INTENSIVE LEVEL SYSTEMS, DATA &

PRACTICES Administrative Planning/Overview May 5, 2011

SETTING THE CONTEXT FOR VTPBIS AT THE INTENSIVE LEVEL

This is a “work in progress”

Today’s Agenda and Objectives:

• Review PBIS within the context of RtI • Review and inventory targeted level practices • Understand the role of Universal Screening •  Identify Intensive level practices • School/SU Wraparound presentation • Explore systems needed at the Intensive Level •  Identify data tools needed at Intensive Level • Plan for Summer Institute and Next Steps

Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity

1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures

Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions •  Some individualizing

5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing

Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive

80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

Accessed at http://pbis.org/schoolwide.htm

Core Features of Response to Intervention (RtI) Approach •  Investment in prevention • Universal Screening • Early intervention for students needing targeted supports • Multi-tiered, prevention-based intervention approach • Progress monitoring • Use of problem-solving process at all 3-tiers • Active use of data for decision-making at all 3-tiers • Research-based practices expected at all 3-tiers •  Individualized interventions matched with assessed level of need

Tier 1/Universal

School-Wide Assessment School-Wide Prevention Systems

Tools like Simeo and ISIS:

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004

Tier 2/Targeted

Tier 3/ Intensive

Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model

Systems

Supporting Staff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Outcomes

Supporting Decision Making

Continuum of Support at Targeted/Intensive Level Systems •  Small group interventions: Check-in Check-Out (CICO), social/

academic instructional groups, tutor/homework clubs, etc. •  Group interventions with individualized focus: Utilizing a unique

feature for an individual student, e.g. CICO individualized into a Check & Connect, mentoring/tutoring, etc.

•  Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc.

•  Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community

•  Wraparound: A more comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors

Illinois PBIS Network, Revised Sept., 2008

TARGETED INTERVENTIONS Descriptions and Examples…

Critical Features of Targeted (Group) Interventions

•  Intervention is continuously available • Rapid access to intervention (72 hr.) • Very low effort by teachers • Consistent with school-wide expectations • All staff/faculty in school are involved/have access • Flexible intervention based on descriptive functional assessment

• Adequate resources (admin., team) • Continuous monitoring for decision-making

Why do Targeted Interventions Work?

•  Improved structure •  Increased feedback •  Inappropriate behavior is less likely to be ignored or rewarded

• Linking school and home support • Organized to morph into a self-management system

Check-In/Check-Out (CICO)

Default intervention. WHY? • Most students receive multiple ODRs for peer or adult attention. • Evidence indicates CICO is effective practice for reducing acting out behavior related to attention seeking.

Schools must have strong CICO in place! See CICO Self-Assessment and Action Plan.

Social Skills Training

• Social Skills Training is the process of teaching pro- social concepts needed to be successful in social environments across all settings.

• While social skills training is part of all levels of PBIS, it becomes more individualized as students needs indicate.

• Social Skills are not based on a “problem” but perhaps a “deficit”.

• Social skills training involves modeling, teaching, practicing and feedback.

Self-Management

• Self-Management helps the child become aware of his or her own activity level in order to produce an automatic response without relying on external reinforcement or prompting.

Problem Solving Training

• Problem solving teaches students a sequential and deliberate process for handling difficult situations.

• The steps to problem solving can be used after a problem occurs; yet ideally training occurs once a day/wk, etc. with different teacher generated scenarios to teach the steps to the student.

Life Space Crisis Intervention

• De-Escalation Skills

• Establishing effective positive helping relationships with children

• Diagnosing and breaking self defeating patterns of behavior

Other Types of Targeted Interventions

• Newcomers Club • Homework Study Groups • Lunch Bunch • Bus Riders School • Anger Management Group

Others? Please share!

FUNDAMENTAL RULE! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’ Neill et al., 1997, p. 71).

Inventory of Existing Targeted Interventions

ACTIVITY # 1 Complete the CICO Self-Assessment and Action Plan Begin the Inventory of Targeted Interventions

UNIVERSAL SCREENING

Problems at Schools •  Struggling readers •  Can’t read at all •  Letter/word reversal •  Comprehension difficulties •  Memorization difficulties •  Retention problems •  English language learners •  Lack of number recognition •  Math fact deficits •  Homework completion •  Sloppy work •  Test anxiety •  Oral reading fluency •  Poor writing skills

•  Fights •  Property destruction •  Weapons violation •  Violence toward teachers •  Tobacco use •  Drug use •  Alcohol use •  Insubordination •  Noncompliance •  Late to class •  Truancy •  Inappropriate language •  Harassment •  Trespassing •  Vandalism •  Verbal abuse

Consider Universal Screening

Why Screen for Behavior? Kauffman (2001)

• To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy.

