- Orientation webinar.
This webinar is one hour long,
so not much interaction I'm going to speak pretty quick.
And the purpose of it today is
to give you an overview of PBIS at the targeted level.
So if you're with a school team
that is thinking about installing this level
of implementation you'll have a sense of sort of what
it is and some readiness steps that are involved.
My name's Sherry Schoenberg,
and I'm here with Amy Wheeler Sutton and, Ann Doobie.
And we are the staff of Vermont PBIS.
So welcome to this webinar today.
You've all been on so many zooms and other platforms,
but just to give us all sort
of equitable overview here.
Everybody's microphones will be muted while we're on this.
It's not that big a group.
So if you have something burning, you want to say,
please unmute to get our attention.
The best way to communicate though is through the chatbox.
And it's up to you,
whether you want to show inside your video
it's great to see your faces,
but even with my PowerPoint on,
I can't really see you anyway.
So whatever's most comfortable for you.
We will be recording this session
in case you have nothing to do over the weekend,
and you want to view it again.
Or if your colleagues
who were planning on coming can come.
Anyone who's planning to be a coordinator
of PBIS at the targeted level should really view this
to get the sense of what we are talking about.
And there are some materials.
This PowerPoint, the recording will be
at this link that Amy and Ann will keep posting
in the chatbox,
and some readiness steps are also in that length.
When we do training at the targeted level,
we have two sets of materials.
And one is an activity workbook.
All of our PBIS trainings are for leadership teams that
are representative of school staff.
And so when you attend the training,
there's a workbook to work out some of the activities,
but ultimately many
of the activities get finalized into a staff handbook
as a result so that when you're done when your school team
is done with targeted level training,
you have the makings are an almost complete handbook
so that you can orient others
in your school about the targeted level of PBIS.
So we go back and forth between these two documents
when we're doing the training
and those documents are posted online.
There's a Google doc version, as well as a word doc version.
So when you hear reference to do this activity
in your workbook, you'll look for that.
And then you'll be also putting some things
in writing into the handbook.
We have a lot to talk about in a very short period of time.
So I am going to have to keep track of time.
We're going to talk about what the targeted level of PBIS
is within an MTSS.
And that anytime we're talking about the next level
or a second tier
to the work that we're doing,
we have to make sure that we have a very,
very strong foundation at the universal level.
So we will be sort of looping back
to the universal level a bit.
I'm going to be looking at the systems that need
to be in place to have a really effective
and efficient target level of implementation, who needs
to be involved.
Talk about a targeted inventory
of interventions that you may already have
in place so that you can identify gaps.
And we're really talking
about explicitly listing interventions that work
for some students that you can use across your population.
So we'll be talking about that.
And then when we do targeted level training,
check-in, check out is our default intervention that we want
to make sure that our teams that participate
in training with us end up leaving with the capacity
to install this more formalized
intentional check-in, check-out intervention.
I'll go over that a little bit.
What needs to happen for readiness
for the targeted training a little bit
about just letting you know about SWIS
that has a check-in, check-out part of its suite,
where you can be recording and reporting data
and some next steps.
All right, that's all we have
to talk about the webinars over, okay?
PBIS,
those of you,
actually, I'd like to do that quick poll, Amy.
All right, what's your reason
for attending this orientation webinar today?
Just want to get a sense of, you know, why you're here.
So if you can let us know by seeing which answer fits you.
We have several, none of the aboves, okay?
Exploring PBIS at the targeted level,
thinking about training this year.
Nice cross-section.
- I'm not sure.
- Well, welcome.
All right, 314, okay?
Well, we great.
This is great that you just want some of you just want
to learn about it, and I really appreciate that.
And some of you are in the position where
you're considering installation at this level,
and some of you are ready to bring a team to training.
Thank you.
Wait, can they see that?
Share results.
- Yup now they can see.
- All right, great.
So let's go back to PBIS and what it is
because it really encompasses anything
that really fits this description.
PbIS is a framework.
It's not a set of practices.
It's a framework to install evidence-based practices
at all levels so that students can be academically,
socially, and behaviorally successful,
and it's for all students.
So we have certain go-to practices
in PBIS that have the best evidence of success.
But many, many things can fit within this framework.
And so we're just sharing
with you sort of the top of
the list of things that we think will really fill
your framework well.
And within PBIS some of you,
I saw attended yesterday's training,
several of our trainings where we talk
about this particular visual
because one of the things that makes PBIS sustainable
and successful is that it's not just
about certain practices that have evidence.
It's about a system, an infrastructure,
a teaming infrastructure, where people are collaborating
and the administrator is a big part of it.
And they support all the adults
in the building to implement these practices
that were chosen
because data has shown that they were needed.
