1. Year 3 Day 4

2. Goals for Today 1. Present your case study
2. Plan for Tier 3/FBA/BSP staff training
SWPBIS team and Tier 2/3 plan for communication
Data discussions
SET review and action planning
Next Steps

3. Materials
SCCOE PBIS Website –
Resources
Year 3

4. 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

5. Case Studies

6. Series of FBA/BIP Modules
Briefly review Multi-tiered systems of support for FBA/BIP
Module 1: Defining & Understanding Behavior
Module 2:
Briefly review Module 1
Module 2: Asking About Behavior: FBA Interviewing – FACTS
Module 3:
Briefly review Module 2
Module 3: See- Practice Observing and Hypothesize
Module 4:
Briefly review Modules 2 & 3
Module 4: Define critical features of a BIP
Module 5:
Briefly review Module 4
Module 5: Building BIP from the FBA
Module 6:
Briefly review Module 5
Pre-teach Tools needed for Module 6: Implementation and Evaluation
Complex FBA Tools

7. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Intervention Team
Individual Student Support Team
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Standing team; uses FBA/BIP process for one youth at a time
CICO
Universal Support
We provide continuum of interventions through a series of team conversations Today we are going to focus on a conversation that happens potentially across all teams depending on the intensity of the problem behavior: Function Based Assessments and Support Plans. Thinking about function is something we want all teams to do to prevent problem behaviors to the greatest degree possible. AND, the systems put in place by each team makes the creation of function-based interventions possible.
Function Based is a way of thinking about problem behavior that cuts across all levels of support. It is efficient, has a substantial evidence based, and can be implemented by typical school personnel with supports.
We are really focusing on the gold standard of FBAs- under the problem solving team., but we can pull this process “up” or “down” depending on our needs- the skill set is the same.
TRAINER NOTES:
I added fly ins –see if they work. If not, throw them out.
Brief
FBA/BIP
Complex
FBA/BIP
WRAP
Group w. individual
feature
Sept. 1, 2009 7 7

8. Individual Student Support Teams
Individual Student Team
Coordinator of Team
Assessment and support planning
Implement and monitor support plan
Team decision making and communication
Target areas in need of staff training or coaching
Student data collection and evaluation
Fidelity/team data collection and evaluation
Establish team roles
Liaison between School-wide Tier III Support Team, Individual Student Teams, and families
Manage decisions related to individualized plan and changes to plan
Monitor individual student progress
Monitor fidelity of plan implementation
Let’s start with the Individual Student Support Team
This is the team that will use ISIS-SWIS to support one student’s individualized plan.
The coordinator of this team will use ISIS-SWIS to organize the team, implement team decisions, and communicate information among different teams and stakeholders.

9. Demonstration Students
Carly
Johnson
Brian
Bender
Carly is in fourth grade. She enjoys music and being with friends and family. Carly has an IEP with academic and self-care goals. Most of Carly’s instruction is provided in a special education classroom, but she spends part of each day in a general education setting.
Brian Bender
Brian is a creative and thoughtful eighth grader with a history of academic and behavioral problems in the classroom.
Clark wants to be sure to get Margie and April, the two coordinators, off to a good start so he schedules a separate meeting with each of them to set up their first student files in ISIS-SWIS. Brian and Carly were chosen as the two students to be set up during these meetings.
Brian is a creative eighth grader who has a history of academic and behavioral problems in the classroom. His support needs are not intensive, but have interfered with his ability to succeed in his academic classes.
Carly is a social 4th grader in April’s Functional Skills Classroom. Carly’s parents requested that a small part of her day be spent with her typically developing peers in the 4th grade classroom, but her problem behavior has been disruptive to the 4th grade teacher and students. The team wants to find a way to work with Carly, so that she can increase her participation in this setting.

10. Brian’s Individual Support Team
Margie Rose (Special Education Teacher, Coordinator)
Patty Bender (Parent)
Kathy Holland (Math Teacher)
Stuart Rice (Reading Group)
Frank Stevenson (Science Teacher)
Margie is Brian’s support team coordinator. She is responsible to manage the team, monitor the implementation of the support plan, as well as manage documentation such as his assessments, his plan, data collection tools, and data.
The team is responsible to assess and plan for Brian’s needs, collect and monitor plan data, and make decisions about Brian’s individual support plan.
In ISIS-SWIS, Margie will set up and manage Brian’s student file (measures, documents, team).

11. Carly’s Individual Support Team
April Stone (Special Education Teacher, Coordinator)
Carl Johnson (Parent)
Janice Bowman (Fourth Grade Teacher)
Bert Bobbsey (Morning Aide)
Amy Arnolds (Afternoon Aide)
April is Carly’s team coordinator. She is responsible to manage the team, monitor the implementation of the support plan, as well as manage the documentation (assessments, plans, data collection tools, and data).
The team is responsible to assess and plan for Carly’s needs, collect and monitor plan data, and make decisions about Carly’s individual support plan.
In ISIS-SWIS, April will set up and manage Carly’s student file (measures, documents, team).

12. School-wide System Documentation
At the follow-up meeting, Kent reviews the updated documentation for the school’s Tier III Support System.

13. School-wide System Documentation Continued…
All of the components that had been previously identified have been addressed.

14. School-wide System Documentation Continued…
Here is Page 1 of a flow chart of the school’s System Documentation illustrating Tiers I and II.

15. School-wide System Documentation Continued…
Here is Page 2 illustrating the school’s Tier III support.

16. Team Activity Question Team Task Worksheet
What does your behavior intervention process look like? Or intervention process?
How will you inform your staff of these PBIS systems and the referral process?
Put together a process/ flowchart for behavior intervention support
Develop a staff training on these systems 16