using the i nitial l ine of i nquiry with finesse and success
DESCRIPTION
Using the I nitial L ine of I nquiry with Finesse and Success. Jenny Partin MS - Educational Consultant Blake Shearer EdS - Special Education Consulting Teacher. Using the Initial Line of Inquiry With Finesse and Success. - PowerPoint PPT PresentationTRANSCRIPT
Using the Initial Line of Inquiry with Finesse and Success
Jenny Partin MS - Educational ConsultantBlake Shearer EdS - Special Education Consulting Teacher
Using the Initial Line of InquiryWith Finesse and Success
Meeting the needs of
students who struggle with
behavioral issues.
Our AgendaWhat is the ILI – Initial Line of Inquiry?
When is the ILI to be used?
Who needs it – How are students identified?
How to use the ILI as the first layer of tertiary supports for students with challenging behavior
Advance preparationThe ILI team processData based decisionsFollow-up
What is the Initial Line of Inquiry- ILI?
Simple functional behavior assessment
Problem solving process
Used to gather information about the student’s academics and problem behavior
Has several components which help show the big picture about the student
Includes a basic behavior plan
When do we use the ILI?
When are YOU doing an ILI?
• What criteria are you using to identify students?
• How are you determining that research validated interventions have been implemented and are not working?
Criteria = Desperation???
Interventions = too many suspensions??
Tier 1 – School and classroom rules and expectations.
Tier 2 – Interventions are implemented
Tier 2 ‘B’ – the ILI Process
Tier 3 – FBA and ‘wrap around’ supports
Typically students with autism, chronic mental illness, severe ADHD, or SPED diagnosis of serious emotional disturbance.
WHEN to use the ILI -Student Identification
1. Tier 2 Interventions have been implemented and were NOT effective
2. Established criteria: Example 6 office referrals - a clear ‘system’
3. A ‘crisis’ situation that indicates an immediate need
Research-Based Tier 2 Interventions
Mentoring
Academic Coaching
Social Skills Training
Self Monitoring
Check-in/Check-out
Need Interventions???Try: www.pbisworld.com
Data, Data, DataNeeded to Document:
1. Fidelity of implementation
2. Change in behavior with intervention (better, worse, unchanged?)
Sample Data Collection Summary from PBISworld.com
ILI Advance Preparation
Who is involved
Information/Data gathering process
Teachers
Parents
School Counselors
Principal
Assistant Principal
Who is involved?Social Workers, School Nurses, DCS, etc.
Information/Data Gathering Process•Record Review•Grades, Attendance, Discipline, Homework• Prior referrals•Health concerns•Outside Agencies involved• Family situation
•ILI Student Data PPT
Data Gathering Process•Student Interview
Informal interview to let student know of concerns and ask student how we can help?
•Parent Interview Form sent home to be complete
or Phone/personal interview
Data Gathering Process•Teacher Interview(s) Google doc data form or Paper and pencil form
Using Google Drive for ILI InterviewsLet’s look at an example
ILI Teacher Interview
ILI Google Doc Spreadsheet
Summary of Responses
The ILI Meeting
Setting the ‘tone’ for a focused meeting
Initial Data/information presentation
The ILI Form completion; includes a basic behavior plan.
Setting the ‘Tone’
Facilitator explains purpose of the meeting, procedures, and time constraints.
All information is visually displayed to keep meeting focused.
The Facilitator remains standing throughout the meeting and co-facilitator types onto projected forms.
Let’s do a Sample
Meet ‘Joe School’
Record Review & Data gathering
Meeting Prep and ILI Meeting
Complete ILI form and Behavior Plan
Data Collection and Follow-up
Joe School
Strengths
Academic Strengths: Joe has strong math skills and usually completes all assignments. He
reads well orally and comprehends. Joe appears to have the ability to do grade level
work in all academic areas.
Behavioral Strengths: Joe can be polite and he is very friendly and social.
Data – Historical Grades
Subject 3rd 4th 5th 6th
Reading 78 79 76 78
Language 77 80 78 76
Math 95 93 95 94
Science 88 89 87 85
Social Studies
80 77 78 74
Data – Current Grades – 7th grade
Subject Q1 Q2 Current
Reading 74 69 61
Language 76 70 59
Math 94 89 80
Science 85 76 69
Social Studies 80 68 62
Data – Assignments/Homework
Subject Current Grade
Missing assignments/Grade Range
Reading 61 3 missing; 52 to 80
Language Arts
59 4 missing; 51 to 78
Math 86 2 missing; 88 to 100
Science 70 2 missing; 68 to 85
Social Studies
62 3 missing; 59 to 81
Attendance
Event Q1 Q2 Current
Excused Absence 1 0 2
Unexcused Absence 2 4 7
ISS 1 2 2
OSS 0 1 4
DisciplineNumber of Office Discipline Referrals
Q1 Q2 CurrentODRs 3 5 6
Comments: 5 referrals are for fighting/physical aggression9 referrals are for disrespect/defiance
Joe School
Concerns
Academic: Joe has missing assignments that are impacting his grades.
Behavioral: Joe is disrespectful to adults when he is told ‘no’ or given a consequence. Joe has difficulty with peers displaying physical aggression when angry or during unstructured times. He also does not like being called on in class.
Joe School
What is happening?
Health: No health issues, eats well, physically active, some trouble sleeping.
Stressors/Losses: Separated from parents due to legal issues. Father in prison for manufacturing meth and mother in local jail awaiting trial for assault.
Family change: Joe and his older brother are living with different family members. Joe is with his grandmother, does not get along with ‘step’ grandfather. Brother is 17 and living with an aunt and uncle.
Vision Statement
By the end of this school year we want to see Joe
•coming to school ready to participate and do his work,•with a strong peer group of supportive friends, •seeking help in an appropriate manner when he is frustrated or angry,•completing all assignments, and •ending the year with all grades at C and above.
Data, Data, DataNeeded to Document:
1. Fidelity of implementation
2. Change in behavior with intervention (better, worse, unchanged?)
Follow-up Meetings REQUIRED!• The ILI is a ‘fluid’ process - constant
monitoring is needed for success.
• It is important to have a ‘case manager’ who monitors implementation of intervention(s)
• It is also important to schedule a first follow-up meeting before the end of the initial ILI meeting.
So………….
How do we use data to decide what is next for a
student?
Data, Data, DataUse your data
Was intervention implemented with fidelity?
No? – can’t make a decision until proper implementation
Yes? – what was result Better – Celebrate & continue Worse – Decide what next
Data, Data, DataUse your data
Data shows improvement Decision needed:Continue as is?Tweek and continue?Phase out?
Data, Data, DataUse your data
Data shows minimal change
Team must decide:- Tweek and continue?
- Implement different intervention?
- Continue and add another ‘piece’
Data Collection Summary Sample
Student Name __________________________ Behavior to Monitor _________________________________
Day/Date >
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14
13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13
12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12
11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
Student 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
circles # 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
each time 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
behavior 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
is exhibited 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
each day 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
After establishing 'baseline' for 1 week, draw a red line at 'target' number for each following week.
Gradually lower the target for negative behaviors you are attempting to lower.
Gradually raise target for positive behaviors you want to increase.
Recommend that target be lowered or raised once the behavior has been 'maintained' for one week.
Data Summary
Data, Data, DataUse your data
Data shows no improvement - Seriousness of problems is increased and/or- Frequency of behavior has increasedTeam must decide:
- Change intervention?- Complete full FBA?
- Psychological Evaluation? - Change placement?
Follow-up Meetings REQUIRED!
• Students with chronic behavior issues will need ‘ongoing’ follow-up meetings.• It is a continuing process of ‘monitor and adjust’.• It is also essential to avoid regression to previous problem behaviors/habits.
Resources
This PowerPoint and Student Data PowerPoint are available on edprodevelopment.com
Jenny [email protected]
Blake [email protected]