1. Data Teaming - Tier 2+ Individual Student Behavior Support Eleanor Castillo Sumi, PhD, BCBA-D Consultant Santa Clara County Office of Education Linda Sun Consultant Santa Clara County Office of Education

2. Training Behavior Expectation Be HardworkingBe ResponsibleBe Respectful Training Limit side conversations Work on PBIS tasks Active Participation Return and leave for breaks and lunch on time Watch for power cords Keep lids on hot beverages Appropriate use of electronics Treat other adults as you would expect your students to treat you

3. Training Objectives Update: CICO Pilot Identify Tier 2 and 3 team roles and responsibilities Develop a process for student intervention identification and screening Identify Tier 2/3 progress monitoring foundations Review current Tier 2/3 students and intervention inventories and modify as needed Discuss systems monitoring for intervention fidelity of implementation

4. Develop CICO System – Referral process – Initial meeting & Agreements/contract – Check-In - procedures & personnel – Check-Out – procedures & personnel – Develop Point Card – Rewards menu & process – Data System & Data entry (training & personnel) – Plan for fading/graduating – Training for Staff – CICO Handbook Pilot Implementation Previously Assigned Tasks

5. Team Task Identify where your team is at related to implementation of: – CICO – Other Tier 2 Interventions? – Regular meetings that review individual student progress data to guide decision making for students on Tier 2 intervention – What are your hopes from the training today?

6. Complete the MATT Self-Assess Tier 2/3 Go to www.pbisapps.orgwww.pbisapps.org Enter your school code Reference the MATT handouts to guide you through questions Enter scores into www.pbisapps.org

7. Complete the CICO Self- Assessment (CICO Worksheet 9) & Identify Actions for improved implementation

8. SCHOOL UPDATES What worked? What needs improvement? What learned? What do you want to learn from others?

9. What is the current process in your school? What is the current process for: – Identification of students requiring support for challenging behavior? When & how does this occur? – Assessment/discussion to understand student concerns? – Intervention identification & implementation? – Data collection & monitoring student progress What is working with your current process? What are challenges?

10. INTENSIVE/INDIVIDUAL PBIS

11. Individual PBIS Efficient Teaming Process – 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

12. SST v. IPBS Test/Label/Place v. Evaluate/Problem Solve/Intervene Focus on Special Education v. services for all students (including SPED students) Primary focus on behavior problems, but often academic intervention is the appropriate course of action Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

13. IPBS: The Big Ideas Early Identification Do the easy stuff first (efficiency is a major goal) Processes are as important as practices Use of Evidence Based Practices Teaming is critical Administrative support is critical Data Based Decision Making

14. Building Level – What it Looks Like Building capacity without relying on 1 hero Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions (CICO Worksheet 2) Agenda is prepared in advance and promotes efficient group processes Administrative buy-in/attendance – Creating resources – Attending meetings – Follow through with system deficiencies – Hiring practices

15. Data All targeted and tertiary interventions are supported with progress monitoring data – CICO – Academic Support Classes/interventions – Social Skills or Counseling Groups – FBA/BSP (tertiary) plans – Progress monitor data reviewed every two weeks

16. Continuum of Interventions & Braiding of Supports Universal Common Core Formative Evaluation Targeted Core curriculum + Pre-teach, re-teach Small group Supplemental programs Intensive Individually designed instruction Universal Expectations and rules taught Reinforce pro-social behavior Continuum of consequences Targeted Check-in/check-out Social skills Intensive Function-based supports Kowalko et al., 2007; Bethel School District Eugene, OR

17. Teams in a School FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III Could responsibilities of an existing team (TAT/SST/etc.) be shifted?

