SW-PBIS TrainingCambrian SD

Sept. 2014

Chris Borgmeier, PhD

Portland State University

cborgmei@pdx.edu

PBIS Big Ideas Commitment to serve ALL students

Setting ALL Students & Staff up for Success Level the Playing Field for All Students Positive & Welcoming for ALL

Proactive is better than Reactive

Teach Social Behavior like we teach Academics

Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME

PBIS Big Ideas

LIMIT LOSS OF INSTRUCTIONAL TIME

Reduce use of exclusionary & punitive strategies Time in Office, Suspension, Detention, Expulsion

Focus on Attendance Start with making school and classroom a welcoming, positive place for

ALL students

PBIS in a Nutshell(for kids and adults)

If you want it, teach it.

Teach it where you want it.

If you want to see it, look for it.

If you see it, recognize and reward it.

- Dale R. Myers

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

PRIORITY #1

TIER 1 – Cambrian Team Statements

Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place.

Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision.

Messaging/working with our staff.  that our behavior programs in the classroom align with our PBIS philosophy

Suggestions for starting the process for a mural on campus

Team time!!!! ….and Tier focus (all level).

TIER 2 – Cambrian Team Statements If there isn’t a real need for CICO, are we missing

something or is that o.k.? a chance to focus on the implementation of specific tier 2

strategies such as Check In Check Out – so this would be more planning time for us to work out how to do CICO and make sure it is resourced well enough.

from a higher level, implementing and staffing Tier 2 in a sustainable way.  e.g. Organizing our team, meetings and processes so that Tier 1 and Tier 2 are both being addressed in a sustainable way.  

TIER 3 – Cambrian Team Statements

How to get the ball rolling for Tier 3 How to build teacher capacity and comfort for some of the

more severe cases of behavior. What (if any) support staff can learn working with

behavioral challenges. What to do with students that need a Tier 3 program or

how to tweak CICO if it is not working.

Agenda

Overview of 3 tiersTier 1 – Respond to initial questionsNext steps with Tier 2 & Tier 3

Team time tailored to each siteAddress team questions

TIER 1 – Cambrian Team Statements

Ideas for motivating staff regarding self-improvement (Less complaining) and/or getting excited about their work place.

Strategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision.

Messaging/working with our staff.  that our behavior programs in the classroom align with our PBIS philosophy

Suggestions for starting the process for a mural on campus

Team time!!!! ….and Tier focus (all level).

Start with the Why

WhyHowWhat

Simon Sinek

Why? The WHY needs to fit local context:

ValuesCultureNeeds

Why does your school need to implement SW-PBIS Tier 1? Tier 2? Tier 3?

….then How? and What?

If the Why isn’t important – How and What don’t stand a chance

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Role of Tier 1 - PBIS Team

Monitoring & Maintaining ImplementationAt least monthly team meetings

With monthly review of dataRegular updates with whole staff

Re-Teaching Planning & maintaining Acknowledgment system & assemblies Monitoring Discipline Data & challenging areas to inform action

planningContinuing Development of PBIS intervention

1. Inform facilitator of absence/tardy before meeting2. Avoid side talk3. Remind each other to stay focused4. Start and end on time5. Be an active participant

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SW - PBISGENERAL

IMPLEMENTATION PROCESS Staff Feedback

Team Process PBIS is active, alive -- not static It’s not something we’ve done – it’s something we’re

doing Requires regular team meetings with a team that

represents ALL school staff Team keeps PBIS alive through ongoing planning,

support, and decision making to address needs as they arise

Looking at data & maintaining & developing programs to meet needs Constantly asking:

What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?

Prevent “Trigger”

Define & Teach Re-teach SW expectations for Respect on the playgroundRe-define and teach check out routine. Check out equipment happens before recess in classrooms

Reward/Reinforce Staff acknowledge students appropriate use of equipment and respectful behavior with SW PAW tickets

Withhold Reward

Corrective consequence

Other

Safety

Problem Statement

We have high rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears

they are trying to get access to equipment/games

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Use Schoolwide Information System (SWIS) Data to Achieve Precision

Question SWIS Table/GraphWhat problem behaviors are occurring?

