
What happens after the behavior?

695
00:32:27,640 --> 00:32:29,190
Not like how is the student punished,

696
00:32:29,190 --> 00:32:31,390
but what is the result?

697
00:32:31,390 --> 00:32:33,330
You know, when the
student behaves this way,

698
00:32:33,330 --> 00:32:34,920
this is what happens.

699
00:32:34,920 --> 00:32:36,900
Whether it's something you do or not.

700
00:32:36,900 --> 00:32:40,460
And it could be that the students
run in the other direction

701
00:32:40,460 --> 00:32:43,500
and it could be that the student
is asked to leave the room,

702
00:32:43,500 --> 00:32:45,610
or it could be the student ends up

703
00:32:45,610 --> 00:32:49,750
putting his head on the desk
because he's remorseful.

704
00:32:49,750 --> 00:32:53,030
And so then we try to hypothesize

705
00:32:53,030 --> 00:32:55,420
what might be the cause of his behavior,

706
00:32:55,420 --> 00:33:00,290
so that we can develop a plan
based on that assessment.

707
00:33:00,290 --> 00:33:03,560
And for all schools that
are involved with PBIS,

708
00:33:03,560 --> 00:33:08,560
we encourage everyone to be
able to think functionally.

709
00:33:08,870 --> 00:33:13,870
And so that we aren't seeing
a behavior that is a concern

710
00:33:15,890 --> 00:33:19,810
and coming up with a solution
before understanding it.

711
00:33:19,810 --> 00:33:22,530
So we really want to ask
the question, is why?

712
00:33:22,530 --> 00:33:24,420
Why is this behavior happening?

713
00:33:24,420 --> 00:33:25,940
What happens before the behavior?

714
00:33:25,940 --> 00:33:27,460
So that we understand it well enough

715
00:33:27,460 --> 00:33:29,120
to be able to make a plan.

716
00:33:29,120 --> 00:33:32,650
When we get to Tier 2 and Tier 3,

717
00:33:32,650 --> 00:33:34,740
we want to think about a simple

718
00:33:34,740 --> 00:33:36,540
functional behavior assessment

719
00:33:36,540 --> 00:33:41,540
that people in the school
can have the capacity to do.

720
00:33:42,260 --> 00:33:46,330
It's not this elusive functional
behavior analysis thing

721
00:33:46,330 --> 00:33:51,080
where there's multiple behaviors
and multiple functions.

722
00:33:51,080 --> 00:33:55,140
We can do simple FBA to
start to develop a plan.

723
00:33:55,140 --> 00:33:56,770
And then, but the students

724
00:33:56,770 --> 00:34:01,090
that do have the more complex
issues across settings

725
00:34:01,090 --> 00:34:04,730
and several behaviors

726
00:34:04,730 --> 00:34:09,220
may involve on more complex and lengthy

727
00:34:09,220 --> 00:34:12,410
kind of functional behavioral analysis.

728
00:34:12,410 --> 00:34:14,910
And that's where you may be
calling on your colleagues

729
00:34:14,910 --> 00:34:16,980
that either the school contracts with

730
00:34:16,980 --> 00:34:19,610
or school psychologists that
are already in the school

731
00:34:19,610 --> 00:34:22,960
to help you put together
a better understanding

732
00:34:22,960 --> 00:34:24,720
of the student's issues

733
00:34:24,720 --> 00:34:28,500
in a way that works
collaboratively with you.

734
00:34:28,500 --> 00:34:31,580
And we really are trying
to move from a place of

735
00:34:31,580 --> 00:34:36,230
where a professional
comes in from outside,

736
00:34:36,230 --> 00:34:37,770
doesn't know the student

737
00:34:37,770 --> 00:34:42,770
and spends many hours
observing and taking some data,

738
00:34:43,580 --> 00:34:45,940
and then handing off a plan

739
00:34:45,940 --> 00:34:47,623
that you haven't contributed to,

740
00:34:49,740 --> 00:34:53,970
that you could have maybe contributed to

741
00:34:53,970 --> 00:34:56,160
in a way that would be more
successful for the students.

742
00:34:56,160 --> 00:34:58,290
So when you go into a complex FBA

743
00:34:58,290 --> 00:35:01,296
and you are bringing in
colleagues from the outside

744
00:35:01,296 --> 00:35:04,940
to develop an approach that
is much more collaborative

745
00:35:04,940 --> 00:35:05,933
with these folks.

746
00:35:08,004 --> 00:35:10,590
And then the process for FBA/BSP

747
00:35:10,590 --> 00:35:13,860
is to understand that behavior in a way

748
00:35:13,860 --> 00:35:15,260
that you're able to define it.

749
00:35:15,260 --> 00:35:16,950
This is a pneumonic that we use

750
00:35:16,950 --> 00:35:19,290
when we do our FBA/BSP training.

751
00:35:19,290 --> 00:35:20,440
We do some interviewing.

752
00:35:20,440 --> 00:35:21,860
We ask when and where

753
00:35:21,860 --> 00:35:25,280
and we try to figure out
why that might be happening.

754
00:35:25,280 --> 00:35:28,530
We observe the behavior and
we create our hypothesis.

755
00:35:28,530 --> 00:35:31,470
So we will be doing that with students

756
00:35:31,470 --> 00:35:35,900
that you bring to Intensive Level training

757
00:35:35,900 --> 00:35:38,860
as a practice for developing a plan.

758
00:35:38,860 --> 00:35:42,200
So as I said, we really
start with the understanding

759
00:35:42,200 --> 00:35:43,803
of functional behavior first.

760
00:35:44,690 --> 00:35:49,690
We have something called a
functional behavior support plan.