• Early identification leads to early intervention

• Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

Universally Accepted Types of Screening in School

Readiness

Academic

Vision

Hearing

Dental

Behavior

Why not?

Universal Screening Targeted Assessment

Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)

0

5

10

15

20 TES DPE RES TIS

We will focus on Universal Screening at the Summer

Institute

INTENSIVE LEVEL INTERVENTIONS Descriptions and Examples…

Functional Behavioral Assessment / Behavior Intervention Program (FBA/BIP)

•  Foundation of all intensive level interventions

•  Behavior support is the redesign of environments, not the redesign of individuals.

•  Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

FBA “BIG IDEAS”

• FBA is a problem solving process – a way to think about behavior systematically.

“FBA can be done in your head.” • FBA identifies the events that reliably predict and maintain problem behavior.

Trigger Behavior Consequence Function

FBA Team Process Steps 1.  Collect information

a.  What does the problem look like? b.  What series of events predicts behavior? c.  What is the maintaining consequence of the observable

behavior? d.  Hypothesis statement?

2.  Develop “competing pathways” and replacement behaviors

3.  Develop BIP. 4.  Develop strategies for monitoring & evaluating

implementation of BIP.

FBA/BIP

• Best conducted by teams of educators who are skilled in the process

• The persons who implement the strategy need to be actively involved in designing it or it probably won’t work!

Levels of FBA (Crone & Horner, 2003)

Full FBA

Brief FBA

We will focus on FBA/BIP

skill building at the Summer

Institute

Individualized Teams at the Intensive Level

• Are unique to an individual child & family • Task facilitator with engaging family and bringing team together

• Blend the family’s supports with the school representatives who know the child best

• Designed to improve quality of life as defined by the youth/family (i.e., “BIG Needs”)

• Meet frequently •  Identify, develop & review interventions

Who Benefits from Intensive Supports?

• Youth with needs across home, school, & community

•  Youth with needs in multiple life domains

•  The adults in youth’s life who are not effectively engaged in comprehensive planning

What is Wraparound?

• Wraparound is a family-driven, team-based process for planning and implementing services and supports.

• Teams create plans that are geared toward meeting the unique needs & strengths of children and youth with complex needs and their families.

• The wraparound team members meet regularly to implement and monitor the plan to ensure its success.

Wraparound Principles

Voice & choice

Natural supports Collaboration Community-

based

Culturally Competent Team-based Individualized Strengths-

based

Unconditional Outcomes-based

Four Phases of Wraparound 1. Engagement & Team Preparation •  Orient family, stabilize crises, assess strengths & needs,

form vision, identify team members

2. Planning •  Hold initial meeting(s), orient team, create plan focusing

on “Big Needs”, identify services & supports

3. Implementation •  Hold regular meeting, implement plan, review progress,

revise plan

4. Transition •  Define when vision / goals have been met, “unwrap”

celebration, follow up with familiy

Context for VTPBiS Intensive Level - Wraparound

1988 to present

Vermont System of Care

•  Wraparound initiated through mental health

2008 to present

VTPBiS Statewide Implementation

•  Universal 40 schools •  Targeted 51 schools •  Intensive Wraparound

3 schools

2010 to present

Consultation with Lucille Eber of PBIS

Illinois Network

Targeted/Intensive Level Skill Sets • Understands the conflict cycle and uses de-escalation strategies

• Develops FBAs and  BIPs • Uses effective engagement strategies with students, families and teams

• Develops targeted interventions that are function-based.

• Familiar with academic modifications and accommodations

•  Integrates data-based decision-making into comprehensive processes (home-school-community)

We will focus on wraparound at the Summer

Institute

Outcomes

Supporting Decision Making

Systems

Supporting Staff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Focus at the Supervisory Union/District Level • Build capacity to implement effective practices

•  Focus on student outcomes •  Focus on fidelity of implementation of effective practices.

• Avoid doing too many different things at one time

•  Stages of implementation • Alignment of district practices

Stages of Implementation

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

Implementation occurs in stages

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2-4 years

Focus of Supervisory Union/District: Intensive Level System Components at Installation Stage 1.  SU/District Planning Team to assure efficient and

effective allocation of resources to meet the needs of students with most complex needs.

2.  Building based intensive level (systems) planning team to monitor progress of intensive plans and address challenges at building level.

3.  Coaching from supervisory union and state level coaches.

4.  Facilitators identified and “positioned” to facilitate teams and plans for 1-5% of students.

5.  Comprehensive training and technical assistance plan. 6.  Data system/tools to be integrated into practices.

Focus of Supervisory Union/District at Sustainability Stage (in 3-5 years):

1.  Representative SU/District Leadership Team mtg. with integrated Intensive level focus regularly

2.  SU Coach/es app. 1 FTE (fully funded) 3.  All buildings with at least monthly Targeted Systems,

Intensive Systems & Student Problem Solving Team mtgs.

