- Good to see some of you back with us again
this morning on a Thursday.
It's a little bit warmer today, which is nice.
So welcome.
This is the Coordinator Orientation for PBIS
at the Intensive Level.
It looks like some of you attended yesterday,
which was the targeted.
And a couple of you also attended on Tuesday
for the universal.
So this is great.
What we're gonna do is,
I'm not sure how many folks we'll have joining us today,
but I think what we'll do
is we're gonna just go for this presentation right now.
If you do need to leave for any reason,
there is a recorded version on our Vermont PBIS website
that was done last year.
So just wanted to put that out for all of you,
knowing that we do have a small group.
So don't worry.
There's no offense
if you really don't have the time this morning.
But I guess we'll just I'll continue on.
And so thanks a lot for being here.
My name's Cassandra Townshend.
I am one of the new co-directors for the Vermont PBIS
and BEST project.
And I am here with my amazing colleagues,
Anne Dubie and Sherry Schoenberg,
who is also now our PBIS BEST consultant.
So we're psyched to have her.
She's gonna be helping me out with presentation today,
so we will get started.
Is there anything else, Anne or Sherry,
that I should mention?
- No, I think we're all set.
This is an orientation for anybody interested in
implementation at the intensive level of PBIS,
which sort of implies that you're implementing universal
and or targeted levels of PBIS at this point.
But no, that's it.
I'm just gonna jump in every now and then
as the torch gets passed to our new co-director.
- Awesome. Thank you so much, Sherry.
One thing I also wanna note is that
you will be muted during this session.
Please feel free to use the chat box
if you have any questions.
We have a nice small group
so feel free to raise your hand, use the chat.
We can have more of a conversation during this
if you have specific questions as well.
Let us know.
I also wanna note that some of you had indicated,
because this is recorded,
some of you had indicated that you did not want your visual,
your face, to be recorded.
So make sure your monitor is off
if you are one of those participants who indicated
that you did not want that to be recorded with us.
So let's get started.
So for this morning,
our agenda really is in giving you updates and information
on really what is the intensive level of PBIS,
and then we're gonna talk a little bit about
some of the important readiness steps.
Are you ready for this training
that's coming up in April or June?
And really the way that we're gonna guide this conversation
this morning is we're gonna look at the practices,
we're gonna look at data, systems,
and then really those next steps.
So this is really an opportunity for you to learn exactly
what you need to do to get ready to embark
on this next level of PBIS.
Before we begin,
I wanna always acknowledge that this work
is collective effort from the National PBIS Center
and the Northeast PBIS Center as well.
and Vermont PBIS, and folks like you as well.
We love hearing your stories and what's working well.
So presentation's a compilation
of all the great research out there
that we have done collaboratively.
So this is a slide to show that this is hard stuff.
Here comes the really hard part.
When we're thinking about embarking on
the intensive level of PBIS, it's really important for us
to really be intentional around bridging our tier one
and tier two services and supports
with the tier three.
Oftentimes they're sometimes siloed or isolated,
having just recently come from a school.
They're often separate.
Often students on IEPs are receiving
tier three intensive supports.
And what we're finding sometimes, not all the time,
is that often sometimes students who are receiving
intensive levels of supports
may not actually be receiving
or have access to universal or targeted levels of support.
So we wanna make sure that that's really clear that
even though a student at this level
who really needs that highly individualized support
is also having access to universal practices
as well as some targeted level of supports.
So that's really important.
As you know,
we would be remiss not to have a presentation
without a triangle, of course,
talking about the various levels.
So you're here because you most likely have
implemented the universal training.
You have your expectations for students.
You're giving students feedback.
You hopefully have also implemented targeted features
of PBIS, whether that's Check-In Check Outs,
some small group social skills, social cognition groups.
And then really the intensive is all about that
one to 5% of students who might need something more.
These are the students who have access
to all universal practices and interventions.
They may have a small social skills group,
like Second Step for an example.
And yet they might still need,
based on those layers of intervention and support,
they may need something a little bit more individualized.
And typically when we talk about what percentage that is,
as I mentioned, that's about one to 5% of your population.
This is, as I mentioned yesterday,
and you may have seen this
and we joke about this is our tattoo.
One of the things that makes PBIS sustainable
is this overlapping system of supports.
So we really focus, as teams, on the system.
So how are we supporting this initiative,
this effort, this framework?
What does our teaming structure look like?
And then we're utilizing evidence-based practices
to then impact the students that we work with.
So we wanna identify what are the practices we're using.
And then finally,
we wanna think about the data.
We wanna think about how are we measuring what we're doing,
and how is it having an effect
on our students across all tiers?
We use measures across universal, targeted
and the intensive level as well.
And really at the center of all of this is equity.
We had Elena Aguilar come to the Summer Institute,
and we really like her quote here around,
what does educational equity mean?
And I'm just gonna read it 'cause I think it's so powerful.
"Educational equity means that every child receives
"whatever she, he, they need to develop her, his, their
"full academic and social potential
"and to thrive academically and social-emotionally."
And simply stated, "Every child, every day. Period."
And so that's really where we're focusing on
the intensive level, the targeted level,
all aspects of PBIS.
We need to make sure we're addressing
and focusing on equity.
So how do we do this?
So the foundation of all of this work
really starts at the universal level.
We cannot implement intensive or targeted
without having a strong, equitable foundation
for all students to access.
So what we're gonna be looking at
and what we hope that you all are looking at
when you're thinking about implementation
and sustaining PBIS is access.
