Data Teaming - Tier 2+ Individual Student Behaviour Support Chris Borgmeier PhD Portland State University

What is your current process in your school? What is the current process for: ◦ Identification of students requiring support for challenging Behaviour?  When does this occur? ◦ Assessment/discussion to understand student concerns? ◦ Intervention identification & implementation? ◦ Data collection & monitoring student progress What is working with your current process? What are challenges?

Individual PBIS Efficient Teaming Process ◦ Clear roles, procedures & responsibilities Intervention Focused ◦ Linked to Continuum of Interventions (Tier 1  2  3) ◦ Try the easy things first (Tier 2 Interventions) ◦ …then Tier 3 (FBA/BSP) Data focused & Early Identification ◦ Progress Monitoring ◦ Student Identification through Systematic Screening

Teams in a School FBA Team Progress 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 Universal SWPBIS Team Tier II Tier I Tier III Could responsibilities of an existing team (SBT/etc.) be shifted?

SBT v. IPBS Test/Label/Place v. Evaluate/Problem Solve/Intervene Focus on Special Education v. services for all students (including SPED students) Primary focus on Behaviour problems, but often academic intervention is the appropriate course of action Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

Intensive/Individual PBIS

IPBS: The Big Ideas Early Identification Do the easy stuff first (efficiency is a major goal) Processes are as important as practices Use of Evidence Based Practices Teaming is critical Administrative support is critical Data Based Decision Making

Building Level – What it Looks Like Building capacity without relying on 1 hero Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions Agenda is prepared in advance and promotes efficient group processes Administrative buy-in/attendance ◦ Creating resources ◦ Attending meetings ◦ Follow through with system deficiencies ◦ Hiring practices

Data All targeted and tertiary interventions are supported with progress monitoring data ◦ CICO ◦ Academic Support Classes/interventions ◦ Social Skills or Counseling Groups ◦ FBA/BSP (tertiary) plans ◦ Progress monitor data reviewed every two weeks

Continuum of Interventions & Braiding of Supports Universal Core curriculum Formative Evaluation Targeted Core curriculum + Pre-teach, re-teach Small group Supplemental programs Intensive Individually designed instruction Universal Expectations and rules taught Reinforce pro-social Behaviour Continuum of consequences Targeted Check-in/check-out Social skills Intensive Function-based supports Kowalko et al., 2007; Bethel School District Eugene, OR

Teams in IPBS Schools IPBS Team ◦ Meets every 2 weeks ◦ Coordinates and monitors school wide Behavioural interventions ◦ Analyzes data ◦ Recommends changes in interventions Student centered team (FBA/BSP) ◦ Meets at least twice -- more if needed ◦ Creates a Behaviour support plan ◦ Determines what the intervention looks like ◦ Makes decisions about when to implement or modify an intervention

IPBS Team Roles Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor group processes) Screening Coordinator (someone who collects screening data and brings it to the meeting Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings) Coordinator of Tier III Interventions (Behaviour Support Plans based on Functional Behavioural Assessment) Note Taker

Administrative Support Attend meetings Visible support for decision-making process of teams Allocates resources for: ◦ Delivery of interventions ◦ Trainings in practices; meeting times

IPBS No-No’s Admiring the problem Blaming the student Extended discussions of intervention possibilities we cannot deliver Who’s my Process Monitor? ◦ It’s time to speak up

Old Model: SST/TAT/ SBT? Jeremy is just not making progress. He is really defiant and refuses to follow direction. He often seems really angry when he gets to school; do you think that plays into it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. I am in my happy place… He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support Maybe, but you know, I think that he already gets too much support; he makes excuses for his Behaviour. I was thinking about in-school detention. ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it?

