1. Data Teaming for Tier 2 Systems of SW-PBIS
Chris Borgmeier PhD
Portland State University

2. On-line SW-PBIS Coaching Certificate Fall Term Beginning in September SW-PBIS: Coaching Tier 2

3. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Targeted Group Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
– why focus on these student here? (NOT B/C we’re giving up!)
2 reasons – b/c prevention works! AND cut down to reasonable # will this be enough for all students? NO
~80% of Students

4. Supporting Social Competence &
Elements of SW-PBIS
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior 4

5. Tier 2 Systems
Focus on:
Efficiency = support several (e.g. small group/targeted) students at one time using few resources
limited assessment & individualization
school-wide programming
Effectiveness = attaining desired student outcomes
Using Research-based interventions with FIDELITY
Early identification & intervention
Progress Monitoring & data-based decision making for individual student & system
Scaling = develop a system with capacity to have meaningful impact in school (serve 10% of total school enrollment)

6. Tier 2 System v. an intervention
System = more than an intervention
4 Questions for Implementing a Tier 2 System
Are you implementing a continuum of research- based intervention(s) with fidelity?
Is there a screening process to ensure early identification of students at-risk?
Are you using sensitive progress monitoring tools to inform decision making related to student progress and system efficacy?
Are you implementing at a scale that is making a meaningful impact (10 % of student population)?

7. Tier 2 Assessment & Intervention
Intensive
Targeted
Non-Responder Preliminary FBA
Modified CICO Match to Function
Progress Monitoring
Borderline Initial CICO Data
Intervention
Assessment
“Tweak”/ Small change to CICO
Student Referral Data (ODRs)
Basic CICO
Screening
Universal
School-Wide Assessment
School-Wide Prevention Systems

8. OREGON 2013-14 CICO-SWIS Tier 2

9. CICO-SWIS in Oregon 2013-14 Schools Students Elem 113 2034 MS 37 688HS 2 28
Pre-8th 7
133
Others 42
TOTAL
161
2925

11. 79%
86%
71%
72%
90%

15. Additional Resources (book & video) thru Guilford Press & Publications

16. High School Behavior Education Program/ CICO Variation
Download HS-BEP Handbook from
Variation of CICO/BEP adapted for High School – focused on Academic Seminar

17. BASIC CYCLE Check In Check Out (CICO) Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
Parent
Feedback
Regular Teacher
Afternoon
Check-out
Morning
Check-in
CICO Coordinator
Summarizes Data
For Decision Making
Bi-weekly
Progress Monitoring
Meeting
Revise
Program
Exit
Program

18. Major Features of Targeted Interventions
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Flexible intervention based on assessment
Functional Assessment
Adequate resources (admin, team)
weekly meeting, plus 10 hours a week
Student chooses to participate
Continuous monitoring for decision-making

19. CICO: Implementation Checks
SYSTEM
Person assigned with FTE to coordinate & manage daily implementation of CICO
Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring
Materials & incentives readily available
Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO
Regular updates to staff on student data & implementation

20. CICO: Implementation Checks
PRACTICES
Reliable daily am check-in & pm check-out
Students earn rewards for success (daily at first)
Not punitive

21. CICO: Implementation Checks
DATA
Daily collection of point card data
Regular review of graphic student data for decision making (at least every 2 weeks)
Regular student referral for early identification of at-risk students

22. 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

23. Generic Point Card No time spent individualizing

24. Team Task:
1. Take a few minutes to complete the BEP-FIM as a Self Assessment.
2 = In Place
1 = Partially In Place
0 = Not in Place
2. Identify actions necessary to address areas to improve CICO implementation

25. Teaming Structures & Processes
Screening
Decision Rules
Progress Monitoring

26. 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

27. RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3
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
Trust the System -- Tier 2 Process
Maximizing # of minutes/ student
Sept. 1, 2009 28 28

28. Student Screening & Identification
Emphasize early identification

29. 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

30. 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

31. 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

32. Tier 2 Continuum of Interventions

33. Tier 2 Continuum of Interventions
Intensive
Targeted
Modified CICO Matched to Function
Intervention
Assessment
“Tweak”/ Small change to CICO
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

34. Questions about Tier 2 Interventions Systems Considerations
What constitutes a Tier 2 Intervention?
EFFICIENCY & MAXIMIZING RESOURCES
An intervention that:
Serves multiple students at one time (15-25 student at once)
More efficient use of resources that 1 student at a time
Students can get started with almost immediately upon referral
Requires almost no legwork from referring staff to begin implementation of the intervention with a student
All school staff know about, understand their role with, and know the referral process for
SYSTEMS NOTE: Resources Required:
If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention

