1. HPS DEVELOPING TIER 3 I-PBIS SYSTEMS THROUGH TECHNICAL ASSISTANCE TEAMS APRIL 26, 2013 Jake Olsen, Professional Counselor, Cedarhurst Elementary Sue Vande Voort, HPS PBIS Specialist, ERAC

2.  Logistics  Clock hours  Sign in Sheet  Restrooms  Computer lab With Trisha- ISIS  Sign up sheet for a notebook (one per school team)

3.  Parking Lot  Sticky notes

4.  What do you know already about Tier 3 systems?  What staff members should participate on a Tier 3 team?  What does TAT stand for?  What is an FBA? What does FBA stand for? Do you know the steps in the FBA process?

5.  History (UW Grant support for original schools)  HSD initial training (April 26 th )  HSD follow up training for teams (June 19-20 th Secondary; August 21-22st Elementary)  Ongoing support through HSD PBIS Coordinators

6. Objectives:  Developing a PBIS Tier 3 Team (formation)  Explain PBIS Tier 3 structure  Develop an Efficient Team Process for Implementing a Tier 3 I-PBIS System  Identify core features for developing and understanding and FBA (Functional Behavior Assessment) and using the FACTS as well as learning how it fits into the Tier III Process.  Become familiar with essential forms & tools for assessment, monitoring progress & measuring fidelity of implementation Next steps:  Continuous PD- June and August trainings, NWPBIS conference, WA State PBIS Conference, Chicago Leadership Forum, etc. Behavior expertise Function of behavior training

7. – Tier I SW PBIS supports in place – Tier II Targeted interventions available Evidence based-address functions of student problem behavior (CCE, Second Step, Student Success Skills etc.)CCE – Classroom PBIS implemented/classroom support systems in place (Class set up and Coaching support available) Classroom – TAT in place – Check SWIS data How many students have 6 or more major referrals? How many students are not responding to tier II intervention - SET, TIC, BOQ, BAT, MATT (PBISAssessment.org or PBIS.org)

8. MATT Monitoring of Advanced Tiers Tool (MATT) The Monitoring Advanced Tiers Tool (MATT) is a coach-guided, self-assessment tool that allows school teams to progress monitor their initial implementation of Tier II (secondary, targeted) and Tier III (tertiary, intensive) behavior support systems within their school. -Team Scoring GuideTeam Scoring Guide -Action PlanAction Plan https://www.pbisapps.org/Applications/Pages/PBIS- Assessment-Surveys.aspx#matt

9. – Coordinator – Active/participating administrator – Behavioral expertise (School Counselor, School Psychologist, Special Ed Teacher, Teacher/Staff with behavioral knowledge, Behavior Specialist) – Classroom Teacher – Other school staff that work with student – Additional supports for wrap around services Mental Health Professionals Medical Services Social Worker Community Agencies

10.  Team member roles  Norms Norms  Coordinator (Coordinator Roles)Coordinator Roles  Case Managers (Case Manager Roles)Case Manager Roles  Meeting Note Taker Note  Time Keeper  Data

13. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

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

15. 1) Low fidelity of implementation 2) The student needs more instruction on how to use the program 3) The rewards are not powerful or desirable for the student 4) The program does not match the function of the problem behavior 5) The student requires more intensive, individualized support Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support

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

17. - Whole-school approach to discipline, modeled on a multi tiered framework - Focus on student outcomes, research-validated practices, organizational systems, and data-based decision making to achieve academic and behavioral success

18. Systems  Action plan & goals  TAT Team Training/Ongoing Professional Development  Prevention & Referrals  Communication  FBA Training  Embedded Faculty & Staff Training

19. Practices  FBA  FBA Interventions  Differentiated and individualized instruction  Routines & Structure (Practice with Feedback and Across Settings)  Explicit Feedback & Coaching  Implementation with fidelity  Reinforcement (5:1 Correction Ration, Acknowledgment system)  Individualized Continuum of Consequences

20. Data  Universal Screening & Parent Survey  Individualized Student Reports  ODR’s  Request for Assistance & FACTS  Attendance and achievement data  Student File Review 

21. 1. Identify target students 2. Initial data collection  Universal Classroom Elements form  Current Tier 2 Interventions & Data  Problem solving 3. Functional Behavior Assessment (FBA) 4. Intervention based upon the function of the behavior 5. Coaching & Monitoring