18. Teams in IPBS Schools IPBS Team – Meets every 2 weeks – Coordinates and monitors school wide behavioral interventions – Analyzes data – Recommends changes in interventions Student centered team (FBA/BSP) – Meets at least twice -- more if needed – Creates a behavior support plan – Determines what the intervention looks like – Makes decisions about when to implement or modify an intervention

19. IPBS Team Roles and Responsibilities (CICO Worksheet 2) Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor group processes) Screening Coordinator (someone who collects screening data and brings it to the meeting Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings) Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment) Note Taker

20. Administrative Support Attend meetings Visible support for decision-making process of teams Allocates resources for: – Delivery of interventions – Trainings in practices; meeting times

21. IPBS No-No’s Admiring the problem Blaming the student Extended discussions of intervention possibilities we cannot deliver Who’s my Process Monitor? – It’s time to speak up

22. Old Model: SST/TAT Jeremy is just not making progress. He is really defiant and refuses to follow direction. He often seems really angry when he gets to school; do you think that plays into it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. I am in my happy place… He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it?

23. Team Work Tasks a) Do you have an existing team focused on individual student behavior support in your school? 1) What are the merits/challenges of your existing process v. IPBS? 2) Would you like to? – or how can you?... shift the function of the team to be more effective and efficient? 3) What steps need to be taken? b) Define a team meeting schedule for the current year & next year c) Identify Team members, roles & responsibilities. Use CICO Worksheet 2 – Team Leader, Process Monitor, Note Taker – Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

24. What Do We Need to Start? Administrator Orientation Create a Team – Recruit personnel to fill team roles – Allocate resources for interventions Start w/ CICO & FBA/BSP – Team member training in processes and procedures -- data sources; forms; communication patterns; etc. Coaching – Attend meetings to help team establish good meeting habits – Model skills – Trainings in practices

25. Obtaining/Maintaining Staff Buy-In Staff Orientation – Clear, logical explanation of big ideas – Pre correct common misconceptions Rapid Response – Action within two weeks Clear Communication Patterns – Staff Meeting Agendas -- Summary of Current Status – Systematically seeking input

26. District Support District Coach attends team meetings Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year Technical Assistance – Problem Solving – Modeling FBA’s Link to district if additional resources are needed for implementation of support plans

27. Student Screening & Identification Emphasize early identification

28. Universal Screening Before the 1 st 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

29. Previous Years Discipline data Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Who needs to be on our radar from Day 1? Decision Rule Can we get data for our incoming class & new students?

30. At-Risk Students for early intervention 13 students had 8+ referrals last year 5 moved on to HS & 2 moved out of school – 6 are returning 11 students had 5 to 7 referrals last year 4 left for HS & 1 moved out of school – 6 are returning Incoming students 1 with FBA/BSP – 3 with 5+ referrals in elementary school

31. Returning Students (8+ referrals) Three returning students had FBA/BSPs last year – Students w/ 16, 11, & 10 referrals – Make modifications to last years BSP & prepare to implement from beginning of school year These returning students did not have behavioral interventions in place last year Robbie - 9 referrals last year Jaden - 8 referrals last year Jorge – 10 referrals last year Logan – 11 referrals last year Galen - 11 referrals last year Get all 5 started on CICO during 1 st week of school Plan a Check-In Event (orientation) for students before the school year begins Start Supports from the beginning of year – NO WAITING TO FAIL!

32. 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 3 rd referral or 2 nd in a month

33. Student Requiring Additional Support For most students… – Start EARLY in the school year – Start with Level 2 – Check-In/Check-Out – We want to do the smallest intervention that is likely to be effective for a student – There should be very little time (0-2 minutes) spent on assessment & selecting interventions at Level 2 – Collect data for 2 weeks & make decision re: escalating intervention intensity

34. Team Tasks – Universal Screening Develop a plan for Universal Screening to implement before Day 1 of the school year (CICO Worksheet 9.1 and 9.2): – Who will meet? when? & where? – What data will you use to ID students for intervention? – Develop DECISION RULES for identifying students: At the beginning of the year? On a continuing basis throughout the year – Using your current data, which students do you want to target for intervention NOW & Next Fall? – What interventions & activities will you implement to support these students from the beginning of the school year? CICO FBA/BSP Other?

