1. Day 4: Efficient Systems and Effective Problem Solving
PBIS Tier 2 Training
Day 4: Efficient Systems and Effective Problem Solving

2. Objectives for Today Teams will…
Practice systems-level discussions and decision-making that include intervention effectiveness, assessment data, and simple modifications to supports for individuals and groups of students.
Create a plan for how the team will develop or refine a brief Functional Behavior Assessment data collection process including training and supporting stakeholders.
Create a plan for how the team will develop or refine brief Behavior Intervention Plans that include all six intervention features, training, and supporting stakeholders.
Identify how current data available fits within a screening process and create a plan to address any gaps.
Understand what screening is, how it identifies students for Tier 2 support, and develop a screening process.
6a. the core components of T2 interventions - TFI 2.6, 2.8
Develop or refine Social Academic Instruction Groups or Mentoring that include all critical features of Tier 2 interventions.
Identify how current data available fits within a screening process and create a plan to address any gaps.  
6b. Revise and build additional supports that match the core components of T2 - TFI 2.5, 2.7
2a) Actually create data rules the team will adhere to for PS and action-planning supports for students that include… TFI 2.4, 2.11

3. Implementation Update
When did the Tier 2 team meet?
What action steps have been taken?
How many students are receiving each intervention?
How many students are responding to each intervention?
Capture answers on poster paper. Prepare to share with the whole group.
DISCUSSION
Implementation
Update

4. Intervention Flow Chart
Create a flow chart that includes:
Tier 2 interventions
Entrance criteria
Enhancement criteria
Exit criteria
Link to Tier 1?
Do a Gallery Walk to view other teams’ flow charts.
Return to your table. Are there any adjustments needed on the flow chart?
ACTIVITY
Intervention Flow Chart
Do this on poster paper

5. Roles of the Tier 2 Team
Ensures and monitors the six features of Tier 2 interventions
Provides ongoing training and support to all stakeholders
Solicits and responds to feedback from all stakeholders
Self-assesses fidelity of implementation of Tier 2 to guide implementation and improvements needed
Includes:
Administrator
Regular education teacher(s)
Pupil services staff
Educational assistant
Special education teacher

6. Roles of the Tier 2 Team System Fidelity Assessment
Tiered Fidelity Inventory (TFI)
Efficiently guides implementation and sustained use of PBIS
Measures the extent to which core elements are in place for all three tiers
Completed by team members representing multiple tiers of implementation and administration
Includes a school walk-through

7. Roles of the Tier 2 Team Tiered Fidelity Inventory
May replace the Benchmarks of Quality (BoQ) at Tier 1 and additional measures at Tier 2
Used in combination with the Self-Assessment Survey (SAS)

8. Tiered Fidelity Inventory (TFI)
Review the Tier 2 section of the TFI. Consider evidence of implementation to date.
Discuss each item as a team and self-assess.
Log-in to PBISApps.org and input the team scores for each Tier 2 item.
DISCUSSION
Tiered Fidelity Inventory (TFI)
Note: Teams will need to enter 15 “0’s” in order to get to the Tier 2 portion of the TFI.
Note: If logging into PBISApps.org and inputting Tier 2 scores, the team needs to make sure the Tier 1 has taken it in the past 7 days, or will take it in the next 7 days to avoid getting all 0’s for Tier 1.
Note: For our internal purposes, the Research & Eval team will pull the most recent score (that is not a 0) for recognition and continuous improvement purposes. This will, however, for schools show up as 2 different evaluations.

9. PLAN
Examine scores for Tier 2 on the TFI. What strengths need to be maintained? What areas need improvement?
Link prior days’ action steps to line items on the TFI to streamline planning.
Fidelity: System
Increased home-school connection
Increase in adult feedback
Monitor “health” of intervention as well as individual students / Progress Monitoring (d) (e)
Fidelity assessment of the intervention itself €
Explicit Instruction – how to teach behavior (b)
an operational definition of the target behavior (covered in entrance criteria?)
(c) which antecedent/consequent variables to manipulate (How do we make this a connection to the increase in prompts/predictability and adult feedback which CICO offers)
(f) benchmark goals (exit criteria)
(g) the anticipated length of the intervention to reach the goal (exit criteria?)
Workbook Page

10. Roles of the Tier 2 Team Systems Conversation and Decision-Making
Occurs at least every other week
Examines health of interventions
Six features are present and fit the school’s context
Implementation adjusted based on feedback from stakeholders
Communicates with Tier 1 Team
Data collection and referral rates
Six features
Determines next steps for students
“fit the school’s context” i.e. entrance and exit criteria, what’s being collected at Tier 1, etc..

