VTPBiS
Targeted TRAINING:
Workbook
Date: ______
School: ______
Team Members: ______
______
Targeted Interventions
What are targeted interventions?
Targeted interventions provide additional student support in academic, organizational, and/ or social support areas. These interventions are known by all staff and available for students during the school day that.
When to consider targeted interventions?
•When universal systems are not sufficient to impact behavior
•When students display chronic patterns of disruptive behavior
•When concerns arise regarding students’ academic or social behavior
Activity #1:
If up to 15% of Your Students need something more, how many students would that be in your school?
Review your ODR data. (If SWIS, look at “referrals by student graph”.) What percentage of your students receive 3-5 ODRs. Calculate based on your school enrollment?
Activity #2:
Answer the following questions:
PBIS Systems:
1. Who’s missing from the team?
2. What steps can you take to make the team have a higher profile in the school?
3. How will you use data to help in your planning?
4. What competing initiatives (school improvement activities) do you need to align with PBIS?
PBIS Practices:
4. Who will plan your Universal roll-out efforts for next year?
5. How will roll-out happen for staff, students, and families? (expectations, lessons, acknowledgements, etc.). Use attached planning sheets, if needed.
PBIS Data:
Answer the following questions as they appear on the Benchmarks of Advanced Tiers (BAT)
Tier 1.Implementation of School-wide PBIS / 2-Fully in Place / 1- Partially in Place / 0-Not Yet Started / Circle Appropriate Score
1. School-wide PBS, Tier 1/Universal intervention is in place as measured by scores on the SET, BoQ, TIC, or PIC
/ 80%/80% on SET
70% on BoQ
80% on TIC or PIC
/ Score greater than 40% on any of these measures
/ Score equal to or less than 40% on any of these measures.
/ 2
1
0
2. Team members agree that school-wide PBS is in place and is implemented consistently by teachers and staff
/ Team members agree that school-wide PBS is in place and is implemented consistently by over 80% of all teachers and staff.
/ Team members state that school-wide PBS is implemented consistently by 50-80% of teachers and staff
/ Team members state that school-wide PBS is implemented consistently by less than 50% of teachers and staff.
/ 2
1
0
3. A data system is in place for documenting office discipline referrals that includes (a) problem behavior, (b) time of day, (c) location, (d) possible motivation, (e) others involved, and (f) administrative decision taken as a result of the problem behavior.
/ The system includes all 6 features.
/ The system includes 4-5 features.
/ The system includes 3 or fewer features or is not in place.
/ 2
1
0
Goals / Action Steps Timeline & Resources / Person
Responsible / Evaluation Measure/
Evidence / Review Status
A = Achieved & Maintain
I = In progress
N = Not achieved
TASKS
Faculty and Staff
/ Action? / Who? / When?1. Review the elements and procedures of Universal PBIS (expectations, teaching plans, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office, etc.) with ALL staff and faculty.
2. Develop a plan for obtaining annual staff buy-in for PBIS.
3. Develop a plan for orienting new and substitute faculty and staff to Universal PBIS.
Students
/ Action? / Who? / When?4. Review the elements and procedures of Universal PBIS (expectations, acknowledgment system, lessons, procedures for addressing problem behavior) with ALL students.
5. Students will be taught the expectations in the various school environments.
6. Students will be acknowledged/rewarded for exhibiting are the behaviors associated with the schoolwide expectations.
7. A plan for Booster activities (reteaching, reinforcement) based on need and data will be developed.
8. A plan for orienting new students to Universal PBIS will be established.
Families/Community
/ Action? / Who? / When?9. A plan for communicating and discussing the PBIS Universal System to families will be developed.
10. A method for gathering and responding to family input regarding school-wide PBIS has been developed.
11. A plan for orienting new families to Universal PBIS will be developed.
~VTPBiS Universal Action Plan for Sustainability~
Adapted from Muscott & Mann 2008
LOGISTICS / Action? / Who? / When?12. Posters developed and printed for classroom and non-classroom areas.