Referrals by problem behavior

When are problem behaviors occurring?

Referrals by time

Where are problem behaviors occurring?

Referrals by location

Who is engaging in problem behaviors?

Referrals by student

Why is the problem behavior continuing to occur?

Custom Report by Motivation

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Strategies for controlling

misbehavior at the

bathrooms during

recesses where there is

not a lot of supervision.

Prevent “Trigger”

Define & Teach

Reward/Reinforce

Withhold Reward

Corrective consequence

Other

Safety

Problem StatementStrategies for controlling misbehavior at the bathrooms during recesses where there is not a lot of supervision.

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Strategies for controlling

misbehavior at the

bathrooms during

recesses where there is

not a lot of supervision.

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Working with our staff to

understand that our behavior programs in the classroom

align with our PBIS philosophy

Looking for High Blue (Not or Partially In Place) & High Red (Priority)

Rowe MSOctober 2013 Rankings

% Not or Partial In

Place

% High/ Med Priority

Total Rank

2. I acknowledge student positive behavior at least 4 times more often than I acknowledge problem behavior

66 66 132 2

8. Chronic problem behaviors are anticipated and precorrected

64 76 140 1

11. Instruction includes frequent student responding (more than 4 responses/ minute for new materials & 8 for review)

64 64 128 3

School-wide Total % In Place = 59%Partial = 34%Not In Place = 5%Not Applicable = 2%

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

Annual Action Planning

Tier 1

Plan for Next Year

Evaluation Tools for Sustainability;

Schedule into Action Plan for Next Year

Tier 1Annual Action

Planning

Team Task: Tier 1 Action Planning

Tier 2

Continuum of Assessment & Intervention

Intensive

Targeted

Universal School-Wide Assessment

School-Wide Prevention Systems

Student Referral Data (ODRs)

“Tweak”/ Small change to CICO

Basic CICO

InterventionAss

essm

ent

Borderline Initial CICO Data

Student Referred for CICO

CICO Plan/ Initial Meeting

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Progress Monitoring

Meeting

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

CICO Coordinator Responsibilities

Organize & coordinate implementation of CICO system Coordinate check-in and check-out

Possibly do Check-in & check-outs

Lead meetings Enter data daily (or monitor daily data entry) Organize & summarize student data for meetings Problem solve challenges to implementation of CICO Establish rapport with students Provide training to all students before they begin CICO Contact person for caregivers Process requests for assistance

Team Task

Complete the CICO Self-Assessment & Identify Actions for improved implementation

Tier 2/3 Problem Solving Team

Individual PBIS Team (or whatever you want to call it)

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Who should be on the Tier 2/3 team?

Administrator Check-In/Check-Out Coordinator Behavior Specialist(s):

Person(s) in school involved with conducting behavioral assessments, developing behavior support plans and providing support to students with challenging behavior

Often = School Psychologist, Special Education Teacher, and/or School Counselor

Administrator

Manage & monitor system (Tier 2 & 3) implementation

Actively demonstrate commitment to supporting students with challenging behavior in school environment

Decision-maker present to maintain efficiency of Tier 3 teaming & planning

Monitor implementation fidelity of Tier 2 & 3 implementation

Behavior Specialists

Some flexibility in schedule to conduct assessments & support implementation of Behavior Support Plan (BSP)

Training/ background knowledge in behavioral principles and interventionWill be provided at trainings

Behavior Specialists

Lead FBA/BSP process:Conduct interviews & observationsDevelop Summary StatementComplete Competing Behavior PathwayLead process of Behavior Support &

Implementation planningSupport & Monitor implementationLead BSP meetings

Team Task

Complete the Team Charter What do you want to call your

team? Do you have the right team

members on your I-PBIS team? Anyone you’d like to add?

What is your meeting schedule?