11. Systems Conversation and
Count off by 6.
Review the sample data with a group.
Groups 1 and 4: Health of Intervention
Groups 2 and 5: Communication with Tier 1
Groups 3 and 6: Next Steps for Students
Determine:
What action steps are necessary?
What additional information does the team need?
With your team discuss:
How was the exercise similar to how the team is running Tier 2 meetings?
What adjustments are needed?
ACTIVITY
Systems Conversation and
Decision-Making
Apply knowledge with other people from different schools.
Each folder includes sample data the Tier 2 team would review and make decisions from.

12. Brief Functional Behavior Assessment and Behavior Intervention Planning
Why will we spend so much time on CICO
Most should respond, and it will remain the base layer of interventions.

13. Problem Solving Conversations
Student-centered solutions are dynamic and ongoing.
Student-specific
Digs deeper into individual student needs
Creates a behavior intervention plan
Communicates student goals with relevant staff and families
Communicates with the Tier 2 Team to coordinate supports
Trains and provides ongoing support to relevant staff and families specific to the BIP developed

14. Problem Solving Conversations
Includes a subset of the Tier 2 Team and:
Student
Family member
Administrator
Pupil services staff
Student’s teacher(s)
Teacher from Systems Team
Content specialist
Problem Solving Team coordinates the Plan. Tier 2 Team coordinates the System.

15. Functional Behavior Assessment
A brief functional behavior assessment (FBA) is an efficient, systematic data-collection process to determine the purpose (function) of a behavior and the environmental variables that maintain it. It uses existing data sources as much as possible and considers the student’s strengths.

16. Functional Behavior Assessment
Outcomes include identifying and defining:
Student strengths
An observable, measureable target behavior
Antecedents and consequences
Function of behavior
Replacement behavior

17. Functional Behavior Assessment
Possible data sources:
Student outcome data (attendance, minors, majors, etc.)
Progress monitoring data
Family perspective
Staff interview
Student input
Observation
Observation? If we are SO GOOD at doing other Tier 2 interventions and only have a couple of brief FBAs a year - shouldn't we include an observation? or at least be recommending eye balls on the kid?

18. Competing Behavior Pathway

19. Student Strengths At least three real strengths of the student
What does the student value?
How does the student positively contribute to the school community?
What is the student passionate about?
In what academic areas does the student excel?
What behavioral skills are secure?
Mark is creative, skilled at building things, and is social with adults and peers. He is advanced in both Reading and Math.

20. Target Behavior Use existing data to determine the target behavior
Majors, minors, attendance, health room visits, etc…
Progress monitoring from previous interventions
The target behavior must be
Observable
Measureable
Agreed upon by the team
Mark talks loudly out of turn without raising his hand. Mark’s comments are on-topic and made while standing up out of his desk or carpet area.

21. If I wanted to set the kid off, what would I need to do?
Antecedents
Antecedents
When present makes the target behavior more likely to occur
Happens immediately before the target behavior
The teacher explains a concept that is new to the class, but not new to Mark.
Fast triggers: Let’s bet! – when do you think the student will make noises? Also, what do you think will likely happen when he does? Or
If I wanted to set the kid off, what would I need to do?

22. Antecedents Setting events
Routines or life events that contribute to the problem behavior, but are more distant
Consider:
Learning style
Home events
Community events
The target behavior is more likely to occur when there are numerous transitions and/or a high amount of peer work in the morning. Additionally when Mark wakes up early.
Setting events are not judgments on families’ homes, situations, or events.

23. Consequence What immediately follows the target behavior. Consider:
Adult response
Peer response
Altered activity
Student response
Makes the target behavior more likely to occur in the future
The teacher thanks Mark for sharing, and reminds him to stay seated and raise his hand next time. If the behavior continues the teacher has Mark take a break with her.

24. Function Behavior Avoid Get Sensory Stimulation Tangible Social
What is the pay-off??
These are the only legitimate functions –
Non-legitimate functions are: Power, Control, Didn’t take meds, Parents.

25. Competing Behavior Pathway

26. Brief FBA: Practice as a Team
Using the vignette and data provided, complete the setting event, antecedent, target behavior, consequence, and function boxes on the Competing Behavior Pathway for Elsa.
ACTIVITY
Brief FBA: Practice
as a Team
Have them share out.
Now that we know the FBA parts, we will walk through a BIP

27. Replacement Behavior Desired Behavior Mark will stay in his seat,
The expected behavior in the specific setting that every student should do
Mark will stay in his seat,
raise his hand, and wait to be called
on before offering on-topic comments.

28. Replacement Behavior Replacement Behavior
Pre-determined teaching step(s) to the
desired behavior
Easier to do than the problem behavior
Socially acceptable
Serves the same function
Mark will stay in his seat during whole
group instruction and offer on-topic
comments without being called on.