35. Progress Monitoring Meeting Student outcomes & fidelity of implementation Tier 2 & 3 interventions

36. Processes Meeting every 2 weeks throughout the year to Monitor Progress Meeting Structure – Template Decision Making Framework – Flowchart

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

38. IPBS Data Teaming Process Decision Rule

39. Were data collected? YESNO Are goals being met? Problem solve data collection—determine how to get data Collect data for 2 weeks and reconvene Celebrate and continue Have plan for fading Is plan being implemented as designed? YESNO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks YESNO

41. Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

42. 1 st  Review Tasks from Last Meeting

43. Tier 2 Intervention Coordinator Facilitator Process Monitor Notetaker > 1 hour meeting Review Tasks

44. Tier 2 Intervention Coordinator Review Data in Advance a)Responders b)Borderline c)Non-Responders

45. Sample Decision Rules a)Stay as is: – < 6 weeks of success or upward trend  Borderline Responder (average 70-79%) = small change to intervention b)Fading Support 1) Move to Self-management > 6 weeks with 4 days per week of success. 2) Graduate off CICO 4-6 weeks of success on Self-management c)Move to more intense support – 2 weeks without improvement

46. % of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? 24 of 31 (77 %) students are responding to CICO – YAHOO! Decision: Can we begin fading anyone off of intervention? Considerations: a)Consistent success b)Enduring success (6 wks +)

47. % of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? Decision: a)Try 2 more weeks? b)Small intervention change?

48. Look at Individual Student graph for Targeted Student(s)

49. % of Points Earned by Students on CICO in Last 2 weeks Elementary School % of Points Earned Students Who are the: a)Responders? b)Borderline? c)Non-Responders? Decision: a)Student Centered team? b)Small intervention change + 2 more weeks?

51. IPBS Meeting Evaluation

52. IPBS Meeting Evaluation (cont.)

54. Activity View the I-PBS team video Score the I-PBS Meeting Review sheet based on the team IPBS meeting Be ready to provide feedback regarding the team’s performance

55. Team Task Identify your teaming and decision making process for monitoring progress of students receiving Tier 2 interventions Develop decision rules for (CICO Worksheet 9.1 and 9.2): – Maintaining the intervention – Fading the intervention Move to Self Management Graduate from CICO – Increasing support

56. Borderline Responders Interventions

57. SWIS-CICO Report Daily Points Graph

58. 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” – Not an extensive discussion Should have a menu of quick changes/”tweaks”: – Change CICO mentor – Change incentives – Change/individualize goals – More frequent check-ins

59. 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

60. Generic Point Card No time spent individualizing Name: Date: SafetyOrganizationAchievementRespect Block 10 1 2 Block 20 1 2 Block 30 1 2 Block 40 1 2

61. Individualized Point Card Name: SafetyOrganizationAchievementRespect Date:Keep hands to selfTurn in homeworkDo my own workRaise hand to talk Block 10 1 2 Block 20 1 2 Block 30 1 2 Block 40 1 2

62. Team Work Time Review your data to identify what ‘tweaks’ do you want to develop to be ready for borderline responders? – Revise or develop the 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 on the student

63. Non-Responders Additional Tier 2 Interventions v. Escalate to Tier 3?

64. Additional Tier 2 Interventions v. Tier 3 Interventions Remember focus on Efficiency in Progress Monitoring Meeting – Minutes per Student Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team Trust the Process – Most difficult thing = not talking about a student before it’s time Earn conversations in student centered teams

65. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Formal FBA PBS Individual Student Support Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Analyze Student Data Interviews, Questionnaires, etc. Simple Individualized Interventions Basic CICO Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment Brief FBA No Assessment Tweak CICO Modified CICO of Alt Tier 2 Intervention

66. Non-Responders – escalate to Student Centered Team FBA Team Progress Monitoring Team Plans SW & Class- wide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Conducts FBA, develops BIP NOT a standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I Tier III

