Data Teaming - Tier 2+ Individual Student Behavior Support

Data Teaming - Tier 2+ Individual Student Behavior Support

Goals for Today Identify Intervention Team roles and responsibilities
Tier 2 CICO Update and Tier 3 Readiness Identify Intervention Team roles and responsibilities Identify Intervention Team progress monitoring foundations Review current Tier 2/3 students, intervention inventories, and modify as needed Discuss systems monitoring for intervention fidelity of implementation Overview of Tier 3 Interventions

Materials SCCOE PBIS Website – http://pbis.sccoe.org Resources Tier 3
Day 1

Working Agreements Be Focused and Engaged
Participate in discussions and activities Be an active listener Be present for the entire training Support others by reducing distraction Use electronics responsibly Limit side conversations Take care of your personal needs Use restroom as needed Take emergency texts/calls outside

Intensive Individualized Interventions:
Systems for Students with High-Risk Behavior ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behavior School-/Classroom- Wide Interventions: All Students, Staff, & Settings In Tier 3 training we will look at intensive individualized interventions for our top 5% of students ~80% of Students

Team Activity School updates: What’s working? What needs improvement?
Question Team Task Worksheet School updates: What’s working? What needs improvement? What have you learned? What would you like to learn from others? Review the CICO Self assessment and action plan from your Tier 2 CICO Day 2 training Complete the MATT/TFI WS#1 CICO Self Assessment Go to Login to PBIS Assessments and complete the MATT/TFI Trainer should make adjustments based on what the district is doing (MATT/TFI)

Intervention Team Roles and Responsibilities

Intervention Team: THE BIG IDEAS
Efficient Teaming Process Clear roles, procedures & responsibilities Administrative support is critical Intervention Focused Linked to Continuum of Interventions (Tier 1  2  3) Use of evidence based practices Try the easy things first (Tier 2 Interventions) …then Tier 3 (FBA/BSP) Data focused & Early Identification Progress Monitoring Student Identification through Systematic Screening Tier 2 Intervention team should be intervention focused with a continuum of interventions to choose from. Tier 2 interventions should be tried before escalating to a Tier 3 intervention. The team meets at least twice a month. Identified team members should have clear roles and responsibilities. In order for time to be used best teams should have meeting procedures and use data to identify and progress monitor students.

SST VS. Intervention Team Test/Label/Place Focus on Special Education
Evaluate/Problem Solve/Intervene services for all students (including SPED students) Primary focus on behavior problems, but often academic intervention is the appropriate course of action Coordinating interventions and monitoring function of behavior SST Test/Label/Place Focus on Special Education Teacher & Family Input VS. Here are some of the differences between the traditional SST team and Intervention teams. Even though the intervention team in PBIS is primarily focused on behavior problems many times these student’s may need academic supports in order to improve behavior problems. It maybe appropriate to combine this team with other teams that focus on academics and RtI.

School Site: 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 Creating resources Attending meetings Follow through with system deficiencies Hiring practices Administrative buy-in/attendance Teams should identify coordinators, meeting facilitator, etc. Administration should attend. Members should come prepared with data. And not 1 person should be in charge of managing all of it.

Teams in a School Tier I Tier II/III Tier III Universal SWPBIS Team
Intervention Team “Progress Monitoring” FBA Team Plans SW & Class-wide supports Monitors effectiveness and fidelity of Tier 2/3 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Here are the differences in the teams Intervention Team Team meets to progress monitor Meets every 2 weeks Analyzes data Coordinates and monitors Tier 2 and 3 interventions Recommends changes in interventions Student centered team (FBA/BSP) individual student focused Meets at least twice -- more if needed Creates a behavior support plan Determines what the intervention/s looks like Makes decisions about when to implement or modify an intervention Include district specific verbage (ie COST for some Alameda County or SLS for some Santa Clara County) Could responsibilities of an existing team (SLS/COST/etc.) be shifted? Sept. 1, 2009 11 11

Intervention Team Roles and Responsibilities
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) Coordinators of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment) Note Taker See handout #9 for more detailed descriptions of each role. Some of these roles can be combine for example a coordinator can also lead the team or take notes.