So do students have access to all the universal supports?
When we're talking about the universal as well,
thinking about student choice and voice,
do you have representation?
That's number two, representation.
Are they on?
Do you have students that are on your committee,
on your universal team?
Do you have family members who can participate?
And again, meaningful participation is huge.
And then as always,
we're looking at making sure that we have,
we're equitable about high expectations for all students
and really leading to those high outcomes.
We want all students to be successful.
So we wanna really focus on that universal, equitable,
school-wide foundation,
because that is the strength that will then allow us
to build upon the targeted and intensive,
and will ensure that targeted
and intensive levels of support are also equitable.
So those are really key, key features.
One of the things that we're really focusing on as well
is, in addition to equity, is restorative practices,
restorative approaches within.
We're moving beyond sort of the punitive approaches
going towards the restorative approaches,
and really thinking about,
how do we build a safe, respectful,
productive learning environment?
We have positive relationships.
So throughout all of this,
we all have the same goals in mind across the tiers
and whatever we're implementing.
We're thinking about strength-based approach.
We're all learners. We're all gonna make mistakes.
How do we teach our children?
How do we learn as adults to do things differently
in a way that is more productive and successful?
So again, and restorative approaches
really does depend on an equitable learning environment.
So making sure that, as I said previously,
we're really focusing on equity at the universal level.
And the best way that we can do this is making sure
that our schools are also culturally responsive.
So there's some key features to this.
There's we wanna make sure there's representation, access,
voice, and choice.
In our curriculum,
do we see the various students represented in our work
that we're sharing?
So those are some examples.
And really PBIS is not fully implemented
until it is culturally responsive.
I talked yesterday, and I'll share this again,
PBIS is a framework.
It's not a canned curriculum.
It's not something you pull off a shelf.
So of your school to determine
how PBIS addresses cultural responsiveness
and is culturally responsive.
One of the resources that we do have
is the Cultural Responsive TFI field guide.
If you haven't checked that out,
please check it out.
There's a link on this presentation,
and it's just a really good...
It walks you through the TFI,
through that cultural responsiveness lens.
Really helpful resource.
And one thing we always wanna mention here
is the continuum of student support for Dylan.
So again, we wanna focus on, in PBIS,
focusing on the behavior,
not necessarily labeling the students.
Some students such as Dylan
may struggle with anger management or emotional management.
But guess what, he's awesome at peer interaction.
His attendance is phenomenal.
So Dylan is not necessarily an intensive kid.
He is a student who needs intensive support in math
or in emotion management.
So think about that as just a friendly reminder
that we're still focusing on that.
We often, when we go into schools, still see and hear folks
referring to kids as, "Oh, that's an intensive kid,"
and that doesn't really define who Dylan is fully,
nor would it define me as an intensive adult
who may need intensive supports getting motivated
to work out every day.
I need a little incentive. I need some encouragement.
I need some acknowledgement.
So really wanna focus on that as we continue this.
So tier two, tier three training sequence.
So I'm showing you the sequence that we have.
Tier three is really the wraparound facilitator training.
In recent years, we haven't done much of this.
If you are interested in learning about that,
that's certainly something we can talk about,
but primarily we'll be focusing on really tier three
within your schools.
So how do you build tier three intensive supports
within your schools?
Wraparound, as you may already know,
it's a little bit more intensive at times.
It's a lot of collaboration between external agencies,
your designated agencies, your mental health agencies,
all of those folks really wrapping around,
and it's a highly intensive process.
But right now, this training will help you develop
your intensive training within the scope of your school.
And it may include school social workers,
folks with mental health.
So these are all things that you're gonna consider
when you go through this training.
So you are here, you're here at the intensive webinar.
We're gonna go through all of the different features.
You'll complete the TFI Readiness Checklist
and other activities.
And then hopefully you'll attend the April or June training.
And then what we have is we've adopted a system
for providing ongoing coaching and data support
for your teams.
So right now I wanna talk about a quick question for you.
What types of intensive individualized supports
do you offer students now?
So go ahead in the chat box,
take a quick few moments.
What kind intensive interventions
are you currently implementing in your schools, if any?
And if you don't have any, that's totally fine.
Just wanna get a pulse.
Okay. So I'm gonna move on.
That's okay if you don't have any right now.
That's totally fine.
An example of it could be individualized counseling,
perhaps, in addition to
some really intensive behavior programming.
Those types of things.
You can actually also individualize Second Step,
if you really wanted to.
So Second Step is something,
an evidence-based curriculum that you can use
at the universal level
to give students that broad sweep of the lesson.
You can also use it at a targeted for students who may need
a little bit extra.
And then really those students
who are really, really struggling
may need more of a one-on-one,
highly individualized Second Step lesson.
So as you can see,
there's various ways to take existing interventions
that you may be currently doing
and really intensifying them
as you develop your intensive interventions.
Great. Sue had shared, "We have individualized counseling."
Thank you, Sue.
Maureen had just shared
Washington County mental health analysts.
Great.
That's an awesome.
That's really great you have that connection already
because that will be the connection you'll wanna create
at this training as well.
So thank you for sharing those.
Those are really helpful.
- I'd just like to add one example just to this.
Some clarity to the seamlessness of PBIS
is one intensive level or individualized intervention
would be something we call like Check-In Check Out plus,
where you've got a Check-In Check Out system in place,
and you've got a lot of students that are accessing
this more frequent interval of reinforcement
for following expectations,
but some students might need more specific to them
Check-In Check Out situation.
So that would be an individualized tier two intervention.