67. 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

68. Using Function of Behavior to Inform CICO Modifications Individual Student Planning – Can use information of “Function of Behavior” to match students to appropriate version of CICO – Function-Based Assessment might include: Use of Brief FBA or Data from ODRs “Possible Motivation”

70. Minor – “Uh-Oh”

71. SYSTEMS PLANNING What might this School-wide data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals CICO ?

72. Modifying CICO Peer Attention Peer attention: Provide peer attention for meeting expectations – Check in & out with a peer (CICO graduate/alumni club) rather than adult – Earn incentives that provide rich opportunity for peer atttention Ex: Special lunch w/ 3 friends of your choice

73. Peer Attention CICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention) GOALS8:30-10Recess 10:15- 11:30 Lunch 12:15- 1:15 1:15-3:00 Be Safe 0 1 2 Be Respectful 0 1 2 Be Responsible 0 1 2 TOTAL HAWK Report – Helping A Winning Kid Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No

74. Avoid Adults CICO Modification 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time) Do not check in with adult in am/pm; unless student IDs adult HAWK Report – Helping A Winning Kid Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No GOALS8:30-10Recess 10:15- 11:30 Lunch 12:15- 1:15 1:15-3:00 Be Safe 0 1 2 Be Respectful 0 1 2 Be Responsible 0 1 2 TOTAL

75. 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

76. 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

77. Breaks are Better Card

79. Team Task Review your data to identify any modified CICO interventions you would like to develop. – Suggest using SW data on non-responders to guide decision making Develop materials for modified interventions – Peer Attention – Avoid Adults – Escape Tasks

80. Systems Monitoring

81. Progress Monitoring Systems No matter how good the intervention – No intervention works for ALL…. Even CICO It’s critical to track progress & Regularly evaluate: – benefit of Tier 2 interventions – Effective use of Tier 2 interventions – To do so… effective Data Systems are needed: See SWIS-CICO – www.pbisapps.orgwww.pbisapps.org

82. Review Fidelity Assessments Regularly & Student Outcome Data

83. Tier 2 Intervention Inventory (CICO Worksheet 10)

84. Team Task Complete the CICO Worksheet 9: Intervention Inventory for your school Determine: – How is student progress evaluated for each existing Tier 2 intervention? – How do we determine if a Tier 2 intervention is cost effective (worth the investment)? – How do we know if a Tier 2 intervention is being implemented with fidelity?

85. Fidelity Measures Formal Measures of Implementation – CICO Self Assessment – Benchmark of Advanced Tiers (BAT) – IPBS Meeting Evaluation Outcome Measures – # of students referred – # of student responding – Timely decisions for fading/escalating interventions

86. % of Points Earned by Students on CICO Elementary School 6 of 13 (46 %) students are responding to CICO % of Points Earned Students What action plan items would you suggest given this data?

87. % of Points Earned by Students on CICO Elementary School 24 of 31 (77 %) students are responding to CICO % of Points Earned Students What Systems action plan items would you suggest given this data?

88. Percent of Students Enrolled in CICO by School 2008-09 End of Year Data Oregon School District % of Students Enrolled in CICO Schools What action plan items would you suggest given this data?

89. Percent of Students Enrolled in CICO 2008-09 School Year % of Students Enrolled in CICO Schools Northwest SD 10 Schools using CICO What action plan items would you suggest given this data?

90. Tracking Tool Tier 2

91. Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?

92. % of Points Earned x Students on Tier 2 Interventions 6 of 13 (46 %) students are responding to Tier 2 Interventions % of Points Earned Students Anger Mgmt Group CICO Anger Mgmt Group What action plan items would you suggest given this data?How about now?

93. Homework Club What is the goal of the Tier 2 intervention? – What are the behavioral outcomes desired? – What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way?

94. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? 123456 Be Safe 212122 Be Responsible -turned in Homework 200121 Be Respectful -on task, approp lang. 201121

95. Team Task Identify one of the group interventions for students with behavioral concerns at your school (CICO Worksheet 9) – Define the outcomes/goals of the intervention for students – Develop a plan for measuring and evaluating the outcomes of the intervention

96. Role of the Behavior Specialist COACHING SCHOOL IMPLEMENTATION

97. Behavior Specialist Old model: Put out fires New model: Guide systems-change and implementation Behavior Systems & Intervention Specialist

98. Data Team Meetings (IPBS) Effective meeting preparation Meeting facilitation Using data for decision making – Individual Student – Tier 2 Interventions Tier 2 Interventions Implementation & Coordination Tier 3 – FBA/BSP process & teaming Roles & Responsibilities Coaching

99. Coaching Building Capacity on site Behavior Data Team Meeting – Effective meeting preparation – Meeting facilitation – Using data for decision making Individual student Tier 2 interventions Tier 2 Interventions – Implementation & Coordination Tier 3 – FBA/BSP Process & Teaming

100. Team Work Time IPBS is a data based progress monitoring framework for matching students to effective behavioral intervention When it comes to implementing this model, what are your biggest: – Challenges & barriers? – Successes? – Questions?

101. TIER 3: MAYBE DIFFERENT PEOPLE, BUT SAME PROCESS AS TIER 2

102. Basic FBA to BSP Using FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior Module 7: Monitoring, Reviewing, and Modifying the BSP

103. Monitoring the BSP

104. Remember: the evaluation plan includes the specific data that will be collected to assess: #1. Is the plan being implemented as designed? #2. Is the plan making an impact on student behavior? How Will We MEASURE Progress?

105. Monitoring the BSP: Role of Team Leader (p. 112) Team Leader – Provide coaching on how to carry out each aspect of the plan – Check in with implementing staff (via e-mail, phone, or in person) & collect direct observation data (student and staff behavior) Initially a minimum of 1 x per week Less often as staff & student become successful – Provide frequent acknowledgement for staff implementation of plan components

106. Training Staff How to Implement the BSP The plan will not be implemented if: – Staff don’t understand how to do it The plan will not work if: – The intervention is being used incorrectly Plan times for Modeling/Roleplay and Feedback – Think 20-30 min – Role play with teacher/staff outside of problem context What actions will be taken, what words will be used, what materials are needed and how will they be used? Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed Ex. E-mail “check-in”, along with periodic visits/observations

107. Monitoring the BSP: Role of Plan Implementers (p. 112) Plan Implementers – Collect fidelity of implementation data at least 1 x per week Report any difficulties in implementing the plan to the team leader – Collect data on student behavior at least 3 x per week to assess progress If problem behavior increases or escalates contact team leader immediately

108. Is the Plan Being Implemented? Considerations When Developing Measures of Fidelity: Does the measure capture the specific tasks/target behaviors of interest? – Is the plan being implemented? Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?

109. Questions Yes ( every day this week) Kind of ( 2-3 days this week) No ( 0 days This week) Notables * 1. Was the tape outline on the carpet marking Sheldon’s spot? 2. Was Sheldon given a weighted vest at the beginning of circle time? 3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time? 4. Did I provide tokens for hand raising, and staying in seat? 5. Did I minimize attention to problem behavior? 6. Did I provide frequent attention for appropriate behavior? 7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes? TOTALS Example: Implementer Checklist

110. *If no problem behavior occurred or time out was not used, mark N/A Example: Team Leader Fidelity Checklist YesNo Tape outline marking student’s “spot” visible on carpet (in front of teacher) Student was given weighted vest within the first minute of “carpet time” (i.e., large group instruction) Student was reminded what appropriate sitting/raising hand looks like within 3 min of the beginning of carpet time Student earned color spots for raising hand, having a quiet mouth, and/or sitting appropriately (“body basics”) Staff provided at least 5 praise statements to student for appropriate or neutral behaviors (e.g., “sitting quietly”, “body basics”) within the 20 min observation period *In response to problem behavior: Staff provided minimal attention to problem behavior *If time-out was used: Total “time-out” did not exceed 2 min When student was quiet and seated for several seconds (30 sec or less) he was allowed to re-join the group

