- The Intensive Level of PBIS.
I'm Sherry Schoenberg.
I'm here with Amy Wheeler-Sutton and Anne Dubie
to support this event today.
It's one hour.
And we're hoping that you get a sense
of what we mean when we talk
about PBIS at the Intensive Level.
So that if your school is doing it
or thinking about doing it
or you just want to learn about it,
that you'll get a sense of it at the end.
This is not a skills-based training.
It's really just to talk to you
about the systems data and practices of the Intensive Level.
And with that, I think I want to launch a poll
just to get a sense from you about your participation today.
So what's your reason
for attending this one-hour webinar today?
I know it also, one of the options is not listed.
And can you you see the poll?
No poll.
- [Participant] Yes, I can see it.
- Participants might be able to see it.
I cannot.
- Oh, okay.
All right.
So if you could just let us know
if you're here because your school's implementing
at the Intensive Level
and you just want to learn more about it yourself,
or your school is implementing at universal
and Targeted PBIS.
And you're considering attending training
as a team in April or June.
Those are my questions
and nobody's answering.
So I'm a little concerned
about whether this poll is activated.
I have launched it, but I don't-
- Oh, Sherry, I answered.
- You did?
- [Heather] Yep.
- Yeah, I can see the answer Sherry.
- Oh, how do you like that?
I apologize, this end is not sophisticated.
I'm gonna end the poll now.
Hopefully you've all answered.
And that way...
I still can't see the results.
Well, you know why you're here.
(laughs)
- I can give you the answers.
- That's okay, because we don't have much time together.
But it just, it gives Anne any way a sense
of how we might be able to prepare
if you are planning on bringing a team to training
in April or June.
So thank you for sharing that
and we hope you get something out of it.
Whatever the perspective is you coming from.
You've all been participating in all these virtual events
and virtual education for almost a year now.
But I just want to let you know that you're on mute.
We will be recording this session.
Of course, if you have nothing better to do
over the weekend,
by then it might be up on our website.
So you can look at it again.
Or share with colleagues that weren't able to join today.
We're really hoping that someone who acts
in the role of coordinator
and is planning to attend April or June with a team,
definitely should have a chance to watch this
to get a sense of sort of this pre-training
before the whole team training.
Love to see your faces
but totally understand if you want to hide your video.
And the materials can be found at this link
which will also be placed in the chat box
periodically throughout the session.
So you can see we have the PowerPoint
and some readiness steps for today.
So we're gonna talk about what it is
and whether your school might be ready
to participate in training.
And in PBIS, we emphasize, in Vermont,
that it's all about the evidence-based practices,
the data that we use to help us problem solve
and analyze and review so that we can make key changes,
and the systems we have in place.
And the systems would be your teaming infrastructure
and what might be needed to ensure
that this is a priority for your school,
so that you can support all the adults in your building,
and your families and students at this level
to be familiar with the practices and get what they need.
And then of course, we'll talk about next steps.
So when we're talking about the Intensive Level,
we're saying like, this is really pretty much the hard part.
We know that there are students in our building,
everybody knows their names,
and we struggled to come up with a plan
that will help be supportive to them
and help them be successful.
And so we always emphasize with PBIS
which is positive and prevention based.
That we have to have a really solid foundation.
So anytime we are talking about installing
a new level of PBIS,
we're talking about building out that foundation
so that it's stronger and stronger,
so that when we're really working with students
with complex needs,
we have fewer students that have fallen through the cracks
to get there.
And we're able to do that really hard work
with fewer students.
So that's just a little visual to show that.
And here's the requisite triangle
that we have for our PBIS trainings.
But we really do want to emphasize
that if you do have all the evidence-based practices
implement it with fidelity
to support students to be successful
and the best first instruction that you can provide,
that only 80% to 90% of our students
are gonna be successful.
Some students are gonna need some additional supports.
And that would be the Targeted Level of PBIS
in addition to what you're doing at the universal level.
So you're always adding on to the teaching
of the expectations
by perhaps teaching them
in a little bit more frequent intervals
and providing positive feedback on a more regular basis.
And then students still have really complex needs
that they come in.
Some, we know what those issues are
when they're walking through our door.
Sometimes it's the school
and the student is struggling in just that environment.
But they're still not being successful
with just universal supports
and some additional targeted supports.
And they need an individualized plan.
And yesterday we actually had a webinar
at the Targeted Level,
and we were talking about how that's the part of PBIS
that we're gonna want to do until we retire.
We're gonna want to continue to come up
with evidence-based interventions
for students that have all kinds of different issues,
that we can be able to put in place really quickly
and early for students,
so that they're not going to need
that really intensive individualized plan.