So it's like a tier two, tier three.
So that's just one example.
And I'm sure you all have students that are on IEPs
or 504 plans.
Those are individualized interventions as well.
PBIS, it does not necessarily mean
that students are on IEPs or 504 plans,
but that is an another example
of individualized intervention.
Thanks.
- Thank you, Sherry.
Yeah, that's a great one.
I had forgotten about that. Thank you.
So now we're gonna talk a little bit about the practices.
And Sherry done a nice example of sort of
what a tier three intervention is.
So again, when you're thinking about distinguishing students
who may need tier two, tier three,
you're really for students in tier three, again,
we talk about one to 5% of your population,
'cause hopefully if they're in tier two,
that may be sufficient for them to be successful.
And it's less resource heavy or labor intensive.
But again, you wanna think about students
with serious or challenging behaviors
that require those individual interventions.
You also want to have a pretty robust system
of collecting data and also determining function of behavior
to inform your behavior support plan.
And then there's lots of coordination with the home, school,
and community resources.
So those are sort of the key features
of a tier three intensive intervention.
And this is one thing you'll go through at the training.
You'll spend a lot of time on this.
This is a process
really for planning for individual students.
So students who are identified
as needing intensive supports,
you're gonna think about who are the best folks
to be on that student team?
What are the student goals?
How are you gonna do the assessment?
What type of intervention might be the best
to meet the student's needs?
And then you're gonna evaluate.
This is a book that we highly recommend.
"Prevent, Teach, Reinforce," by Dunlap and others.
And it's a great resource,
if you're looking for a resource to, again,
I'm not sure...
Do we have these at the intensive training, Sherry?
- Well, they became really expensive,
and so we sort of used this book as our framework
for putting together this training.
And we also use like
the function behavior support plan protocol.
So we use a bunch of different things.
But this is a really great book
to help people easily understand
the function-based process
of developing an individualized support plan.
It's very friendly.
It's like 50 bucks.
- Okay, thanks Sherry.
Yeah, I forgot how much it was,
but I do remember it being be super helpful.
So just as a resource, it's not required.
We've taken all of this stuff for this training.
But if you are interested in that resource,
it's here for you to look at.
So let me dive into a little bit of just sort of
a very quick overview of sort of
the difference between tier two, tier three and wraparound.
I'm not gonna go through each one of these tiers.
You certainly have the presentation,
and I believe had linked it into the chat box,
but I really wanna focus on the middle column here
regarding tier three and the intensive process.
So the one thing you're gonna wanna think about,
number one, is those student teams.
So these aren't just random teams.
These are student-specific teams.
So you may have the student on this team.
It depends obviously on the developmental.
You're gonna think about parent involvement.
Definitely great to have admin support
because at this point,
what I have found schools is really you wanna have
a really tight team and a consistent team
because oftentimes at this level,
without this level of support,
teams may be having the conversations,
"Oh, let's think about another placement,"
or "Let's think about something else."
So we really wanna focus on the team
who's really invested in that student
to come up with those intensive interventions
that would help the student be successful
in their home, school, community.
The other thing you wanna think about is the goals.
So you wanna develop goals like we would do for academics.
What are the learning targets? What are the goals?
How are you gonna measure those?
So again, you wanna think about
one to two specific problem behaviors.
Oftentimes if you pick
the most significant problem behavior,
that may actually minimize other behaviors,
other behaviors that you were also concerned at,
especially if you think functionally
and you're really attending to the function of behavior,
which is, here we go, assessment.
So you wanna really think about an FBA,
and really doing a comprehensive FBA at this point,
making sure that you have somebody on your staff
who's able to do a functional behavioral assessment.
That often includes observations of the student
in the learning environment,
in both the areas and the context
in which the student is struggling,
and the areas in which the student is successful,
because there's obviously some reasons why certain students
are successful in different environments.
So you really wanna get to that as part of this process.
What is that function?
And then you're gonna start thinking about interventions.
So you're gonna talk a little bit about,
what's working right now for the student?
What interventions?
You'll do like a little inventory
of what interventions are working well for the student,
what are things we need to do?
And you're gonna develop a behavior support plan
based on the function of behavior.
And that often includes a safety plan,
because at this level, if a student typically needs this
level of support,
there often is a safety concern.
And previously, as an administrator,
this is always our priority is making sure
the student felt safe and everyone was feeling safe
in the school.
And then you're gonna evaluate.
We can't do anything without evaluating.
We don't just implement something and say,
ah, we think it's gonna work.
We spend a lot of time looking at our data and saying,
and perhaps in six to eight weeks cycles,
intervention cycles, looking at the data
even more frequently at this level.
We actually recommend that teams meet weekly if possible.
I know how difficult that can be, but again,
we wanna look at the data as frequently as possible
to then make plan changes
so that we're meeting the students where they're at.
And the process,
when we're talking about the intensive level,
the same features exist.
The process is essentially the same.
Your teams, if you're in a small school,
your teams may be the same
with the addition of additional folks
who may have more mental health expertise
at the intensive level
versus the tier two level or targeted level.
But really the process is the same
whether you're in tier two, tier three,
or even considering wraparound services.
You've got your team.
You've got this awesome team who's ready to meet
and have conversations.
You're looking at goals, your assessment,
your intervention, and also evaluation.
So, in a way, I find that comforting.
You're not developing a completely new process.
So think about what currently exists in your building
and build off of that, which can be really helpful.
So how are these five steps similar or different
from individualized delivery of supports and services
in your school?
So quick question.
