Intensive Behavioral Supports Through Data-Based Decision Making <INSERT PRESENTERS NAMES HERE>

1. Intensive Behavioral Supports Through Data-Based Decision Making<INSERT PRESENTERS NAMES HERE> www.cenmi.org/miblsi Cohort 7 2012

2. Acknowledgements The material for this training day was developed with the efforts of… • Steve Goodman - Anna Harms • Melissa Nantais - Amy Campbell • Jennifer Rollenhagen Content was based on the work of… • Rob Horner, University of Oregon • Tim Lewis, University of Missouri • George Sugai, University of Connecticut • Anne Todd, University of Oregon • Cynthia Anderson, University of Oregon • Terrance Scott, University of Louisville

3. Setting Group Expectations • To make this day the best possible, we need your assistance and participation • Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions • Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing • Be Safe • Take care of your own needs

4. When you see this, it means. . . This is an important idea!

5. 1 Purpose The purpose of this training session is to introduce a team-based approach to developing and monitoring intensive behavior systems. Teams will be introduced to the role of an intensive behavior support team as well as the role of the leadership team in the intensive support process.

6. 1 By the end of the day, teams will: • An understanding of the behavior support process. • An understanding of the roles and responsibilities involved in providing intensive behavior support. • A plan for sharing basic information (content and process) about intensive behavior support and getting feedback. • A plan for the next steps that need to be taken to ensure that students with intensive behavior needs are being adequately supported.

7. 1 Agenda • Winter Data Review • Foundations for Intensive Behavior Supports • Identifying Students for Intensive Behavior Supports • Introduction to Functional Behavioral Assessment and Function-Based Support Planning • Implementation Fidelity, Ongoing Monitoring & Decision Making • Next Steps

8. Who will do what? Facilitation of Today’s Work ✔ Notetaker ✔ Assessment Book “Keeper” ✔ Facilitator for discussions ✔ Timekeeper for discussions ALL: What are the big ideas we need to bring back to our whole staff?

9. 1.0 Winter Data Review 2 www.cenmi.org/miblsi

10. 2 Data Reviews • Schoolwide Data Review should take place 3x per year (Fall, Winter, Spring) • Review schoolwide data, including Universal Screening Benchmark data, to develop goals, create an implementation plan and to check progress of plan towards meeting goals

11. Materials Needed for Data Review • Pink Assessment Binder • SWIS • Big 5 Reports • Average Referrals Per Day Per Month with National Median • Benchmarks for Advanced Tiers (BAT) • Begun at Targeted Behavior Supports Through Data-Based Decision Making

12. Quick Big 5 blends all of the Big 5 Reports together into a single report.

13. Average Referrals Per Day Per Month (National data lines)

14. SWIS summary 2010-11 (Majors Only)4,634 schools; 2,394,591 students; 1,802,178 ODRs

15. New this Year… Electronic Submission of BAT • Excel Spread Sheet created by Missouri PBIS project • Allows teams to complete the BAT in the Excel file • Provides graphic display of the school’s BAT data to assist with problem solving • The file can be emailed to expedite the data submission process

16. Type in the date here Type scores in the first column. Be sure to respond to all items These percentages will be automatically calculated as you fill in the scores above for each item

19. Data indicate a need to focus on Tier 2/ Tier 3, starting with Foundations

20. Sections B, C, & D are the lowest

21. Taking a Closer Look at the BAT Items

22. BAT Sections

23. BAT INSTRUCTIONS: • For each item, score a “2” if the team views this feature to be fully in place, a “1” if it is judged as in progress and a “0” if it is perceived as not yet started. • The BAT Scoring Guide describes what fully in place, in progress and not yet started looks like for each item.

24. 3-4 Team Time • Record your SWIS Data behind the behavior tab of your Pink Assessment Binder. • Review responses to items 1-17 on the Benchmarks for Advanced Tiers (BAT) and update your responses based on your accomplishments since the Fall. Complete items 18-31 on the BAT. Record ALL responses in the BAT Electronic Form. • Complete the analysis outlined in your participant workbook and update your plan based on your current data, as needed.

