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Expanding and Enhancing Targeted Interventions for Social and Academic Success

VT PBIS > Expanding and Enhancing Targeted Interventions for Social and Academic Success

What is Expanding and Enhancing Targeted Interventions?

 

Expanding and Enhancing Targeted Interventions is designed for school teams to explore how to broaden and enhance targeted interventions. Designed with a PBIS framework in mind, but accessible within any framework, participants and teams will learn to keep universal strategies paramount while tightening up, enhancing, and developing new targeted interventions that build upon Universal practices. Primary goals include moving beyond “check-in/check- out,” using a function-based lens for matching interventions to student needs, and learning strategies for efficient group interventions to avoid the potential pitfalls of “universally individualized” interventions. Several classroom and school-wide examples will be provided.

Students receiving supports at the Targeted Level also access the interventions and supports in place at the Universal Level but may need additional or more specific interventions. 

School Leadership teams will:

  • Expand current thinking about student needs and how to meet them;
  • Build a teaming structure that supports targeted interventions
  • Strengthen and learn new interventions to add to your school’s inventory of targeted interventions;
  • Identify methods to collect and use data to monitor progress and make decisions about duration, modification, and fading;
  • Hear examples from Vermont schools; and
  • Plan a process for supporting staff to implement targeted interventions with fidelity.

Who Should Attend:

Teams consisting of EST members, PBIS targeted coordinators (if applicable), school counselors, special educators, administrators, other representative staff members, and, if possible, student and/or caregiver/parent/guardian representative.

Prerequisites: 

  • The school has systems, data, and practices in place that proactively support universal social, emotional, and behavioral learning. This includes:
    • A team in place to review the status of the interventions, including student outcomes;
    • Access to student behavior data and implementation fidelity data to inform problem-solving and decision-making; and
    • A process for selecting proven universal interventions based on data
  • A representative team from the school has agreed to participate in training to develop more targeted systems, data, and practices.