Anyone have ideas or thoughts are these five steps.
And when I talk about five steps,
I'm talking about the teaming, the goals, the assessment,
intervention, and evaluation.
Is there an area that you would think that your team
would need to work on during the intensive training?
Or is there an area that you've got,
you're good to go?
Something that's working well for you.
I'll just give you a minute it to type in the chat.
observation.
Awesome, Sue.
Yeah, that's so, so incredibly important.
Making sure you're observing the student
in the environment.
Awesome, Ashley.
Observation. Great.
Yeah, that is critical,
to have your eyes on a student,
because you may also realize there's environment.
Remember we talk about we're not fixing kids.
Much of what we're doing is thinking about our environment
and how are we modifying our environment
and the way that the adults behave
and do things to improve the outcomes of our kiddos.
So thank you for that.
Observation's great.
So this is step one.
So during the training,
you're gonna talk a little bit about
your individual student teams.
Maureen, thank you for adding that as well,
as well as developing goals.
Excellent.
And many of our schools are excellent with goals,
especially if you're a student who is on an IEP.
We spend a lot of time developing IEP goals.
It's very similar in a lot of ways.
So thanks for sharing that, Maureen.
So you wanna think about your individual student teams.
Again, you wanna think about a variety of people
who may help determine and think about
what intervention might be the most helpful.
And at this level,
it may actually be support for the family.
I've been on teams at this level where
the family really needs some support.
Maybe we need to be a better communicator with the family
around what we're doing so that we can build consistency
in response in school and in home.
So essentially you want people who are invested
in the student, who care about this student,
who really want to see the student thrive and be successful.
And you want folks who know the student,
people who are invested, who are also actively involved.
So it's a whole diverse group of folks.
So again, many minds at this point are often helpful
to help think about creatively and out of the box thinking
to support the student.
And student voice.
Again, developmentally appropriate, of course,
but how can we support students to let us know
really what they need?
Sometimes they'll tell us with how they behave.
As we know, behavior is a form of communication.
Your general team meeting structures,
and many of you probably have team meetings
that are structured this way already.
But again, you're gonna look at all sorts of data.
You're gonna brainstorm ideas.
That's where that think tank comes in.
You're gonna prioritize.
You're gonna make decisions based on data.
And really there has to be consistency across implementation
at this level.
Kids, it's like whack-a-mole.
Kids identify.
They will identify whether or not an adult on their team
understands what they're supposed to say in response.
So we all have to, as adults, think of a circle,
we all need to be consistent in how we respond,
whether it's a script
or something that we've all agreed up upon,
but we really need that consistency
so that students understand that we're all on the same page
and we're all gonna respond in the same way.
That's how we're gonna be able to help with
some of the behavior change, for sure.
Family engagement strategies.
Again, how do we currently communicate with families?
Oftentimes, from my experience recently
as a special ed director,
there's a lot of families who are not fond of schools.
They've had poor experiences
with their own experience in school.
Maybe they had a learning disability,
maybe they struggled in school.
And so how do we help build that bridge?
And that we're working with them to support their child.
We're not doing anything to them.
So again, think about
how are you providing information to families.
Are you acknowledging the family's voice?
How often do you get their voice?
You may have a team meeting. Can they join the team meeting?
How can they give you the information
if they're unable to join a team meeting?
Maybe they don't have technology.
What are other opportunities and ways for us to create
collaboration between families?
Goal setting is step two.
So you'll spend some time with this.
And at the training, I'll get to this a little bit later,
but I'll just share now, at the training,
you'll come with a student in mind.
So when you're in this training,
you'll come with a student in mind
and we're gonna go through these different things.
So you'll think about setting goals for your student.
But again, you often wanna start with broad goals
that are identified.
There might be short term goals,
especially in the behavior support plan.
What are the behaviors you wanna increase?
What are the behaviors you wanna decrease?
So you're gonna think a little bit about that.
And then you're also gonna think about what kind of data
will you use to track some of those.
So an example of a broad goal.
"Jonathan will follow instructions by teachers, staff,
"and other adults."
That's a general broad goal.
But then you might get a little bit more specific.
What does that look like for Jonathan in the classroom?
So maybe one way he's demonstrating
that he's not following instructions in the classroom
by other adults,
is he blurts out or walks away.
So that may be the behavior, the short term goal,
the behavior you wanna decrease is that student walking away
when adults give instructions.
So you're gonna think a little bit of this broad goal,
and then also specifically sort of that short term.
And then steps three and four
are really that assessment piece and that intervention.
It's like a puzzle.
Hopefully you've tried all of these different interventions
and have kept data on the previous interventions.
'Cause if you know something hasn't worked,
you don't necessarily wanna do it again,
unless there's been a significant change or something.
But again, thinking about that function, it's a mystery.
You wanna figure out what that function of the behavior.
It's that big why!
Why is this student walking away
every time an adult gives an instruction or a direction?
What is the student trying to get out of that behavior?
Because something must be making that student
want to do that, and it's reinforcing.
So you start with that, the big wondering of the big why,
and then you pick your intervention
and develop your intervention
based on the function of behavior.
So you're thinking about,
when you build your behavior support plan,
you're gonna think about, well,
we need to de decrease this behavior,
but we wanna also increase this behavior..
And we know that the function of the student
is to escape class,
so then how do we make class more exciting or more engaging?
Or how do we think about some different strategies
to really engage that kiddo?
And really all of you, all of our schools,
should have the capacity or personnel
to be able to do a complex or simple FBA.