I mean, that sort of sounds kind of countered
a person's center plan,
and we want to plan for every student
that's based on that student.
But with this work,
we want to be able to take those off the shelf interventions
and supports so that we can really meet students
where they're at without overreacting or under-reacting.
So that if we have all these things in place,
it should be about 5% of your students
that are gonna need some real individualized supports
in the social, emotional, behavioral overall.
And we really like to emphasize,
especially to anybody that's on a call with us
or training with us,
that when we talk about tiered approaches
to supporting students to be successful,
that we not label our students.
And it's a very common practice
that we're hoping to really shift.
Our mindsets and the way we talk about students,
so that we're not lumping them into categories
by saying that we have Tier 2 students
or Tier 3 students.
We're really trying to emphasize
that students have strengths
and really respond very very well
to many Tier 1 approaches.
But they may need something additional along the way.
And so this quote from the Vermont MTSS Field Guide,
which is the overarching document
to support schools in their implementation
of Vermont MTSS is really relevant.
We really want to be careful
and try to correct our colleagues and ourselves
by talking about students
that may have Tier 2 or Tier 3 needs.
Thanks, Ellen.
But they are not tiered students.
We do not tier students.
And this is emphasized further
when we look at this student, Dylan,
who has some pretty significant anger management issues.
And we can imagine what that might look like.
And he's really struggling with math,
and that gets him pretty angry.
So we are trying to think about how we can help Dylan
around his math and his anger,
so that he can have some adaptive responses to that
by building on the strengths that we see in Dylan.
He's got great peer interactions.
He's always in school,
he reads really well,
he has some great strong connections with adults
and he does okay in science.
So we want to make sure that we're identifying Dylan
as a student that has a robust list of strengths
that we need to use to help him with his anger management.
And so that's why we don't want to say,
Dylan's a Tier 3 student.
He's got,
he's not.
There is no such thing.
He needs help with his anger management.
So we really want to label a behavior, not a student.
And that we emphasize that
in all of our approaches with PBIS.
So when we're talking about the training
that a team might go through for PBIS,
rather than go back to Tier 1,
which is schools implementing with fidelity
the proactive prevention evidence-based practices.
And they have a system in place
that they're reviewing all the time.
When we get to Tier 2,
teams participate in training
to install the system state and practices at that level.
And so that would need to be in place pretty much
for teams to really spend their time,
really prioritizing their team members time
to participate in Tier 3 training.
And so with Tier 2, if you're looking at this linearly,
a team would go to Targeted training
and then have some supplemental trainings under their belt
as they prepare for installing Tier 3,
and that would include functional behavior assessment,
behavior support planning.
We need to make sure that there is some capacity
in your school for that to occur,
'cause that's one of the biggest Tier 3 approaches
that we use to help support students.
And maybe already installing
some sort of screening practices
to get a sense of students who may be at risk.
We know we have other screenings that we use
for externalizing behaviors.
Like our office discipline referrals,
the problem behaviors that we report on,
but you may have by the you're attending Tier 3 training,
considered installing a universal screener.
And we also offer some training in trauma response
and understanding trauma
that we think would be really good prerequisite
for a team to begin to prioritize training at Tier 3.
So the only real required prerequisites for a Tier 3
is that you're implementing Tier 1 with fidelity,
you have Tier 2 interventions in place
and you are pretty much at 70% on your TFI,
and you have some capacity at your school
to have individuals who can conduct
simple to somewhat more complex
functional behavior assessments.
That makes sense?
- Sherry, are you gonna talk about
who is on the Tier 3 team?
- Yeah. Gonna get to that.
This is just sort of the training sequence.
So here you're at this Tier 3 webinar.
There will be some readiness steps
that you can see on the materials link
and on the page that Anne put in the chat box.
And there's a readiness checklist
that we take pretty seriously.
In fact, for the part of the preparation
for a team attending Tier 3 training
is to review that with your TA, your Vermont PBIS, TA.
And you could always contact us
if you don't know who that is.
Just so that we can ensure
that this is really valuable time and you're ready for it.
'Cause nobody wants to spend time
that they're not gonna be able to follow up
and put in place afterwards.
And then we have the Tier 3 team training in April and June.
And follow-up coaching is really recommended,
highly recommended when we're talking about Tier 3 training
because we want to get these practices more fluent.
So if you have some basic understanding and experience,
invite a coach along to help you go through this process
of that with a student.
And so we encourage you to consider coaching
following the training.
And this is the way we approach it as I mentioned earlier.
And it's why PBIS is so sustainable.
Is that we need to have the systems in place
to support the evidence-based practices.
Have data to review those practices.