Questions for Year 3 planning & implementation

• Tier 2 Intervention Coordinator

• Facilitator

•Process M

onitor

• Notetaker

> 1 hour meeting

Review Tasks

Borderline Responder

Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%

“just missing”… but downward trend

Good Candidate for a Small Change/ “Tweak”In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR

(d) more frequent check-ins

Typical Reasons CICO may not be working for an individual student

1) Low fidelity of implementation

2) The student needs more instruction on how to use the program

3) The rewards are not powerful or desirable for the student

4) The program does not match the function of the problem behavior

5) The student requires more intensive, individualized support

AddressImplementation

Issue

Individualize Tier 2

Escalate to Tier 3 Support

Individualized Point Card

Robbie Oct. 14th 20--

More Frequent Check-Ins“CICO Hair Club for Kids”

•Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period

•Another Alternative – Create alternate card which breaks day into smaller intervals

Breaks Are Better

Function = Escape Task (elem)

Justin Boyd

University of Oregon

Breaks are Better Card

ABC: Academic Behavior CICO

Function = Escape Task (MS)

Jessica Turtura

University of Oregon

ABC Point Card -- Front

ABC Point Card -- Back

Non-Responder

After multiple interventions, including match to function-based CICO

Tweak ABC CICO

RTI Time to move to Tier 3 Support

FBA/BSP

CICO

• Screening Coordinator

• Tier 2 Intervention Coordinator

• Tier 3 Intervention Coordinator

• Facilitator

•Process M

onitor

• Notetaker

> 1 hour meeting

Review Tasks

Team Task Open up your School Account on

www.pbisassessment.org Click on “Login” tab in upper right of page Type in your School ID # Click the “Action” arrow next to Monitoring Advanced

Tiers Tool (MATT) As a team complete the MATT on-line

Use your results to identify action items & develop an action plan

Identify any other priorities related to student behavior/ discipline/ PBIS in your school

Tier 2Annual Action

Planning

Plan for Next Year

Evaluation Tools for Sustainability;

Schedule into Action Plan for Next Year

Tier 3

Continuum of Assessment & Intervention

Intensive

Targeted

Universal School-Wide Assessment

School-Wide Prevention Systems

Student Referral Data (ODRs)

Refer to Tier 3 team: Practical FBA

“Tweak”/ Small change to CICO

Basic CICO

Modified CICO Matched to FunctionIntervention

Asses

smen

t

Borderline Initial CICO Data

Non-Responder Preliminary FBA

Individualized Behavior Support

Plan

Non-Responders – escalate to Student Centered Team

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

FBA/BSP Team membersSchool FBA TeamPrincipal and Behavior Specialist (usually

School Psychologist or SpEd teacher)

GenEd teacher/ staff

Other school staff that work with the studentAides, Paraeducators,

Yard Duty staff, etc.

SpEd teacher/ staff

Parent

Other involved community members/ services

Mental health services, Medical services,

Big brother/sister, etc

Build Local Capacity

Build expertise on school leadership teamBasic FBA to BSP training

Seven 75 minute trainings attended by Tier 2/3 team Trained in conducting FBA/BSP; assignments to conduct FBA/BSP Coaching from local (District?) Behavior Specialist

Increase knowledge and understanding of all staff to support intervention for students with challenging behavior

District Behavior Specialist

Support school implementation of FBA/BSP to build capacity at local site for simpler cases

Provide support for challenging cases

School-wide training to increase understanding of problem behavior and function-based intervention for all staff Including FBA/BSP expectations, roles and responsibilities

Trainings from “Basic FBA to BSP” program SPSYs and RSPs to do a Roadshow with ABC training

Once you have defined the behavior (the What) & know Where & When the behavior occurs…

Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF?

2Routines/Antecedents/

Setting Events:

When _____happens….

1 Behavior:

the student does (what)__

3Consequence/Outcome

..and as a result ______

Staff use of Possible Motivation requires knowledge of ABC & Behavioral Function

Summary Statement

WHEN ANTECEDENT , BEHAVIOR BECAUSE____CONSEQUENCEBRENDA HURTS THEM THEY GO AWAY (Avoid Peers)

OTHER STUDENTS CALL HER NAMES OR TEASE HER

Function of Behavior = Possible Motivation on Referral

Tier 3Annual Action

Planning

Plan for Next Year

Evaluation Tools for Sustainability;

Schedule into Action Plan for Next Year

Team Task: Tier 2 & 3 Action Planning