1. Supporting District Yellow/ Red Zone planning for Behavior Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

2. Invest in Building a System of Individual Student Support Coach implementation of a system  Start with vision of system & District/ ESD planning of resources & personnel Behavior Specialists, Data Systems, Building personnel  Train & Coach practices within a system Practices Data based decision making Meetings & teaming CICO or Targeted Interventions FBA/BSP Learn from our mistakes  Do NOT Train & Hope

3. What can a PBS Coach do? Slow teams down & make sure they are successful w/ Universal Systems Primary Prevention: Universal Systems to Support ALL Students

4. What can a PBS Coach Do? 1) Start advocating for comprehensive district plan  Needs -- personnel & resources for successful implementation CICO Manager Data System District Behavior Specialist Building Behavior team members  Multi-year coordinated training effort (not piecemeal) 2) Begin with: a) Yellow zone efforts b) Developing Effective Teaming Process

5. Observations and add’l Observations Multi-Disciplinary Assessment & Analysis Formal FBA PBS Individual Student Support Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Referral Data & FACTS Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment Simple FBA No Assessment Increasingly Intensive Assessment & Individualized Interventions Minimal Assessment & Targeted/Group Interventions

6. Yellow Zone/ Targeted Intervention

7. 1-5% 5-10% Designing School-Wide Systems for Student Success – Secondary Prevention Research-Based Intervention Options (Group Based) Assessment-Based Intervention Selection Continuous Progress Monitoring of At-Risk Student Effective Teaming & Personnel Resources Secondary Prevention: Specialized Group Systems for Students At-Risk Data-Based Decision Making Ongoing ID of Student & Rapid Response

8. I-PBS Team (or whatever you want to call it) Develop an Efficient Teaming Process  Build on strengths of existing teams (but change will likely be required) Review data at least every 2 weeks to:  ID students in need of behavioral support  Monitor progress of students receiving support  Guide decisions regarding student intervention (RTI)  Monitor interventions, implementation & action items  Review effectiveness of each Targeted Interventions to determine overall effectiveness

9. I-PBS Team Members Administrator CICO Manager Persons w/ flexibility & Behavioral Training  SPSY, SPED, Counselor, etc. Persons w/ Behavioral Expertise will become case managers for Individuals requiring more intensive assessment & individualized intervention  Keep team small enough to remain efficient

10. Check-In/Check-Out Managers 10 hrs/wk recommended for CICO managers Oversee & organize CICO program and daily operation of CICO system Get referred students started with program  Students can be referred based on # of referrals  Students can be referred by teacher Monitor effectiveness of CICO system  Is CICO meeting the needs of a significant portion of at-risk students as a preliminary intervention Bring all CICO data to Intensive PBS Team

11. Generic Point Card

12. Progress Monitoring Data used to monitor progress is increasingly individualized as student need is recognized to be increasingly intensive Start generic, broad & efficiently & get increasingly specific, and individualized CICO  Point Card – generic Targeted Intervention – Simple FBA  Point Card – generic to semi-individualized Intensive – FBA/BSP  Point Card – individualized &/or other forms of data collection methods

13. Effective Data Systems for tracking Individual Student Data Quick & Easy for  Data entry  Data-based decision making  Easily accessible for team decision making Provide visual/graphic representation of student data Examples  SWIS-CICO  Excel template (DDSD)  Cost of Data System + Cost of Training for staff to use

14. Red Zone/ Intensive Intervention

15. 1-5% 5-10% 80-90% Designing School-Wide Systems for Student Success – Tertiary Systems Research-Based Intervention (Individualized) Focused Individualized Assessment Continuous Progress Monitoring of Intensive Student Effective Teaming & Resources for Individualized Intervention Assessment-Based, Data-Based Intervention Selection Tertiary Prevention: Intensive, Individualized, Assessment-Based Intervention

16. Student Team - Intensive For Students with INTENSIVE needs (red zone) we need:  Interventions individualized to the specific needs of the student  Expertise in the presenting area of concern Behavior Specialist for behavioral concerns Reading Specialist for reading concerns Speech Therapist for speech concerns, etc.  Assessment information that directly and most efficiently informs intervention development For Behavior that is FBA

17. MOST IMPORTANT!!! Local Infrastructure to Support School Systems for Individual Student Support

18. Building/District Infrastructure Needs District w/  Commitment to Intensive PBS  District PBS team to plan IPBS system & implementation plan  Ongoing training plan to implement I-PBS model  District Behavior Specialist w/: significant training & experience with FBA and Behavioral Intervention Opportunity to support teams on-site with systems implementation Building Team  Personnel in the school: w/ regular meeting schedule (at least every 2 wks) w/ FTE (10 hrs/ wk) to manage data and CICO program (& other targeted interventions) Team members with  training in Functional Behavioral Assessment & Function-Based Intervention  Time, opportunity & priority to carry out assessment & intervention responsibilities Effective Data systems for:  Early identification of at-risk students  Progress monitoring students following intervention

19. District Planning for Intensive PBS Roles & Responsibilities

20. Resources & Personnel System of Individual Student Support District  Behavior Specialist  SW PBS Coach  Multi-year training commitment that includes regular on-site support to school teams to build capacity for school IPBS teams to develop & implement a system of individual student support Building  CICO Manager (10 hrs/ wk)  IPBS team that meets at least every 2 wks IPBS team  Admin + CICO Mgr + strategic Staff with behavioral expertise & flexibility (SPSY, Counselor, SPED?)  Efficient Data system

21. Behavior Specialist (District/ESD) Behavioral Expertise required  Background in Behavioral Theory, Function of Behavior & Consultation skills Adequate Time to carry out responsibilities required  Coaching teams with Yellow & Red Zone implementation – not just putting out fires (RED!!!)