Tier 2 Continuum of Behavior Support Data, Teaming & Intervention Systems

1. Tier 2 Continuum of Behavior SupportData, Teaming & Intervention Systems Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2. Tier 2 & 3 LogicAssessment & Intervention Intensive Targeted Many Minutes Increasing Minutes Spent on Assessment and Intervention Intervention Assessment Few Minutes Few Minutes Universal School-Wide Assessment School-Wide Prevention Systems

3. Teaming Structures & Processes Screening Decision Rules Progress Monitoring

4. 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

5. Universal Screening & Identifying Students at risk Individual PBIS Team Responsibilities Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e.g. SPSY, SPED CICO Coordinator -e.g. counselor, IA Meets every 2 wks 30-45 min. Monitor Systems (Tier 2 & Tier 3) Match Students to Intervention Monitor Student Progress

6. RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3 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 Trust the System -- Tier 2 Process Maximizing # of minutes/ student Sept. 1, 2009

7. Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 2 FBA/BSP team Administrator Behavior Specialist Student Centered team Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e.g. SPSY, SPED CICO Coordinator -e.g. counselor, IA Meets every 2 wks 30-45 min. Student 3 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 4 FBA/BSP team Administrator Behavior Specialist Student Centered team

8. Student Screening & Identification Emphasize early identification

9. Universal Screening & Identifying Students at risk Individual PBIS Team Responsibilities Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e.g. SPSY, SPED CICO Coordinator -e.g. counselor, IA Meets every 2 wks 30-45 min. Monitor Systems (Tier 2 & Tier 3) Match Students to Intervention Monitor Student Progress

10. 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 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 year

11. 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

12. 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 behavioral interventions 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!

13. 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

14. Tier 2 & 3 -- RTI Assessment & Intervention Wraparound Supports Intensive Targeted Individualized Behavior Support Plan Refer to Tier 3 team: Practical FBA Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Screening Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

15. 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?

16. Tier 2 & 3Continuum of Interventions

17. Tier 2 & 3 Continuum of Interventions Wraparound Supports Intensive Targeted Individualized Behavior Support Plan Modified CICO Matched to Function Intervention “Tweak”/ Small change to CICO Assessment Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

18. Questions about Tier 2 InterventionsSystems Considerations • What constitutes a Tier 2 Intervention? • EFFICIENCY & MAXIMIZING RESOURCES • An intervention that: • Serves multiple students at one time (15-25 student at once) • More efficient use of resources that 1 student at a time • Students can get started with almost immediately upon referral • Requires almost no legwork from referring staff to begin implementation of the intervention with a student • All school staff know about, understand their role with, and know the referral process for • SYSTEMS NOTE: Resources Required: • If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention

19. CICOfrom Simple to Advanced • Start with Basic CICO • Should work for the majority of at-risk students • Complete CICO Fidelity Assessment • Once implementing CICO with fidelity & using data for decision making • Data for student identification • Data for student progress monitoring to ID responders/borderline/non-responders • Start adding variations of CICO

20. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring for decision-making

21. CICO: Implementation Checks • SYSTEM • Person assigned with FTE to coordinate & manage daily implementation of CICO • Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring • Materials & incentives readily available • Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO • Regular updates to staff on student data & implementation

22. CICO: Implementation Checks • PRACTICES • Reliable daily am check-in & pm check-out • Students earn rewards for success (daily at first) • Not punitive

23. CICO: Implementation Checks • DATA • Daily collection of point card data • Regular review of graphic student data for decision making (at least every 2 weeks) • Regular student referral for early identification of at-risk students

24. Data Collection • Focus on Efficiency • Generic point card • Expectations linked to School-wide rules • Limited individualization • We do not want to spend time tailoring the point card at this level of intervention

25. Generic Point CardNo time spent individualizing

26. Team Task: 1. Take a few minutes to complete the BEP-FIM as a Self Assessment. 2 = In Place 1 = Partially In Place 0 = Not in Place 2. Identify actions necessary to address areas to improve CICO implementation

27. CICO: Advanced Applications Small Modifications or “Tweaks”

28. Additional Tier 2 Interventions • Remember focus on Efficiency in Progress Monitoring Meeting • Minutes per Student • Tweak or Small CICO Modification • Alternate Tier 2 Intervention (Function-based) • Escalate to Tier 3 Student Centered team • Trust the Process • Most difficult thing = not talking about a student before it’s time

29. Tier 2 Assessment & Intervention Intensive Targeted Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

30. Small Changes“Tweaks” • In Progress Monitoring meetings – always weighing Minutes/Kid • Tweaks to the plan for Borderline Responders should only take a couple of “minutes” • Look at initial CICO data • Not an extensive discussion • Should have a menu of quick changes/ “tweaks”: • Change CICO mentor • Change incentives • Change/individualize goals • More frequent check-ins -- “adding hair”

31. Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

32. Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?

33. Ready to Make Quick Changes • Readiness – what needs to be ready to make these ‘quick’ changes? • Change/individualize goals • Need alternate point card readily available to individualize • Change CICO mentor • Add Mid-Day Check-in & incentive • Change incentives • Individualize incentives for the student • More frequent check-ins • With teacher? With CICO Specialist? • Need an adjusted point card?

34. Individualized Point CardFill in more specific behaviors

35. Individualized Point Card Robbie Oct. 14th 20--

36. More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals

37. Team Work Time • What ‘tweaks’ do you want to develop to be ready for borderline responders? • Adapt existing materialsand/or Develop new materialsrequired 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…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible

38. Non-RespondersModified (Function-Based) CICO

39. Tier 2 Assessment & Intervention Intensive Targeted Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Intervention “Tweak”/ Small change to CICO Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

40. Non-Responder

41. Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support

42. Behavioral Explanations for “Why” • Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… • Gaining attention • Gaining access to activities or tangible items • Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

43. Using Function of Behavior to Inform CICO Modifications • Individual Student Planning • Can use “Function of Behavior” to match students to appropriate version of CICO • Function-Based Assessment might include: • Data from ODRs “Possible Motivation” • Or Preliminary/Brief FBA

45. Minor – “Uh-Oh”

46. Preliminary FBA • Use existing data for preliminary FBA • ODR data • Identify function/motivation • Identify antecedents – time/location/persons involved, etc. • CICO data • Identify antecedents – time/location

47. Non-Responder Preliminary FBA Does this tell us anything about when/where/ who is involved (antecedents)?

48. Preliminary FBA • Discipline Referral Summaries • Suspensions, detentions, office referrals • Look for patterns • Triggers/Antecedents  Day of the week, Time of Day, Location, Students Involved • Behavior • Consequences/Function  Possible Motivation, Disciplinary Action, Administrative Decision

49. Student Referral Report - SWIS Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)?

50. Advanced Applications of CICO Function-Based Modifications of CICO