761
00:35:49,870 --> 00:35:52,370
That includes the protocol that we use

762
00:35:52,370 --> 00:35:54,960
for functional behavior assessment.

763
00:35:54,960 --> 00:35:58,800
That we'll be working with you on

764
00:35:58,800 --> 00:36:01,610
for the students that
you bring to the training

765
00:36:01,610 --> 00:36:03,190
to practice this on

766
00:36:03,190 --> 00:36:07,040
and has a plan part in it,
as well as a safety plan.

767
00:36:07,040 --> 00:36:11,930
So we will acquaint you with
this particular document.

768
00:36:11,930 --> 00:36:13,493
You may have your own.

769
00:36:14,370 --> 00:36:17,450
This is just one that brings
in different parts and pieces

770
00:36:17,450 --> 00:36:21,300
from materials that we've called through

771
00:36:21,300 --> 00:36:24,423
over the years for you to consider.

772
00:36:25,260 --> 00:36:27,370
And this may be familiar to those of you

773
00:36:27,370 --> 00:36:31,893
who are already trained in FBA/BSP.

774
00:36:33,200 --> 00:36:38,200
We actually go through
the process of creating

775
00:36:38,450 --> 00:36:41,200
what the behavior pathway is

776
00:36:41,200 --> 00:36:44,090
that leads to the
competing behavior pathway.

777
00:36:44,090 --> 00:36:48,720
So as we begin developing our
plan for the desired behavior,

778
00:36:48,720 --> 00:36:51,310
what we'd really want
to see for a student,

779
00:36:51,310 --> 00:36:54,830
we start teaching some
replacement behaviors

780
00:36:54,830 --> 00:36:57,630
that meet the function of the behavior.

781
00:36:57,630 --> 00:37:00,880
And then build incrementally

782
00:37:00,880 --> 00:37:04,050
to get to what we're hoping
for the student to achieve

783
00:37:04,050 --> 00:37:04,883
in the end.

784
00:37:07,150 --> 00:37:08,930
And then we spend a whole lot of time

785
00:37:08,930 --> 00:37:11,180
at our Intensive Level training

786
00:37:11,180 --> 00:37:15,440
coming up with strategies
in all these areas.

787
00:37:15,440 --> 00:37:19,340
So we think about what
are the setting events,

788
00:37:19,340 --> 00:37:22,970
the things that happen prior
to the behavior being triggered

789
00:37:22,970 --> 00:37:25,890
that we may or may not
understand the causes of.

790
00:37:25,890 --> 00:37:27,930
To see if there's anything that we can do

791
00:37:27,930 --> 00:37:30,280
to help on the very front end.

792
00:37:30,280 --> 00:37:31,900
And sometimes we can't.

793
00:37:31,900 --> 00:37:33,770
But we'll have a list of strategies.

794
00:37:33,770 --> 00:37:37,280
And the teams brainstorm
strategies with each other

795
00:37:37,280 --> 00:37:41,930
on what we can do to help
some of those setting events

796
00:37:41,930 --> 00:37:43,050
be different for the students,

797
00:37:43,050 --> 00:37:45,180
so the student can be successful.

798
00:37:45,180 --> 00:37:48,370
And then we think about
redesigning the environment

799
00:37:48,370 --> 00:37:51,290
to prevent that behavior from
happening in the first place

800
00:37:51,290 --> 00:37:53,550
and all kinds of cues and prompts,

801
00:37:53,550 --> 00:37:56,920
and perhaps physical environment changes

802
00:37:56,920 --> 00:38:00,590
that we can make to help the
student be more successful.

803
00:38:00,590 --> 00:38:02,440
We come up with teaching strategies

804
00:38:02,440 --> 00:38:06,650
for introducing new behaviors
that meet the function

805
00:38:06,650 --> 00:38:09,290
as well as consequence strategies

806
00:38:09,290 --> 00:38:12,530
for when we see the
alternative behaviors happen,

807
00:38:12,530 --> 00:38:15,880
and to also help reduce
the problem behaviors.

808
00:38:15,880 --> 00:38:18,290
So we spent a lot of time brainstorming

809
00:38:18,290 --> 00:38:20,070
all different kinds of strategies

810
00:38:20,070 --> 00:38:25,070
so that you walk away with
hopefully a lot more ideas

811
00:38:25,740 --> 00:38:28,710
than you came in with,
regarding the student.

812
00:38:28,710 --> 00:38:32,620
And this is really moving
us away from a student

813
00:38:32,620 --> 00:38:37,470
who continues to demonstrate
problems in the school

814
00:38:37,470 --> 00:38:40,330
that really challenged the
school to support the student.

815
00:38:40,330 --> 00:38:43,970
And the student ends up
becoming suspended as a result

816
00:38:43,970 --> 00:38:46,200
of continuous behaviors.

817
00:38:46,200 --> 00:38:48,640
So we're really moving away from,

818
00:38:48,640 --> 00:38:51,770
there's a problem and a consequence,

819
00:38:51,770 --> 00:38:53,840
or a problem and a response.

820
00:38:53,840 --> 00:38:55,540
To all these strategies,

821
00:38:55,540 --> 00:38:58,770
we could do well in
advance of the behavior,

822
00:38:58,770 --> 00:39:00,380
teaching new behaviors

823
00:39:00,380 --> 00:39:01,950
so that the problem behaviors

824
00:39:01,950 --> 00:39:05,800
are less likely to be
reinforcing for the student

825
00:39:05,800 --> 00:39:07,770
and providing positive feedback

826
00:39:07,770 --> 00:39:09,250
for the behaviors that we want to see.

827
00:39:09,250 --> 00:39:11,940
And I am talking a lot
about behaviors here.