I know many of our special educators
have received training in this.
There's other behavior systems coordinators
in many of our schools.
So think about who is the person or people
or group of people who really have that level of expertise.
And if you're looking to increase this level of expertise
because it's essential at this intensive level
and also to bring this person with you
to the intensive training,
we do have an FBA training coming up.
Fingers crossed it'll be in person, February 10th
and March 10th.
So at that training,
you also get to dive into functional behavior.
You go back to your school,
you do a little data at your school,
and then you come back and you share your results
with colleagues and other training attendees.
So highly recommend that for folks who feel
that having somebody with FBA is a weakness right now
in your school,
definitely have somebody attend that training.
Simple versus complex FBA.
This training will talk a lot about it.
Again, not gonna get into too much detail
for the purpose of our work today,
but simple FBA is I could simply do that
as a classroom teacher.
What are the patterns of behavior
that the student is always showing?
That might get to, what's going on for that student?
And when you think about SWIS and our universal system,
we recommend that you ask
that teachers start thinking functionally.
And when they're filling out those behavior observation
and data forms,
formerly known as office discipline referrals,
we ask teachers to identify what their best guess is
for the function of behavior.
So that in and of itself is a simple FBA.
A more complex FBA is often when students are
really at that point of significant challenging behaviors
where they may have
more office behavior observation data forms, referrals.
And so again, we can do simple and we can do more complex.
And so to be able to have the capacity in your school
to be able to navigate both of those
is really critical at this level as well.
You'll learn a lot about this
if you do attend the FBA training.
Again, this is us sort of a way to remember...
Oh, good, Sue. You're doing it!
Awesome!
That's great, Sue.
So, sorry, Sue just mentioned in the chat
that she's gonna attend the FBA training.
Awesome.
But this is just a way to also remember,
you'll learn about this.
So whenever we talk about FBA,
we wanna define the behavior first.
We wanna also interview, ask questions,
and then we wanna observe the behavior.
We need to see it in the environment in which is happening
as well as the environment in which it's not happening,
'cause that can also give us a good idea.
And then we wanna hypothesize.
So this is where we sort of do our best thinking around,
why is this happening?
Where and when?
And so you'll get the training as well.
Once you do all of that,
you're gonna come up with a really nice tight
behavior support plan.
And we have examples of these on our website.
There's the F-BSP protocol that really shows you how
to think functionally and really concrete steps on
how to do this, how to do an FBA, and then how to develop.
How does that FBA inform your behavior support plan?
Oftentimes in schools they'll say,
oh, I have a behavior support plan for a student
and I have an incentive system and I have all of this stuff.
And then I'll say, well,
can you tell me about the function of behavior?
Let's talk about the FBA. Can I look at the FBA?
And what I have found is that sometimes people jump
to the plan without actually doing the work
that you necessarily, and is required to do,
to make sure that plan is successful.
You gotta do the homework and the plan before
so that it is very successful for our kiddos.
And then this is something you'll also notice
at the FBA training.
And we'll talk a little bit about this
at the intensive training.
So this is a really quick preview of it.
But thinking about what is the problem behavior,
we always wanna start with that.
We wanna think about what are the antecedents,
the setting events or conditions, those types of things.
And then we also wanna think about, well,
what is our desired behavior for the kiddo?
And what is the replacement?
What is the behavior that we can live with?
What's the behavior that's gonna be less disruptive
for the learning environment in the classroom,
but also gets the student to feel pretty good
and also have them have that access to that function,
like why they're doing it?
And then you kind of go through.
So how are you gonna maintain that desired behavior?
And then that's really where you get to,
what is the function?
So this is sort of your competing behavior pathway
that you'll dive into
when you're really thinking about your student.
And at this training, we'll really dive into this,
to think about the function for the student
that you bring to the training.
And when I say, "bring the student to the training,"
we don't typically have the student attend this training.
We have in the very past.
We had like a team with the student.
But this is really you wanna bring the information
on the student,
not necessarily the student itself.
But if you have questions about that,
we can certainly talk about that.
And again, this is just another way to look at it
that we'll go over.
These are the strategies based on FBA.
So we wanna make sure we're looking at
the setting of them strategies or the setting events.
What are the antecedent strategies?
So right before the behavior,
how can we change the environment or how can we prompt
or pre-correct before an actual behavior?
So you're gonna think about.
And then the teaching strategy.
So once you have all of those things figured out
in the function of behavior,
then you're gonna go through,
okay, now we know the function of the behavior
is to escape math class.
What are we gonna do?
What are our setting event strategies?
What are our antecedent strategies
that we're gonna now put in place to support that student
not escaping math class?
And we'll get into that a lot during the training.
So step five, evaluation. So we evaluate everything.
We're pretty good at this as educators.
It's a feedback loop.
We wanna make sure we're constantly looking at data to say,
is this working?
You also wanna think about fidelity of implementation.
I've also seen some of my teams.
They put something in place for six to eight weeks,
and they look at the data on a weekly basis,
and they're like, "Oh, that's not working.
"We're gonna switch to another intervention."
And yet when we start having conversations of fidelity,
well, did Mrs. Smith actually follow the script
that we had taught her previously?
Or did Mr. John not?
So you wanna think about that
because that's where I'm talking about
that consistency of implementation.
That is a must, must, must, must at this level!
I can't emphasize that enough.
Because otherwise you're wasting a lot of time
and effort if only half of your team
or half of your folks
are actually implementing the practice with fidelity.