35. CICO from Basic to Advanced
Start with Basic CICO
Should work for the majority of at-risk students
Complete CICO Fidelity Assessment
Once implementing CICO with fidelity & using data for decision making
Data for student identification
Data for student progress monitoring to ID responders/borderline/non-responders
Start adding variations of CICO

37. CICO: Advanced Applications
Small Modifications or “Tweaks”

38. Additional Tier 2 Interventions
Remember focus on Efficiency in Progress Monitoring Meeting
Minutes per Student
Tweak or Small CICO Modification
Alternate Tier 2 Intervention (Function-based)
Escalate to Tier 3 Student Centered team
Trust the Process
Most difficult thing = not talking about a student before it’s time

39. Tier 2 Assessment & Intervention
Intensive
Targeted
Borderline Initial CICO Data
Intervention
Assessment
“Tweak”/ Small change to CICO
Student Referral Data (ODRs)
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

40. 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”
Look at initial CICO data
Not an extensive discussion
Should have a menu of quick changes/ “tweaks”:
Change CICO mentor
Change incentives
Change/individualize goals
More frequent check-ins -- “adding hair”

41. Borderline Responder
Last 3 weeks of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%
“just missing”… but downward trend
Good Candidate for a Small Change/ “Tweak”
In 2 minutes or less - Which change is most likely to work for this student?
Change (a) CICO mentor, (b) incentives, (c) individualize goals OR
(d) more frequent check-ins

42. Borderline Responder Look at Initial CICO data
Quick Check:
Anything we can do about Period 3?

43. Ready to Make Quick Changes
Readiness – what needs to be ready to make these ‘quick’ changes?
Change/individualize goals
Need alternate point card readily available to individualize
Change CICO mentor
Add Mid-Day Check-in & incentive
Change incentives
Individualize incentives for the student
More frequent check-ins
With teacher? With CICO Specialist?
Need an adjusted point card?

44. Individualized Point Card Fill in more specific behaviors

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

46. More Frequent Check-Ins “CICO Hair Club for Kids”
Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period
Another Alternative – Create alternate card which breaks day into smaller intervals

47. Team Work Time
What ‘tweaks’ do you want to develop to be ready for borderline responders?
Adapt existing materials and/or Develop new 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…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible

48. Non-Responders Modified (Function-Based) CICO

49. Tier 2 Assessment & Intervention
Intensive
Targeted
Non-Responder Preliminary FBA
Modified CICO Matched to Function
Borderline Initial CICO Data
Intervention
Assessment
“Tweak”/ Small change to CICO
Student Referral Data (ODRs)
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

50. Non-Responder

51. Typical Reasons CICO may not be working for an individual student
Low fidelity of implementation
The student needs more instruction on how to use the program
The rewards are not powerful or desirable for the student
The program does not match the function of the problem behavior
The student requires more intensive, individualized support
Address
Implementation Issue
Individualize Tier 2
Escalate to
Tier 3 Support

52. 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 (e.g. difficult or undesired tasks)

53. Using Function of Behavior to Inform CICO Modifications
Individual Student Planning
Can use “Function of Behavior” to match students to appropriate version of CICO
Function-Based Assessment might include:
Data from ODRs “Possible Motivation”
Or Preliminary/Brief FBA

55. Minor – “Uh-Oh”

56. Preliminary FBA Use existing data for preliminary FBA ODR data
Identify function/motivation
Identify antecedents – time/location/persons involved, etc.
CICO data
Identify antecedents – time/location

57. Non-Responder Preliminary FBA
Does this tell us anything about when/ where/ who is involved (antecedents)?

58. Preliminary FBA Discipline Referral Summaries
Suspensions, detentions, office referrals
Look for patterns
Triggers/Antecedents  Day of the week, Time of Day, Location, Students Involved
Behavior
Consequences/Function  Possible Motivation, Disciplinary Action, Administrative Decision

59. Student Referral Report - SWIS
Date
Staff
Time
Location
Prolem Behavior
Motivation
Others Involved
Admin Decision 1
02/08/11
43866
12:15PM
Plygd
Agg/Fight
Unknown mot
Peers
Out-sch susp 2
01/28/11
47522
1:30PM
Class
Disrespt
Avoid Task
Teacher
Detention 3
01/10/11
10:30AM 4
12/18/10
9:30AM 5
12/08/10
1:00AM
Peer 6
10:15AM
Parent 7
11/20/10
9:30PM
Does this tell us anything about the function of student behavior?
How about when/ where/ who (Antecedents)?