828
00:39:11,940 --> 00:39:14,450
And we know that there
are a lot of emotions

829
00:39:14,450 --> 00:39:16,450
that are behind these behaviors.

830
00:39:16,450 --> 00:39:19,170
But the beginning of the process

831
00:39:19,170 --> 00:39:20,710
of the individualized planning

832
00:39:20,710 --> 00:39:23,300
is really to think about
the behavior itself.

833
00:39:23,300 --> 00:39:27,100
That's something that we
can see have some ability

834
00:39:27,100 --> 00:39:30,940
to help the student find some alternatives

835
00:39:30,940 --> 00:39:32,620
to help them be successful.

836
00:39:32,620 --> 00:39:37,120
And then also focus on some
of the relationship building

837
00:39:37,120 --> 00:39:42,120
and or anxiety issues that
might exist for students

838
00:39:42,430 --> 00:39:44,393
as part of this process.

839
00:39:46,900 --> 00:39:48,520
And then we have to measure it.

840
00:39:48,520 --> 00:39:50,860
So with our students,

841
00:39:50,860 --> 00:39:55,270
we need to learn about and use data

842
00:39:55,270 --> 00:39:57,730
so that we can celebrate and see success,

843
00:39:57,730 --> 00:40:00,350
as well as identify what
might not be working.

844
00:40:00,350 --> 00:40:03,250
So in the training at the Intensive Level,

845
00:40:03,250 --> 00:40:05,847
we'll be talking about
measuring behaviors,

846
00:40:11,430 --> 00:40:14,480
the particular objectives
that we have for students.

847
00:40:14,480 --> 00:40:16,590
And this is some example

848
00:40:16,590 --> 00:40:21,590
of goals that show how you
might be counting behaviors

849
00:40:22,030 --> 00:40:25,090
or counting responses to behaviors

850
00:40:25,090 --> 00:40:27,840
or measuring other behaviors,

851
00:40:27,840 --> 00:40:30,450
so that you might be looking at increasing

852
00:40:30,450 --> 00:40:33,290
the number of time a student responds,

853
00:40:33,290 --> 00:40:36,090
and then the very specific definition

854
00:40:36,090 --> 00:40:37,390
of walking directly in the room,

855
00:40:37,390 --> 00:40:38,850
taking a seat in the back of the class

856
00:40:38,850 --> 00:40:40,550
and sitting quietly for a minute.

857
00:40:40,550 --> 00:40:43,190
So that's pretty specific.

858
00:40:43,190 --> 00:40:44,340
And when we have a student

859
00:40:44,340 --> 00:40:46,840
that has a lot of complex behaviors,

860
00:40:46,840 --> 00:40:49,143
we want to identify it to that level.

861
00:40:50,040 --> 00:40:51,740
And so that's number of times.

862
00:40:51,740 --> 00:40:54,610
And then we want to
decrease the number of times

863
00:40:54,610 --> 00:40:57,570
he runs away from adults,
following adult requests.

864
00:40:57,570 --> 00:41:00,210
Or it could be the amount of time.

865
00:41:00,210 --> 00:41:03,220
So we want to be able
to get our measurement

866
00:41:03,220 --> 00:41:04,680
really accurate for us.

867
00:41:04,680 --> 00:41:06,870
It could be number, it could be frequency,

868
00:41:06,870 --> 00:41:08,350
it could be amount of time,

869
00:41:08,350 --> 00:41:09,680
it could be interval,

870
00:41:09,680 --> 00:41:11,610
it could be Likert scale.

871
00:41:11,610 --> 00:41:13,320
One of the things we'll be talking about

872
00:41:13,320 --> 00:41:16,990
that we talk about in FBA
training as well in this training,

873
00:41:16,990 --> 00:41:19,980
is ensuring that whatever
plan we come up with,

874
00:41:19,980 --> 00:41:21,110
we're looking at,

875
00:41:21,110 --> 00:41:23,520
are we implementing
that plan with fidelity?

876
00:41:23,520 --> 00:41:26,010
So we're always asking for a measure on,

877
00:41:26,010 --> 00:41:28,340
did we do what we said we were gonna do

878
00:41:28,340 --> 00:41:30,900
and how well to what extent we did it.

879
00:41:30,900 --> 00:41:35,900
And so that brings the adult
responsibility into the plan

880
00:41:37,070 --> 00:41:40,640
in a way that really helps
us examine, you know,

881
00:41:40,640 --> 00:41:41,660
what are we doing

882
00:41:41,660 --> 00:41:43,310
and are we on the same page

883
00:41:43,310 --> 00:41:46,863
and do we need to change
our behavior to help that?

884
00:41:48,210 --> 00:41:51,290
Again, some examples for Johnny.

885
00:41:51,290 --> 00:41:54,940
We're looking at the amount
of time he remains in his seat

886
00:41:54,940 --> 00:41:58,140
and the number of times
he might be engaging

887
00:41:58,140 --> 00:42:01,970
in their definition of a tantrum.

888
00:42:01,970 --> 00:42:05,690
And the interesting thing
is when we record that,

889
00:42:05,690 --> 00:42:10,690
we like to see that when
task engagement is up,

890
00:42:10,800 --> 00:42:12,410
tantrums are down.

891
00:42:12,410 --> 00:42:14,310
So that's the kind of graph

892
00:42:14,310 --> 00:42:17,484
that we're hoping you'll be using

893
00:42:17,484 --> 00:42:19,940
with student plans,

894
00:42:19,940 --> 00:42:22,840
so that you can really
look at the behaviors

895
00:42:22,840 --> 00:42:25,760
you're hoping will decrease
as well as the ones

896
00:42:25,760 --> 00:42:28,150
that you're trying to help support

897
00:42:29,580 --> 00:42:32,003
an increased level of behavior.

