Data Teaming - Tier 2+ Individual Student Behavior Support Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

OREGON 2011-12 CICO-SWIS Tier 2

CICO-SWIS in Oregon Schools Students Elem 114 2001 MS 35 674 HS 1 33 Pre-8th 6 97 Others 66 TOTAL 157 2871

Over 84% of CICO students succeeding! >=80% Elem 1750 MS 510 HS 20 K-8 78 Other 57 TOTAL 2415 Over 84% of CICO students succeeding!

Team Task Identify where your team is at related to implementation of: CICO Other Tier 2 Interventions? Regular meetings that review individual student progress data to guide decision making for students on Tier 2 intervention What are your hopes from the training today?

Complete the CICO Self- Assessment & Identify Actions for improved implementation

What is the current process in your school? What is the current process for: Identification of students requiring support for challenging behavior? When & how 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 Intervention Focused 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 Tier I Tier II Tier III Universal SWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Plans SW & Class-wide supports Conducts FBA, develops BIP NOT a standing team Could responsibilities of an existing team (TAT/SST/etc.) be shifted? Sept. 1, 2009 13 13

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

Teams in IPBS Schools IPBS Team Student centered team (FBA/BSP) Meets every 2 weeks Coordinates and monitors school wide behavioral interventions Analyzes data Recommends changes in interventions Student centered team (FBA/BSP) Meets at least twice -- more if needed Creates a behavior 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 (Behavior Support Plans based on Functional Behavioral 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 team meets twice/month team members will get extended contract

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 I am in my happy place… ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t 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. Jeremy is just not making progress. He is really defiant and refuses to follow direction. Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. 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 bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support He often seems really angry when he gets to school; do you think that plays into it?

Team Work Tasks Do you have an existing team focused on individual student behavior support in your school? What are the merits/challenges of your existing process v. IPBS? Would you like to? – or how can you?... shift the function of the team to be more effective and efficient? What steps need to be taken? Define a team meeting schedule for the current year & next year 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 1st Day of School Review Data from last year Your school data And data on incoming students (if available) Identify students who had Behavior 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 behavioral support to begin the year

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

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 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 behavioral 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 1st 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 3rd referral or 2nd in a month

Student Requiring Additional 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

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

IPBS Data Teaming Process Decision Rule Decision Rule Decision Rule Decision Rule

Is plan being implemented as designed? Were data collected? YES NO Problem solve data collection—determine how to get data Collect data for 2 weeks and reconvene Are goals being met? YES NO Celebrate and continue Have plan for fading Is plan being implemented as designed? YES NO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks

> 1 hour meeting Process Monitor Facilitator Notetaker Review Tasks

1st  Review Tasks from Last Meeting

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

Tier 2 Intervention Coordinator Review Data in Advance Responders Borderline Non-Responders

Sample Decision Rules Stay as is: Fading Support < 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

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

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

Look at Individual Student graph for Targeted Student(s)

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

IPBS Meeting Evaluation

IPBS Meeting Evaluation (cont.)

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

SWIS-CICO Report Daily Points Graph

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 behaviors

Individualized Point Card Robbie Oct. 14th 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

PBS Individual Student Support Team-Based Wraparound Interventions Multi-Disciplinary Assessment & Analysis Intensive Targeted Formal FBA Complex Individualized Interventions Observations and ABC Analysis Simple Individualized Interventions Interviews, Questionnaires, etc. Brief FBA Modified CICO of Alt Tier 2 Intervention Intervention Assessment Analyze Student Data Tweak CICO Basic CICO No Assessment Universal School-Wide Assessment School-Wide Prevention Systems

Non-Responders – escalate to Student Centered Team Tier I Tier II Tier III Universal SWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Plans SW & Class-wide supports Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 69 69

Behavioral Explanations for “Why” Don’t forget - From student’s perspective, problem behavior 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 Behavior to Inform CICO Modifications Individual Student Planning Can use information of “Function of Behavior” to match students to appropriate version of CICO Function-Based Assessment might include: Use of Brief FBA or Data from ODRs “Possible Motivation”

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 behavior 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 behavior (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 The goals are more specifically defined in academic terms The “break column” The “teacher feedback on break column”

Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples. I will show you an example teaching script in just a minute. Student’s are taught how to ask for a break the right way: (1) hold up hand with a “#1” signal; (2) wait for teacher to give a “thumbs up” signal or a “thumbs down”; They are also taught how to take a break: (3) when given the “thumbs up”, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work. If the teacher responds to the break request with a “thumbs down”, the student is taught that it’s no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break – thus helping to strengthen the student’s skills with knowing when to ask for a break, etc. 81

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 – www.swis.org

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 Outcome Measures 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

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

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

Percent of Students Enrolled in CICO by School 2008-09 End of Year Data Oregon School District What action plan items would you suggest given this data? Schools

Percent of Students Enrolled in CICO 2008-09 School Year What action plan items would you suggest given this data? % of Students Enrolled in CICO Northwest SD 10 Schools using CICO Schools

Tracking Tool Tier 2

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

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

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

1 2 3 4 5 6 Be Safe Be Responsible Be Respectful -turned in Homework Be Respectful -on task, approp lang. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? Top graph, ideal Bottom graph, what we saw at CHS, blips of success, students still failing academically. Needed additional supports. Remember the matrix? We didn’t use this kind of tool, we could have used more info, progress reports, etc. and then we would have had a better picture of student need. This is Progress monitoring data – if we had used screening data, we would have been more efficient at meeting student need. If we didn’t have systems in place we would not have known about student need, what else we needed.

Team Task Identify one of the group interventions for students with behavioral 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 Behavior Specialist

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

Roles & Responsibilities Coaching Data Team Meetings (IPBS) Effective meeting preparation Meeting facilitation Using data for decision making Individual Student Tier 2 Interventions Implementation & Coordination Tier 3 – FBA/BSP process & teaming What skills do they need to do all of this? 101

Coaching Building Capacity on site Behavior 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 behavioral intervention When it comes to implementing this model, what are your biggest: Challenges & barriers? Successes? Questions?