13. Matrix developed and printed for classrooms, student handbooks, non-classroom areas.
14. Acknowledgement tangibles (tickets) developed and printed with directions printed for staff.
15. Acknowledgements menu developed and printed.
16. Personnel to manage SWIS or other data system identified.
17. Kick off activities planned.
18. Teaching activities planned.
19. Adult incentives planned.
20. Office Discipline Referral form finalized and printed.
21. Parent kick-off planned.
PBIS School-wide Implementation Plan
Staff PBIS Roll-Out
Date:
Time:
Location:
Materials Required (check or list all that apply):
Agenda ____ Handouts ____ Other ______
Technology Supports LCD ____ TV/DVD/VIDEO _____ Screen ______Easel ______Chart Paper ______Markers ______Other ______
Presenters: ______; ______; ______;
______; ______; ______
Activities (attach work sheets, if needed) Amount of Time
1. ______
2. ______
3. ______
4. ______
Evaluation/ Feedback Method (check all that apply)
Survey _____ Process Activity _____ Interview ______Other __ Describe ______
PBIS School-wide Implementation Plan
Student PBIS Roll-Out
Date:
Time:
Location:
Materials Required (check or list all that apply):
Agenda ____ Handouts ____ Other ______
Technology Supports LCD ____ TV/DVD/VIDEO _____ Screen ______Easel ______Chart Paper ______Markers ______Other ______
Presenters: ______; ______; ______;
______; ______; ______
Activities (attach work sheets, if needed) Amount of Time
1. ______
2. ______
3. ______
4. ______
Evaluation/ Feedback Method (check all that apply)
Survey _____ Process Activity _____ Interview ______Other __ Describe ______
PBIS School-wide Implementation Plan
Family and Community PBIS Roll-Out
Date:
Time:
Location:
Materials Required (check or list all that apply):
Agenda ____ Handouts ____ Other ______
Technology Supports LCD ____ TV/DVD/VIDEO _____ Screen ______Easel ______Chart Paper ______Markers ______Other ______
Presenters: ______; ______; ______;
______; ______; ______
Activities (attach work sheets, if needed) Amount of Time
1. ______
2. ______
3. ______
4. ______
Evaluation/ Feedback Method (check all that apply)
Survey _____ Process Activity _____ Interview ______Other __ Describe ______
Activity #3
Team Roles and Norms
Facilitator:
Recorder:
Timekeeper:
Reporter:
Team Norms:
Activity # 3 and Activity #6: Team Profile and Meeting Schedule
Targeted Intervention Team RosterSchool Name: Grades:
Town/City: Supervisory Union:
Targeted Team – Systems Level
Team Member Name Building Role Team Member Role
(facilitator, timekeeper, recorder, other)
Day and Time of Monthly Meetings:
Targeted Team – Individual Student Level
Team Member Name Building Role Team Member Role
(coor., behavior spec., data spec.) (facilitator, timekeeper, recorder, other)
Day and Time of Weekly Meetings:
Tier 2-3:
Commitment / 2-Fully in Place / 1- Partially in Place / 0-Not Yet Started / Circle Appropriate Score
4. There is crossover membership and/or communication that informs the Tier 1 team of the status of Tier 2 and Tier 3 supports.
/ Tier 1 team is aware of the number of students, fidelity, and progress of students receiving Tier 2 and Tier 3 supports.
/ Tier 1 team is aware of one or two components, but not all three.
/ Tier 1 team is unaware of the number of students, fidelity, and progress of students receiving Tier 2 and Tier 3 supports.
/ 2
1
0
5. A team/individual makes decisions about students receiving Tier 2 and Tier 3 supports.
/ A team/individual
makes decisions about students receiving Tier 2 and Tier 3 supports (who should receive what support).
/ Decisions are made regarding Tier 2 and 3 supports but not formally or consistently.
/ No team/individual is established to determine Tier 2 and Tier 3 support for students.
/ 2
1
0
6. The number of students, program fidelity, and progress of students receiving Tier 2 and Tier 3 supports is reported to faculty.
/ The number of students, program fidelity, and progress of students is reported to faculty at least quarterly.
/ One or two components reported to faculty, or any components reported less than quarterly.
/ The system includes 3 or fewer features or is not in place.
/ 2
1
0
Goals / Action Steps Timeline & Resources / Person
Responsible / Evaluation Measure/
Evidence / Review Status
A = Achieved & Maintain
I = In progress
N = Not achieved
Activity # 4: Targeted Team Purpose Statement
Activity #5: What Targeted Supports do you have?
Intervention System Support or Practice / Purpose/Goal / Staff Involved / ReferralCriteria / Evidence of Effectiveness (Does practice achieve anticipated outcomes? Is there data?)
Activity # 6
1.Establish the Team (student) and assign Check-In/Check-out Coordinator (if CICO). Use School Profile Form.
2. Who will you serve?
How many students can you serve at one time?
Using ODR data and other student data, brainstorm a list of students you would like to refer to TCCE or CICO.
