chris borgmeier phd portland state university [email protected]

Data Teaming - Tier 2+ Individual Student Behavior Support

Coaching School Implementation of Tier 2 & Tier 3 Systems of SupportRole of Behavior Specialist

Chris Borgmeier PhDPortland State [email protected] www.tier2pbis.pbworks.com www.pbisnetwork.org

Behavior SpecialistOld model: Put out fires

New model: Guide systems-change and implementationBehavior Systems & Intervention SpecialistData Team Meetings (IPBS)Effective meeting preparationMeeting facilitationUsing data for decision makingIndividual StudentTier 2 Interventions

Tier 2 InterventionsImplementation & Coordination

Tier 3 FBA/BSP process & teamingRoles & ResponsibilitiesCoaching3What skills do they need to do all of this? 3CoachingBuilding Capacity on siteBehavior Data Team MeetingEffective meeting preparationMeeting facilitationUsing data for decision makingIndividual studentTier 2 interventions

Tier 2 InterventionsImplementation & Coordination

Tier 3 FBA/BSP Process & TeamingData Teaming I-PBS Individual Student Behavior SupportSuggested PrerequisitesStrong SW-PBIS System in place for at least 1 year, preferably 2SET 80/80TIC 80%+BOQ 80%See www.pbisassessment.org

Check-In/Check-Out system in placeCICO Self AssessmentBenchmark of Advanced Tierswww.tier2pbis.pbworks.comClick on Tier 2 Fidelity Assessment Tools Suggested PrerequisitesGood data systems for identifying at-risk students early & monitoring student progress

Highly recommendwww.swis.org & SWIS-CICO

Also have excel spreadsheets for monitoring progress, but not recommendedwww.tier2pbis.pbworks.org

What is the current process in your school?What is the current process for:Identification of students requiring support for challenging Behavior?When 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?Individual/Intensive PBISEfficient Teaming ProcessClear roles, procedures & responsibilities

Intervention FocusedLinked to Continuum of Interventions (Tier 1 2 3)Try the easy things first (Tier 2 Interventions)then Tier 3 (FBA/BSP)

Data focused & Early IdentificationProgress MonitoringStudent Identification through Systematic ScreeningTeams in a SchoolFBA TeamProgress Monitoring TeamPlans SW & Class-wide supportsMonitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)Conducts FBA, develops BIPNOT a standing teamSept. 1, 2009UniversalSWPBIS Team Tier II Tier I Tier III(Student Centered Team)Could responsibilities of an existing team (SBT/etc.) be shifted?101010Teams in IPBS SchoolsIPBS TeamMeets every 2 weeksCoordinates and monitors school wide Behavioral interventionsAnalyzes dataRecommends changes in interventionsStudent centered team (FBA/BSP)Meets at least twice -- more if neededCreates a Behavior support planDetermines what the intervention looks likeMakes decisions about when to implement or modify an interventionSST or TAT v. IPBSTest/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

12Intensive/Individual PBISIPBS: The Big IdeasEarly IdentificationDo the easy stuff first (efficiency is a major goal)Processes are as important as practicesUse of Evidence Based PracticesTeaming is criticalAdministrative support is criticalData Based Decision Making

14Building Level What it Looks LikeBuilding capacity without relying on 1 hero

Team member roles during meetings facilitator; time keeper; data bee; coordinators of interventions

Agenda is prepared in advance and promotes efficient group processes

Administrative buy-in/attendanceCreating resourcesAttending meetingsFollow through with system deficienciesHiring practices15DataAll targeted and tertiary interventions are supported with progress monitoring dataCICOAcademic Support Classes/interventionsSocial Skills or Counseling GroupsFBA/BSP (tertiary) plansProgress monitor data reviewed every two weeks16Continuum of Interventions &Braiding of Supports

UniversalCore curriculumFormative EvaluationTargetedCore curriculum +Pre-teach, re-teachSmall groupSupplemental programsIntensiveIndividually designed instructionUniversalExpectations and rules taughtReinforce pro-social BehaviorContinuum of consequencesTargetedCheck-in/check-outSocial skillsIntensiveFunction-based supportsAcademic SupportsSocial Behavior SupportsKowalko et al., 2007; Bethel School District Eugene, OR17IPBS Team RolesTeam 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 meetingCoordinators 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 Taker18Administrative SupportAttend meetings

Visible support for decision-making process of teams

Allocates resources for:Delivery of interventionsTrainings in practices; meeting times19IPBS team meets twice/monthteam members will get extended contract

IPBS No-NosAdmiring the problemBlaming the studentExtended discussions of intervention possibilities we cannot deliver

Whos my Process Monitor?Its time to speak up20Old Model: SST/TAT/ SBT?