898
00:42:33,070 --> 00:42:36,090
Funny, you know, when
he's engaging in tasks,

899
00:42:36,090 --> 00:42:37,123
he's not tantrum.

900
00:42:39,290 --> 00:42:44,290
And we'll also share with you
what that part of Swiss is.

901
00:42:45,760 --> 00:42:48,900
I-Swiss to help with
your individualized plan

902
00:42:48,900 --> 00:42:51,680
so that you can see some
really nifty reports.

903
00:42:51,680 --> 00:42:54,870
A great easy way to see
how students are doing.

904
00:42:54,870 --> 00:42:56,030
And my guess is that,

905
00:42:56,030 --> 00:42:58,290
if you're working with
individual students now,

906
00:42:58,290 --> 00:43:00,053
you have something already.

907
00:43:01,220 --> 00:43:05,620
But some schools have
moved to the I-Swiss way

908
00:43:05,620 --> 00:43:09,710
of recording and reporting
data on individual students.

909
00:43:09,710 --> 00:43:13,140
So we'll share that with you as an option.

910
00:43:13,140 --> 00:43:14,330
And then at the training

911
00:43:14,330 --> 00:43:17,350
we'll also be overlaying everything.

912
00:43:17,350 --> 00:43:19,430
Developing a safety plan,

913
00:43:19,430 --> 00:43:23,600
'cause some students with
some concerning behaviors

914
00:43:23,600 --> 00:43:24,930
that could be dangerous.

915
00:43:24,930 --> 00:43:27,660
We've got to make sure
that we're demystifying

916
00:43:27,660 --> 00:43:29,550
a potential crisis in advance

917
00:43:29,550 --> 00:43:32,140
so that we all know what our role is

918
00:43:32,140 --> 00:43:34,027
when something might be happening

919
00:43:34,027 --> 00:43:37,140
and we're doing something to prevent that.

920
00:43:37,140 --> 00:43:39,820
And with that, we go back
to the deeper system,

921
00:43:39,820 --> 00:43:41,490
or the broader system,

922
00:43:41,490 --> 00:43:44,710
which is, what's the situation

923
00:43:44,710 --> 00:43:47,260
with your crisis prevention work

924
00:43:47,260 --> 00:43:49,840
in your school for all students

925
00:43:49,840 --> 00:43:53,913
and how can you connect with that system?

926
00:43:55,110 --> 00:43:56,910
All schools are expected to have

927
00:43:56,910 --> 00:44:01,363
some sort of crisis safety plan in place.

928
00:44:02,380 --> 00:44:05,420
And so we will revisit
that with your teams

929
00:44:05,420 --> 00:44:09,810
to really look at how, what
works for all students,

930
00:44:09,810 --> 00:44:11,170
sort of at the universal level,

931
00:44:11,170 --> 00:44:13,700
in terms of crisis
prevention and response.

932
00:44:13,700 --> 00:44:17,190
Can be utilized with
its individual student.

933
00:44:17,190 --> 00:44:19,330
And then for the individual student,

934
00:44:19,330 --> 00:44:23,530
the plan looks at what
the behaviors might be

935
00:44:24,682 --> 00:44:27,380
and how those behaviors might be set off.

936
00:44:27,380 --> 00:44:31,150
What works to prevent the behavior

937
00:44:31,150 --> 00:44:33,520
from getting out of control?

938
00:44:33,520 --> 00:44:36,410
What do you need to do to feel safe?

939
00:44:36,410 --> 00:44:38,092
Who to contact?

940
00:44:38,092 --> 00:44:40,250
What to do to manage the crisis?

941
00:44:40,250 --> 00:44:41,770
What not to do.

942
00:44:41,770 --> 00:44:43,180
And when you might need

943
00:44:43,180 --> 00:44:46,530
to get some outside emergency support

944
00:44:46,530 --> 00:44:48,500
from the police or the hospital.

945
00:44:48,500 --> 00:44:53,500
And if you put that kind of
a plan in place in advance,

946
00:44:53,770 --> 00:44:56,520
it really takes some of
the anxiety out of it

947
00:44:56,520 --> 00:44:57,610
for all team members.

948
00:44:57,610 --> 00:44:59,343
So we want to make sure
that with our students

949
00:44:59,343 --> 00:45:03,283
that have some concerns,
that are dangerous,

950
00:45:04,530 --> 00:45:08,210
that we can really feel like
we would know what we would do.

951
00:45:08,210 --> 00:45:10,100
And a lot of these questions

952
00:45:10,100 --> 00:45:15,100
come out of the coordinated
services plan, safety plan.

953
00:45:15,510 --> 00:45:17,830
Because we really looked and found

954
00:45:17,830 --> 00:45:20,820
that this was one that we liked the best.

955
00:45:20,820 --> 00:45:22,030
So we'll share that with you.

956
00:45:22,030 --> 00:45:26,180
And that's part of the
functional behavior support plan

957
00:45:26,180 --> 00:45:29,700
that we'll be sharing with
you at a team training.

958
00:45:29,700 --> 00:45:31,900
Okay, so let's move to data a little bit.

959
00:45:31,900 --> 00:45:34,570
I think we talked about
data a bit on the last one.

960
00:45:34,570 --> 00:45:37,420
But we don't want to miss that.

961
00:45:37,420 --> 00:45:40,100
You're already collecting data on students

962
00:45:40,100 --> 00:45:41,390
that you might want to use

963
00:45:41,390 --> 00:45:44,200
for helping to understand

964
00:45:44,200 --> 00:45:46,470
the picture of a student better.