3. Where will Check-in/Check-Out be located?
4. Determine a catchy name for your program:
Activity # 7
1. Create DPR Form. Use samples from book – Responding to Problem Behavior in Schools.
o Expectations should match Universal expectations
o DPR should be teacher and student friendly.
o There should be a place to write each student’s goals
o Use Examples from the book Responding to Problem Behavior in Schools: The Behavior Education Program pages 201-204 and at PBISveromont.org CICO forms
o Use SWIS and SWIS CICO Readiness Checklist for DPR compatibility
2. Create DPR Progress Summary Form using examples from the BEP book pages 210-211
Activity # 8:
Create your Check-In/Check-Out Reward System
What will the students’ daily point goal be?
What reinforcers will students receive for checking in and out (e.g., praise and lottery ticket)?
What reinforcers will students receive for checking out and meeting their daily point goal?
How will you ensure students do not become bored with the reinforcers?
Determine what resources you will need to access reinforcers
Develop a Request for Assistance System
What are the criteria for placing students on Check-In/Check-Out? Other targeted interventions?
How will students be referred?
What is the process for screening students who transfer into the school?
What is the process for determining whether students will start the next school year on the Check-in/Check-out?
Create your Request for Assistance form (see BEP book page 197 and at PBISveromont.org CICO forms). Are the forms easy to access? Easy to complete? Contain the necessary information?
Create a Student Agreement or contract (see BEP book page 219)
Develop a parent consent form (see sample at PBISveromont.org CICO forms).
Activity # 9
Create a system for managing the daily data
Which computer system will you use? SWIS? Excel? Other?
How frequently will you Team the daily Check-In/Check-Out data? (at least bi-weekly)
Who is responsible for summarizing the data and bringing it to the meetings?
How frequently will summary data be shared with staff? Parents?
Plan for fading students off the Check-In/Check-Out intervention
What are the criteria for fading students off of Check-In/Check-Out?
How will the program be faded, and who will be in charge of helping students fade off the Check-In/Check-Out?
Plan for student graduation celebrations
Review and complete the following section of Benchmarks of Advanced Tiers:
Tier 2-3:Main Tier 2: Strategy Monitoring and Evaluation / 2-Fully in Place / 1- Partially in Place / 0-Not Yet Started / Circle Appropriate Score
28. An information system is used to monitor the
impact of the Tier 2 strategy.
/ A data-based system is in place
that allows for daily
collection of behavior
ratings and weekly
monitoring of behaviors.
/ Behavior ratings are
collected less frequent than daily or are monitored less
than weekly. / There is no system for
monitoring student
progress for this Tier 2
strategy.
/ 2
1
0
29. There are documented decision rules to decide which students access the strategy and the process is implemented consistently.
/ There are documented
decision rules to decide
which students access the
strategy and the process is
implemented consistently.
/ There are documented
decision rules to decide
which students access the
strategy, but they are not
used or are used
inconsistently. / There are no decision
rules to determine how
students access the Tier 2
strategy / 2
1
0
30. Documented decision rules are
Used to monitor, modify, or discontinue student involvement in the
Tier 2 strategy..
/ Documented decision rules
determine how the strategy
affects a student and
include (a) monitoring, (b)
modifying, and (c) ending a
strategy.
/ Documented decision
rules may include (a)
monitoring, (b) modifying,
and (c) ending a strategy, but not all three
/ There are no decision
rules to determine how a
strategy affects a student
or decision rules include
exist for two or fewer of
(a) monitoring, (b)
modifying, and (c) ending
a strategy / 2
1
0
31. Fidelity of the Tier 2 strategy is assessed. / The Tier 2 strategy is
evaluated at least once a
year to ensure it is
implemented as designed. / The Tier 2 strategy is
evaluated, but less than
annually / The Tier 2 strategy is not
evaluated to confirm that
it is implemented as
designed. / 2
1
0
Goals / Action Steps Timeline & Resources / Person
Responsible / Evaluation Measure/
Evidence / Review Status
A = Achieved & Maintain
I = In progress
N = Not achieved
Activity # 10:
Develop and Schedule Staff Training
Schedule date and time for staff training:
Who will plan and deliver the training?
Training should include information on:
•How to make a referral
•How to fill out the DPR
•Types of feedback statements to be made to students
•Examples and activities that model staff rating of DPR
Develop Student Training
Who will meet with the students to train them on the intervention? When will this occur?
Training should include:
•Overview of the program
•How to check in and check out daily
•Adding up daily points
•Determining whether daily point goals are met
•Accepting feedback –both positive and negative
•Procedure for taking the DPR home and bringing it back the next school day
Develop Parent Training
How and when will the parents be trained on the intervention?
Training should include:
–How to provide feedback to their children
–How to focus on the positive
–What to do if there is a bad day
Activity # 11
VTPBiS
Check-In / Check-Out Self-Assessment
School: ______Date: ______