Team Work Tasks a) Do you have an existing team focused on individual student Behaviour support in your school? 1)What are the merits/challenges of your existing process v. IPBS? 2)Would you like to? – or how can you?... shift the function of the team to be more effective and efficient? 3)What steps need to be taken? b) Define a team meeting schedule for the current year & next year c) Identify Team members, roles & responsibilities ◦ Team Leader, Process Monitor, Note Taker ◦ Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

What Do We Need to Start? Administrator Orientation Create a Team ◦ Recruit personnel to fill team roles ◦ Allocate resources for interventions  Start w/ CICO & FBA/BSP ◦ Team member training in processes and procedures -- data sources; forms; communication patterns; etc. Coaching ◦ Attend meetings to help team establish good meeting habits ◦ Model skills ◦ Trainings in practices

Obtaining/Maintaining Staff Buy-In Staff Orientation ◦ Clear, logical explanation of big ideas ◦ Pre correct common misconceptions Rapid Response ◦ Action within two weeks Clear Communication Patterns ◦ Staff Meeting Agendas -- Summary of Current Status ◦ Systematically seeking input

District Support District Coach attends team meetings Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year Technical Assistance ◦ Problem Solving ◦ Modeling FBA’s Link to district if additional resources are needed for implementation of support plans

Student Screening & Identification Emphasize early identification

Universal Screening Before the 1 st Day of School Review Data from last year ◦ Your school data ◦ And data on incoming students (if available) Identify students who had Behaviour Support Plans in place per IEP (or otherwise) ◦ Prepare to implement BSP with necessary modifications from beginning of the school year Identify returning students with more than 5 referrals last year who might benefit from Behavioural support to begin the year

Previous Years Discipline data Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Who needs to be on our radar from Day 1? Decision Rule Can we get data for our incoming class & new students?

At-Risk Students for early intervention 13 students had 8+ referrals last year  5 moved on to HS & 2 moved out of school ◦ 6 are returning 11 students had 5 to 7 referrals last year  4 left for HS & 1 moved out of school ◦ 6 are returning Incoming students  1 with FBA/BSP ◦ 3 with 5+ referrals in elementary school

Returning Students (8+ referrals) Three returning students had FBA/BSPs last year ◦ Students w/ 16, 11, & 10 referrals ◦ Make modifications to last years BSP & prepare to implement from beginning of school year These returning students did not have Behavioural interventions in place last year Robbie - 9 referrals last year Jaden - 8 referrals last year Jorge – 10 referrals last year Logan – 11 referrals last year Galen - 11 referrals last year Get all 5 started on CICO during 1 st week of school Plan a Check-In Event (orientation) for students before the school year begins Start Supports from the beginning of year – NO WAITING TO FAIL!

Continuing Screening through the Year I-PBS team reviews student referral data every 2 weeks at each meeting ◦ Many referrals might also go directly to the CICO manager Develop Decision Rules for continuing Student Identification through the year ◦ Example: Students receiving 3 rd referral or 2 nd in a month

Student Requiring Additional Individualized Support For most students… ◦ Start EARLY in the school year ◦ Start with Level 2 – Check-In/Check-Out ◦ We want to do the smallest intervention that is likely to be effective for a student ◦ There should be very little time (0-2 minutes) spent on assessment & selecting interventions at Level 2 ◦ Collect data for 2 weeks & make decision re: escalating intervention intensity

Team Tasks – Universal Screening Develop a plan for Universal Screening to implement before Day 1 of the school year: ◦ Who will meet? when? & where? ◦ What data will you use to ID students for intervention? ◦ Develop DECISION RULES for identifying students:  At the beginning of the year?  On a continuing basis throughout the year ◦ Using your current data, which students do you want to target for intervention NOW & Next Fall? ◦ What interventions & activities will you implement to support these students from the beginning of the school year?  CICO  FBA/BSP  Other?

Progress Monitoring Meeting Student outcomes & fidelity of implementation Tier 2 & 3 interventions

Processes Meeting every 2 weeks throughout the year to Monitor Progress Meeting Structure ◦ Template Decision Making Framework ◦ Flowchart

Screening Coordinator Tier 2 Intervention Coordinator Tier 3 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

IPBS Data Teaming Process Decision Rule

Were data collected? YESNO Are goals being met? Problem solve data collection—determine how to get data Collect data for 2 weeks and reconvene Celebrate and continue Have plan for fading Is plan being implemented as designed? YESNO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks YESNO

Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

1 st  Review Tasks from Last Meeting

Tier 2 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

Tier 2 Intervention Coordinator Review Data in Advance a)Responders b)Borderline c)Non-Responders