And this year, because of all the murders
of black people last year,
the black lives matter movement,
and just the increasing acknowledgement
that a lot of students are excluded.
And a lot of students are excluded
as a result of the pandemic as well,
that we are really trying to make sure
that we're looking at our systems.
Our data and practices with equity in mind.
And so that all students have access to these opportunities.
And so we should be asking our questions
when we're looking at all of these different parts of PBIS
so that all students will be successful.
And so I'm gonna spend a little bit of time
focusing on the practices at Tier 3.
So given that we're talking about individualized supports
for students,
what kinds of practices do you already have in your school?
If you would just want to type into the chat box,
which I'm gonna find so I can see it.
And what are you already doing
to support students who have complex needs
in an individualized way?
Okay.
Do you have certain practices already in place,
scheduled breaks, earned choice time, check-in check-out,
or perhaps some adaptations to check-in check-out?
Individualized check-in check-out, FBA/BSP.
All right, so you're already doing these things.
This is wonderful.
Successful behavior support plans, modified schedule,
break area.
That's really wonderful.
And what we're doing at the Intensive Level
and what we do also at the Targeted Level
is we're being a lot more explicit
about some of these things and where they might fit
so that we have the most efficient ways
of responding to students.
So we're not overreacting or under reacting.
So it's great that you have all these in place
and we're hoping that as you focus on the systems
and practices of Tier 3,
that this will be a little bit,
a little bit more organized for you, talking system.
Great, great examples.
Thank you.
When we talk about PBIS at the Intensive Level,
we're talking about students
that have some more individualized challenging situations
that we need to provide some support around
and the basic evidence-based approach,
the default evidence-based approach
is the functional behavior assessment behavior support plan.
It has the most evidence of supporting students
to develop some more adaptive behaviors
that help them be more successful.
So we're gonna talk a lot about FBA/BSP
and break that down into component parts
and look beyond the function of behavior.
As we get more sophisticated at trying to understand
and address behavior,
we will be looking beyond that.
But that's our basic default intervention approach
with Tier 3.
And obviously with students
that have complex needs in schools.
We suspect that they're having them
in the home and in the community as well.
So this involves a lot more involvement
and active engagement of family members and perhaps others.
And our approach with practices
is that we make sure that we have some teaming in place
and an organized way to pull a team together
around an individual student.
And that that team has a set of goals in mind
that they identified prior to doing some of the work.
What is it they're hoping to achieve?
I'm gonna break this down a little bit.
That there's an assessment that takes place
and that begins with the functional behavior assessment.
We develop an intervention plan, and we evaluate that plan.
And you see,
actually this is an old slide that didn't get changed.
That is under four intervention and five evaluation.
We're talking about behavior intervention plan.
That's an interchangeable term.
And we've most used behaviors support plans.
So I'm sorry that I missed changing that slide.
And just to give you a sense of the progression of things,
when we talk about student teams at Tier 3,
it's a little bit different from Tier 2,
and a little bit different from wraparound,
which goes beyond the Intensive Level.
And I want to make those distinctions.
So at Tier 2,
we have in place a small team of people
that's accepting requests for assistance from others.
From colleagues and perhaps family members,
students themselves,
that they need additional support.
And in that role,
this team is reviewing the concerns
that come forward to them.
And they're taking some off the shelf interventions
and trying to put them in place to support the students.
At Tier 3, our teaming looks different
because that's when we have an individualized team
for students.
That's where we have the key people
that know the student well,
perhaps the student.
Hopefully, the mental health people,
a mental health person in your building
who could bring that lens to the student's team.
So just another sort of prompt
to be thinking about the role of your mental health person
or your mental health functions in your school
and how they fit within this continuum.
That's really interconnecting the work
between homeschool and family with that lens.
So you have a student specific team
that's focusing on concerns that the student is experiencing
that the school is concerned about.
And that's how it's differentiated
from Tier 3 Wraparound.
Tier 3 wrap around
is when the student has complex needs
that exists in a pretty intensive way
across homeschool and community.
Where it's really not just a school concern.
And it's not just a student concern.
Where it's really beyond the student
and the family has some big needs
that need to be identified.
So we offer Tier 3 Wraparound training
to school teams that have good connections
with their partners
and then their partners agree to participate
because it really takes a village,
when we're talking about the most complex situations.
So I really want to make that distinction.
They all kind of blend together, there's no question,
but in terms of our progression of our training,
this is what teaming would look like for students.
Then we get to setting goals for students.
For Tier 2,
we do a very simple FBA.
And we set some goals for students
based on whether they are seeking attention
or they're trying to avoid something.
Whether it's a staff a person,
or an activity or something sensory.