And then that leads you to an outcome
or a decision that may not actually be true,
because if everyone had implemented
the behavior support plan with fidelity,
the outcome could have been very different.
So again, a lot of is on us as the adults,
as much as it is on really supporting the student.
And then we're always using data. So just keep that in mind.
How are you collecting the data?
And at the intensive training,
we'll dive into that quite a bit as well.
Again, short term goals.
You wanna increase.
What is it you wanna increase?
The number of times he responds appropriately
instead of walking to the room.
What are the behaviors you wanna decrease?
And then here are the things that we're gonna look at
when we're measuring.
So you've got your broad goal.
You've got your short term goals.
What are the things we're looking at?
So we wanna look at the frequency of behavior.
We wanna look at the duration of it,
so time in class, time out of class perhaps.
Length of time maintaining in the class.
We wanna look at the intensity as well.
We can often use Likert scales as well to say,
as let's say I'm a para educator working with a student,
I have a Likert scale the student did.
To what extent did this student
do this activity independently, for an example.
Likert scale.
One meaning not independent at all.
Five meaning super independent.
So again, think of ways to track.
There's also perception data out there that we can look at.
What are your observations?
And that's really important for the classroom teacher
as well as the team to meet frequently
to really share those perception data pieces.
And then also you wanna reflect on
fidelity of implementation.
And these are just some examples of how you could measure
task engagement versus tantrums.
So if you're trying to increase task engagement
for a student, you may wanna do something like this.
Amount of time Johnny remains in his seat
with eyes focused on the teacher.
So think about that.
What does it look like for the student to be engaged
in the task?
And then how are you measuring it?
Tantrums, similar.
You wanna decrease the number of tantrums.
So number of tantrums Johnny
engages in screaming, da da da da.
So again, think about that.
How do you measure that?
'Cause really we want those to decrease
and we task engagement to increase.
And what we often see in schools is awesome visuals.
I love a good visual.
How do we take that data and put it in a user-friendly way
so that we can have real conversations
around what's going on for this kid
in a way that looks at trends over time?
It's one thing to look at sort of two days of data
and make a significant plan change
versus looking at a week or two months worth of data to see.
So this is where we need to not only look at it
in the short term with perception data,
but also in the long term,
thinking about, what are the trends for Johnny over time?
And what we ideally wanna see is you'll what notice
in this graph is that up here at the very, very top
when tantrums were really, really high
on January 29th for Johnny,
his task engagement was low.
So what we wanna do is implement a plan
at that point in time so that we are decreasing,
this is what we wanna see.
As Johnny's tantrums decrease,
we're seeing an increase in task engagement.
And so these are the conversations you'll be having
at the intensive training and with your teams.
How are you measuring those data pieces?
One of the tools that we have.
Many of you may use SWIS already.
I hope you do 'cause it's an easy platform to use.
You hopefully are also using Check-In Check Out system.
But the good news is there is a system
that is with SWIS called I-SWIS.
And essentially it's like an online filing cabinet
for all of your FBAs, your behavior support plans,
all of those different things that can be housed in SWIS.
And it's just really helpful
so that the three different versions
can somewhat talk to each other.
So you can start thinking about, well, this student,
Johnny had an office discipline referral
or a behavior observation data form on October 23rd,
and we also noticed there was a spike in tantrums
during that time.
So again, just consider that.
If you're interested,
definitely check out the PBIS apps website
for more information.
There's a few great resources on there
if that's something you're interested in.
- And I just wanna mention that
if you find that you're looking for a system for capturing
your individual support data using SWIS,
just contact Anne Dubie.
There's also, I'll post the page on our website
that shows the process for getting I-SWIS.
And so just stay tuned. I gotta grab it and I'll post it.
- Awesome. Thank you so much, Sherry.
And then at this level of the intensive level,
remember I had mentioned it's really for students,
one to 5%, who have significant behaviors.
Oftentimes and what I've seen most is a crisis plan.
You will always most likely at this level,
if a student needs this level of support,
it's important to have a crisis plan in place.
And that could also be written
into your behavior support plan.
And this is where
when you're thinking about your teaming structure,
to make sure you have folks who are well versed
in CPI training.
That's the one that we recommend.
There's a variety of different programs out there
for holding students who are at risk of harming themselves
or others, only as a last resort.
But you wanna think about your building capacity
for that as well.
So oftentimes we will have people who are trained in CPI
come to these trainings as well
to help develop the crisis plan.
Hopefully we never have to use the crisis plan,
but it's always best to have it in place.
And really making sure that we know what to do
if one of our students elopes and goes into the road.
Or what if there's
a really significant physical altercation.
So you always wanna prepare for the worst,
hoping it never happens.
However, you'll be spending some time
thinking about what is your crisis plan.
Your crisis plan also, it's not just for this student.
You should also think about,
and hopefully all of you have a universal crisis plan
in place for everyone,
because at any point in time
any student could have a significant behavior.
It may be a student who's not on our radar right now.
So we wanna make sure we have the universal plan.
So make sure you have that information as well.
What is your universal plan?
How do you alert somebody?
Do you have a walkie talkie system?
Do you say, "Support is needed for safety in room 212"?
And then whoever gets that call
knows to go to that situation to support the adults
as well as the student.
So again, what is your universal system for crisis?
And then also, what is a specific plan for the student
who may need it at this level?
And they should build off of each other.
Again, working smarter, not harder.
You don't wanna make a completely separate crisis plan
if you have a really good one already
that can be used for any student,
even a student who needs intensive or targeted supports.