Sample Decision Rules  Stay as is: ◦ < 6 weeks of success or upward trend  Borderline Responder (average 70-79%) = small change to intervention  Fading Support 1) Move to Self-management > 6 weeks with 4 days per week of success. 2) Graduate off CICO 4-6 weeks of success on Self-management  Move to more intense support ◦ 2 weeks without improvement

% of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? 24 of 31 (77 %) students are responding to CICO – YAHOO! Decision: Can we begin fading anyone off of intervention? Considerations: a)Consistent success b)Enduring success (6 wks +)

% of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? Decision: a)Try 2 more weeks? b)Small intervention change?

Look at Individual Student graph for Targeted Student(s)

% of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? Decision: a)Student Centered team? b)Small intervention change + 2 more weeks?

IPBS Meeting Evaluation

IPBS Meeting Evaluation (cont.)

Activity View the I-PBS team video Score the I-PBS Meeting Review sheet based on the team IPBS meeting Be ready to provide feedback re: the team’s performance

Team Task Identify your teaming and decision making process for monitoring progress of students receiving Tier 2 interventions Develop decision rules for: ◦ Maintaining the intervention ◦ Fading the intervention  Move to Self Management  Graduate from CICO ◦ Increasing support

Borderline Responders Interventions

Small Changes “Tweaks” In Progress Monitoring meetings – always weighing Minutes/Kid ◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes” ◦ Not an extensive discussion Should have a menu of quick changes/”tweaks”: ◦ Change CICO mentor ◦ Change incentives ◦ Change/individualize goals ◦ More frequent check-ins

Data Collection Focus on Efficiency Generic point card ◦ Expectations linked to School-wide rules ◦ Limited individualization ◦ We do not want to spend time tailoring the point card at this level of intervention

Generic Point Card No time spent individualizing

Individualized Point Card Fill in more specific Behaviours

Individualized Point Card RobbieOct. 14 th 20--

Team Work Time What ‘tweaks’ do you want to develop to be ready for borderline responders? ◦ Revise or develop the materials required to make ‘tweaks’ readily available and accessible? ◦ Remember, in the meeting… decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion on the student

Non-Responders Additional Tier 2 Interventions v. Escalate to Tier 3?

Additional Tier 2 Interventions v. Tier 3 Interventions Remember focus on Efficiency in Progress Monitoring Meeting ◦ Minutes per Student  Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team Trust the Process ◦ Most difficult thing = not talking about a student before it’s time Earn conversations in student centered teams

Non-Responders – escalate to Student Centered Team FBA Team Progress 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 Universal SWPBIS Team Tier II Tier I Tier III

Behavioural Explanations for “Why” Don’t forget - From student’s perspective, problem Behaviour serves a purpose, such as… ◦ Gaining attention ◦ Gaining access to activities or tangible items ◦ Avoiding or escaping from something student finds unpleasant

Using Function of Behaviour to Inform CICO Modifications Individual Student Planning ◦ Can use information of “Function of Behaviour” to match students to appropriate version of CICO ◦ Function-Based Assessment might include:  Use of Brief FBA or  Data from ODRs “Possible Motivation”

Differential Effects by Function of Problem Behaviour McIntosh, Kauffman, Carter, & Dickey, 2008 Discipline Referrals Adaptive Skills

Differential Effects by Function of Problem Behaviour McIntosh, Kauffman, Carter, & Dickey, 2008 Externalizing Behaviour Internalizing Behaviour

Minor – “Uh-Oh”

SYSTEMS PLANNING What might this School-wide data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals CICO ?