965
00:45:46,470 --> 00:45:51,470
Like referrals for problem
behavior, academics,

966
00:45:52,050 --> 00:45:52,940
what strengths.

967
00:45:52,940 --> 00:45:55,660
If you're doing a strengths
inventory with students,

968
00:45:55,660 --> 00:45:57,993
you might want to be
collecting data on that.

969
00:45:58,950 --> 00:46:02,640
Needs connected to goals
and fidelity strategies

970
00:46:02,640 --> 00:46:03,710
that you're using.

971
00:46:03,710 --> 00:46:07,560
So we use a lot of Likert scale perception

972
00:46:09,167 --> 00:46:11,610
on how well we think
we're implementing a plan

973
00:46:11,610 --> 00:46:14,421
as one way to assess fidelity.

974
00:46:14,421 --> 00:46:19,340
And then you'll see when you
look at the readiness materials

975
00:46:19,340 --> 00:46:20,960
that there is a readiness checklist

976
00:46:20,960 --> 00:46:25,960
for your team to consider
for the Intensive Level.

977
00:46:26,080 --> 00:46:29,570
And those of you who
are on leadership teams,

978
00:46:29,570 --> 00:46:30,880
you should be planning,

979
00:46:30,880 --> 00:46:32,280
or you have already completed

980
00:46:32,280 --> 00:46:35,270
the Tiered Fidelity Inventory for PBIS.

981
00:46:35,270 --> 00:46:39,810
It's a validated instrument
that helps you see,

982
00:46:39,810 --> 00:46:42,740
to what extent your school team

983
00:46:42,740 --> 00:46:45,640
believes it's implementing
PBIS with fidelity.

984
00:46:45,640 --> 00:46:49,630
And there is a Tier 1, a
Tier 2 and a Tier 3 section.

985
00:46:49,630 --> 00:46:51,700
So we're gonna be asking
you to complete some of that

986
00:46:51,700 --> 00:46:52,773
as baseline.

987
00:46:53,791 --> 00:46:56,880
And then you would be able
to make a plan around that

988
00:46:56,880 --> 00:46:58,943
and monitor progress over time.

989
00:47:00,100 --> 00:47:01,440
This is one way to be thinking

990
00:47:01,440 --> 00:47:03,153
about whether your school's ready

991
00:47:03,153 --> 00:47:07,440
to really prioritize a
lot of their team's time

992
00:47:07,440 --> 00:47:10,730
on training at the Intensive Level.

993
00:47:10,730 --> 00:47:15,730
So this came from Steve
Goodman out of Michigan PBIS

994
00:47:17,440 --> 00:47:20,690
and it pretty much suggest that,

995
00:47:20,690 --> 00:47:23,290
if more than 5% of your students

996
00:47:23,290 --> 00:47:27,240
are receiving five or more
office discipline referrals,

997
00:47:27,240 --> 00:47:30,750
then the focus of your
school's leadership team

998
00:47:30,750 --> 00:47:34,670
should be on building and
implementing Targeted supports

999
00:47:34,670 --> 00:47:36,070
with fidelity.

1000
00:47:36,070 --> 00:47:39,200
So because you have too many students

1001
00:47:40,740 --> 00:47:44,033
doing that intense work of
the individualized team on,

1002
00:47:44,910 --> 00:47:47,430
would be a struggle for you to do well

1003
00:47:47,430 --> 00:47:50,570
given the resources that
you have at your disposal.

1004
00:47:50,570 --> 00:47:52,810
So if you're trying to decide,

1005
00:47:52,810 --> 00:47:54,670
are you ready for target training?

1006
00:47:54,670 --> 00:47:56,700
Look at your triangle data,

1007
00:47:56,700 --> 00:47:59,000
look at the percentages of students

1008
00:47:59,000 --> 00:48:03,230
that have the problem behaviors

1009
00:48:03,230 --> 00:48:04,800
that are recorded in Swiss

1010
00:48:04,800 --> 00:48:06,563
or wherever you're recording them.

1011
00:48:08,520 --> 00:48:10,210
If less than 5% students

1012
00:48:10,210 --> 00:48:13,953
have a lot more discipline referrals,

1013
00:48:15,180 --> 00:48:17,173
and they continue to get them.

1014
00:48:18,213 --> 00:48:22,910
And we're spending all our
time on these few students,

1015
00:48:22,910 --> 00:48:25,350
that's really when your
team wants to focus

1016
00:48:25,350 --> 00:48:27,950
on the Intensive Level of PBIS.

1017
00:48:27,950 --> 00:48:29,620
This is just guidance.

1018
00:48:29,620 --> 00:48:34,620
But the idea is that if
you have so many students

1019
00:48:34,660 --> 00:48:36,080
on individualized plans,

1020
00:48:36,080 --> 00:48:38,390
it might be worth questioning

1021
00:48:38,390 --> 00:48:40,410
whether you need some more off the shelf

1022
00:48:40,410 --> 00:48:41,980
Targeted interventions

1023
00:48:41,980 --> 00:48:44,670
and a system in place to support them.

1024
00:48:44,670 --> 00:48:47,450
So it's definitely something to look at

1025
00:48:47,450 --> 00:48:50,397
as you are considering PBIS.

1026
00:48:50,397 --> 00:48:51,773
Are there any questions?

1027
00:48:54,560 --> 00:48:56,190
I don't have the chat open.

1028
00:48:56,190 --> 00:48:57,343
Oh, here is the chat.

1029
00:48:58,880 --> 00:48:59,960
- There's none in the chat,

1030
00:48:59,960 --> 00:49:01,503
but maybe they have some now.