And we're trying to connect them again
with those off the shelf interventions.
And that's a team that meets on a regular basis
not specific to the student.
And then for Tier 3,
we're looking at students,
they have, there are some really big concerns,
that are impeding school success.
And that's where that team comes together.
And sometimes people have some differing opinions.
So the goals that are set by that team
are what they're hoping to see,
not necessarily what they disagree on.
But before they actually go through the FBA process,
is sort of, what are their general goals,
or their hopes and dreams for the student?
When we get to Tier 3 Wraparound,
the goals would be the big goals that the family has.
The big needs that the family identifies.
And they're the center of that
when we're talking about the distinction between Tier 3
and Tier 3 Wraparound,
Then when we get into the assessment
part of the progress,
we are doing a sort of a simple or practical
functional behavior assessment
to match students to interventions.
And for students
that we have this individualized team-around,
we've set some general goals,
we're doing a little bit more
of an involved functional behavior assessment
with interviews and observations.
And with Tier 3, we're doing a lot more,
we're using a lot more tools
to help us identify with the family,
what their biggest needs are.
And then when we get to interventions,
again, we're always using our universal interventions
and building upon that our Targeted interventions,
and then maybe adapting our Targeted interventions
to be more individualized.
Like you've mentioned in the chat box,
perhaps some individualized check-in check-out.
And we're doing a functional behavior assessment
and creating a safety plan
'cause a lot of students may not,
but we'd have to consider whether we need a safety plan
around certain behaviors
that could get to a level of danger and concern.
And then with wraparound,
we're doing that safety plan as a crisis safety plan.
And what might happen if,
and what we're gonna do to prevent and respond.
So we'll talk a little bit about safety planning
and crisis planning at Tier 3 training
when the teams attend Tier 3 training.
And then we evaluate it all.
So we check-in and check-out,
those of you who are already implementing
Targeted intervention,
you're looking at a lot of this data.
And then at Tier 3,
you're looking at that data
as well as perhaps the particular objectives that you have
for the student on the student's plan
through either part of the Swiss suite of applications
or some format that you've created
for your particular student
and their particular goals and objectives.
And then with Tier 3 Wraparound,
we're doing all of that
plus some tools to assess how the family is doing
and what their perceptions are of success of the plan.
So those are some of the distinctions.
There's teams, goals, assessment, intervention, evaluation
across all of this,
and it's a progression.
We never sort of stop providing Targeted supports
and then go to Tier 3
or stop Tier 3 and go to wraparound.
It's a progression, but it's that same format.
I need to move on, I'm sorry.
So let's talk about the individual student teams a bit.
So now we're breaking down some of the components
of teaming, goals, assessment, et cetera.
And with the team,
we want people who are involved with the student,
who know the student,
hopefully the student, him or herself.
The parent, we'll talk about the parent in a minute.
Or the caregiver,
the primary care provider would be more appropriate.
Someone who has some control over perhaps resources
or influence over resources that can help support a plan.
And again, be considering the mental health person
in your school.
The mental health person perhaps
from your contracting agency
who brings a different lens to the situation.
And you can see the students in the middle.
And often in the past
I have attended individualized student planning
team meetings,
where the student has identified a peer.
And so, again, those are decisions that you make
depending on the student's situation.
But it's really lovely to have a peer involved
and the same thing with the family member
or the primary care provider,
bringing in someone who is a trusted adult in their lives
or perhaps a representative from a family support
and advocacy organization
to help them navigate all of this words that we use
and ensuring that we are aligning our supports for students.
When we go to Tier 3 training,
we talk about the teaming meeting structures.
You all have experienced facilitating meetings
with individual students
and perhaps family members, special education.
And so these are just some of the features
to some really effective team meeting structures
where we're always starting with data.
Great way to be objective
is to look at what the data's telling us
and now what individuals are anecdotally saying.
And that's why we sort of always set up our FBA/BSP
so that it is pretty data focused.
We brainstorm what that data might mean
and we try to understand it.
A lot of times the data is helping us ask more questions.
And so we don't jump right to solutions.
We really spend some time at a team meeting
trying to analyze and understand the data.
And then we make decisions
based on what we understand about the data.
Make sure we have consensus
and implement the agreed upon steps.
And consensus is really tricky.
You ever go to a meeting where,
and it's around a student,
where somebody might be kind of a strong personality person
guiding the meeting,
and you come up with a plan,
and you walk out and you say, oh, that'll never work.
We're really trying to avoid that
by having a kind of meeting structure
that people are familiar with,
that people are comfortable with,
that is really objective,
but allows you to also gain agreement during the meeting
about the feasibility of a plan working.
That's a big part of the team meeting structure.
