T100i: Moving from Secondary to Tertiary Levels of Intervention: A Seamless System of Support

1. T100i: Moving from Secondary to Tertiary Levels of Intervention: A Seamless System of Support November 18, 2011 Montana Lucille Eber Il PBIS Network www.pbisillinois.org

2. T200fi:Individualized Student Support via Complex FBA/BIP and Wraparound for Students with Tier 3/Tertiary Level Needs

3. T100fi Objectives 1. Create a Tertiary Intervention system, including team creation and team members' roles and responsibilities 2. Design a process for effective communication and data sharing between Secondary and Tertiary Team including the use of Secondary data and other referral sources to identify students in need of Tertiary Level Interventions 3. Learn how to use data for decision making and on-going progress monitoring. Action Plan: Teams will design their Tertiary System

4. T200 Assumptions and Objectives • Assumptions • Participants already conduct brief functional behavioral assessment • Participants are facilitating the Functional Behavior Assessment process in their buildings and are working with teams to build behavior support plans for individual students • Objectives • Brief overview of entire FBA/BIP process (from Brief to Complex) & where it fits in the 3-Tiered continuum of supports • Difference in role of Tier 2 versus Tier 3 FBA/BIP Facilitator • Technical aspects of Complex FBA & BIP • Review of more intensive FBA tools (FCRM, PBQ, scatter plots etc.), • Introduction of Wraparound

5. Agenda 8:30 Creating a Tertiary System 3-Tiered Continuum of Support & the Complex FBA/BIP Teaming Process 10:00 Break 10:15 Overview of FBA/BIP process (Brief to Complex) with example of layering 11:30 Lunch 12:15 Tier 3 FBA/BIP Tools for Data-based Decision-making 12:45 Tier 3 FBA/BIP versus Wraparound 1:45 Break 2:00 Action Planning: Using the Tier 2/Tier 3 Guiding Questions 2:30 Report out on progress & next steps 2:45 Questions/Concerns/Technical Assistance

6. Introductions & Acknowledgments • Introduce your team • District, school name, roles of people here today, how would you characterize your school and/or your team? • What have been your successes/ experiences with FBA/BIP Data, Systems, Practices? • Do you have both Brief and Complex versions? • What’s your experience with using the Competing Behavior Pathway?

7. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

10. Quick Reflection: Using the Tracking Tool: Discuss which Tertiary intervention types exist in your school How many kids do you GUESS are in each? How do you know how many are responding?

11. Systems-Response Tool“Finding” Students in Need of Tertiary Supports Records the “system’s response” to youth behavior/circumstance Administrators and team members need to find the #s of youth that meet each criteria Using the tool IS engaging in a ‘systems-reflection’ Prevents the hiding or mis-labeling of youth (ex. “We don’t have any kids that need Wraparound”)

12. Systems-Response Tool

13. Brief Overview of theTier 3 FBA/BIP System Focusing on Teaming

14. Teaming at Tier 3 • Tertiary Systems Planning ‘conversation’ • Monitors effectiveness of Complex FBA/BIP & Wraparound supports • Review data in aggregate to make decisions on improvements to the interventions themselves • Students are NOT discussed • Individual Student Teams • FBA/BIP Team per student • Wraparound Team per student

15. Student-Specific Teams • Wraparound Team: • Family of child and all relevant stakeholders invited by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate. • Individual Youth FBA/BIP Team: • Like the wraparound team, this team is uniquely created for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.

16. Tertiary Systems Planning Team Meeting Agenda • For Complex FBA/BIP and Wraparound: • # of youth in interventions (record on TT)? • Number of youth responding (record on TT)? * Consider Wrap OR use of WIT for all youth not responding • Number of new youth potentially entering intervention? • If less than 70% of youth are responding to any of the interventions, the Tertiary Systems Team should review the integrityof the intervention and make adjustments as needed.