1031
00:49:08,580 --> 00:49:10,110
- Okay.

1032
00:49:10,110 --> 00:49:12,903
Well, just feel free to
ask them as I go along.

1033
00:49:14,480 --> 00:49:19,350
So, definitely supporting
all of this is the system.

1034
00:49:19,350 --> 00:49:24,350
And this is definitely a
funky looking chart here

1035
00:49:24,630 --> 00:49:28,160
that shows the different
kinds of teaming structures

1036
00:49:28,160 --> 00:49:32,630
that should be in place
for PBIS across the tiers.

1037
00:49:32,630 --> 00:49:35,550
And we've always talked about it

1038
00:49:35,550 --> 00:49:38,320
if you've been with us
through your journey of PBIS,

1039
00:49:38,320 --> 00:49:41,360
that at the school-wide
or universal level,

1040
00:49:41,360 --> 00:49:43,240
that there's a team of people that meet

1041
00:49:43,240 --> 00:49:47,020
to look school-wide across
how everyone is doing

1042
00:49:47,020 --> 00:49:52,020
around their positive behavioral supports

1043
00:49:52,870 --> 00:49:55,980
in terms of, office discipline referrals,

1044
00:49:55,980 --> 00:49:57,840
is a good way to look at it.

1045
00:49:57,840 --> 00:50:00,283
But the point I'm trying to make is that,

1046
00:50:01,610 --> 00:50:02,940
at the universal level,

1047
00:50:02,940 --> 00:50:06,440
you're not talking about students' names.

1048
00:50:06,440 --> 00:50:10,090
You're talking about
your system school-wide.

1049
00:50:10,090 --> 00:50:13,670
We're having problems at noon or 3 o'clock

1050
00:50:13,670 --> 00:50:18,670
or there seems to be
disruption in sixth grade.

1051
00:50:19,110 --> 00:50:22,290
We're not doing individual
student problem solving.

1052
00:50:22,290 --> 00:50:24,460
And we're doing that at the school level.

1053
00:50:24,460 --> 00:50:26,120
There needs to be a
team at the school level

1054
00:50:26,120 --> 00:50:27,370
that's looking at.

1055
00:50:27,370 --> 00:50:29,820
And Swiss provides a
lot of that information.

1056
00:50:29,820 --> 00:50:32,560
I'm sure you have a lot of
other data you could be using.

1057
00:50:32,560 --> 00:50:34,340
But we're preserving that.

1058
00:50:34,340 --> 00:50:36,180
So when you're looking
at the Tier 1 column

1059
00:50:36,180 --> 00:50:37,640
at the school level,

1060
00:50:37,640 --> 00:50:39,960
you're really monitoring
the components of Tier 1

1061
00:50:39,960 --> 00:50:42,780
and looking at school-wide data.

1062
00:50:42,780 --> 00:50:47,780
We also want to make sure
that at the SU/SD level,

1063
00:50:48,560 --> 00:50:51,330
especially with some of your schools

1064
00:50:51,330 --> 00:50:53,130
that have multiple schools in a district

1065
00:50:53,130 --> 00:50:54,740
or supervisory union,

1066
00:50:54,740 --> 00:50:57,350
that there is district leadership

1067
00:50:57,350 --> 00:51:00,090
that's bringing in the
leaders from your schools

1068
00:51:00,090 --> 00:51:02,090
to look at what's
happening across the school

1069
00:51:02,090 --> 00:51:05,920
so they can allocate
resources appropriately.

1070
00:51:05,920 --> 00:51:08,240
And the same thing with
Targeted intensive.

1071
00:51:08,240 --> 00:51:10,990
We really want that district oversight

1072
00:51:10,990 --> 00:51:13,894
to focus on how the students are doing.

1073
00:51:13,894 --> 00:51:18,894
And whether there are resources
that need to be allocated

1074
00:51:19,400 --> 00:51:20,773
across the schools.

1075
00:51:21,640 --> 00:51:24,900
And then at the school level,
you're doing the same thing.

1076
00:51:24,900 --> 00:51:27,720
But then when we get to Tier 2 and Tier 3,

1077
00:51:27,720 --> 00:51:31,220
there are 2 types of
specific student level teams.

1078
00:51:31,220 --> 00:51:34,590
And those student level teams at Tier 2

1079
00:51:34,590 --> 00:51:37,950
is again matching the
request for assistance

1080
00:51:37,950 --> 00:51:39,500
to off the shelf interventions

1081
00:51:39,500 --> 00:51:41,250
that you can put in place really well.

1082
00:51:41,250 --> 00:51:43,240
They have evidence of working.

1083
00:51:43,240 --> 00:51:48,030
And then the student level
team for PBIS at Tier 3

1084
00:51:48,030 --> 00:51:50,390
is the individual student level team

1085
00:51:50,390 --> 00:51:54,130
with members of that team
being specific to the student.

1086
00:51:54,130 --> 00:51:56,640
So that's just the way to be thinking

1087
00:51:56,640 --> 00:51:58,450
about your teaming infrastructure

1088
00:51:58,450 --> 00:52:00,870
across the tiers with the school,

1089
00:52:00,870 --> 00:52:04,510
the supervisory union
district, and for students.

1090
00:52:04,510 --> 00:52:07,480
- And just asking to
clarify which team members

1091
00:52:07,480 --> 00:52:09,213
would be attending the training.

1092
00:52:10,100 --> 00:52:12,990
- Okay, so ideally you're gonna have,

1093
00:52:12,990 --> 00:52:15,400
the administrator really
is a critical person,

1094
00:52:15,400 --> 00:52:18,930
because the administrator
is the face of the school.