So, as you can see, it's systems, data,
and practices in this bend diagram with a funny word,
saying eqiity in the middle, I spelled it wrong.
We are certainly this year,
ensuring that we're looking at our system's data
and practices so that everybody has access to interventions,
all students, regardless of disability
or race,
or ethnicity.
And so this year, in particular,
we want to make sure that equity is in the middle of that.
And that's what makes it sustainable.
We spend just as much time
on your teaming infrastructure and your system
to support the staff as we do on the practices.
And the only way we know whether
we're making a difference
is if we have the data that we can analyze
to see what we need to do differently
or to let us know how things are going.
And that all of that fits within Vermont's vision
of an MTSS framework.
So I don't know if you have seen
this particular visual before,
but PBIS is a framework within what Vermont
is trying to support all schools and making sure
that they have in place.
So it's not whether you're implementing Vermont MTSS
or PBIS.
PBIS fits all of that.
Every school in Vermont is expected to have an MTSS.
There's this guidebook
that has these particular features on the logo here,
and PBIS fits within that.
So it's all compatible.
PBIS if we break down MTSS a little bit further,
we have a prevention-based intervention approach
with layers of support.
So we always start with the best first practices
in whether we're doing academics or behavior or social,
emotional learning.
We have the best first instruction practices
that we can build upon for students who might need more.
We screen all students to see who might be
at risk and what the strengths are in our school.
We do some progress monitoring,
and we use data for problem-solving
and only implement practices
that we know have evidence of being successful.
If we're putting all this effort
into putting some practices in place,
let there be research behind that,
to show that they have benefited students.
And we really try to match students' need
to where they're at.
So we really we don't want to over
intervene and we don't want to under intervene.
And so that's why we have all these
other things like screening
and progress monitoring, et cetera.
I'm not going to do this poll just for indifference of time,
but be thinking about which pieces
of these bullets you already have in place
because that's going to help you
in building out your targeted level of PBIS
And PBI, I'm sure many of you have seen a triangle before.
PBIS is in place to support all students.
And at the universal level,
you see how the green kinda hides behind the yellow
and the red there.
Every student has access to all universal interventions.
And in PBIS at the universal level,
those evidence-based interventions
are to have expectations that are explicitly taught
to students who receive positive feedback.
And that there are some consistent methods of responding
to problems or concerns throughout the school.
So everybody has access
to that really rich, universal system.
Some students are going to need a little bit more,
and we only want to intervene with students
who are not thriving at the universal level,
and they need something a little bit more.
So it's always in addition to,
and the same thing
with the students who have the more complex needs
they're going to need, not only the universal level
of supports but perhaps some targeted interventions,
which is the yellow.
And then those targeted interventions may need
to be individualized for these students.
So with a really rich,
universal system data and practices in place,
we're only addressing the needs
of students who really need more instead
of who have fallen through the cracks,
because those universal supports were not in place.
And the same thing at
the intensive level.
So if we really do have the best practices
in place about 80% of your students should
be pretty successful
with the universal supports that you've put in place.
10 to 15% of your students are going to need something
in addition to,
and only one of 5% of students might need more.
And what we find with a lot of schools
is that there are a lot more students than 5% who
are on individualized different kinds of plans.
And that's why we really want
to build out a really robust targeted system
so that we can it's a lot,
a lot of effort at the intensive level.
So we really want to have a robust system
at the target level.
And I'll talk about what that might look like.
We're also really concerned when we talk about PBIS,
especially lately that
we're really not targeting students
to be intensive level students or tier two students
or anything like that.
All students have a tremendous amount of strengths,
and some of them have some pretty complex needs
along the way.
So this is actually a quote
from the Vermont MTSS field guide
that is really important to think about and to play a role,
to be almost a steward with your colleagues
about refraining from calling students, tier two students,
or tier three students,
because once they're labeled that,
it's very hard to think of them as something else,
a tier-three student in my class,
my goodness, or how about Johnny
who's really good at making friends with others,
but he has some anger management issues,
and we really got to have a specific plan for that.
So I definitely invite you
to review this with your colleagues
so that you can be thinking
about not the student as a tier-three student,
but a student that may have a tier two or tier three need.
And we're just going to play this out a little bit further
with our student, Dylan,
who as you can see,
Dylan has a really, really strong
with universal supports.
He interacts really well with his peers,
reading he's very, very good at reading,
he shows up at school, he's pretty, pretty closely connected
with adults.
Science is a little bit of a challenge.
Math is a little bit harder for him.
He might need some targeted supports for math,
not necessarily peer interactions or reading,
but math, but he's got a wicked anger management problem.