22. 1. Referral Process-Request For Assistance  Use existing/develop referral form for students needing behavioral supportreferral  May be a part of a larger tiered behavior referral system, flow chart, screening systemreferral system, flow chart,  Communicate and train all staff on referral system

23.  Demographic Information (teacher and student)  Definition of problem  Routines analysis  What has been tried  Possible motivation

24. 2. Initial Data Collection – *Universal Classroom Elements *Universal Classroom Elements – *Tier II/Other Interventions and Data – Additional Problem solving related to above *May include additional data related to tier II interventions and referral (Classroom Checklist, Motivation Menu etc.)

25.  If Universal Classroom Elements are in place and  Student has received a solid tier II level intervention matched to the function of behavior for the environment where problem behavior occurs and  Tier II level intervention(s) have not changed behavior (have to have data to show this-no hunches allowed) then  Team makes decision about next steps (classroom support, tier II level intervention, tier III level intervention)

26.  Functional Behavior Assessment  Assesses "why" a behavior occurs  There are direct and indirect ways to do an FBA  Goal is to use FBA to drive specific behavior interventions (match intervention to function of behavior)  FACTS (Functional Assessment Checklist for Teachers and Staff) is an Indirect, Efficient FBA FACTS

27. Purpose:  To identify when, where, and why the behaviors are occurring.  To develop a summary statement of the behavior that we can observe to determine the function (why) of a student’s behavior.  To narrow the focus to a specific pattern of behavior in order to develop an effective intervention Steps: Interview will ask about the student’s behaviors, the routines in which they occur, what happens before the behavior, and what happens after the behavior. How long? 30-40 minutes Remember to select only one function (based on the #1ranked response) for the hypothesis statement

28. Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur See the behavior -observe the behavior during routines specified -observe to verify summary from interviews Hypothesize: a final summary of where, when & why behaviors occur Practical FBA process D.A.S.H.

29. Demographic Information: Record student name, who was Interviewed, and the date the interview was completed. Record As well the name of the person who administered the interview.

30. When conducting a FACTS interview always start with the student’s strengths. -at least 3 strengths Academic strengths Social/Recreational Other https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/pbis-tier-3/fba- 1/fba

31. Obtain a global idea of what the problem behavior is. If there are multiple Problem behaviors, of concern, check all that apply and circle the ones of Greatest concern.

32. -FACTS Part-A Routines Analysis -List the student’s daily schedule, likelihood of problem behavior, specific problem behavior, and current interventions  https://sites.google.com/a/clackesd.k12.or.us/ces dpbis/pbis-tier-3/fba-1/fba https://sites.google.com/a/clackesd.k12.or.us/ces dpbis/pbis-tier-3/fba-1/fba

33. Time: List the times that define changes in the student’s daily schedule. Activity & Staff: Have them identify the activity or routine (e.g. small group instruction, math, transition, etc.) & staff members during this routine. Likelihood of problem behavior: have them rate the likelihood of problem behavior during each time/activity/routine from 1 (low) to 6 (High ) Problem Behavior: Indicate the specific problem behaviors for ratings of 4, 5, or 6 Current Intervention: Indicate any interventions currently in place for the problem behavior during this time

34. TimeActivity/ Staff Likelihood of Problem Behavior Specific Problem Behavior Low High 1 2 3 4 5 6

35. TimeActivity/ Staff Likelihood of Problem Behavior Specific Problem Behavior 8:30- 9:30 Math – Jones Low High 1 2 3 4 5 6 Walking around the room, throwing pencil, tearing up paper, disruptive 9:30- 9:45 Handwriting Jones 1 2 3 4 5 6Talking to peers 9:45- 10:00 Recess – Rice 1 2 3 4 5 6No problems 10:00- 11:00 Reading – Sparks 1 2 3 4 5 6Walking around the room, pushing books on floor, tearing up paper, disruptive 11:00- 11:30 Science – Jones 1 2 3 4 5 6Talking to peers 11:30- 12:15 Lunch - Rice 1 2 3 4 5 6No problem, but got in fight 2 mos. ago