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, doesnt 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 placeHe is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that supportMaybe, 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 hadnt thought about that. What if we started an ADHD evaluation? That would help wouldnt it? 21Team Work TasksDo you have an existing team focused on individual student Behavior support in your school?What are the merits/challenges of your existing process v. IPBS?

Would you like to? or how can you?... shift the function of the team to be more effective and efficient?

What steps need to be taken?

Define a team meeting schedule for the current year & next year

Identify Team members, roles & responsibilitiesTeam Leader, Process Monitor, Note TakerScreening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

What Do We Need to Start?Administrator Orientation

Create a TeamRecruit personnel to fill team rolesAllocate resources for interventionsStart w/ CICO & FBA/BSPTeam member training in processes and procedures -- data sources; forms; communication patterns; etc.

CoachingAttend meetings to help team establish good meeting habitsModel skillsTrainings in practices

Obtaining/Maintaining Staff Buy-InStaff OrientationClear, logical explanation of big ideasPre correct common misconceptions

Rapid ResponseAction within two weeks

Clear Communication PatternsStaff Meeting Agendas -- Summary of Current StatusSystematically seeking input

District SupportDistrict Coach attends team meetingsTrainings in practices (CICO; FBA; Academic Seminar) provided throughout school yearTechnical AssistanceProblem SolvingModeling FBAsLink to district if additional resources are needed for implementation of support plans25Team TimeIPBS 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?Student Screening & IdentificationEmphasize early identificationUniversal ScreeningBefore the 1st Day of SchoolReview Data from last yearYour school dataAnd 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 yearPrevious Years Discipline data

Who had FBA/BSPs last year?Which students moved on? Which are returning this year?Who needs to be on our radar from Day 1?Decision RuleCan we get data for our incoming class & new students?Continuing Screening through the YearI-PBS team reviews student referral data every 2 weeks at each meetingMany referrals might also go directly to the CICO manager

Develop Decision Rules for continuing Student Identification through the yearExample: Students receiving 3rd referral or 2nd in a month

Student Requiring Additional Individualized SupportFor most studentsStart EARLY in the school yearStart with Level 2 Check-In/Check-OutWe want to do the smallest intervention that is likely to be effective for a studentThere should be very little time (0-2 minutes) spent on assessment & selecting interventions at Level 2Collect data for 2 weeks & make decision re: escalating intervention intensityTeam Tasks Universal Screening Develop a plan for Universal Screening to implement before Day 1 of the school year:

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 yearUsing 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?CICOFBA/BSPOther?

Progress Monitoring MeetingStudent outcomes & fidelity of implementation Tier 2 & 3 interventionsProcessesMeeting every 2 weeks throughout the year to Monitor Progress

Meeting StructureTemplate Decision Making FrameworkFlowchart

Screening CoordinatorTier 2 Intervention CoordinatorTier 3 Intervention CoordinatorFacilitatorProcess MonitorNotetaker> 1 hour meetingReview TasksIPBS Data Teaming Process

Decision RuleDecision RuleDecision RuleDecision RuleWere data collected?YESNOAre goals being met?Problem solve data collectiondetermine how to get dataCollect data for 2 weeks and reconvene

Celebrate and continueHave plan for fading

Is plan being implemented as designed?YESNOModify interventionConsider move to next level

Problem solve barriers to implementationCollect data and reconvene in 2 weeks

YESNO

FacilitatorProcess MonitorNotetaker> 1 hour meetingReview Tasks

1st Review Tasks from Last Meeting

Tier 2 Intervention CoordinatorFacilitatorProcess MonitorNotetaker> 1 hour meetingReview Tasks

Tier 2 Intervention CoordinatorReview Data in AdvanceRespondersBorderlineNon-RespondersSample Decision RulesStay as is: < 6 weeks of success or upward trend Borderline Responder (average 70-79%) = small change to intervention

Fading Support1) 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

Move to more intense support 2 weeks without improvement

% of Points Earned by Students on CICO in Last 2 weeksElementary School

% of Points Earned StudentsWho are the:Responders?Borderline?Non-Responders?24 of 31 (77 %) students are responding to CICO YAHOO!Decision:Can we begin fading anyone off of intervention?Considerations:Consistent successEnduring success (6 wks +)% of Points Earned by Students on CICO in Last 2 weeksElementary School

% of Points Earned StudentsWho are the:Responders?Borderline?Non-Responders?Decision:Try 2 more weeks?Small intervention change?Look at Individual Student graph for Targeted Student(s)

% of Points Earned by Students on CICO in Last 2 weeksElementary School

% of Points Earned StudentsWho are the:Responders?Borderline?Non-Responders?Decision:Student Centered team?Small intervention change + 2 more weeks?