1095
00:52:18,930 --> 00:52:21,470
And so students that have
some really complex needs

1096
00:52:21,470 --> 00:52:25,260
are always gonna be in
front of the administrator

1097
00:52:25,260 --> 00:52:26,093
at some point.

1098
00:52:26,093 --> 00:52:27,260
So the administrator.

1099
00:52:27,260 --> 00:52:32,260
Someone with some kind of
behavioral skills or competence.

1100
00:52:34,580 --> 00:52:37,360
It'd be great if you have
a mental health person

1101
00:52:37,360 --> 00:52:38,510
working in your building

1102
00:52:38,510 --> 00:52:41,270
who can participate in systems
level types of meetings.

1103
00:52:41,270 --> 00:52:42,480
That would be great.

1104
00:52:42,480 --> 00:52:44,780
And then some others
that are representative

1105
00:52:44,780 --> 00:52:49,780
of the universal team and,
or the Targeted teams.

1106
00:52:51,510 --> 00:52:54,450
So people, an individual or individuals

1107
00:52:54,450 --> 00:52:58,830
that have some involvement
across those other teams.

1108
00:52:58,830 --> 00:53:01,180
And then many of you have seen,

1109
00:53:01,180 --> 00:53:03,330
know about implementation science

1110
00:53:03,330 --> 00:53:06,010
and know that this takes a while

1111
00:53:06,010 --> 00:53:09,530
to get fully installed and sustainable.

1112
00:53:09,530 --> 00:53:11,840
So we may be sort of trying to figure out

1113
00:53:11,840 --> 00:53:15,300
where this approach fits in

1114
00:53:15,300 --> 00:53:16,720
with everything else you're doing.

1115
00:53:16,720 --> 00:53:18,820
And then hopefully a few years from now,

1116
00:53:18,820 --> 00:53:20,640
it's just gonna become so naturally,

1117
00:53:20,640 --> 00:53:22,790
you don't remember that
you struggled with that

1118
00:53:22,790 --> 00:53:24,140
in the first place.

1119
00:53:24,140 --> 00:53:25,890
I'm not going to ask this question.

1120
00:53:29,274 --> 00:53:31,941
So I didn't mention though Jeff,

1121
00:53:33,450 --> 00:53:34,970
that in order to participate

1122
00:53:34,970 --> 00:53:36,830
in the Intensive Level of training,

1123
00:53:36,830 --> 00:53:40,350
that the individual or individuals

1124
00:53:40,350 --> 00:53:44,710
that have some experience and competence,

1125
00:53:44,710 --> 00:53:46,750
they are the people that are referred to

1126
00:53:46,750 --> 00:53:50,023
to complete the FBA or conduct the FBA,

1127
00:53:50,960 --> 00:53:53,200
would be people to include.

1128
00:53:53,200 --> 00:53:57,000
You need to have at least one
person that has that capacity

1129
00:53:57,000 --> 00:53:58,230
to bring to the team.

1130
00:53:58,230 --> 00:53:59,760
So sorry, I forgot to mention that.

1131
00:53:59,760 --> 00:54:02,010
I just said, generally
behavioral confidence.

1132
00:54:06,565 --> 00:54:08,380
I'm not gonna ask this.

1133
00:54:08,380 --> 00:54:10,570
So next step.

1134
00:54:10,570 --> 00:54:12,760
You've already participated
in this webinar today.

1135
00:54:12,760 --> 00:54:14,930
There's a readiness
checklist that you'll see

1136
00:54:14,930 --> 00:54:19,930
if you go to the Intensive
Level of PBIS on our website.

1137
00:54:22,830 --> 00:54:26,190
And I see that sounds like a minimum of 3.

1138
00:54:26,190 --> 00:54:28,650
Yes, Jeff, I think that
would be appropriate,

1139
00:54:28,650 --> 00:54:30,230
a minimum of 3.

1140
00:54:30,230 --> 00:54:31,820
And ideally one or two more,

1141
00:54:31,820 --> 00:54:33,330
but that would be fine.

1142
00:54:33,330 --> 00:54:35,120
And you know, it really has a lot to do

1143
00:54:35,120 --> 00:54:36,570
with the size of your school.

1144
00:54:37,530 --> 00:54:38,433
But definitely.

1145
00:54:39,850 --> 00:54:43,500
And then think about
training in April and in June

1146
00:54:43,500 --> 00:54:46,553
and that coaching as a follow-up.

1147
00:54:47,610 --> 00:54:52,610
And if we do actually have
an FBA/BSP training coming up

1148
00:54:53,550 --> 00:54:56,073
beginning on January 28th,

1149
00:54:57,320 --> 00:55:00,450
schools are invited to
participate in this.

1150
00:55:00,450 --> 00:55:04,570
And it's expected that they
would bring someone else

1151
00:55:04,570 --> 00:55:05,630
with them from their school.

1152
00:55:05,630 --> 00:55:08,130
It's a very practice-based training.

1153
00:55:08,130 --> 00:55:09,960
It's 3 part series.

1154
00:55:09,960 --> 00:55:11,583
This year it's virtual.

1155
00:55:12,460 --> 00:55:16,380
I believe the dates are January 28th,

1156
00:55:16,380 --> 00:55:19,020
February 11th and March 10th.

1157
00:55:19,020 --> 00:55:22,190
And so the pair or team of people

1158
00:55:22,190 --> 00:55:23,910
that come from the school

1159
00:55:23,910 --> 00:55:27,110
will bring a concern of a
student that they have with them

1160
00:55:27,110 --> 00:55:28,220
to the training

1161
00:55:28,220 --> 00:55:31,370
and be able to practice
in between the sessions,

1162
00:55:31,370 --> 00:55:34,140
the parts of the FBA and BSP.

