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School District 4J IPBS Schools

School District 4J IPBS Schools. 6 Elementary Schools 5 Middle Schools 3 High Schools. Critical Features of IPBS. Systematic Screening (Proactive) Progress Monitoring Tiered Interventions. SST v. IPBS. Test/Label/Place v. Evaluate/Problem Solve Intervene

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School District 4J IPBS Schools

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  1. School District 4J IPBS Schools • 6 Elementary Schools • 5 Middle Schools • 3 High Schools

  2. Critical Features of IPBS • Systematic Screening (Proactive) • Progress Monitoring • Tiered Interventions

  3. SST 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 behavior 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

  4. What Do We Need to Start? • Administrator Orientation (1 hour) • Create a Team • Recruit personnel to fill team roles • Allocate resources for interventions • Team member training (5 hours) 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

  5. 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

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

  7. 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 (Behavior Support Plans based on Functional Behavioral Assessment) • Note Taker

  8. IPBS No-No’s • Admiring the problem • Blaming the student • Extended discussions of intervention possibilities we cannot deliver

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

  10. 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

  11. Processes • Meeting Structure • Template • Decision Making Framework • Flowchart

  12. Old Model: SST/TAT 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 behavior. 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?

  13. 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 C Anderson U Oregon March 2010

  14. Practices • Secondary Prevention: Targeted Interventions applied similarly to students with similar needs • CICO • Social Skills (Anger Management Groups; Friendship Groups; etc.) • “ABC” Intervention (Transformers; Academic Seminar) • Tertiary Prevention • Functional Behavior Assessment and Individualized Behavior Support Planning

  15. Why Do People Behave? Modeling? Accident?Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

  16. A Functional Framework • What functions of problem behavior does each intervention address? • Sustained training/implementation creates the habit of staff members looking at behavior from a functional point of view • Instead of “blame the child/family” the focus is on “what are we doing to set the child up for success/failure?” The system of IPBS helps to create a functional framework

  17. Maintaining Consequences • By far, the most common functions of problem behavior in schools are to: • Obtain Adult Attention • Obtain Peer Attention • Avoid/Escape/Delay an Aversive Academic Task

  18. Tertiary Intervention • Individualized Behavior Support Planning based on a Functional Behavioral Assessment • Efficient FBA at the school level • Expert driven FBA with assistance from behavior specialist • Added resources/supports for plan implementation

  19. Trainings in Practices • CICO Training -- September • FBA I -- October • FBA II -- November • FBA III -- January • AI/IIPM/Spy Training? TBA • Social Skills Targeted Intervention Training? TBA

  20. Data • Screening Data • Progress Monitor Data • Outcome Data

  21. Screening Data • ODR (SWIS) Data • Easy CBM Data • OAKS Data • Grades • Request for Assistance • Attendance Data

  22. Progress Monitor Data • SWIS CICO Data • Survey Monkey or Google Docs Teacher Feedback Data • Teacher Feedback Forms • School Success Pre-post Assessment

  23. Sample survey

  24. Goal Line 1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2 Weekly SM averages, across teachers, for AA

  25. Outcome Data • ODR Data • Consumer Satisfaction Data

  26. IPBS: The Big Ideas • 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

  27. Student Centered TeamEffective Intervention Requires: • Knowledge about the individual student • His/her behavior, interests, strengths, challenges, future • Knowledge about the context • Instructional goals, curriculum, social contingencies, schedule, physical setting. • Knowledge about behavioral technology • Elements of behavior • Principles of behavior • Intervention strategies Leah

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