And I think the best facilitators
just do this sort of naturally.
And I'm sure you all have a lot of skills in this area.
But what again, what we're doing with Tier 3
when we're installing this
and building our implementation fluidity around it,
we want to get better and better
and make sure our colleagues also have the supports
to really have these skills to use in a meeting.
Family engagement strategies.
That's also part of the Tier 3 training.
Again, I spend some time talking about the distinctions
between Tier 2, Tier 3 and Tier 3 Wraparound.
When we're talking about Tier 3,
the student concerns are primarily in the school.
If we are talking about Tier 3 Wraparound,
it's a whole other enchilada,
and your facilitator might be someone
that's not necessarily a school person.
They may or they may not.
And so in this situation,
we want to make sure that families have every opportunity
to be involved in the plan.
Because research shows that when adults agree,
the student succeeds.
And when the adults disagree, it's very, very hard.
For the students to get the support
he or she needs to be successful.
So we want to engage the families
in the best way we can
so that we can be aligned.
We provide information,
we learn from the family what barriers might be
to supporting the plan that you're putting together
at the school.
And we really wanna bring voice to families
while we're doing this whole process.
So sometimes your meetings are at school
during the school day,
or at a time during the day,
and they may be virtual right now,
where the family member can't be there.
And so there needs to be that communication process
with the family
so that you are having some meaningful contribution
to the plan that you're putting together.
And again, I mentioned earlier that bringing in a peer
from a family support organization may be valuable
to making sure that people are understanding
and communicating well about the process.
I talked about goals when we were looking
at the circles of the process.
And when we're trying to get people to participate
on the team,
we really want to identify some broad goals
even before we do the functional behavior assessment.
What are the things that you would like to see happen
in general?
And, you know, sometimes those big goals
of graduate college and get a job
that makes over $80,000 a year,
might be somebody's goals.
But really for this particular month, year in a school,
what is a goal that you really hope Johnny
will be successful with?
And that could be responding to requests from adults.
As simple as that.
And then you're gonna wanna then start your baseline data
based on the goals that the team members come up with.
And so, like, here's an example.
Johnny will follow instructions by teachers,
staff and other adults.
Then we conduct the assessment,
and we do the FBA.
And that leads us to the behavior support plan.
And so we really want to make sure
that there's capacity on our team.
And we want to understand what happens
before our behaviors of concern happen.
What the behavior is in a great, sort of a detailed,
with an operational definition to what the behavior is.
So that we're all understanding it the same way.
What happens after the behavior?
Not like how is the student punished,
but what is the result?
You know, when the student behaves this way,
this is what happens.
Whether it's something you do or not.
And it could be that the students run in the other direction
and it could be that the student is asked to leave the room,
or it could be the student ends up
putting his head on the desk because he's remorseful.
And so then we try to hypothesize
what might be the cause of his behavior,
so that we can develop a plan based on that assessment.
And for all schools that are involved with PBIS,
we encourage everyone to be able to think functionally.
And so that we aren't seeing a behavior that is a concern
and coming up with a solution before understanding it.
So we really want to ask the question, is why?
Why is this behavior happening?
What happens before the behavior?
So that we understand it well enough
to be able to make a plan.
When we get to Tier 2 and Tier 3,
we want to think about a simple
functional behavior assessment
that people in the school can have the capacity to do.
It's not this elusive functional behavior analysis thing
where there's multiple behaviors and multiple functions.
We can do simple FBA to start to develop a plan.
And then, but the students
that do have the more complex issues across settings
and several behaviors
may involve on more complex and lengthy
kind of functional behavioral analysis.
And that's where you may be calling on your colleagues
that either the school contracts with
or school psychologists that are already in the school
to help you put together a better understanding
of the student's issues
in a way that works collaboratively with you.
And we really are trying to move from a place of
where a professional comes in from outside,
doesn't know the student
and spends many hours observing and taking some data,
and then handing off a plan
that you haven't contributed to,
that you could have maybe contributed to
in a way that would be more successful for the students.
So when you go into a complex FBA
and you are bringing in colleagues from the outside
to develop an approach that is much more collaborative
with these folks.
And then the process for FBA/BSP
is to understand that behavior in a way
that you're able to define it.
This is a pneumonic that we use
when we do our FBA/BSP training.
We do some interviewing.
We ask when and where
and we try to figure out why that might be happening.
We observe the behavior and we create our hypothesis.
So we will be doing that with students
that you bring to Intensive Level training
as a practice for developing a plan.
So as I said, we really start with the understanding
of functional behavior first.
We have something called a functional behavior support plan.
That includes the protocol that we use
for functional behavior assessment.