4.  All buildings with 1-3 % of students with 2 or more data points

5.  Modified district/SU policies/procedures 6.  Specific strategies for blending related initiatives

Tools for Guiding Your District/Supervisory Union Plan

ü  School Action Plan ü  SU/District Action Plan ü VTPBiS Intensive Level Readiness Checklist

Where/how will Community Partners/Resources, including family voice, be integrated into the overall district and in school buildings?

Why We Need MH Partnerships

• One in 5 youth have a MH “condition” • About 70% of those get no treatment • School is “defacto” MH provider • Students with EBD are 2 to 4 grade levels behind in academics.

• Best predictor of delinquency and incarceration • Suicide is 4th leading cause of death among young adults

Old Approach à New Approach

• Each school works out their own plan with Mental Health (MH) agency;

• A MH counselor is housed in a school building 1 day a week to “see” students;

• No data to decide on or monitor interventions;

• “Hoping” that interventions are working; but not sure.

• District has a plan for integrating MH at all buildings (based on community data as well as school data);

• MH person participates in teams at all 3 levels;

• MH person leads small groups based on data;

• MH person co-facilitates FBA/BIP or wrap individual teams for students.

ACTIVITY # 2: Review VTPBiS Readiness Checklist “What the Supervisory Union or District Commits to” Create an action plan for moving to Readiness at the Intensive Level.

SCHOOL SYSTEM STRUCTURES NEEDED

Examples of Ineffective Targeted/Intensive System Structures • Referrals to Special Education seen as the “intervention”

• FBA seen as required “paperwork” vs. a needed part of designing an intervention

•  Interventions the system is familiar with vs. ones likely to produce an effect •  Example: Student sent for insight based counseling at point of

misbehavior

Lessons Learned

• Targeted Interventions need to be strong in order to build Intensive level supports

• PBIS Intensive level interventions require system of support at both the school and SU/District.

•  Implementation of new interventions (innovations) requires changes in system structures.

• Success at any level of the pyramid is dependent on fidelity of implementation at all levels of the pyramid.

Three Tiered System of Support��� Necessary Conversations (Teams)

School-wide & Classroom Practices

Office Disciplinary Referrals (ODRs)

Academic Grades

Attendance

INTENSIVE Systems Planning

Brief FBA/BIP TCCE

Small Groups Check in

Check Out

Brief FBA Form Process data Daily Progress Reports (DPRs)

Wrap FBA / BIP

HSC WIT FBA

Practices Data

TARGETED Systems Planning

UNIVERSAL Systems Planning

INTENSIVE & TARGETED Student Planning

INTENSIVE & TARGETED Student Planning

Administrators Need to… • Know what the practices look like when implemented with

fidelity; •  Be active/visible on teams; •  Be “hands on” with the first few intensive level plans; • Apply high-level problem-solving skills troubleshooting

systems level issues.

ACTIVITY # 3: Review VTPBiS Readiness Checklist – “Schools are ready to engage at the PBIS Intensive Level once they have:...” Create an action plan for moving to school Readiness at the Intensive Level.

Systems

Supporting Staff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data/ Outcomes

Supporting Decision Making

Types of Data

•  Individual students •  Tools for data collection •  Tools for easy graphing and evaluation •  Teachers receive feedback regularly •  Parents receive feedback regularly

• Effects of system monitored • Outcomes •  Fidelity •  Social validity

Student data examples

• Home, School, Community Tool (HSCT)

• Educational Information Tool (EIT)

• Grades, Tardies, Suspensions, Other

Home, School, Community Tool

Educational Information Tool

Other Student Data

Systems Data Tools to Build SU/District and Building Level Action Plans for Targeted/Intensive Implementation •  IL PBIS Secondary/Tertiary Tracking Tool •  IL PBIS Systems Response Tool • VTPBIS Phases of Implementation (PoI)

Many More Tools Available

Student • Wraparound Integrity Tool (i.e., fidelity) • Student Disposition Tool (i.e., basic student info) • Family & Youth Satisfaction Tools System • Benchmarks of Advanced Tiers

ACTIVITY # 4 At your table, review the systems tools and individual student tools. Be prepared to comment on how your team might benefit from using these tools

Moving Forward with PBIS Intensive Level Supports

Next steps…

• Complete: Inventory of Targeted Interventions and

• Complete: CICO Self-Assessment and Action Plan

• Determine follow-up activities for your District/SU in order to complete the VTPBiS Intensive Level Readiness Checklist

Prepare for Summer Institute

• Discuss learning objectives as large group

• Participants should bring: • A FBA or Competing Behavior Pathway that has been

started or completed for a student •  Progress-monitoring data for 1-3 students who seem to need

more than FBA/BIP and/or students whose home/school/community placement is at risk. Bring Check-in/Check-out data for these students, if applicable.