111. Is the Plan Making a Difference? FAQ: I see the student every day, why do I need to collect data? Answer: Data help us to Document what has occurred and the variables responsible Predict future performance Be accountable for our own behavior Determine when program modifications are needed

112. Measures for Tracking Student Behavior Considerations: – Does the measure capture the specific tasks/target behaviors of interest? Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today? – Is the measure sensitive enough to change? Dimensions of behavior

113. Balancing Accuracy and Feasibility The “quality” of the measurement system is irrelevant if no one uses it. – Are implementers consulted/included when designing measures? – How often will data need to be collected? How often does he behavior occur? – How much time, effort will data collection methods require? Does this “fit” the context/setting? – Are there forms that staff are already using (ex. point cards) that can be modified/used?

114. Ask approp’ly for break/ easier task Use Respectful Language Use materials appropriately LeRoy Feb. 4 th Decrease in Problem Behavior through focus on Expected Behaviors Measuring the Short-term Goal During Writing, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card.

115. Developing Data Forms (p. 114) Estimates vs. Real-Time Recording Consider using: –Time Samples rather than Continuous Recording Ex. The first 15 min of circle time, the last 10 min of Math Use FBA information to decide on best time to record –Scales rather than Frequency Counts/Duration Measures Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

117. Meeting to Review the Plan

118. The plan is a WORKING DOCUMENT ! Team members meet regularly to: a) Monitor progress b) Modify the plan as needed to: Make the plan more effective or Change mastery criteria and increase student independence

119. Review Meeting: Role of the Team Leader Guide team in reviewing DATA for each component of the plan to document: 1. Is each strategy being implemented as designed? 2. Is the plan resulting in change in student behavior? 3. Do data indicate that the plan needs to be modified and how? 4. What is the date of the next Review Meeting?

120. 7 8 The Implementation Plan is used to record: : 3/21/11 1. The extent to which the plan is being implemented and… 2. Team evaluation decisions made, based on the data presented at the meeting Add more multi-digit problems Monitor Completed/ Discontinue Monitor

121. Barriers to Implementation Questions to ask if plan is not being implemented: – Do implementers understand how and when to use strategies? – Have implementers been provided with a way to measure implementation? – Are strategies feasible in the natural setting? – Are there ways that plan can be modified to make implementation more likely? *Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.

122. Barriers to Plan Effectiveness Questions to ask if progress is not being made: – Is student consistently being rewarded for alt/des behavior? How often? – Are reinforcers for alt/des behavior “powerful” enough? Are reinforcers functionally equivalent? – Is the Problem Behavior still being Reinforced ? Remember: we must minimize pay-off for problem behavior for new appropriate behavior to “compete”

123. The Plan is Working! Now What?? The student is making progress, but has not yet met the short term goal. – Continue plan and progress monitoring The student has met the short-term goal!! – Create a new short-term goal that more closely approximates the desired behavior and ASK : Can we expand the plan/implement in more contexts? Can we being fading antecedent prompts and modifications? Should we start fading and/or modifying rewards? Are there strategies that we can use to increase the student’s monitoring of his or her own behavior?

124. Key Points Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly. Team members meet every to weeks to determine: – Is the BSP being implemented as agreed on by the team? – Is the student making progress? – Do we need to modify the plan? If so, how? – When is the date of our next meeting? Behavior Support Plans are Working Documents that are modified frequently to: – Improve the effectiveness of the behavior support strategies – Increase student independence

125. Common Themes FeaturesTier 1: PBIS Team Tier 2: IPBIS Team Tier 3: Student Team Team Structure, Roles, & Standing Meetings xxX Use of data for decision makingxxx Concern for fidelityXXx Tools to monitorXXX Application of behavior principles XXX Expectation to teach skillsXXX Expectation to reinforce skillsXXX

126. Thank you! Questions and Answers Survey