1163
00:55:34,140 --> 00:55:38,360
So that you walk out with
some idea of the process.

1164
00:55:38,360 --> 00:55:41,533
Maybe not a perfect plan
because you want to practice it,

1165
00:55:42,390 --> 00:55:47,220
but you come away with having gone through

1166
00:55:47,220 --> 00:55:48,630
all the steps of the plans.

1167
00:55:48,630 --> 00:55:51,080
We want to make sure that
you have that capacity.

1168
00:55:52,030 --> 00:55:56,070
We also are offering a
trauma webinar in March.

1169
00:55:56,070 --> 00:55:59,393
A lot of you have had training
in understanding trauma.

1170
00:56:00,670 --> 00:56:01,570
But if you haven't,

1171
00:56:01,570 --> 00:56:02,403
you might want to look at

1172
00:56:02,403 --> 00:56:04,250
our professional development calendar

1173
00:56:04,250 --> 00:56:07,470
to see if that's something
some of your team members

1174
00:56:07,470 --> 00:56:09,180
want to participate in it.

1175
00:56:09,180 --> 00:56:12,440
And we do talk a lot
about understanding trauma

1176
00:56:12,440 --> 00:56:14,703
at the Tier 3 training.

1177
00:56:16,670 --> 00:56:17,870
So you need to confirm

1178
00:56:17,870 --> 00:56:19,920
that your team has already participated

1179
00:56:19,920 --> 00:56:21,520
in Targeted training,

1180
00:56:21,520 --> 00:56:25,380
and that you have a score of 70%

1181
00:56:25,380 --> 00:56:29,780
on the Tier Fidelity
Inventory at Tiers 1 and 2.

1182
00:56:29,780 --> 00:56:31,870
And you're looking at that checklist

1183
00:56:31,870 --> 00:56:35,400
and reviewing that with your State TA

1184
00:56:35,400 --> 00:56:37,020
to be ready for the training.

1185
00:56:37,020 --> 00:56:39,070
So in all of our PBIS training,

1186
00:56:39,070 --> 00:56:41,083
there are prerequisite steps.

1187
00:56:43,590 --> 00:56:45,730
And so it's really part of that,

1188
00:56:45,730 --> 00:56:49,820
sort of building up the
momentum to install.

1189
00:56:49,820 --> 00:56:52,190
And so these are the ones for Tier 3.

1190
00:56:52,190 --> 00:56:56,170
But if you participated in
our other levels of training,

1191
00:56:56,170 --> 00:56:57,970
you know that there are some steps

1192
00:56:57,970 --> 00:57:00,350
that your teams need to do.

1193
00:57:00,350 --> 00:57:03,940
Again, our TAs are available
to help you with this.

1194
00:57:03,940 --> 00:57:08,070
And there are coaches
that you can also contract

1195
00:57:08,070 --> 00:57:09,700
with to spend more time with you

1196
00:57:09,700 --> 00:57:11,823
to go deeper into this process.

1197
00:57:14,130 --> 00:57:15,730
Other prerequisite activities.

1198
00:57:15,730 --> 00:57:17,260
Once you sort of have decided

1199
00:57:17,260 --> 00:57:18,880
whether you want to
attend training or not,

1200
00:57:18,880 --> 00:57:22,030
is the Family Engagement
webinar at Tier 3.

1201
00:57:22,030 --> 00:57:24,540
We collaborated with the
Vermont family network

1202
00:57:24,540 --> 00:57:27,060
to look at family engagement

1203
00:57:27,060 --> 00:57:29,614
as it exists in the different tiers.

1204
00:57:29,614 --> 00:57:33,660
And so there's a short video on that.

1205
00:57:33,660 --> 00:57:35,570
A Family Engagement Checklist

1206
00:57:35,570 --> 00:57:39,330
and the Checklist for the Intensive Level.

1207
00:57:39,330 --> 00:57:41,810
Keep track of all these things
I'm telling you right now.

1208
00:57:41,810 --> 00:57:44,240
There's a checklist to help you do that.

1209
00:57:44,240 --> 00:57:47,350
And then we ask you as you're
prepared to the training

1210
00:57:47,350 --> 00:57:51,440
to come to the training with
information about, you know,

1211
00:57:51,440 --> 00:57:52,990
one to three students

1212
00:57:52,990 --> 00:57:55,980
so that you can be practicing this process

1213
00:57:55,980 --> 00:57:57,570
when we get to the practices

1214
00:57:58,750 --> 00:58:01,403
a little bit in that training setting.

1215
00:58:04,050 --> 00:58:05,153
All right.

1216
00:58:05,990 --> 00:58:10,260
I think that about covers it at 9:59.

1217
00:58:10,260 --> 00:58:12,593
And I know I spoke quickly.

1218
00:58:13,540 --> 00:58:16,100
So if you have any questions, let us know.

1219
00:58:16,100 --> 00:58:21,000
Anne Dubie will be sending out
an email to you later today,

1220
00:58:21,000 --> 00:58:22,450
asking you how this went.

1221
00:58:22,450 --> 00:58:26,230
And you have the opportunity
to submit a request

1222
00:58:26,230 --> 00:58:27,920
for a certificate of attendance

1223
00:58:27,920 --> 00:58:31,230
so that you will be
able to count this hour

1224
00:58:31,230 --> 00:58:33,110
as professional development time for you.

1225
00:58:33,110 --> 00:58:36,070
And thank you.

1226
00:58:36,070 --> 00:58:37,420
Enjoy the rest of your day.

1227
00:58:39,210 --> 00:58:40,043
Happy new year.