IPBS Meeting Evaluation

IPBS Meeting Evaluation (cont.)

IPBS Meeting Evaluation (cont.)

ActivityView the I-PBS team video

Score the I-PBS Meeting Review sheet based on the team IPBS meeting

Be ready to provide feedback re: the teams performanceCoachingHow would you provide coaching in this scenario?Real time, live coachingFollow-up feedback& review of data

What are the advantages & disadvantages to different approaches to coaching?

How does this fit into your role and responsibilities?How should it? & if so, what steps are necessary?

Action PlanningSo as a Coach or a team member: What are your next steps?

What readiness steps are necessary?What training may be necessary?What is the coaching capacity?What can your coaching plan look like?Borderline Responders

InterventionsSmall ChangesTweaksIn Progress Monitoring meetings always weighing Minutes/Kid

Tweaks to the plan for Borderline Responders should only take a couple of minutesNot an extensive discussion

Should have a menu of quick changes/tweaks:Change CICO mentorChange incentivesChange/individualize goalsMore frequent check-ins

Data CollectionFocus on Efficiency

Generic point cardExpectations linked to School-wide rulesLimited individualizationWe do not want to spend time tailoring the point card at this level of interventionGeneric Point CardNo time spent individualizing

Individualized Point CardFill in more specific BehaviorsIndividualized Point Card

RobbieOct. 14th 20--Team Work TimeWhat 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

Non-Responders

Additional Tier 2 Interventions v. Escalate to Tier 3?Additional Tier 2 Interventions v. Tier 3 Interventions Remember focus on Efficiency in Progress Monitoring MeetingMinutes per StudentAlternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team

Trust the ProcessMost difficult thing = not talking about a student before its time

Earn conversations in student centered teams

Non-Responders escalate to Student Centered TeamFBA TeamProgress Monitoring TeamPlans SW & Class-wide supportsMonitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)Conducts FBA, develops BIPNOT a standing teamSept. 1, 2009UniversalSWPBIS Team Tier II Tier I Tier III646464Behavioral Explanations for WhyDont forget - From students perspective, problem Behavior serves a purpose, such asGaining attentionGaining access to activities or tangible itemsAvoiding or escaping from something student finds unpleasant

Using Function of Behavior to Inform CICO ModificationsIndividual 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 orData from ODRs Possible Motivation

Minor Uh-Oh

SYSTEMS PLANNINGWhat might this School-wide data tell us about the needs for Tier 2 interventions in this school?Middle School: Students w/ 2 + referralsCICO?Modifying CICOPeer AttentionPeer attention: Provide peer attention for meeting expectationsCheck in & out with a peer (CICO graduate/alumni club) rather than adultEarn incentives that provide rich opportunity for peer atttentionEx: Special lunch w/ 3 friends of your choice

Peer AttentionCICO Modification32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Avoid AdultsCICO Modification32 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 adultAcademic focused CICO (Escape Tasks)Middle SchoolMorning Check-inStudents check-in with counselorAll homework completed? Prepared for the school day with all necessary materials?Opportunity to complete unfinished homework and to gather materialsDaily point card and Homework trackerReceive feedback each period about Behavior during class (participation, staying on-task, completing work)Record assignments on homework trackerAfternoon Check-outCheck-out with counselorReview point card and homework trackerDoes student know what is due tomorrow? Have all materials needed to complete assignments?Home ComponentParents review daily feedback with studentSign card to indicate if student has completed all homeworkCICO Modification ElementaryEscape Academic TaskExplicitly 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 implementBreaks are Better Card

75The goals are more specifically defined in academic terms

The break column

The teacher feedback on break column

7676Students 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.

Students 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 its 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 students skills with knowing when to ask for a break, etc.

Team TaskIdentify any modified CICO interventions you would like to developSuggest using SW data on non-responders to guide decision making

Develop materials for modified interventionsPeer AttentionAvoid AdultsEscape TasksMonitoring Interventions & SystemsFidelity MeasuresFormal Measures of ImplementationCICO Self AssessmentBenchmark of Advanced Tiers (BAT)IPBS Meeting Evaluation

Outcome Measures# of students referred# of student respondingTimely decisions for fading/escalating interventions

% of Points Earned by Students on CICOElementary School6 of 13 (46 %) students are responding to CICO% of Points Earned StudentsWhat action plan items would you suggest given this data?% of Points Earned by Students on CICOElementary School

24 of 31 (77 %) students are responding to CICO% of Points Earned StudentsWhat Systems action plan items would you suggest given this data?Percent of Students Enrolled in CICO by School2008-09 End of Year DataOregon School District

% of Students Enrolled in CICOSchoolsWhat action plan items would you suggest given this data?Percent of Students Enrolled in CICO 2008-09 School Year

% of Students Enrolled in CICOSchoolsNorthwest SD10 Schools using CICOWhat action plan items would you suggest given this data?Tracking Tool Tier 2

Tier 2 Tracking Tool

Elementary School of 515 studentWhat action plan items would you suggest given this data?