Intervention Team No-No’s
Admiring the problem Assigning blame Extended discussions of intervention possibilities we cannot deliver Who’s my Process Monitor? It’s time to speak up Slide is animated: Show Intervention Team No-No’s then click in Who’s my Progress Monitor? And remind the teams that the progress monitor should stop teams when things get off track.

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? Example of team No-No’s. This is the old model that many schools use when discussing student’s with problem behavior.

Processes Meeting Structure Template Decision Making Framework
Meeting every 2 weeks throughout the year to Monitor Progress Template Meeting Structure Flowchart Decision Making Framework Intervention Teams should meet at least twice a month to monitor student progress using a meeting agenda format and discussing data to determine what to do with students who are not responding or only partially responding to interventions. There should be intervention decision rules decided so that schools can decide at what point to change interventions.

Team Activity Question Team Task Worksheet
What is the current process at your school for: Identification of students requiring support for challenging behavior? When and 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? Discuss your current process Identify what is working and what are your challenges Identify team members, roles and responsibilities Define a team meeting schedule for the current year Discuss next steps moving forward HO#9 Team Roles and Responsibilities WS#2 Intervention Team Roster Give teams about 20 minutes to complete the tasks

Intervention Team Meeting Foundations

Tier 2 Intervention Coordinator
> 1 hour meeting Review Tasks Process Monitor Facilitator Notetaker Tier 2 Intervention Coordinator Tier 3 Intervention Coordinator Here is the Bruce Stiller Intervention Team Meeting template example. There are four different sections; Review tasks, Tier 2 Intervention Coordinator presents, Tier 3 Intervention Coordinator presents, and new referrals. We will be walking you through the form. All of these items are important components during each on of your intervention team meetings. Screening Coordinator

Intervention Data Teaming Process
Decision Rule Decision Rule Decision Rule Your Intervention Team will need to develop data decision rules for each meeting item. At what point is a student reviewed for referral? Identified for a Tier 2 intervention? Identified for a “layered” or modified Tier 2 intervention? Identified for a Tier 3 intervention? 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? In order to make decisions the Intervention Team should always collect and review data. Data decision rules should be set for each option. Trainer: This slide is animated, move through it step by step not much explanation is needed. YES NO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks

> 1 hour meeting Facilitator Process Monitor Notetaker
Review Tasks Lets look specifically at the first section; reviewing tasks from prior meetings

1st  Review Tasks from Last Meeting
Here is a sample of that section up close. Note that its most important to check the status of the task. If the task is not started or in progress it should be discussed at the next team meeting until done.

Review Agenda and Past Tasks
Here is a sample video of a team reviewing tasks

Now we will look at the Targeted Intervention Summary. The Tier 2 Intervention Coordinator should be the one that presents on this section.

Review Data in Advance Responders Partial Non-Responders Here is a sample of the Targeted Intervention Summary up close. The Tier 2 Intervention Coordinator should start by giving a summary of the number of student’s responding, how many are partially responding and not responding. The students who are not responding should be referred to the Tier 3 Coordinator for intervention

Sample Decision Rules Stay as is:
< 6 weeks of success or upward trend Partial 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 It is important that teams develop decision rules at each level of intervention; when to make small changes, when to fade supports, when to graduate students off of an intervention and when to move to a more intense intervention.

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 (6wks+) Here is some sample data of the last two weeks of students on CICO. 77% of student are responding. Can we start to fade some of those students off the intervention? Who are the: Responders? Borderline? Non-Responders? Students

% of Points Earned by Students on CICO in Last 2 weeks Elementary School
Here is that same data but specifically looking at our partial responders. We should be make a small change to their CICO and trying it for another 2 weeks. Who are the: Responders? Partial? Non-Responders? Decision: Try 2 more weeks? Small intervention change? Students

Look at Individual Student graph for Targeted Student(s)
Your CICO coordinator should come prepared to present on these students at your intervention meeting and identify the change quickly. This can be done by reviewing the partially responding students individual student graphs prior to the meeting. What do you see in this data?