Modifying CICO Peer Attention Peer attention: Provide peer attention for meeting expectations ◦ Check in & out with a peer (CICO graduate/alumni club) rather than adult ◦ Earn incentives that provide rich opportunity for peer atttention  Ex: Special lunch w/ 3 friends of your choice

Peer Attention CICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Avoid Adults CICO Modification 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time) Do not check in with adult in am/pm; unless student IDs adult

Academic focused CICO (Escape Tasks) Middle School Morning Check-in – Students check-in with counselor – All homework completed? Prepared for the school day with all necessary materials? – Opportunity to complete unfinished homework and to gather materials Daily point card and Homework tracker – Receive feedback each period about Behaviour during class (participation, staying on-task, completing work) – Record assignments on homework tracker Afternoon Check-out – Check-out with counselor – Review point card and homework tracker – Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component – Parents review daily feedback with student – Sign card to indicate if student has completed all homework

CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement Behaviour (i.e., break requests) Promote self-management by teaching students to “keep track” of their breaks Establish & Teach teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement

Breaks are Better Card

Team Task Identify any modified CICO interventions you would like to develop ◦ Suggest using SW data on non-responders to guide decision making Develop materials for modified interventions ◦ Peer Attention ◦ Avoid Adults ◦ Escape Tasks

Systems Monitoring

Progress Monitoring Systems No matter how good the intervention ◦ No intervention works for ALL…. Even CICO It’s critical to track progress & Regularly evaluate: ◦ benefit of Tier 2 interventions ◦ Effective use of Tier 2 interventions ◦ To do so… effective Data Systems are needed:  See SWIS-CICO –

Review Fidelity Assessments Regularly & Student Outcome Data

Tier 2 Intervention Inventory

Team Task Complete the Tier 2 Intervention Inventory at your school Determine: ◦ How is student progress evaluated for each existing Tier 2 intervention? ◦ How do we determine if a Tier 2 intervention is cost effective (worth the investment)? ◦ How do we know if a Tier 2 intervention is being implemented with fidelity?

Fidelity Measures Formal Measures of Implementation ◦ CICO Self Assessment ◦ Benchmark of Advanced Tiers (BAT) ◦ IPBS Meeting Evaluation Outcome Measures ◦ # of students referred ◦ # of student responding ◦ Timely decisions for fading/escalating interventions

% of Points Earned by Students on CICO Elementary School 6 of 13 (46 %) students are responding to CICO % of Points Earned Students What action plan items would you suggest given this data?

% of Points Earned by Students on CICO Elementary School 24 of 31 (77 %) students are responding to CICO % of Points Earned Students What Systems action plan items would you suggest given this data?

Percent of Students Enrolled in CICO by School End of Year Data Oregon School District % of Students Enrolled in CICO Schools What action plan items would you suggest given this data?

Percent of Students Enrolled in CICO School Year % of Students Enrolled in CICO Schools Northwest SD 10 Schools using CICO What action plan items would you suggest given this data?

Tracking Tool Tier 2

Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?

% of Points Earned x Students on Tier 2 Interventions 6 of 13 (46 %) students are responding to Tier 2 Interventions % of Points Earned Students Anger Mgmt Group CICO Anger Mgmt Group What action plan items would you suggest given this data?How about now?

Homework Club What is the goal of the Tier 2 intervention? ◦ What are the Behavioural outcomes desired? ◦ What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way?

What would you measure to determine student success in Homework Club? -for Behaviour? -for academic outcomes? Be Safe Be Responsible -turned in Homework Be Respectful -on task, approp lang

Team Task Identify one of the group interventions for students with Behavioural concerns at your school ◦ Define the outcomes/goals of the intervention for students ◦ Develop a plan for measuring and evaluating the outcomes of the intervention

Coaching School Implementation Role of Behaviour Specialist

Behaviour Specialist Old model: Put out fires New model: Guide systems-change and implementation Behaviour Systems & Intervention Specialist

Data Team Meetings (IPBS)  Effective meeting preparation  Meeting facilitation  Using data for decision making  Individual Student  Tier 2 Interventions Tier 2 Interventions  Implementation & Coordination Tier 3 – FBA/BSP process & teaming Roles & Responsibilities Coaching

Coaching Building Capacity on site Behaviour Data Team Meeting ◦ Effective meeting preparation ◦ Meeting facilitation ◦ Using data for decision making  Individual student  Tier 2 interventions Tier 2 Interventions ◦ Implementation & Coordination Tier 3 – FBA/BSP Process & Teaming

Team Work Time IPBS is a data based progress monitoring framework for matching students to effective Behavioural intervention When it comes to implementing this model, what are your biggest: ◦ Challenges & barriers? ◦ Successes? ◦ Questions?