29. Replacement Behavior
Needs to change once the first replacement behavior is demonstrated consistently for 3-4 days
Mark will stay in his seat during whole group instruction, raise his hand, and offer on-topic comments without waiting to be called on.
Mark will stay in his seat during whole group instruction and offer on-topic comments without being called on.
Mark will stay in his seat during whole group instruction, raise his hand, and wait to be called on before offering the on-topic comment.

30. Consequence Consequence for Desired Behavior Must honor the function
Typically the natural consequence
Teacher calls on Mark.
Mark offers his
on-topic comment.

31. Consequence Consequence for Replacement Behavior
Must honor the function
Mark will stay in his seat during whole
group instruction and offer on-topic
comments without being called on.
Mark will stay in his seat during whole group instruction, raise his hand, and wait to be called on before offering the on-topic comment.
Mark will stay in his seat during whole group instruction, raise his hand, and offer on-topic comments without waiting to be called on.
The teacher will immediately call on Mark and acknowledge him for raising his hand and waiting.
The teacher will progressively wait to call on Mark and intermittently acknowledge him for raising his hand and waiting.
The teacher will verbally acknowledge Mark for raising his hand.
The teacher will verbally acknowledge Mark for remaining in his seat.

32. Competing Behavior Pathway
Summarize all the findings on this pathway!
This is the data-collection process, NOT the intervention.

33. Brief FBA: Practice as a Team
Using the vignette and data provided, as a team decide the desired and replacement behaviors and consequences to finish the Competing Behavior Pathway (Brief Functional Behavior Assessment) for Elsa.
ACTIVITY
Brief FBA: Practice
as a Team
Have them share out.
Now that we know the FBA parts, we will walk through a BIP

34. Competing Behavior Pathway
Animate these in and talk through answers from the Vignette provided.

35. Behavior Intervention Plan
A behavior intervention plan (BIP), based on the data collected, defines instructional strategies and supports for the student to develop new skills and modifications to environmental variables that will support it.

36. Behavior Intervention Plan
Outlines the intervention strategies
Redesigns the environment and supports so it is easier for the student to learn how to meet their needs in a prosocial manner
This is the intervention. Using Vignette A – we will create a Behavior Intervention Plan together.

37. Teaching Strategies
Replacement behaviors are explicitly taught through:
SAIG or Mentoring as available
Tier 1 / Universal and Classroom
teaching
Teaching strategies
Behavioral skills must be learned
Scaffold for success

38. Teaching Strategies SAIG lessons on Classroom Responsibility
Whole class re-teaching on the skills
How can the antecedent or setting events be changed so that problem behaviors can be prevented?
What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?

39. Antecedent Strategies
Prevent or alter targeted routines
Curriculum
Tasks
Daily schedule
Adapt or reorganize physical and interactional settings
Prompt for success of replacement behavior
Tier 1 teaching
How can the antecedent or setting events be changed so that problem behaviors can be prevented?
What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?

40. Antecedent Strategies
Individualized CICO for a “soft landing”
3 minute break with teacher during transitions
Scheduled time to share during instruction
One-on-one prompts with teacher prior to whole-group setting
SAIG lessons on Classroom Responsibility
Whole class re-teaching on the skills
How can the antecedent or setting events be changed so that problem behaviors can be prevented?
What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?

41. Consequence Strategies
Match consequence with function
Reinforce replacement and desired behaviors
Minimize reinforcement of target behavior
Include corrective consequences

42. Consequence Strategies
Individualized CICO for a “soft landing”
3 minute break with teacher during transitions
Scheduled time to share during instruction
One-on-one prompts with teacher prior to whole-group setting
SAIG lessons on Classroom Responsibility
Whole class re-teaching on the skills
How can the antecedent or setting events be changed so that problem behaviors can be prevented?
What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?
Immediate acknowledgment and opportunities to comment based on pre-determined Replacement Consequences
Agreed upon non-verbal cue

43. Behavior Intervention Plan
Using the Competing Behavior Pathway the team created for Elsa, complete the Behavior Intervention Plan including:
Strategies
Who is responsible for each strategy
How the BIP will be checked for fidelity
Progress monitoring plan
ACTIVITY
Behavior Intervention Plan
Do they use the MATT/BAT? Do we incorporate that into the Workbook/Audit?
Increased home-school connection
Increase in adult feedback
Monitor “health” of intervention as well as individual students / Progress Monitoring (d) (e)
Fidelity assessment of the intervention itself €
Explicit Instruction – how to teach behavior (b)
an operational definition of the target behavior (covered in entrance criteria?)
(c) which antecedent/consequent variables to manipulate (How do we make this a connection to the increase in prompts/predictability and adult feedback which CICO offers)
(f) benchmark goals (exit criteria)
(g) the anticipated length of the intervention to reach the goal (exit criteria?)