% of Points Earned by Students on CICO in Last 2 weeks Elementary School
Who is our non-responder? What could we do with that student? Decision: Student Centered team? Small intervention change + 2 more weeks? Who are the: Responders? Partial? Non-Responders? Students

Remember to look at that students data before the team meeting and come prepared to present on what you think is going on. Is it time to move to a more intense intervention?

Tier II: Targeted Group Intervention
Here is a sample video clip of an Intervention Team presenting on students who are on Targeted Group Interventions.

Now we look at the Intensive Intervention Summary. The Tier 3 Coordinator/s should present on this section.

Many of the students on intensive interventions will have behavior support plans. Here is a sample behavior support plan weekly assessment used to assess these students progress.

Tier III: Intensive Individual Interventions
Here is the sample video clip presenting on students with intensive individual interventions.

Screening Coordinator
Lastly the team looks at the new referral section of the team meeting template. The screening coordinator should present on this section. Screening Coordinator

New Referrals Here is a sample video of a team conducting the new referral section of the Intervention meeting.

Intervention Team Meeting Review
Here is a sample team meeting review form. This form should be completed by the team at the end of a team meeting not every time but definitely at the first meeting and then quarterly as needed. Team facilitators could just go through each question, have teams put a thumbs up for “yes” thumbs down for “No”.

Intervention Team Meeting Review (cont.)
Skip to the next slide

Intervention Team Meeting Review (cont.)

Team Activity What do you think of this meeting format?
Question Team Task Worksheet What do you think of this meeting format? Can you combine these meetings with academic meetings? Review both the Intervention Team meeting template and meeting evaluation Discuss the use of this format with your team at your school HO#10 Intervention Team Meeting Template HO#11 Intervention Team Meeting Review Have teams review the forms (10min). Open the time up to discussion.

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 At the beginning of the school year coordinators for Tier 2 and 3 interventions should start by 1. reviewing data from last year 2. Students who had behavior support place should start with BSPs 3. Students who ended the year with 5+ referrals. During the first intervention team meeting these students should be discussed and interventions should be identified right away. If possible this team meeting should happen before school starts.

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? Here is an example of the students in the sample data that the Intervention Team should look at right away. Decision Rule

Keep in Mind 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 We should always start with the smallest intervention first i.e. CICO or other Level 2 intervention. Intervention teams should only spend 2 minutes tops on each student.

What data will you use to ID students for interventions? What are your decision rules for the beginning of the year? Though out the year? What students need support now? What interventions will you use? Develop a plan for universal screening Develop decision rules for students at the beginning and throughout the year Use your data to identify student who need support and add these students to the new referrals intervention team meeting template Identify interventions to support those students HO#10 Intervention Team Meeting Template Give teams at least (15 minutes) to develop decision rules and look at their individual student data to identify students who may need supports right away. These student can be written in the appropriate section of the intervention team meeting template.

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…reliable and accurate data should be used Interventions Teams will track progress of individual student during team meetings every two weeks. This team should also look at the benefits and effectiveness of their Tier 2 interventions at least twice per year.

Tier 2 Intervention Inventory
This Tier 2 Intervention Inventory can be used to identify interventions and track effectiveness.

Fidelity Measures Formal Measures of Implementation Outcome Measures
CICO Self Assessment Tier Fidelity Inventory (TFI) Intervention Meeting Review Outcome Measures # of students referred # of student responding Timely decisions for fading/escalating interventions Other ways to track effectiveness is to look at the fidelity of implementation. This can be done with formal measures; with CICO the CICO Self Assessment, the TFI looks at all tiers of PBIS implementation, and the Intervention Meeting Review looks at the Intervention Teams effectiveness. Outcome measures such as the intervention inventory look at how many students are responding to interventions, the team should look at individual student data in order to make timely decisions in when to fade or escalate 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 Here is some sample elementary school data on students on the CICO intervention. 46% of these students are responding to CICO. What does this data tell us? What action plan items could be suggested given this data? 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 Here is some sample elementary school CICO data. 77% of these students are responding to CICO. What does this data tell us? What action plan items would you suggest given this data? 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
Here is some sample data from a Oregon School District of students enrolled in CICO by school. What action plan would you suggest given this data? 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 Here is some sample data from a Northwest SD of students enrolled in CICO. What action plan items would you suggest given this data? Schools