That we'll be working with you on
for the students that you bring to the training
to practice this on
and has a plan part in it, as well as a safety plan.
So we will acquaint you with this particular document.
You may have your own.
This is just one that brings in different parts and pieces
from materials that we've called through
over the years for you to consider.
And this may be familiar to those of you
who are already trained in FBA/BSP.
We actually go through the process of creating
what the behavior pathway is
that leads to the competing behavior pathway.
So as we begin developing our plan for the desired behavior,
what we'd really want to see for a student,
we start teaching some replacement behaviors
that meet the function of the behavior.
And then build incrementally
to get to what we're hoping for the student to achieve
in the end.
And then we spend a whole lot of time
at our Intensive Level training
coming up with strategies in all these areas.
So we think about what are the setting events,
the things that happen prior to the behavior being triggered
that we may or may not understand the causes of.
To see if there's anything that we can do
to help on the very front end.
And sometimes we can't.
But we'll have a list of strategies.
And the teams brainstorm strategies with each other
on what we can do to help some of those setting events
be different for the students,
so the student can be successful.
And then we think about redesigning the environment
to prevent that behavior from happening in the first place
and all kinds of cues and prompts,
and perhaps physical environment changes
that we can make to help the student be more successful.
We come up with teaching strategies
for introducing new behaviors that meet the function
as well as consequence strategies
for when we see the alternative behaviors happen,
and to also help reduce the problem behaviors.
So we spent a lot of time brainstorming
all different kinds of strategies
so that you walk away with hopefully a lot more ideas
than you came in with, regarding the student.
And this is really moving us away from a student
who continues to demonstrate problems in the school
that really challenged the school to support the student.
And the student ends up becoming suspended as a result
of continuous behaviors.
So we're really moving away from,
there's a problem and a consequence,
or a problem and a response.
To all these strategies,
we could do well in advance of the behavior,
teaching new behaviors
so that the problem behaviors
are less likely to be reinforcing for the student
and providing positive feedback
for the behaviors that we want to see.
And I am talking a lot about behaviors here.
And we know that there are a lot of emotions
that are behind these behaviors.
But the beginning of the process
of the individualized planning
is really to think about the behavior itself.
That's something that we can see have some ability
to help the student find some alternatives
to help them be successful.
And then also focus on some of the relationship building
and or anxiety issues that might exist for students
as part of this process.
And then we have to measure it.
So with our students,
we need to learn about and use data
so that we can celebrate and see success,
as well as identify what might not be working.
So in the training at the Intensive Level,
we'll be talking about measuring behaviors,
the particular objectives that we have for students.
And this is some example
of goals that show how you might be counting behaviors
or counting responses to behaviors
or measuring other behaviors,
so that you might be looking at increasing
the number of time a student responds,
and then the very specific definition
of walking directly in the room,
taking a seat in the back of the class
and sitting quietly for a minute.
So that's pretty specific.
And when we have a student
that has a lot of complex behaviors,
we want to identify it to that level.
And so that's number of times.
And then we want to decrease the number of times
he runs away from adults, following adult requests.
Or it could be the amount of time.
So we want to be able to get our measurement
really accurate for us.
It could be number, it could be frequency,
it could be amount of time,
it could be interval,
it could be Likert scale.
One of the things we'll be talking about
that we talk about in FBA training as well in this training,
is ensuring that whatever plan we come up with,
we're looking at,
are we implementing that plan with fidelity?
So we're always asking for a measure on,
did we do what we said we were gonna do
and how well to what extent we did it.
And so that brings the adult responsibility into the plan
in a way that really helps us examine, you know,
what are we doing
and are we on the same page
and do we need to change our behavior to help that?
Again, some examples for Johnny.
We're looking at the amount of time he remains in his seat
and the number of times he might be engaging
in their definition of a tantrum.
And the interesting thing is when we record that,
we like to see that when task engagement is up,
tantrums are down.
So that's the kind of graph
that we're hoping you'll be using
with student plans,
so that you can really look at the behaviors
you're hoping will decrease as well as the ones
that you're trying to help support
an increased level of behavior.
Funny, you know, when he's engaging in tasks,
he's not tantrum.
And we'll also share with you what that part of Swiss is.
I-Swiss to help with your individualized plan
so that you can see some really nifty reports.
A great easy way to see how students are doing.
And my guess is that,
if you're working with individual students now,
you have something already.
But some schools have moved to the I-Swiss way
of recording and reporting data on individual students.
So we'll share that with you as an option.
And then at the training
we'll also be overlaying everything.
Developing a safety plan,
'cause some students with some concerning behaviors
that could be dangerous.
