2. D5. Brief FBA and BIP Dave Kunelius Jamie Ganske Tammy Olig
Tammy Olig
Kathy Kobelsky

3. Wisconsin RtI Center
Our mission is to support schools through the phases and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…
as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
Purpose: To explain the organization, mission, and purpose of the RtI Center
Click to show 2 icons
We also use the Wisconsin PBIS Network graphic to show our close connection to the national PBIS network which has established success in RtI for behavior over the past decade.
Together, they represent our mission:
Click to advance to 1st paragraph
Read: Our mission is to support schools through the phases and sustainability of their RtI system implementation for reading, math and behavior.
And here’s how we do that:
Click to advance to 2nd paragraph.
First, we develop, coordinate and provide high-quality professional development and technical assistance.
The Center has created its materials and delivers training and support to help schools/districts build their capacity to establish RtI systems for behavior, reading, and math. We also serve to connect schools/districts with other professional organizations and resources to establish an integrated network of support across the state.
Our second means to support schools is to (Click to advance to 3rd paragraph)
Gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.
The Center serves to recognize the hard work and tell the stories of schools across the state that have developed RtI systems leading to positive outcomes for kids. We believe this peer-to-peer sharing based on data will create a sustainable system of support across the state.

4. Tier 2/Brief FBA Big Ideas
1. In a Culturally Responsive, Multi Level System of Support, our supports share a common vision and purpose!

5. Beliefs Drive Purpose Lets intervene early, and keep kids engaged!
Behavior change is OUR responsibility!
Some one else take care of these behaviors please!
Don’t waste our time on little behaviors – we need to address the biggies!
Beliefs drive practice
Discussion: Which of these statements reflects your personal belief? The belief of your staff?
How does this impact staff behavior? And Student outcomes?
Beliefs Drive Purpose

6. Tier 2

7. Tier 2/Brief FBA Big Ideas
2. In a Culturally Responsive, Multi Level System of Support, the supports are layered and inter-dependent!

8. How do your Tier 1 and Tier 2 Teams Link?
Tier 2/Selected Systems Team
Plans and monitors targeted group interventions based on data
Universal Team
Plans and monitors
universal and
classroom
supports based on data
Common understanding
Communication
Data

9. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Add levels of support, not replace or supplement
Purpose of tier one-prevent new problem behaviors from occurring-tier two reduce the frequency of problem behaviors-tier three reduce the intensity of problem behaviors
Model measures ODRs, does not take into account internalizers
The triangle is not only kids…adults will need more support
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 9 9

10. Data-Based Decision Making Numbers to Keep in Mind
7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
Data-based Decision-Rules for ‘determining response’ must be defined
Data sources defining response are efficient
Ex. Daily Progress Report (DPR) cards: Student
maintains an 80% average on DPR for 4 weeks
This is essential to understand. In order to be able to deliver high quality, efficient and effective Tier II and III supports, the numbers of students accessing them must be reduced by efficient practices at the layers below. In other words, as you move into the higher tier II range, the numbers of students requiring them should be decreasing because the majority of the students (70%) in the lower intervention are responding to it.
The percent of students accessing each tier are over the course of a YEAR, the percent responding to an intervention are at any given time.

11. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Uses process data; determines overall intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Universal Support
CICO
Brief
FBA/BIP
Main Idea: Simple introduction to graphic/ tier 2 conversations.
Main focus will be on the Systems team in following segment of training
SAIG
Complex
FBA/BIP
WRAP
NOT LINEAR!!
Group w. individual
feature
Brief FBA/BIP
Sept. 1, 2009 11 11

12. New slide: shows how DATA guides us in our decision making in intervention choice for students. Explain note at bottom of slide. 3B’s refers to re-teaching of expectations in a small group setting. May need to explain who the Systems team is and who the Problem solving team is (may be some of the same people as on Systems team with some additions). Today are focusing on FBA part of FBA/BIP process. Will focus on FUNCTION of behavior today, but we will not go into intervention planning today….the BIP intervention planning will come on Day 4. May be hard for you to do that but really want you to focus on FUNCTION because that is critical to everything that comes after that in the process.

13. Tier 2/Brief FBA Big Ideas
3. In a Culturally Responsive, Multi Level System of Support, TEAM: Together, Everyone, Achieves, More!!! If we share the responsibilities, we….and the students achieve more 

14. Teaming at Tier II

15. Secondary Systems Planning Team
Who will be your FBA/BIP Intervention Coordinator? (Bring overall student intervention & implementation data to team, oversee intervention implementation with staff/students/families).
From data-demonstrated need, Create and Support Interventions
Support students & staff with Interventions
Use process data from CICO, SAIG, Brief FBA/BIP interventions to:
determine overall intervention effectiveness for each,
improve integrity, fidelity, procedures etc.. for each,
create interventions that are missing from continuum
Who Will be the Brief FBA/BIP Intervention Co-odinator? Differentiate between what co-ordinator does (monitors overall student and intervention data, guides creation and fine tuning of intervention) Differentiate between Intervention Co-ordinator and Intervention Facilitators (at least 2 members of team who work directly with staff & Problem Solving Team to do Brief FBA/BIP Process.