So we have all these strengths to build on,
to develop an individualized intervention plan for him.
And so we really just want to make sure
that we're looking at the whole student
and not putting them into a category,
with labeling the behavior, not the student.
Okay, so when do we can consider targeted interventions?
As I said, when we have a really great foundation
of universal practices and systems and data,
and the student is still not doing well,
we might want to consider requesting assistance
for that student
to get that student something more.
Chronic patterns of problematic or different behavior,
things that we're worried about.
Sometimes you go home and you have
that little pit in your belly
'cause you're worried about Sarah,
and you're not sure exactly what's going on with her,
but you're worried about her.
You might want to request assistance
to consider targeted interventions or exploring further
what Sarah might need.
But if you're going to training,
and several of you answered that you're not,
you're just wanting to learn more about this.
We make sure
that we revisit
and we're gonna revisit this all the time,
our universal level of PBIS.
So we're doing that
by looking at a sustainability plan
for PBIS at the universal level.
And a lot of you are
in the middle
of perhaps completing your tiered fidelity inventory.
That would be part of examining how you're doing
at the universal level
because the stronger universal level is,
the easier it will be
to put your targeted level in place.
And we also are now going deeper around family engagement,
because as students are showing
that they need a little bit more,
we need to really be thinking
about how well we're engaging with families.
So the Vermont family network actually developed
a little bit of a module
for us at the targeted level for teams
to review prior to participating in the training.
So these are like pre-requisite steps
to targeted training.
So Just a little bit more about
which students might benefit.
And, you know, as I said, you know,
sometimes you just go home at night
and you're really worried about Sally.
That's definitely a student
that you might want some assistance with.
But a lot of us are also
at least pre-pandemic focusing on problem behaviors
that we see, and if you're using SWIS,
or some other system
to document problem behaviors
then you have two or more office discipline referrals
for student or observations of problem behavior,
you may want to look a little deeper
about that student's needs
and see if they might need something more,
attendance could be an issue.
Students who are chronically not attending.
And again, with the pandemic,
it could be not only not attending
on the virtual cloud platform,
but not engaging if you're keeping track
of whether they're actually online
or they have their video showing.
That's data that you can use
to see whether they need supports.
Nursing visits is definitely a screen
for targeted interventions.
Trying to understand if there's an avoidance issue,
homework, you could do targeted interventions for academics,
as well as you do behavior and social, emotional learning,
and students that may be withdrawing
that you're not seeing some of these behaviors,
but again, that's that pit in the belly.
So this is like an old SWIS report.
And we're looking at 25 students, 59 referrals.
These students that are circled here would be
for a team in your school to review those students,
to see perhaps if there's something that they might need,
some additional support that they may need.
These students here
that have more than five office discipline referrals,
they may benefit from targeted interventions,
but they're likely going to need an individualized plan.
And so we want to capture the needs
of the students
that have the fewer office discipline referrals early
that's the idea is to capture, to try to intervene early.
And there has been some research done that if students
are not
by October students that have two
or more office discipline referrals,
is very likely by the end of the year,
they're going to have over 10 office discipline referrals
if no consideration of interventions comes into play.
And that's a really powerful piece of information.
It's like students with two offices
phone referrals are likely
to have over 10 office discipline referrals
by the end of the year.
And that's why we encourage schools to look at that data,
in October in particular,
to see if there are some small things you can put
in place before things get a little bit out of control.
And I'm going to correct myself right now and say,
I keep saying office discipline referrals.
And we're trying to change that language
to be behavior observations,
problem behavior observations,
and instead of office discipline referral forms,
talking about behavior observation data forms,
because it's really not necessarily about referring
to the office.
It's about observing behavior.
So what we can,
what we'll we want to do is change that trend.
You see, I put that line in there
so that we can address needs earlier instead
of have to spend all
of our time intervening around problem behavior,
as time goes on if we don't do anything.
Universal screening also comes into play
at the targeted level.
Once you've got the universal foundation in place,
it's really time
for a school to consider either in non-pandemic times,
some sort of formal screener
to assess all students
to see if there are any that are showing up at risk,
especially those with internalizing concerns,
where we might not see that Susie has her head down.
And we can do that with a degree of accuracy.
This year we've rolled out a lot of
more informal screeners
to connect with students,
to just find out how they're doing.
And in non-pandemic times,
these universal screeners
and there's a whole training on that
are really fit in well so that we can help students
by intervening early.
So consider universal screening when you're thinking
about the targeted level of PBIS implementation.
Are there any questions I am not able
to see the chatbox very easily?
Does anybody have any questions?
Feel free to type any questions into the chatbox.
Okay, so a targeted intervention,
it's better to say what it isn't than what it is.