25. 5 Intensive Behavior Support2.0 Foundation for Intensive Behavior Supports http://miblsi.cenmi.org Cohort 7 Winter 2012

26. 5 Considerations Our purpose as a leadership team is to further develop and sustain a system of supports for students with intensive needs through a focus on fidelity and durability. Realistically, we cannot develop competency as an expert in behavior analysis within a 6-hour training. Part of the team's job is to determine how to gain access to experts for their schools or to work with district/ISD to develop local competencies.

27. How Do We Sustain School Change Over Time? “…being on the dance floor and in the balcony in the same day.” (Fullan, 2003)

28. 5 Role of the School Leadership Team • Your job is not to go out and DO everything that we talk about today. • Your job is to facilitate communication, manage the process and support implementation based on where your data indicates there is a need.

29. 5 Three Important Themes • Create systems, not just programs, to support each and every student • Earlier, rather than later • Evidence, not opinion

30. 5 Three Important Themes systems • Create _______, not just programs, to support each and every student • ______, rather than later • ________, not opinion Earlier Evidence

31. When we try to pick out any behavior by itself, we find that it is hitched to everything else in the universe - John Muir

32. Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Too few performing at desired levels Remember the importance of “firming-up” the Schoolwide and Strategic Behavior Support. Students needing intensive/ individualized Interventions Students needing strategic/targeted interventions Students performing at desired levels

33. 5 SWPBIS and Behavior Support Plans Schools who are implementing SW-PBIS create higher quality behavior support plans when compared with schools who are not implementing. (Medley, Little, & Atkin-Little, 2008)

34. No “throw away” kids

35. 6 Individual StudentBehavior Support Process

37. Individual Student Support Team - Focus on Individual Student Team – Focus Structure/System

39. 7 Tier Two/Three Team’s Role in Intensive Supports • Establishing systems • Ensuring that students have access • Ensuring fidelity • Tracking effectiveness and making adjustments

40. 7 Developing Capacity • There should be a minimum of three individuals in your school who can guide a team through a simple functional assessment and intervention plan • Develop local capacity through: • Insert Regional Focus Day Training Dates Here • Organized support from local individual(s) with behavioral expertise (“I do it, we do it, you do it”)

41. 7; 15-17 Team Time Benchmarks for Advanced Tiers Complete items 32-43 on the BAT.

42. 23 Intensive Behavior Support3.0 Identifying Students Who Need Intensive Behavior Support http://miblsi.cenmi.org Cohort 7 Winter 2012

43. 23 Level of Involvement with theIntensive Support Process High • INDIVIDUAL STUDENT SUPPORT TEAM • Someone experienced with functional behavior support • Someone familiar with the context • Those who know the student well • SYSTEMS/STRUCTURE TEAM • Someone familiar with the context • Individuals with experienced with functional behavior support • SCHOOL LEADERSHIP TEAM • Principal, coach(es) • It’s you! • SCHOOL STAFF • teachers • paraprofessionals • aides • volunteers oii9o Low

44. 23 Roles and Responsibilities

45. Individual StudentBehavior Support Process

46. 24 Let’s Use our Data • By the time a student is being referred for intensive behavior support, we should already have some data that will help guide our next steps. • Examples: • Office Discipline Referrals • Progress Monitoring Data from students receiving targeted interventions

47. Major Discipline Referrals by Student These students are identified for intensive individual interventions. Students with 6+ referrals

48. Identifying Students from Progress Monitoring Data

49. 24 Identifying Students: Urgency and Priority • Any students with 6 or more major discipline referrals (at the end of this year, and/or already at the beginning of next) should have an FBA and behavior support plan by the end of October. • Students who have an intensive intervention in place at the end of the school year should have a plan in place for the beginning of the next school year. • Emergency situations – student behavior is a danger to self or others

50. 24 Tracking and Labeling vs. Providing Support • Goal is not to track students or label. • Goal is to ensure that the student will be successful upon beginning the new academic year. • Support is dynamic; we adjust the level of support based on student data.