1. Data Teaming - Tier 2+ Individual Student Behavior Support
Chris Borgmeier PhD
Portland State University

3. OREGON 2011-12 CICO-SWIS Tier 2

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

5. 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!

9. 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?

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

11. 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?

12. 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

13. 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

14. 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

15. Intensive/Individual PBIS

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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?

25. 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

26. 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

27. 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

28. 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

29. Student Screening & Identification
Emphasize early identification

30. 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

31. 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

32. 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

33. 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!

34. 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

35. 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

36. 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?

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

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

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

40. IPBS Data Teaming Process
Decision Rule
Decision Rule
Decision Rule
Decision Rule

41. 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

43. > 1 hour meeting
Process Monitor
Facilitator
Notetaker
Review Tasks

44. 1st  Review Tasks from Last Meeting

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

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

47. 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

48. 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

49. % 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

50. Look at Individual Student graph for Targeted Student(s)

51. % 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

53. IPBS Meeting Evaluation

54. IPBS Meeting Evaluation (cont.)

55. IPBS Meeting Evaluation (cont.)

56. 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

57. 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

58. Borderline Responders
Interventions

59. SWIS-CICO Report Daily Points Graph

60. 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

61. 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

62. Generic Point Card No time spent individualizing

63. Individualized Point Card Fill in more specific behaviors

64. Individualized Point Card
Robbie
Oct. 14th 20--

65. 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

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

67. 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

68. 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

69. 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

70. 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

71. 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”

73. Minor – “Uh-Oh”

74. 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

75. 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

76. 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)

77. 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

78. 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

79. 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

80. Breaks are Better Card
The goals are more specifically defined in academic terms
The “break column”
The “teacher feedback on break column”

81. 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

82. 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

83. Systems Monitoring

84. 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 –

85. Review Fidelity Assessments Regularly & Student Outcome Data

86. Tier 2 Intervention Inventory

87. 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?

88. 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

89. 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

90. % 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

91. 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

92. 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

93. Tracking Tool Tier 2

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

95. 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

96. 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?

97. 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.

98. 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

99. Coaching School Implementation Role of Behavior Specialist

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

101. 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

102. 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

103. 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?