It's not a referral to somebody to do something,
to help the students so the student can come back
to the class and everything's okay.
A targeted intervention
is known by all staff in the building.
They all know, and they all play a small part,
maybe not a big part,
but a small part in helping the student be successful.
So there's a misconception that when
we're referring a student
for targeted intervention that somebody else
is gonna do something.
So that's just some clarity to create around the supports
that we're gonna put in place.
And they can be supportive around academic, organizational,
social support areas.
In middle school
we see a lot of targeted supports around organization
and making a plan and being prepared
and having your homework done.
And so we might create
some targeted supports
around those particular issues.
So you can really apply it across.
And you're all implementing targeted interventions
to some extent, but it may not be explicit,
it may not be as intentional.
And that's some of the work that we do
at the targeted level of the training
is to develop our inventory,
which I'm going to talk about in a little bit.
And I think I've already made this point
that targeted interventions are best
for some of the lower-level concerns.
One way to respond to those O level concerns
is to cross our fingers, cross our toes,
and really hope that everything's okay.
But another way is to try to do something early.
And so that's what we're trying to hope
that we have some really simple, easy
to implement interventions in place
for students that we'd been maybe crossing our fingers,
and then come February,
March we have some big issues on our hands.
And they should be similar across students.
So it's like one of my colleagues likes
to refer to targeted interventions as these
are off the shelf interventions.
Things that don't necessarily need to be individualized
at first, but it's an intervention that works
for a group of students.
Maybe it's not a group, maybe it's, you know,
Sally gets this intervention,
Johnny gets this intervention, same intervention,
but not necessarily they're meeting as a group
to have that intervention.
And we're really hoping that we're going
to increase our problem behaviors so
that students have greater access to academics.
Characterized by
rapid access to intervention.
And that's why we really want these sort
of off the shelf things that we know we are successful
for certain students that demonstrate certain concerns.
So less than a week of the time a student
is there's a request for a student
for support we have something in place.
It's also positive we want to support the students.
Students agreed to participate
and though those two bullets of positive system support
and students agree to participate,
non-example of that is a school very early on
in our PBIS life in Vermont.
We trained a school at the targeted level
and the way they described it a year later
was that they would quote-unquote,
write up students who were misbehaving
and warn them if they didn't,
if they got another write-up,
they would have to go into a targeted intervention.
That is a non-example of PBIS
at the targeted level,
really supposed to be supportive and positive focused
and really emphasis on supported.
As I said earlier, all staff are involved
to some extent and it can be flexible
and it's based on the function of behavior.
We try to do a simple sort of functional thinking
about our concerns around students
so that we can make sure we match the right intervention
with the concern and the administrator to be available.
We're always looking at data around that
and the administrator has to support the team in meetings.
So those are the critical features of the targeted level.
And, basically, if you are from a school
that is considering intently installing the target level
of PBIS you're going to be working on that
for the rest of your careers,
because this is the greater
that we have interventions we can put
in place quickly that have evidence, that are supported,
that are positive,
the more that we have,
the more we're going to be able to help students earlier on.
And so we try to match the interventions
with the function of behavior.
And again, I'm not gonna spend much time on this,
but we have some examples here
of different interventions that match
the function of behavior.
And we don't need to be psychologists
to do a really simple FBA on a student.
If you're using SWIS
and you are keeping track
of the motivation behind the problem behavior
you're recording,
that is a simple FBA.
And it's based on your best thinking
about why the student is demonstrating this concern.
So for students who may
be demonstrating some problem behaviors,
is because they're looking for adult attention,
check-in, check out, and adult mentoring programs seem
to match that really well.
Students who are acting out to access pure attention,
social skills instruction,
like a second step program that
is individualized a little bit or that,
is a small group pre-training would be really effective
or peer mentoring.
Peer mentoring done with fidelity can be very successful
for students who are acting out for peer attention.
And then you all probably have some sort
of targeted interventions
in place for students around homework issues
or academic skill support.
These are familiar to you, homework planning support,
or a homework completion club,
or a white table in one of the schools I work with.
And avoidance self-monitoring
and relaxation and mindfulness,
because there may be some anxiety attached to that.
So it's just sort of a sampling
of interventions that you would try
to have in your inventory that you can match
to the function of the concern.
And we go over that a little bit more.
This, I already said enough,
it's not that these interventions are going
to fix the student.
And then the classroom teacher just says, okay,
"Welcome back to the classroom
"because everything's all set now."
All staff play a role in supporting the students
to be successful through these interventions.
And I'm not sure if you have engaged
in restorative practices,
learning about and installing restorative practices
within your school.
Our team has been working really hard over
the last few years to really move all
of what we support schools around PBIS
to do to be more within the principles
of the restorative approach.
So characteristic of that is voluntary participation.
So students would agree to engage in the intervention.
They know about it.
Relationships are critical that the adults
that are supporting the student need
to have a positive connection with the student
and it needs to be meaningful,
and the students are involved
in monitoring and decision-making.
And so all of the interventions that we talk about,
we need to be talking about it
with these principles in mind.
And what we're trying to do is move away
from anything that is more like, you need to do this,
or you're in trouble now it's punitive,
or if you don't do this ultimatum kinds
of things more toward exploring relationships
and participating together,
being restorative and repairing harms.
So one of the activities we do in our training
is we ask teams that are engaged in these trainings
to think about where some of their interventions
are along this continuum.
And things that they can do
with some of the go-to interventions they have now
to be a little bit more on the right side,
so that we're really doing
this with students instead of four or two students.
- Renee just had a question about what if students
are unwilling to participate.
And I think getting at the reasons behind that resistance
and coming to an agreement about these behaviors,
whichever they might be are getting in your way
of you being successful at school.
Here's one idea that we had
for something that's worked for some other kids.
If you don't think this is something that will work for you,
what are some of your ideas about what might work
or would you be willing to try it
for two weeks and see how it goes?
So it's kind of getting them
to a place where they understand the
why behind that intervention.
Know that other kids have used it, and I have seen success,
and get at some of their maybe fears or concerns about that.
So for instance,
like for check-in check-out a student
who's really aware of social
connections with other students might think, well,
I don't want to have this sheet attached
to me that other kids
are gonna know I'm working on something.
So thinking about alternatives
to that maybe they check in
on an iPad that other kids don't even know
what they're doing at that time,
or the teacher is doing it
at maybe a less frequent check-in,
so it's not as obvious,
or there are lots of different ways to adapt it,
that the student might feel
more willing to try that intervention.
- Thank you, excellent.
And that's what we're really, really trying
to shift that focus so that it is voluntary
and may seem more time-intensive,
but we know when people are disagreeing
about what should be done there isn't much success.
So negotiating making it out to be a positive,
supportive thing to help the student be successful
because perhaps some of their other methods
of getting attention aren't working
is really the direction that we're trying to go in.
And once we have some
of these really good go-to targeted interventions in place,
we can start individualizing
and tweaking to be really more aligned
with what the student would be welcoming and interested in.
I'm going to pass that up.
So I'm gonna move a little bit to the system that needs
to be in place at the targeted level.
There's two pieces of the system
when you get to the target level of PBIS, anyway.
There's looking at your inventory of supports
and who's on a team
and really not looking
at specific students and their names, but to really look at,
do we have the right interventions based on our screening,
or are the staff familiar with the request
for assistance process and all that stuff.
And then the second function
is the individual student planning and monitoring.
And that's where you're really looking at some data
and you're keeping track of how the students
are doing on particular interventions
and interacting around specific students.
So the targeted system is gonna be creating the procedures,
as I said, for request
for assistance communicates
what some of these interventions are with staff and families
in a general sort of way.
And it is a link between the targeted level of PBIS
and the universal level of PBIS.
And so there's big schools and small schools,
mostly small schools in Vermont.
And so in some of the really small schools,
there are only so many people to be on a team.
So it could be
a situation where if you're implementing universal PBIS
and you have a team that's representative of staff,
making sure that you have membership on that team,
somebody who has some sort of behavioral expertise
or is aspiring to develop some behavioral expertise.
Perhaps your mental health clinician could be
on the systems level team.
And perhaps,
if you've got really good universal teaming infrastructure
in place, this may be
the same group of people
that just changes intentionally makes
a change between the universal school-wide conversation
and the targeted level of conversation.
And I always like to envision wearing a different hat.
You've got your green hat on,
and then you put your yellow hat on
and you're switching conversations.
Administrators should be involved in all of this.
And as I said someone,
a mental health person that's
in your school would be an ideal person
to be sitting on this team.
And someone or others involved
in with some behavioral expertise should be on that team.
Per student planning, that's the smaller group,
and I'm going to talk about check-in check-out in a minute.
And the coordinator of the role
of the check-in check-out coordinator,
that person should be on the student planning team.
They're gonna meet regularly
and look at data
and look at progress around student
and communicate the changes of the plan that happened.
So there's two different kinds of meetings.
The first one, we're not really talking about students
in particular like Johnny or Sally,
we're talking about our system of interventions
and making sure the staff knows.
And this one is really about the specific students.
So the people on that should be the
check-in check-out coordinator, representatives
from the systems level team,
and again, the administrator really does need
to know what all the interventions are.
Administrator is the face of the school
and so
would be the person like being
in touch with families.
So that person really does need
to have his or her pulse on what's happening
at all levels of PBIS.
So it might sound a little bit familiar to you,
these teams and we wonder about your EST
and whether that would serve well for you.
When you're intentionally implementing
the targeted level there are certain pieces that need
to be in place that I just described that could be your EST.
And we think that it makes sense
from where we sit
that the EST also serves
as at least the system level
of the targeted team
but also could be the
student level targeted team.
And so we do have a little poll here, Amy,
if we could just get that up
to ask people
to what extent your EST functions,
could function as your targeted level team for PBIS.
Okay, some features.
Okay, so the idea, thank you for that.
The idea is that we want to be able to work smarter.
And,
thank you.
And so if our EST is most of the way there,
perhaps your EST can do some additions
and some modifications to its structure so that
it really meets the needs of the targeted PBIS team.
The Vermont Agency of Education,
just put out a really good practice document on ESTs
with a rubric of what a highly functioning EST is,
and that would serve really well
for the targeted level of PBIS.
So I think I posted that in the materials as well
if you want to take a look at that.
And I don't know if you remember the very beginning
of this webinar,
where I was emphasizing
what was I emphasizing?
That we spend as much time on the practices
as we do with the systems and the data.
So this is that system's piece,
and it's really, really important to have that in place.
And what we have found anecdotally is that schools that had
a really strong teaming infrastructure
or the systems part of systems data
and practices were much
better equipped to address all these big changes
that have happened during the pandemic.
And so we really want to emphasize a lot that this
is definitely worth organizing
around that teaming infrastructure, that system.
Okay, I'm gonna end this.
Okay, I've pretty much talked about the administrator.
So you have a school-based coordinator
and most schools that are implementing PBIS
are within a district or supervisory union
that has an SUSD PBIS coordinator,
somebody who is concerned about whether the schools
are getting the right resources
and professional development opportunities.
And so that person should be connecting
with your universal and targeted level team.
And so we really want
to make sure that that person either is able
to participate in the training
for your team or can connect
with your team around all that's happening so
that they can be an advocate
and support you in doing the work that you need
and look at your data.
I talked about the school coordinator there's again,
if you're implementing at the universal level,
very similar at the targeted level
and that person really does sort
of cross the universal team, the targeted systems team,
and the individual student team.
So that might be the existing PBIS coordinator
in your school or another person.
Again, I also just want to throw it out
to consider the role of the mental health clinicians
in your building,
and are they able to pick up some of the pieces of this work
because they do have the capacity
with success beyond six right now,
to be able to sit on some system-level team.
So if you're really concerned about who
those people should be,
think about the mental health clinician in your building,
and they bring a different lens to it
that really might benefit your educators.
So one of the activities to do prior
to attending a targeted level training
is to think about who's on your team,
who's on your system-level team,
and who's on your individual student level team.
And so with what I described,
you might want to be sorting out how that might all begin
to work for you in the role of EST
and whether it's part of EST and how it fits with universal.
So this is an activity in the staff handbook
because you'll want to produce that handbook
and share that with everybody else,
so everybody else knows who's on that team as well.
So when we get to the training,
we'll be talking about that a little bit further.
And the other piece of work
to do in advance of the training
is to begin putting together your inventory
of targeted practices that you already have in place.
And you all are doing something like lunch punches
or friendship clubs, or, well,
I don't know about or maybe virtual.
You'll have some things that you're doing
and to begin to put that down
and identify a little bit about
why but what the purpose of the intervention is,
who's involved, how does a student get referred
to this particular intervention
and how do you know if a student's being successful on that?
So we're asking you to begin this as a team prior
to the training and spend a little bit more time
at the training when we go
into sort of a deeper level understanding
of target interventions.
But then you build on it
and build on it for indefinitely until you retire
so you have a really robust list.
And here's an example
of a list that you really can't read right now.
This is a school that's been involved
with PBIS for quite a while.
And over time they built in all these interventions.
You can see Check-In/Check-Out, mentoring,
lunch date, everyone wins, social skills groups,
and they were able to identify what function of behavior,
these particular interventions meet
so that we're gonna get to that level of sophistication,
so that we're really matching student concerns
with the interventions we have in place.
How does a student access it?
What is the dosage of intervention?
You know, the staffing involved and how we're checking
for progress and measuring success,
and then the exit criteria.
And you can see this school was still working
on their exit criteria when we stole this example
to share with you.
Any questions?
And feel free to type in the chatbox.
People are monitoring it.
