Using the I nitial L ine of I nquiry with Finesse and Success

1. Using the Initial Line of Inquiry with Finesse and Success Jenny Partin MS - Educational Consultant Blake Shearer EdS - Special Education Consulting Teacher

2. Using the Initial Line of Inquiry With Finesse and Success Meeting the needs of students who struggle with behavioral issues.

3. Our Agenda • What 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 preparation • The ILI team process • Data based decisions • Follow-up

4. 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

6. When do we use the ILI? • When are YOU doing an ILI? • What criteria are you using to identify students? • Howare you determining that research validated interventions have been implemented and are not working?

7. Criteria = Desperation??? Interventions = too many suspensions??

8. Typically students with autism, chronic mental illness, severe ADHD, or SPED diagnosis of serious emotional disturbance. Tier 3 – FBA and ‘wrap around’ supports Tier 2 ‘B’ – the ILI Process Tier 2 – Interventions are implemented Tier 1 – School and classroom rules and expectations.

9. WHEN to use the ILI -Student Identification 1. Tier 2 Interventionshave 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

10. Research-Based Tier 2 Interventions • Mentoring • Academic Coaching • Social Skills Training • Self Monitoring • Check-in/Check-out

11. Need Interventions???Try: www.pbisworld.com

12. Data, Data, Data • Needed to Document: • Fidelityof implementation • Change in behavior with intervention (better, worse, unchanged?)

13. Sample Data Collection Summary from PBISworld.com

14. ILI Advance Preparation • Who is involved • Information/Data gathering process

15. Who is involved? Principal Assistant Principal Teachers Social Workers, School Nurses, DCS, etc. Parents School Counselors

16. Information/Data Gathering Process • Record Review • Grades, Attendance, Discipline, Homework • Prior referrals • Health concerns • Outside Agencies involved • Family situation • ILI Student Data PPT

17. 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

18. Data Gathering Process • Teacher Interview(s) • Google doc data form or • Paper and pencil form

19. Using Google Drive for ILI InterviewsLet’s look at an example ILI Teacher Interview ILI Google Doc Spreadsheet Summary of Responses

20. The ILI Meeting • Setting the ‘tone’ for a focused meeting • Initial Data/information presentation • The ILI Form completion; includes a basic behavior plan.

21. 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.

22. 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

23. 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.

24. Data – Historical Grades

25. Data – Current Grades – 7th grade

26. Data – Assignments/Homework

27. Attendance

28. Discipline Comments: 5 referrals are for fighting/physical aggression 9 referrals are for disrespect/defiance

29. 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

30. 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. Joe School

33. 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.

36. Data, Data, Data • Needed to Document: • Fidelityof implementation • Change in behavior with intervention (better, worse, unchanged?)

37. 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.

38. So…………. How do we use data to decide what is next for a student?

39. Data, Data, Data • Use 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

40. Data, Data, Data • Use your data • Data shows improvement • Decision needed: • Continue as is? • Tweek and continue? • Phase out?

41. Data, Data, Data • Use your data • Data shows minimal change • Team must decide: • - Tweek and continue? • - Implement different • intervention? • - Continue and add another • ‘piece’

42. Data Collection Summary Sample

43. Data Summary

44. Data, Data, Data • Use your data • Data shows no improvement • Seriousness of problems is increased and/or • - Frequency of behavior has increased • Team must decide: • - Change intervention? • - Complete full FBA? • - Psychological Evaluation? • - Change placement?

45. 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.

46. Resources • This PowerPoint and Student Data PowerPoint are available on edprodevelopment.com • Jenny Partin • partinj@pcsstn.com • Blake Shearer • shearerb@pcsstn.com