We've got to make sure that we're demystifying
a potential crisis in advance
so that we all know what our role is
when something might be happening
and we're doing something to prevent that.
And with that, we go back to the deeper system,
or the broader system,
which is, what's the situation
with your crisis prevention work
in your school for all students
and how can you connect with that system?
All schools are expected to have
some sort of crisis safety plan in place.
And so we will revisit that with your teams
to really look at how, what works for all students,
sort of at the universal level,
in terms of crisis prevention and response.
Can be utilized with its individual student.
And then for the individual student,
the plan looks at what the behaviors might be
and how those behaviors might be set off.
What works to prevent the behavior
from getting out of control?
What do you need to do to feel safe?
Who to contact?
What to do to manage the crisis?
What not to do.
And when you might need
to get some outside emergency support
from the police or the hospital.
And if you put that kind of a plan in place in advance,
it really takes some of the anxiety out of it
for all team members.
So we want to make sure that with our students
that have some concerns, that are dangerous,
that we can really feel like we would know what we would do.
And a lot of these questions
come out of the coordinated services plan, safety plan.
Because we really looked and found
that this was one that we liked the best.
So we'll share that with you.
And that's part of the functional behavior support plan
that we'll be sharing with you at a team training.
Okay, so let's move to data a little bit.
I think we talked about data a bit on the last one.
But we don't want to miss that.
You're already collecting data on students
that you might want to use
for helping to understand
the picture of a student better.
Like referrals for problem behavior, academics,
what strengths.
If you're doing a strengths inventory with students,
you might want to be collecting data on that.
Needs connected to goals and fidelity strategies
that you're using.
So we use a lot of Likert scale perception
on how well we think we're implementing a plan
as one way to assess fidelity.
And then you'll see when you look at the readiness materials
that there is a readiness checklist
for your team to consider for the Intensive Level.
And those of you who are on leadership teams,
you should be planning,
or you have already completed
the Tiered Fidelity Inventory for PBIS.
It's a validated instrument that helps you see,
to what extent your school team
believes it's implementing PBIS with fidelity.
And there is a Tier 1, a Tier 2 and a Tier 3 section.
So we're gonna be asking you to complete some of that
as baseline.
And then you would be able to make a plan around that
and monitor progress over time.
This is one way to be thinking
about whether your school's ready
to really prioritize a lot of their team's time
on training at the Intensive Level.
So this came from Steve Goodman out of Michigan PBIS
and it pretty much suggest that,
if more than 5% of your students
are receiving five or more office discipline referrals,
then the focus of your school's leadership team
should be on building and implementing Targeted supports
with fidelity.
So because you have too many students
doing that intense work of the individualized team on,
would be a struggle for you to do well
given the resources that you have at your disposal.
So if you're trying to decide,
are you ready for target training?
Look at your triangle data,
look at the percentages of students
that have the problem behaviors
that are recorded in Swiss
or wherever you're recording them.
If less than 5% students
have a lot more discipline referrals,
and they continue to get them.
And we're spending all our time on these few students,
that's really when your team wants to focus
on the Intensive Level of PBIS.
This is just guidance.
But the idea is that if you have so many students
on individualized plans,
it might be worth questioning
whether you need some more off the shelf
Targeted interventions
and a system in place to support them.
So it's definitely something to look at
as you are considering PBIS.
Are there any questions?
I don't have the chat open.
Oh, here is the chat.
- There's none in the chat,
but maybe they have some now.
- Okay.
Well, just feel free to ask them as I go along.
So, definitely supporting all of this is the system.
And this is definitely a funky looking chart here
that shows the different kinds of teaming structures
that should be in place for PBIS across the tiers.
And we've always talked about it
if you've been with us through your journey of PBIS,
that at the school-wide or universal level,
that there's a team of people that meet
to look school-wide across how everyone is doing
around their positive behavioral supports
in terms of, office discipline referrals,
is a good way to look at it.
But the point I'm trying to make is that,
at the universal level,
you're not talking about students' names.
You're talking about your system school-wide.
We're having problems at noon or 3 o'clock
or there seems to be disruption in sixth grade.
We're not doing individual student problem solving.
And we're doing that at the school level.
There needs to be a team at the school level
that's looking at.
And Swiss provides a lot of that information.
I'm sure you have a lot of other data you could be using.
But we're preserving that.
So when you're looking at the Tier 1 column
at the school level,
you're really monitoring the components of Tier 1
and looking at school-wide data.
We also want to make sure that at the SU/SD level,
especially with some of your schools
that have multiple schools in a district
or supervisory union,
that there is district leadership
that's bringing in the leaders from your schools
to look at what's happening across the school
so they can allocate resources appropriately.