So when we get to the practices,
we're, as I said earlier,
we're going to work with school teams
to ensure that they come out
of our training pretty much ready
to roll out a more formalized
Check-In/Check-Out intervention or Teacher Check,
Connect and Expect.
So we,
you know, there are a lot of interventions out there,
a lot of evidence-based interventions that meets groups
of students' needs.
And you don't need all of them,
but we really, really support the thinking
that all schools need some form of Check-In/Check-Out
or Teacher Check, Connect and Expect.
And that's why we spend a lot of time on it.
And I'll tell you a little bit about what the difference
is between the two and share about what it is,
but also wanna bring your attention
to this book that
it's called "Responding To Problem Behaviors In Schools."
And it describes Check-In/Check-Out
in pretty great detail with some example forms
and some parent notification,
and the rationale behind it.
It's a very easy to read book.
I even could read it.
And I don't like to read those kinds of books.
Every team will get a copy of this book,
any team that registers to attend targeted training.
And so we would likely send that to your team leader,
who you designate as your team leader
so that your team can share it.
And it's a great reference
for you when you start getting into Check-In/Check-Out.
Let's see, it looks like something.
What if you already have a tier two team
that has been functioning for two years,
including Check-In/Check-Out?
That's great we'll be operating a span
of the Summer Institute that
is expanding your targeted inventory if that
is what you're looking for.
Great, thank you for answering that.
But I also want to add that Check-In/Check-Out
is really adaptable because Check-In/Check-Out
is an intervention.
And this is great timing
'cause that's what I'm gonna talk
about that has more frequent intervals
where students have the opportunity
to practice the behaviors or responses
that we're trying to support students in having
and get that positive feedback.
So it's more frequent intervals of recognition
or positive feedback for demonstrating certain behaviors.
And it's really, really highly effective
for students who are having problem behaviors
with the function of seeking adult attention.
Which is at any given time about 12%
of our school population.
So anything, where you have frequent intervals
of acknowledging students for following expectations,
can be adapted.
And so if you have a really strong Check-In/Check-Out,
there are many things you can do.
And the research is showing that now students who
are internalizing and trying
to avoid that there
are some really great Check-In/Check-Out modifications
that you can do to help students engage more effectively
in learning and instruction.
So Check-in/Check-Out and Teacher Check, Connect and Expect.
The only difference is that with Check-In/Check-Out,
let me see if the next slide helps me explain this.
There is with both of them,
there's a morning check-in
and with Check-In/Check-Out,
there is somebody designated
as a Check-In/Check-Out coordinator.
There's somebody who
for up to 10% of the students
at a given time who checks in with the students
in the morning, this could be multiple coordinators.
If you have a really large school,
and you're talking about 20, 30, 40 students.
And it's very positive with the student
in the beginning of the day
and sets them off on track to have a really positive day.
And there's a little report form that the student shares
at different intervals throughout the day
with the adult that the student is with during the day.
And then at the end of the day,
they check out with the coordinator.
For Teacher Check, Connect and Expect
the check-in the intervals during the day,
and the check-out are with the same person.
So it might be more effective or efficient
for you with younger students
who just see one educator during the day
for that educator
to be doing something called Teacher,
Check Connect, and Expect,
'cause, it's with the teacher and it's that one person.
The advantages of Check-In/Check-Out
is that there's more research done
on that to be an effective intervention.
With Teacher Check, Connect
and Expect there's only one individual doing that,
and if they've already started
with a weird dynamic between the adult
and the student that may not necessarily
be a positive intervention, so you just have to be careful.
And many of our schools,
especially our elementary schools
or our pre-K through 12 schools have both
because it's is sort of the same process,
but the Check-In and Check-Out maybe a little bit different.
So what happens at the beginning
of the day, you're following your school-wide expectations,
which let's say are safety, responsibility, and respect,
and the student starts out
and the adult and student check-in
at these different intervals,
let's say it's five or six different intervals.
And the adult and the student agreed
to what the score might be, either zero, one, or two points.
And then at the end of the day,
you count up all your points and hope to achieve,
let's say 80% of total points possible.
And it's also really effective
because it just sort of set up to be supportive
because let's say
it's Dexter,
there's a real concern around safety.
And that was one
of the reasons why they were requesting assistance
for him to be on Check-In/Check-Out
because he's really just not being safe.
And so, but he's very respectful and he's very responsible.
So already, if those are your expectations,
he's getting positive feedback and responsible
and respect and really working hard on safety.
So is there sort of a built-in positive feedback piece
for a lot of students.
So at the end of the day,
the check-out you go over that progress
and you tell your points, and you reward it,
and then there's a way to graph it.
If you use Check-In/Check-Out, SWISS,
it's a really nice reporting system
that gives you great information.