60. Advanced Applications of CICO Function-Based Modifications of CICO

61. Breaks Are Better Function = Escape Task (elem)
Justin Boyd
University of Oregon

62. Logic Guiding Breaks are Better
Children may benefit from taking small, appropriate breaks
If breaks are available, students may:
Engage in less escape-maintained problem behavior
Request breaks less often than escape-maintained problem behavior occurred
Increased reinforcement for:
Asking for assistance
Taking a break appropriately

63. 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

64. Breaks are Better Modifications
Prior to intervention:
Child & teacher identify appropriate “break” activities
Student is taught:
How to request a break
How to take a break
How to return to work
Points earned for:
Meeting academic-specific expectations
Asking for break appropriately or not needing a break
Weekly point total tied to reinforcers

65. Sample Break Options & Rewards
Move to separate desk for quiet activity
Quiet activity at desk
Drawing
Doodle on notebook
Stretch in backroom
Run errand for teacher
Weekly Rewards
Computer time
Extra Recess
Coupon for bonus points on assignments
Coupons for buddy work
Coupon to make assignment shorter or easier
Library pass

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

67. 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. 68

68. Taking a Break in the Classroom

69. ABC: Academic Behavior CICO Function = Escape Task (MS)
Jessica Turtura
University of Oregon

70. Logic Guiding ABC Students benefit from organizational structure
More frequent and tangible reinforcement for:
Recording assignments
Completing in-class work & participating
Asking for help
Completing homework
Parental structure for homework completion:
Parents are aware of assignments
Parents check for completion

71. 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

72. ABC Modifications Prior to intervention – coordinator meets w/ parents
Morning Check-In: Assess & give bonus pts for:
Materials Ready & Homework Completed
Afternoon check-out: Check Tracker
Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker
Parent signature with focus on Homework Completion

73. ABC Point Card -- Front

74. ABC Point Card -- Back

75. Non-Responders Escalate to Tier 3

76. Tier 2 Assessment & Intervention
Intensive
Targeted
Refer to Tier 3 team: Practical FBA
Individualized Behavior Support Plan
Non-Responder Preliminary FBA
Modified CICO Matched to Function
Borderline Initial CICO Data
Intervention
Assessment
“Tweak”/ Small change to CICO
Student Referral Data (ODRs)
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

77. Borderline Responders: Problem Solving Progress Monitoring 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 78 78

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

79. Non-Responder
Tweak
ABC CICO
After multiple interventions, including match to function-based CICO
RTI  Time to move to Tier 3 Support

80. Individual PBIS Team Team Members:
Student 1
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Individual PBIS Team
Tier 2/3 Progress Monitoring (Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks min.
Meeting 1
Permissions
Coordinate Assessment (FBA)
Meeting 2
Review Assessment& Finalize Implementation Plan
Meeting 3
Monitor Student Progress & Review/Modify Plan
Meetings
Ongoing as needed to Monitor Student Progress & Review/Modify Plan

81. Tier 2/3 Progress Monitoring (Systems & Students)
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 2
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Individual PBIS Team
Tier 2/3 Progress Monitoring (Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks min.
Student 3
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 4
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team

82. A Proactive Approach to Behavior Support Planning
Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press)
Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior
Provide FBS at the first signs of persistent problem behavior
Basic FBA:
Behaviors and Maintaining Functions are Easily Defined and Identified
Complex FBA:
Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified
Alternative that researchers have suggested , using Function based support proactively 83

83. District Behavior Support Specialist
Train and coach PBIS at all three tiers
Support Teams building behavior support plans from Assessment information
Train 1-2 people per school to conduct “basic” FBA/BSP

84. Building Capacity for Function-Based Support
Basic FBA2BSP Training
Series of minute trainings
(each training spaced about 2 weeks apart)
Session 1: Basics of Behavior
Session 2: FBA Interview
Session 3: FBA Observation
Session 4: Function-Based Intervention
Session 5: Behavior Support Planning
Session 6: Implementation Planning
Session 7: Evaluation Plan & Monitoring

85. Format of Basic FBA to BSP Training Sessions
Objectives
Review
Activities
Checks for Understanding
Comments/
Questions
Tasks
Key Points