Again, I already talked a little bit about this,
but it starts with prevention,
making sure that all of your staff are well aware
of your school-wide sort of crisis plan.
I know having recently been in schools,
we missed a lot of professional development,
a lot of the normal professional development
that we would typically do at the beginning of the year
because of COVID or being at home.
We really didn't dive in.
So it's almost like we're playing catch up.
Many of us are playing catch up during our weekly PD time.
So just think about
how we're getting our staff trained as well.
And it may not be your responsibility,
but if you're one of those folks,
just say, "Hey, what is our universal crisis plan?"
Because it has been a little wonky these past two years.
Absolutely.
And then you wanna think about these are sort of
the features of the crisis plan.
And again, we'll talk a lot more about this in person
as you develop and think about your student
who may benefit from intensive interventions.
And you're gonna think about contingency plans.
What if you can't get in touch with somebody?
Who's gonna be the second on the list to call?
When would you need to call the emergency room?
Like what are the conditions?
Do you always call the emergency room?
Probably not.
But what would constitute your team to make that decision?
So this includes a lot of the "what if" conversations.
We'll play the what if game.
What if Johnny runs outside da, da, da, da?
So you're gonna wanna think about that as a team
at this training as well.
And now I just wanna talk very briefly about data,
and then we're gonna wrap this up
and get you on your way on this warmer Thursday.
So there's lots of types of data out there.
We always talk about data.
We collect it.
Now we have to use it.
So think about your individual student data that you have.
You've got your behavior observation and data forms,
as I mentioned.
Formally office discipline referral forms.
You may have some screeners.
You may have the school climate survey,
the PBIS school climate survey, which is an awesome tool.
I would highly recommend folks start using that
if you're not using it already.
In fact, if you're interested, let Anne Dubie know.
She can open the window for you.
It's online. Check it out on the PBIS website.
But again, think about academic data.
How are things going for the student academically?
Have they missed a lot of school? Are they fully engaged?
You really wanna think about the strengths.
If we can think about strengths and then build off strengths
and encourage environments where the student thrives,
that is often huge.
We also wanna look at the needs of the student.
We always want all of these to be connected to the goals.
And then fidelity,
which is specific to the interventions.
And then we have sort of that systems level,
which is the readiness checklist.
There's the Tiered Fidelity Inventory
that I mentioned previously.
That's really assessing your fidelity of implementation
of PBIS across all three tiers,
so your teaming structures and all those systems pieces
that goes along with implementing tier one and tier two
and tier three with fidelity.
And then we have outcomes and progress monitoring.
And this is just a little cheat sheet.
If you're ever looking for a tool or a way to focus,
which I really like this because sometimes
we'll have a meeting and people say,
well, I don't know which students would benefit
from targeted intervention or, eh, I don't know which ones.
You have it anecdotally in your head maybe,
but this is really helpful for you, I think, to focus.
So if you look at your own triangle in your school,
and let's say you have more than 5% of your students
receiving five or more behavior observation data forms,
that really may skew your triangle.
You have too much of your population, in a way,
needing intensive level.
So what we would say actually,
which sometimes is counterintuitive
because especially now in the pandemic
and the current context in which we live,
we're feeling that we have many, many kiddos in crisis.
We have many adults in crisis for that matter.
Our red part of our triangle's really, really heavy.
And while we want to address the acute needs of our students
and our staff,
but we really should be focusing on
if we're over weighted on that end of the scale,
really focusing on our targeted interventions.
If we have so many students at this level,
that intensive level,
maybe we could implement some targeted supports
for those students in the group setting.
Less resource heavy.
Really effective.
And minimize the students needing that higher level.
So I would challenge each of you to go back,
to look at your SWIS data
in preparation for the intensive training.
And if not, we can do it at the training.
But right now, look at your students
and see what percent of your student population
based on your behavior observation data forms
are really rising to the level
of needing intensive supports versus targeted.
It's a really interesting conversation had.
We actually just had that previously,
in my previous role, this fall,
and it was really eye opening
and we were able to think about, okay,
let's really beef up our targeted
and see what we can do to support those kiddos.
- And I would just add specifically Check-In Check Out.
That is the most effective evidence-based intervention
to support kids to become more successful.
So if you're already implementing Check-In Check Out,
up to 10 to 12% of students at a given time
can really benefit from Check-In Check Out.
There's been more research done on that.
And then you can begin to individualize.
So it's a good pause for your team to make
to look at how are you doing at the targeted level
in terms of supporting students
with fewer intensive resources
to help you be more efficient.
So just a plug for that. Thank you.
- Yeah. Thanks, Sherry.
Absolutely.
And hopefully, you are working on Check-In Check Out.
If you need support, just let us know.
And oftentimes at this training,
folks will attend the intensive training
and then they'll say,
oh gosh, we need to also beef up our targeted
and our Check-In Check Out.
So again, sort of pick your own adventure at times.
We wanna make these trainings work for you.
But hopefully you have some system in place,
and Check-In Check Out is our go-to.
Thank you, Sherry, for that reminder.
Now I just wanna end with some systems,
a little bit more about the systems.
And then we'll talk about next steps.
So huge systems pieces.
And I talked a little bit about this before,
but this is really thinking about what kind of conversations
and your teaming structure.
So, as I mentioned previously,
many of you, if you come from a small school,
you may have one team that discusses
sort of the systems components at universal level
of PBIS implementation.
You might also have to then have a conversation about
your targeted Check-In Check Out system.
Who's doing it, how often,
which students are enrolled.
Those types of things.
And then this same team might very well have conversations
around students that are individualized.