% of Points Earned x Students on Tier 2 Interventions6 of 13 (46 %) students are responding to Tier 2 Interventions% of Points Earned StudentsAnger Mgmt GroupAnger Mgmt GroupAnger Mgmt GroupAnger Mgmt GroupCICOCICOCICOCICOCICOCICOCICOAnger Mgmt GroupAnger Mgmt GroupWhat action plan items would you suggest given this data?How about now?Homework ClubWhat 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?

What would you measure to determine student success in Homework Club? -for Behavior? -for academic outcomes?123456Be Safe212122Be Responsible -turned in Homework200121Be Respectful -on task, approp lang.201121

88Top graph, idealBottom graph, what we saw at CHS, blips of success, students still failing academically.Needed additional supports. Remember the matrix? We didnt use this kind of tool, we could have used more info, progress reports, etc. and then we would have had a better picture of student need. This is Progress monitoring data if we had used screening data, we would have been more efficient at meeting student need. If we didnt have systems in place we would not have known about student need, what else we needed. Team TaskIdentify one of the group interventions for students with Behavioral concerns at your school

Define the outcomes/goals of the intervention for studentsDevelop a plan for measuring and evaluating the outcomes of the interventionNext steps:

Function-based Supports:Building CapacityNon-Responders escalate to Student Centered TeamFBA TeamProgress Monitoring TeamPlans SW & Class-wide supportsMonitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)Conducts FBA, develops BIPNOT a standing teamSept. 1, 2009UniversalSWPBIS Team Tier II Tier I Tier III919191Function-Based InterventionBuild Capacity in Schools & District to conduct Functional Behavioral Assessment & Develop Function-Based Interventions

Training + Coaching

Training Series4 training sessions on conducting functional behavioral assessments (FBA) for students with mild to moderate behavioral problems in schools.

The training series teaches participants to conduct interviews and observations in such a way as to precisely determine the relationship between student problem behavior and the context:What the problem behaviors are.When, Where, & Why a students problem behaviors occur.

A summary of this information will help an individual student team develop effective behavioral supports that:-prevent problem behaviors from occurring -teach alternative behaviors-& effectively respond when problem behaviors occur.

9393Practical FBA vs Comprehensive FBAPractical FBAComprehensive FBAFor: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settingsWhat: Relatively simple and efficient process to guide behavior support planningTime-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of schoolConducted by whom: School-based personnel (e.g., teachers, counselors, administrators)Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)94Focus of this training series94

Format of Practical FBA Training SessionsObjectives

Review

Activities

Checks for Understanding

Comments/Questions

Tasks

Key Points

95

Available at www.pbis.org -- see Top 5 Current TopicsChart3809080908090909080908090809080

GoalDan% of Daily Points

Student InformationNameStart DateEnd DateConsent DateGradeTeacherProblem BehaivorDIBELS Scores

BaselineNameNameNameNameNameNameDay 1Day 2Day 3Day 4Day 5

Student_Data Sept-Dec** Enter the Student Name in the Numbered Color CellsDateDanGailEricaJuan56789101112131415161718192021222310/1/07806010/2/07904010/3/07806010/4/07908010/5/07804010/8/07902010/9/0790010/10/07902010/11/07804010/12/079010/15/078010/16/079010/17/078010/18/079010/19/0780

Student_Data Sept-Dec000000000000000

Dan% of Daily Points

Graphs Sept-Dec000000000

Gail% of Daily Points

Student_Data Jan-FebThe Red Line on the Graph is the GOAL LINE.Move the Line on the Graph Sheet as required

GoalGoal

Student_Data Jan-Feb8090809090909090

DanDatePercentage Of Points

GraphsJan-Feb3935639357393583935939360393633936439365

GailDatePercentage Of Points

Student_Data Mar-May3935639357393583935939360393633936439365

EricaDatePercentage Of Points

Graphs Mar-May

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chris borgmeier phd portland state university [email protected]

Documents

fidelity of tier

data teaming tier

interventionsthen tier

universalswpbis team

fbabsp data

behavior problems

challenging behavior

current process