And then the student takes the copy
of that daily progress report home,
and it's signed by the caregivers at home.
And that's something we do a lot
of planning during the two-day training
or 10 to 12-hour training that we have
with teams around how that might work.
And then the student comes back the next morning,
is greeted by the very positive person.
And that positive person should be chosen.
Someone who the students like,
who is positive and who can really encourage students
to go for it and have a wonderful day.
So you be thinking about if it's,
Check-In/Check-Out who
that Check-In/Check-Out coordinator could possibly be.
When you go to team training,
and I'll address this question in a minute.
These are the pieces you'll spend a good part of a day on
with your team, which is how,
whether you're going to implement,
Check-In/Check-Out, or Teacher Check,
Connect and Expect,
or both developing this recording system,
which we call the DPR or daily progress report.
What your positive reinforcement system will be
for students
who are on Check-In/Check-Out, what the request
for assistance or referral system would be.
We're trying to change our terminology
to request for assistance instead of referral
because assistance means you're also looking
for help with this.
It's not referring to somebody else, but I miss that one.
You're gonna come up with your system for managing the data,
how to fade students off, how to train staff,
and how to make sure you're letting students
and families know what Check-In/Check-Out is.
So Tina is asking,
"What's a good tool to use when celebrating,"
I'm sorry, my cursor,
"when celebrating one kid reaching
"their goal for the day, but another child not?
"I had someone get upset
"at Check-In/Check-Out since the kiddo
"in front of them reached their goal, but he had not."
There are oftentimes
more often than not
there needs to be some privacy around
the Check-In/Check-Out,
so it could be how you do that
and where you do that and who that's being done with.
If it's very public it could definitely backfire.
So this would be something we would strategize
at a training or with coaching support.
"What's a good time for frame
"for fading students off intervention,
"six weeks or longer if they need it
"or revamp what you're doing?"
We like to see you know,
there is no fast rule, hard and fast rule,
but three to four weeks
of success on Check-In/Check-Out may prompt you
to begin thinking about what fading might look like.
And that could be different intervals,
it could be checking in or out with a peer,
it could be self-monitoring.
So there's lots of different ways to fade
and your data will help you decide whether
that was successful for you or not.
So the good question, Renee,
and not really like a perfect answer
other than being thinking about different fading options,
so that that will work for you.
And knowing that your painting might not be as beautiful
as we hope sometimes some students stay on it for a while,
and we find that that's actually more effective than
them trying to fade.
As I mentioned earlier, and this is the data piece,
which isn't really getting much attention now.
There is Check-In/Check-Out SWIS,
and it allows us to look at
how all the students in Check-In/Check-Out are doing.
And it allows you to enter your data from the DPR.
So there would be a person that would be assigned
to plug in the data
and it produces some great graphs
for all the students that are on Check-In/Check-Out
and for individual students by period.
So you can see how they're doing different periods
of the day, and you can look deeper
at a particular period of the day.
So, it's a really nice system designed specifically
for Check-In/Check-Out.
So if your team is
engaging in this particular intervention
whether you use SWIS or not,
the features of SWIS that are used to track
and report on a Check-In/Check-Out would be how you want
to set up your data system.
So here are some next steps for your team.
If you're one of those attending this webinar
with hopes to attend a targeted team training coming up
in April or in June
that family engagement module I talked
about 100 minutes ago.
And your plan for sustainability
at the universal level
in your workbook
and in the handbook looking at your team profile,
who's on the systems level team,
and who's on the individual student level team
and begin your inventory of targeted supports,
knowing that you're going to be building on that over time.
There's a handy dandy VRT yeah.
Got a couple of typos.
There's a handy dandy checklist
of readiness activities that's also linked
on the webpage and materials,
and that will help you keep track of the different parts
and pieces of things that need to be done
to build your
ability to install the targeted level of PBIS.
So here we have one final poll
about what you're thinking about for training this year.
And Amy, do you want to let you.
- [Amy] "Will your school be participating
"in BTPS targeted training this year?"
- We have, yes for April.
This really helps us plan our trainers too.
So it's looking like
several of you are thinking about training in April
and perhaps not June
and several not sure yet, thank you.
That was really helpful.
So I think
that,
yeah, that concludes the formal portion
of our webinar.
I will stay on the line
and see if you have any questions or comments.
You will get an email from Anne Doobie
in a little while asking you how this went for you.
And you have the opportunity
when you're filling out the feedback form to
click on a link that will get you
to your certificate of attendance for your time today.
And we really appreciate you taking the time
to visit with us.
We know it's a busy time and a very distracting day
for many of us as well.
Yeah, thanks for coming.