Again, it'll be up to you and your team
to think about what your current structure is
and decide if you need to add any sort of teaming structures
to make this more efficient,
or if you already have everything in place.
And perhaps, if it is a small team, you say, okay,
now we're gonna have a conversation around
our targeted supports.
Now we're gonna have a conversation around
our individual supports.
And so EST often falls in here somewhere
when we're talking about targeted.
So if you have a really great EST process that both focuses
on academics and behavior, awesome!
Use that perhaps,
and maybe have some other members
who then are part of those intensive conversations,
those student teaming conversations, again,
to build the thread across all tiers.
It's often...
Excuse me.
it's often helpful to have some crossover
in team membership.
It helps with just communication around that,
those types of things.
So again, you wanna think about
your teaming structures as well.
And this takes a long time.
Many of you are or you all have been implementing PBIS.
We go through implementation dips.
Totally normal.
But again, when you're implementing,
it's just helpful to know that this does take time
and it's important to be committed to it
and to stick with it.
If you try it and you feel discouraged, that's where we say
let's get some encouragement, keep going,
because you gotta work through some of those growing pains
to get to the end, to really see those positive outcomes
for our students, really across all tiers.
So this isn't something you're just gonna do in April
or in June, and you're gonna say, oh, we're all set.
This is a process.
You're gonna continue to have these conversations.
And we will be with you for your journey
and supporting you in any way that we can.
So the Readiness Checklist,
these are questions you're gonna ask yourselves.
So one of the things that you'll think about
prior to the intensive training is the Readiness Checklist.
So we really want schools who are implementing universal
and targeted levels.
It gives you that really strong foundation.
So if you're at that level, awesome!
You may now have to do a little homework ahead of time
to really get to that level if you need
before the intensive training.
But the best thing is really making sure
you have a solid universal and targeted.
So I would just encourage you to reflect on that,
and that's also in the Readiness Checklist.
You also wanna make sure
that you have the capacity of somebody in your building
who knows how to do a functional behavioral assessment,
because that's, again, a critical component to this.
All of our plans that we develop for our students
depends on an FBA,
really getting to the function of behavior.
And so hopefully all of you have somebody in your buildings
who are able to do this.
Like I said, many special educators
recently from my experience
have experience in doing FBAs as well as behavior.
Folks in your building,
there's a variety of titles out there now.
So think about who you might be able to tag
to attend this training with you who does understand FBA,
'cause that will really help you with your planning.
You also wanna make sure
that you have a leadership team set up.
So you'll be asked this question as well
in the Readiness Checklist.
Do you have an admin?
Admins are so critically important.
Even if you're not necessarily on the team,
your support in your team is critical.
Your job is to make this visible,
to think about resources, really be the cheerleader
and advocate for this team.
And it would be ideal to attend the meetings.
However, I totally get and understand
that you have so many things on your plate,
especially these past two years.
But again, you're gonna want somebody
with behavioral expertise.
It's really helpful to have a teacher as well.
You want that classroom experience.
If you think about it, most of the time,
majority of the day,
students are with their classroom teachers.
So how do we bring a teacher into this fold?
A school counselor would also be helpful.
Special educators.
Special educators are really great at goal setting.
They have that expertise. So how do we in involve them?
And then you wanna think about a family member of a student.
And then here are the steps.
So you all are here.
You're at the webinar, which is awesome.
First step.
So after this, you're gonna look at the TFI,
which the window is open now.
So again, we ask that all of our PBIS schools
complete the TFI.
We also ask that you complete
either the self-assessment survey
or the school climate survey.
So totally your choice on that.
But those two assessments are open right now.
And you're also gonna attend to the Readiness Checklist.
So I just highlighted a few features of that checklist.
So make sure you get that.
And then you're gonna either attend the April training
or the June.
And then we'll have some follow up coaching support.
And we also have another couple of events
that I mentioned previously, the FBA training.
And I realize I am almost out of time,
actually, in two minutes.
So I'm gonna go through these relatively quickly.
Thanks for your patience.
If you have to sign off, I totally understand.
So we wanna confirm that your school has participated.
We wanna make sure you complete the Readiness Checklist,
and then we'll connect you with your state TA.
What we encourage you to do
is also watch the Family Engagement webinar.
There's the checklist and a few more things.
And think about one to two or three students
that you wanna bring.
Again, all of our resources are here on our website.
Feel free to check them out.
And then this year,
the Summer Institute is really going to be unique,
and we're really focusing on you as educators.
It's been a really tough couple of years.
The amount of work that you've done
has been incredible and admirable,
and it's time for us to support you
and reclaiming your passion for education.
So check out the Summer Institute.
It's gonna be a lot of fun.
Save the date. It's coming out soon.
And registration materials will be out on March 7th.
So definitely check that out.
And as always, stay connected.
We love to hear from you.
We love to hear pictures and stories, and stay connected.
We really hope to stay connected that way,
and we'd love to hear from you.
So thank you all so much for taking the time this morning
on your Thursday.
Hopefully you get outside. It's a little warmer.
But I did wanna open it up to any questions
that you all may have.
And again, apologies for going over a little bit
for this training.
All right. Thank you, Ashley.
Thanks for attending.
Thank you, Sue, so much for the feedback.
Really appreciate it.
Awesome, Maureen.
Thanks so much.
And just so you all know,
you will be receiving an email from Anne Dubie
with a survey.
Let us know how this worked for you this morning.
And also your certificate of attendance.
So thank you, all, again for taking the time.