44. Entry Criteria
Minimal or no progress in previous interventions evidenced by progress monitoring or continued rate and severity of student outcome data
Behaviors have increased in severity during previous intervention
Brief FBA is insufficient for behaviors that are:
Dangerous or unsafe
Occurring at high frequency intervals

45. Exit Criteria
Improvement in progress monitoring and original entrance criteria
Fade layers of the BIP to Tier 2 supports
Improved academic performance (tests, grades)
Improved relationships with peers, teachers, and other school personnel
Increased attendance and class participation
Improved coursework completion
Increased access to other school resources
Reduction in classroom disruption, fighting, and other negative school behavior
Lots of wow to this slide-
Connect to natural supports- how can mentor help increase access (like taking advantage of study halls, letting teaching knowing what need),

46. Increased Teaching with Opportunities to Practice
Replacement behaviors are explicitly taught to fluency through existing supports in Tier 1 and 2
Adults prompt skills throughout the day to build fluency
Students practice the skills within the intervention and in the natural environment

47. Increased Adult Feedback
Staff members provide increased feedback on the replacement behaviors throughout the day based on the goal
Increased access to universal reinforcement

48. Increased Home School Connection
Conversation with family members to learn how to bridge skill gaps and honor family values
Daily Progress Report (DPR) details
Ongoing conversation and collaboration regarding progress on the goals
Inclusion in team meetings
Come back to this one! Feedback to learn how the family perceives the area of concern
VAAB again- I think we could use this as a framework to talk about things

49. Progress Monitoring Continued use of Daily Progress Report
Replacement behavior improvement is monitored at least weekly to layer pre-determined replacement behaviors within the plan
Monitoring original entrance criteria to determine improvement
70% Guideline
Most students with individual plans are
making progress towards the established
goal(s)
Purpose: Illustrate HOW the DPR is tied to SAIG.
Main ideas:
The blue remark is a reminder/prompt for the student for the skill that is being taught in the SAIG.
They get scored on any behavior related to safety, respectful and responsible. They are working on being on time for class as part of the SAIG group.
Blue remarks also serve as a reminder to staff of what they should be reinforcing to assist with transference of learning. Try to review these points with whole class, maybe having student modeling.
Prepping for the question if the student is in desk but not with material out, how do you score it? It is an emerging skill. Student has shown part of the skill set required, so they would get a 1 because it is emerging but not yet at the ideal level.
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

50. Fidelity
The functional behavior assessment and Competing Behavior Pathway is completed
The behavior intervention plan is being implemented as intended
Within specified timeframes
With designated staff members

51. Coordinating Brief BIPs
Establish procedures and communication protocols for Problem Solving Teams
Ensure intervention features remain present and supported with all stakeholders
Entry & Exit Criteria
Increased Teaching with Opportunities to Practice
Increased Feedback
Progress Monitoring
Fidelity
Increased Home School Connection
Train and provide ongoing support to staff members

52. Plan your FBA/BIP system around the overall intervention features.
Plan around the additional considerations.
PLAN
Brief FBA/BIP
Brief BIP Features

53. Train and Support PLAN How will your team provide training?
Overview for staff
Broad information for families
Specific information for staff implementation
Introduction for students who will receive the intervention
Boosters
How will your team provide support?
Ongoing
Provided when intervention not implemented as planned
PLAN
Train and Support
Are they identifying that they typically have access to individual students who display EXTERNALIZING behaviors.
What would be the early indication of risk?? If we want to reduce risk what are the earliest indicators of this.
Action Planning

54. Brief FBA and BIP ACTIVITY
Review the Tier 2 Flow Chart created this morning.
Given what the team has developed with decision-rules and layering of interventions, add the Brief FBA and BIP to the flow chart.
Include entrance criteria.
ACTIVITY
Brief
FBA and BIP
Workbook Page

55. Evaluation and Feedback

56. Discuss with your team:
Check In and Share Out
Discuss with your team:
What was your biggest a-ha from the day?
By the end of September, what are 2 action steps the team will accomplish?
What is one thing a technical assistance coordinator can do to support Tier 2 implementation at the school?

57. Implementation Support
Technical assistance
Online resources
Live webinars
Networking

58. Resources Tiered Fidelity Inventory
Functional Assessment Checklist for Teachers and Staff (FACTS)
Teacher Interview Tool (EC Example) – Add Hyperlink
FBA/BSP Fidelity Tool
DPI FBA/BIP Toolkit
DPI Screening Resource (when available)