setting goals (c) assessing student behavior, (d) providing individualized interventions, and (e) evaluating progress for decision making TIER 2 (Targeted Level) TIER 3 (Intensive Level) TIER 3 (Intensive Level with Wraparound) TEAMING Small behavior planning team reviewing students who need more than Tier 1 interventions Student-specific team members (student, parent, peer, administrator, teacher, behavioral staff member, etc.) Student and family identify team members which may include peers and professionals outside of school GOALS Similar goals for all students: in class, on task, responding successfully to Tier 1 supports Individualized goals to address 1-2 specific problem behaviors Student and family choose goals focused on addressing BIG needs occurring in the home, school, community ASSESSMENT Practical Functional Behavior Assessment (FBA) of problem behavior FBA including observations and interviews More comprehensive measures assessing strengths & needs in home, school and community INTERVENTION Tiers 1 and 2 interventions with individualized components to Tier 2 interventions if needed Tiers 1 and 2 interventions and Behavior Intervention Plan (BIP) including Safety Plan Same as Tiers 1, 2 and 3; Crisis/safety plan; Community services, as needed EVALUATION Office discipline referrals, Check-in/Check out data attendance, nurse visits, other Same as Tier 2, and SWIS Student Support Information System (ISIS) Same as Tier 3,and data tools School Leadership Training Agenda Day 1 Agenda Introductory Activities and Logistics Revisit and Strengthen Targeted Interventions Building Intensive Team Structure Activity facilitated by representatives from Vermont Family Network Day 2 Agenda Teaming Setting Goals Functional Behavior Assessment / Behavior Support Plans (FBA/BSP) Day 3 Agenda based
Progress Report (DPR) defined Home Report Defined c. d. e. Data Collection, Summarization and Use for Defined a. b. c. d. e. Morning Check-in Routine Teacher Check-in Check-out Routine Afternoon Check-out Routine Home Review Routine a. b. c. d. e. Team Meeting Schedule a. b. c. d. e. Process defined for moving off CICO Process defined for a. b. c.
use of strategies within CICO d. e. Process defined for moving student into Individualized Support Systems a. b. c. d. e. Process defined for informing substitute teachers Process defined playground, cafeteria, bus areas? a. b. c. d. e. Complete the Targeted Inventory of Supports (next page) (BAT, Section B) In school teams, review your Inventory of Targeted Supports Share two most successful practices with large group
support schools through their involvement at school. 12. is a plan for how parents can be involved in supporting learning at school through volunteering and assisting. 13. The plan for parental involvement in school activities addresses how diverse families, including those with students in the universal, targeted and intensive levels of PBIS, can participate. Parent/Family Involvement in Decision-Making 14. is a process for assessing parents’ opinions about the extent to which they are encouraged to participate in decision-making committees and activities (e.g., leadership teams). 15. There is a plan for encouraging and supporting parent participation in decision-making committees and activities. 16. The plan for parental participation in decision-making committees and activities addresses how diverse families, including those with students in the universal, targeted and intensive levels of PBIS, can participate. 17. There is a process for assessing parents’ opinions about the extent to which they can provide input to school personnel about matters of importance including discipline that is taken seriously. 18. There is a plan for gathering and incorporating parents’ input about matters of importance including discipline that is taken seriously. 19. The plan for gathering and incorporating parents’ input about matters of importance including discipline addresses how diverse families, including those with students in the universal, targeted and intensive levels of PBIS, can be heard. Review first page of VTPBiS Intensive Level: Behavior Support Plan to see how plan aligns with five-stage planning process. Stage 1: Teaming Student team roster, page 2 Day and time of meetings, page 2 Recommended meeting agenda, page 2 Stage 2: Goals Broad Goal, page 2 Pro-Social Behavior to Increase, page 2 Problem Behaviors to Decrease, page 2 Stage 3: Assessment