And the same thing with Targeted intensive.
We really want that district oversight
to focus on how the students are doing.
And whether there are resources that need to be allocated
across the schools.
And then at the school level, you're doing the same thing.
But then when we get to Tier 2 and Tier 3,
there are 2 types of specific student level teams.
And those student level teams at Tier 2
is again matching the request for assistance
to off the shelf interventions
that you can put in place really well.
They have evidence of working.
And then the student level team for PBIS at Tier 3
is the individual student level team
with members of that team being specific to the student.
So that's just the way to be thinking
about your teaming infrastructure
across the tiers with the school,
the supervisory union district, and for students.
- And just asking to clarify which team members
would be attending the training.
- Okay, so ideally you're gonna have,
the administrator really is a critical person,
because the administrator is the face of the school.
And so students that have some really complex needs
are always gonna be in front of the administrator
at some point.
So the administrator.
Someone with some kind of behavioral skills or competence.
It'd be great if you have a mental health person
working in your building
who can participate in systems level types of meetings.
That would be great.
And then some others that are representative
of the universal team and, or the Targeted teams.
So people, an individual or individuals
that have some involvement across those other teams.
And then many of you have seen,
know about implementation science
and know that this takes a while
to get fully installed and sustainable.
So we may be sort of trying to figure out
where this approach fits in
with everything else you're doing.
And then hopefully a few years from now,
it's just gonna become so naturally,
you don't remember that you struggled with that
in the first place.
I'm not going to ask this question.
So I didn't mention though Jeff,
that in order to participate
in the Intensive Level of training,
that the individual or individuals
that have some experience and competence,
they are the people that are referred to
to complete the FBA or conduct the FBA,
would be people to include.
You need to have at least one person that has that capacity
to bring to the team.
So sorry, I forgot to mention that.
I just said, generally behavioral confidence.
I'm not gonna ask this.
So next step.
You've already participated in this webinar today.
There's a readiness checklist that you'll see
if you go to the Intensive Level of PBIS on our website.
And I see that sounds like a minimum of 3.
Yes, Jeff, I think that would be appropriate,
a minimum of 3.
And ideally one or two more,
but that would be fine.
And you know, it really has a lot to do
with the size of your school.
But definitely.
And then think about training in April and in June
and that coaching as a follow-up.
And if we do actually have an FBA/BSP training coming up
beginning on January 28th,
schools are invited to participate in this.
And it's expected that they would bring someone else
with them from their school.
It's a very practice-based training.
It's 3 part series.
This year it's virtual.
I believe the dates are January 28th,
February 11th and March 10th.
And so the pair or team of people
that come from the school
will bring a concern of a student that they have with them
to the training
and be able to practice in between the sessions,
the parts of the FBA and BSP.
So that you walk out with some idea of the process.
Maybe not a perfect plan because you want to practice it,
but you come away with having gone through
all the steps of the plans.
We want to make sure that you have that capacity.
We also are offering a trauma webinar in March.
A lot of you have had training in understanding trauma.
But if you haven't,
you might want to look at
our professional development calendar
to see if that's something some of your team members
want to participate in it.
And we do talk a lot about understanding trauma
at the Tier 3 training.
So you need to confirm
that your team has already participated
in Targeted training,
and that you have a score of 70%
on the Tier Fidelity Inventory at Tiers 1 and 2.
And you're looking at that checklist
and reviewing that with your State TA
to be ready for the training.
So in all of our PBIS training,
there are prerequisite steps.
And so it's really part of that,
sort of building up the momentum to install.
And so these are the ones for Tier 3.
But if you participated in our other levels of training,
you know that there are some steps
that your teams need to do.
Again, our TAs are available to help you with this.
And there are coaches that you can also contract
with to spend more time with you
to go deeper into this process.
Other prerequisite activities.
Once you sort of have decided
whether you want to attend training or not,
is the Family Engagement webinar at Tier 3.
We collaborated with the Vermont family network
to look at family engagement
as it exists in the different tiers.
And so there's a short video on that.
A Family Engagement Checklist
and the Checklist for the Intensive Level.
Keep track of all these things I'm telling you right now.
There's a checklist to help you do that.
And then we ask you as you're prepared to the training
to come to the training with information about, you know,
one to three students
so that you can be practicing this process
when we get to the practices
a little bit in that training setting.
All right.
I think that about covers it at 9:59.
And I know I spoke quickly.
So if you have any questions, let us know.
Anne Dubie will be sending out an email to you later today,
asking you how this went.
And you have the opportunity to submit a request
for a certificate of attendance
so that you will be able to count this hour
as professional development time for you.
And thank you.
Enjoy the rest of your day.
Happy new year.