37.  Examine the Routines Analysis:  Identify which times/routines with the highest ratings? (Ratings of 4, 5, or 6)  Differentiate separate routines:  Select between 1 to 3 routines for further analysis and prioritize which routine you will begin with.  If you determine that there are more than 2 distinct routines identified, refer the case to a behavior specialist.  Select the single most prioritized routine to focus on for FACTS-B

38. TimeActivity/ Staff Likelihood of Problem Behavior Specific Problem Behavior 8:30- 9:30 Math – Jones Low High 1 2 3 4 5 6 Walking around the room, throwing pencil, tearing up paper, disruptive 9:30- 9:45 Handwriting Jones 1 2 3 4 5 6Talking to peers 9:45- 10:00 Recess – Rice 1 2 3 4 5 6No problems 10:00- 11:00 Reading – Sparks 1 2 3 4 5 6Walking around the room, pushing books on floor, tearing up paper, disruptive 11:00- 11:30 Science – Jones 1 2 3 4 5 6Talking to peers 11:30- 12:15 Lunch - Rice 1 2 3 4 5 6No problem, but got in fight 2 mos. ago #1 #2

39. Select routines with ratings of 5 or 6. Write the name of the routine and most common problem behavior(s) in that routine. Once you have identified a priority routine: Make sure that throughout your interview, you continue to remind the interviewee that you are only focusing on behavior in the target routine. Complete the FACTS-Part B for each of the prioritized routine(s) identified.

41. Provide a brief description of exactly what the behaviors look like (observable & measurable) This definition should be so clear that you could clearly identify when the behavior does or does not occur

42.  Striking another student with their fist  Tapping other students  Throwing paper across the room  Throwing scissors at other students  Slams hand on desk  Slams head on desk  Calls other students names Remember if student is exhibiting dangerous behavior implement behavior response system first.

43.  What happens before (A or antecedent) the behavior occurs ?  What is the behavior (B)?  What happens after (C or consequence) the behavior occurs? A  B  C

44.  Environmental events that have an indirect impact on problem behavior by changing the significance of the antecedent or consequence  Either increase or decrease the likelihood that a behavior will occur Setting Events  Antecedents  Behavior  Consequence

45. Also Known as “Setting Events” Remember that setting events do not usually occur in the immediate routine or environment. Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events. Follow-up Questions After identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

46.  What happens immediately following the behavior?  How do peers respond?  How do the adults respond?  What are the consequences for the student?  How many times out of 10 do each of these responses occur following the problem behavior?  Why is the student engaging in this behavior?  What is the student gaining as a result of engaging in the behavior?  How is it paying off for the student?  What is the most valuable payoff for the student?

47.  The result of a FACTS is a Summary of Behavior  To complete each of the boxes in the Summary of Behavior take the information from the corresponding boxes from the FACTS-B form.  Write the highest ranked item from each section: Antecedents, Consequences, Setting Events  Write the description of the problem behavior(s) from the top of Part-B

48. Questions to Ask Yourself When Completing Summary of Behavior: Have you identified a specific routine so the information collected about the behavior can be focused & specific? Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring? Is the behavioral definition clear enough? Have you clearly identified any escalating behavior patterns? Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior?

49. Use the following format: “During (insert target routine), (insert student name) is likely to (insert problem behavior) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function) Do you agree with this summary of behavior?”

51. It is important to try a number of interventions prior to this process. Remember to give intervention and/or adaptation time to work. Some times interventions fail because we do not give it enough time.

52. Which of the following student cases in which a Practical FBA is not sufficient and should be referred to a behavioral specialist:  Student argues with the teacher.  Student pulls the teachers hair.  Student punches another student.  Student slams books on the desk.  Student runs around in the classroom.  Student jumps out of the classroom window.

53.  Some ideas of when to interview teachers?  Grade level meetings  During their prep/break/lunch  Before/Afterschool

54.  With your team:  Review the FACTS to become familiar  Complete with team member acting as teacher or interviewee  Use a real student at your school or make one up for this practice

56.  1. Most important thing you learned today  2. Main unanswered question you leave class with today  3.Muddiest point (most confused about)

57.  “When used early for students identified at-risk for serious behavioral problems, Practical FBA methods may prevent the escalation of student behaviors that, if left untreated, may require more intrusive methods”. -Sheldon Loman, PhD, Portland State University & Christopher Borgmeier, PhD, Portland State University

58. 58 References: