Data Teaming - Tier 2+ Individual Student Behaviour Support

1. Data Teaming - Tier 2+ Individual Student Behaviour Support Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2. What is your current process in your school? • What is the current process for: • Identification of students requiring support for challenging Behaviour? • 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?

3. 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

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

5. SBT 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 Behaviour 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

6. Intensive/Individual PBIS

7. 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

8. 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 • 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

9. 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

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

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

12. IPBS Team Roles • 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 (Behaviour Support Plans based on Functional BehaviouralAssessment) • Note Taker

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

14. 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

15. Old Model: SST/TAT/ SBT? I am in my happy place… ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t 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. Jeremy is just not making progress. He is really defiant and refuses to follow direction. 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…. Maybe, but you know, I think that he already gets too much support; he makes excuses for his Behaviour. I was thinking about in-school detention. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support He often seems really angry when he gets to school; do you think that plays into it?

16. Team Work Tasks • Do you have an existing team focused on individual student Behaviour 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 & responsibilities • Team Leader, Process Monitor, Note Taker • Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

17. 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

18. 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

19. 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

20. Student Screening & Identification Emphasize early identification

21. Universal ScreeningBefore the 1st Day of School • Review Data from last year • Your school data • And data on incoming students (if available) • Identify students who had Behaviour 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 Behaviouralsupport to begin the year

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

23. 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

24. 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 Behaviouralinterventions 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 1st 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!

25. 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 3rd referral or 2nd in a month

26. Student Requiring Additional Individualized 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

27. Team 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 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?

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

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

30. > 1 hour meeting Review Tasks • Facilitator • Process Monitor • Notetaker • Tier 2 Intervention Coordinator • Tier 3 Intervention Coordinator • Screening Coordinator

31. IPBS Data Teaming Process Decision Rule Decision Rule Decision Rule Decision Rule

32. Were data collected? YES NO • Problem solve data collection—determine how to get data • Collect data for 2 weeks and reconvene Are goals being met? YES NO • Celebrate and continue • Have plan for fading Is plan being implemented as designed? YES NO • Modify intervention • Consider move to next level • Problem solve barriers to implementation • Collect data and reconvene in 2 weeks

34. > 1 hour meeting • Facilitator • Process Monitor • Notetaker Review Tasks

35. 1st Review Tasks from Last Meeting

36. > 1 hour meeting • Facilitator • Process Monitor • Notetaker Review Tasks • Tier 2 Intervention Coordinator

37. Tier 2 Intervention Coordinator Review Data in Advance Responders Borderline Non-Responders

38. Sample Decision Rules • Stay as is: • < 6 weeks of success or upward trend • Borderline Responder (average 70-79%) = small change to intervention • 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 • Move to more intense support • 2 weeks without improvement

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

40. % of Points Earned by Students on CICO in Last 2 weeksElementary School % of Points Earned Who are the: Responders? Borderline? Non-Responders? Decision: Try 2 more weeks? Small intervention change? Students

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

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

44. IPBS Meeting Evaluation

45. IPBS Meeting Evaluation (cont.)

46. IPBS Meeting Evaluation (cont.)

47. 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 re: the team’s performance

48. Team Task • Identify your teaming and decision making process for monitoring progress of students receiving Tier 2 interventions • Develop decision rules for: • Maintaining the intervention • Fading the intervention • Move to Self Management • Graduate from CICO • Increasing support

49. Borderline Responders Interventions