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 Here is some sample data of the percentage of points being earned by students on Tier 2 interventions. 46% of these students are responding to Tier 2 interventions. Given the CICO data what action items would you suggest? Given the anger management group data what action plan items would you suggest? 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? Looking at homework club as a Tier 2 intervention what would you suggest the goal of this intervention would be? Behavioral? Academic? How could you evaluate homework club progress?

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? Complete the Tier 2 Intervention Inventory Evaluate current student and fidelity data to monitor student progress and determine intervention effectiveness WS#3 Tier 2 Intervention Inventory Give teams (20 minutes) using the Tier 2 inventory to list interventions and start to evaluate effectiveness. Teams should also discuss how they will track this in the future. Give teams time to share out.

Preparing for Tier 3 training and implementation
Tier 3 Readiness Preparing for Tier 3 training and implementation

Intensive Individualized Interventions:
Systems for Students with High-Risk Behavior ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~15% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behavior School-/Classroom- Wide Interventions: All Students, Staff, & Settings In Tier 3 training we will look at intensive individualized interventions for our top 5% of students ~80% of Students

Tier III: Individualized Interventions- Few Students Special Education
Practical Behavior Support Plan Wraparound Individualized Counseling Independent Study 504 Plan Here are some examples of Tier 3 interventions in schools

Intervention Team “Progress Monitoring”
Teams in a School Tier I Tier II/III Tier III Universal SWPBIS Team Intervention Team “Progress Monitoring” FBA Team Plans SW & Class-wide supports Monitors effectiveness and fidelity of Tier 2/3 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team We are now looking at the Tier 3: FBA team Remember the Tier 3 Intervention Coordinator (part of the Intervention Team) will discuss these students during Intervention Team meeting. The Intervention Team will still “progress monitor” students who need Tier 3 supports There will be a student centered team: much like an SST, IEP, or 504 team that will meet to discuss the individual student plan (example team members include: student’s teachers, parents, administrators, school psychologist or other behavior support staff) Sept. 1, 2009 61 61

Day 2 Overview of using FBAs to develop function based supports Defining and understanding behavior Asking about behavior: FBA Interviewing Seeing behavior: FBA observations Identifying goals Deliverables: Working hypothesis, FBA data, ISIS SWIS Day 3 Critical features of BSPs Selecting function based behavior support strategies Implementation of BSP Leading a team through the behavior support planning process Monitoring, reviewing, and modifying the behavior support plan Day 4 Advanced Tier 3 training for specialized personnel (Tier 3 Coordinator, etc.)

What is an FBA? For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Developed by whom: Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning) Training participants will be able to conduct FBA and write BSP for individual students when the training is complete.

Who should attend training?
Intervention Team: Tier 3 Coordinator/s Anyone who maybe conducting FBA or writing a BSP Behavior Support Staff These are the people who should attend the next 3 days of training. Its important that the Tier 3 Intervention Coordinator form the Intervention Team attend because they will be case managing all student on BSPs. Anyone who will be part of the FBA or writing of the BSP process. And of course your behavior support staff that may find this information useful.

Who will be attending Tier 3 trainings? Identify behavior support staff to attend the schedule Tier 3 trainings Give teams (10 minutes) to identify the people that will be attending the next 3 days of training.

New Tasks Start having intervention team meetings at least twice a month using the Intervention Team meeting agenda format Use the intervention inventory to monitor interventions and implementation Track data to monitor student progress Track data to monitor program fidelity Prepare for Tier 3 trainings Review tasks

Thank you! Questions and Answers Evaluations

Data Teaming - Tier 2+ Individual Student Behavior Support

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