16. Tiered System of Support
Tier II External Coach or Systems Team Leader
CICO Intervention Coordinator
SAIG Intervention Coordinator
Brief FBA Intervention Coordinator
Purpose: Graphically illustrate how the components of tier II and III fit.
Main ideas: This represents how the FUNCTIONS work within tier II.
This is an example of how a tier ii/iii system MAY look in a building. Yours will be different in terms of number of people coordinating, different titles, etc.
This is just an example – may be more/different interventions
This may be where we start – person responsible may change as we build capacity of others, reserving expertise for tier 3
You cant have one person in charge of everything

18. Secondary Problem Solving Team
With info from Systems Team (i.e .FBA Facilitators & staff) Develop plans for one group or student at a time Most schools already have this type of meeting Standing team plus teachers and family of the student

19. Problem Solving Team Roles
FBA/BIP Facilitator
Gather information from data and interviews, generate Brief FBA, and illustrate FBA to the rest of the team through the Competing Behavior Pathway
Problem behavior along with triggers and hypothesized function and maintaining consequence
Share data sources and process used
Interviews
Lead the team in creating a BIP
Ensure all stakeholders give input and agree with aspects of the plan that require their action and that they understand and can carry out those actions

20. Problem Solving Team Roles
Other Team Members
Ask questions for clarification on FBA
Come to consensus on hypothesized function, or
briefly brainstorm alternative function
Work with FBA/BIP Facilitator to create the BIP
contribute as an ‘implementer’ for parts of BIP where needed
ex. Staff may add student to group counseling, see youth for afterschool tutoring, or add youth to CICO

21. Tier 2/Brief FBA Big Ideas
4. In a Culturally Responsive, Multi Level System of Support, the intensity of the intervention should match the intensity of the need

22. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs, Attendance, Tardies, Grades, DIBELS, etc..
Tier 2/ Secondary
Tier 3/
Tertiary
Check-in/ Check-out (CICO)
Assessment
Intervention
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR) (Behavior and Academic Goals)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Show them where we are by now in the training and the interventions that have been covered, and what we will cover today.
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc..
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain
FBA/BIP
SIMEO Tools: HSC-T, RD-T, EI-T 22
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Wraparound

23. Changing our thinking
By the time youth access FBA/BIP intervention, they are already at high risk of placement change. More youth need FBA/BIP, sooner. FBA/BIPs are often found in the “file” and viewed as a document. Is an active and evolving document!

24. Practical FBA Logic Model
Individualized Supports
5% of
Students
Behavior Specialist responsible for 25 FBAs in school of 500
Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
Secondary Group Supports
10-15% of Students
School-wide Positive Behavioral Supports
80% of Students

25. Identifying Who Needs FBA/BIP
Students are referred to an individual Problem Solving Team by the Secondary Systems Team
When lower-level (simple secondary) interventions do not result in adequate progress as determined by data rules
Data identifies student as in need (# of ODRs, suspensions, absences, etc..)
Exception to the system: Adult perceives youth as being in urgent need (lower-level support not seen as adequate)
Exception-chronic, frequent, severe (especially in distant setting) may refer for complex FBA

26. Tier 2/Brief FBA Big Ideas
5. In a Culturally Responsive, Multi Level System of Support, for Behavior, the more we all understand the Principles of Behavior (A-B-C’s,) the more we can effectively support our students.

27. Building FBA Capacity X Teachers Staff School Specialist District
Behavior
Analysts
Informal
FBA X
Level I:
BRIEF FBA
Level II:
Complex FBA
Level III:
Functional Analysis
Within PBIS context we will work with Level I as part of our Tier II model and level 2 as part of our tier III supports
Level 1: Brief Functional Behavioral Assessment
Facilitated in school by Tier 2 Problem-solving Team
Typically involves data from existing sources and interviews
Behavior plan implemented by classroom teachers as part of normal day
Typically involves one behavior in school settings
Level 2: Complex FBA
Facilitated by trained staff as part of an individualized student team
Typically involves interview(s), observation, and multiple data points
Behavior plan implemented by classroom teachers, pupil services staff, parents, and community stakeholders
Involves multiple settings both in and out of school
Horner & Anderson (2007)

28. Brief FBA vs Comprehensive FBA
For:
Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What:
Relatively simple and efficient process to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school
Conducted by whom:
School-based personnel (e.g., teachers, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)

29. Single behavioral cycle/cluster Multiple behavioral cycles/clusters
BRIEF FBA/BIP
COMPLEX FBA
Single behavioral cycle/cluster
Multiple behavioral cycles/clusters
Single environment/routine
Multiple environments/routines
Testing behavior but not ongoing aggression
Ongoing aggressive behavior
Basic tier 2 interventions not having predicted success
Adults actively in opposition to one another
Reminding them of what type of student behavior is good candidate for Brief FBA

30. The BRIEF FBA/BIP Process Prior to the Problem Solving Team Meeting
Secondary Systems Team identifies youth needing Tier 2 FBA/BIP level of support and refers to individual Problem-Solving Team meeting.
FBA/BIP facilitator (i.e. social worker, counselor, psychologist other trained staff) takes lead in organizing data and using tools to conduct the Brief FBA.
Brief FBA/BIP facilitator generates Brief FBA/competing behavior pathway (based on data) to share with Problem-Solving Team.
Stress BRIEF FBA facilitators you identified just prior to going to lunch are the folks that will facilitate Step 2 & step 3 using the behavior pathway. If you find you need a cast of thousands at the BRIEF fba meeting tip off that this is student needing more complex fba. This happens before info is given to the Problem solving team.

31. At the Problem Solving Team Meeting
4. Problem-Solving Team develops, implements, supports, and monitors BIP (with stakeholders).
5. FBA/BIP fidelity tool is used to make sure all parts of BIP have been implemented as designed
6. Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP A N D

32. 7. Data monitored weekly by FBA/BIP Facilitator.
This is a BIGGIE!!!
7. Data monitored weekly by FBA/BIP Facilitator.

33. Resources Available online with this presentation:

35. Questions or Comments