17. Tertiary Systems Team Roles • Team Leader: responsible for agenda & overall facilitation • Intervention facilitators (Wrap, FBA/BIP) report out on aggregate student data from interventions they facilitate (ex. “10 youth w/ Wrap plans & 6 are responding”) • Action Plan Recorder: a.k.a. note taker • Time Keeper: help team to set time limits and stay within allotted time for each agenda item • Family Representative: brings family voice to the conversation.

18. Team membership Administrator, leaders of Tertiary interventions (who facilitates wrap & complex FBA/BIP etc.), SSW, School Counselor, School Psychologist, Gen. & Sp. Ed. representation, etc. Team leader & other roles Wrap Facilitator/s & FBA/BIP Facilitator/s may be new roles to consider Meeting logistics: Schedule Regular Meeting Time Location of meeting Frequency of team meetings: at least monthly Guiding Questions Activity: Time - 30 minsCreate Tertiary Systems Team

19. Data-Based Decision-Making Student outcome data is used : a) To identify youth in need of support and to identify appropriate intervention b) For on-going progress-monitoring of response to intervention c) To transition youth out of interventions at the appropriate time

20. Data Used to Identify Youth in Need of Tertiary Support • Universal Data by Student (ODR’s, # of absences, # of ISS or OSS) • Universal Screening Data – SSBD, etc. • Request by Family Member, Teacher or Student • Recommended: referral to Tertiary Systems Team from Secondary Problem Solving team after Brief FBA/BIP was not successful

21. FBA/BIP Competing Behavior Pathway Desired Behavior Maintaining Consequence 6 5 Challenging Behavior 1 Setting Events (slow triggers) 4 Antecedents (fast triggers) 2 Maintaining Consequence 3 Function: 7 Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

22. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

23. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

24. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

25. Team Development Initiating Tier 3 FBA/BIP Process • Prepare for team meetings through individual conversations with core team members (critical first step) • The first contact/s with the family should feel different than being invited to a standing/generic meeting (ex. IEP mtg.) • Gather information on youth strengths & preferences (this will be valuable information for action planning)

26. Team Development (cont.) Tier 3 FBA/BIP Facilitator: • Meets with family & stakeholders • Gathers perspectives on strengths & needs • Assesses safety • Initiates creation of crisis/safety plan if safety is compromised • Explains the Tier 3 FBA/BIP process • Assists in identifying team members, invites members & facilitates mtg. • Summarizes interview information & data review (FBA) into Competing Behavior Pathway and shares with team

27. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

28. TEAMING: What modifications are needed to your teaming process to ensure both Tertiary Systems & Practices are used effectively?

29. Break

30. Focus on Layering:Differences between Tier 2 & Tier 3 FBA/BIP

31. Based on Research and Practical Experience….. • By the time youth access FBA/BIP intervention, they are already at high-risk of placement change • More youth need FBA/BIP, sooner. • FBA/BIPs are often found in the “file” and viewed as a document. • Many BIPs focus only on consequences (rewards/punishments), omitting supports that make appropriate behavior more likely

32. Identifying Who Needs a FBA/BIP Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress. Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.). Request for Assistance made: Data identifies student as in need (# of ODRs, suspensions, absences, etc..). Exception to the system: Adult perceives youth as in urgent need (lower-level support not seen as adequate)

33. Brief Generic Individual Problem solving Team Meeting time/day usually already determined Plan developed quickly/easily Complex Individualized Youth FBA/BIP Team Meeting time/day decided by individualized team Interventions are highly individualized Brief vs. Complex FBA/BIP

34. Brief Every school has this type of meeting Behavior intervention plans address only one behavior, typically only in one setting. Complex May be a new type of meeting for schools. Interventions/strategiesaddress multiple settings and/or behaviors Brief vs. Complex FBA/BIP

35. Brief SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews Effectiveness of system monitored by Secondary Systems Planning Team Data reviewed at least every other week Complex SWIS data, Daily Progress Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed Effectiveness of system monitored by Tertiary Systems Planning Team Data reviewed at least weekly Brief vs. Complex FBA/BIP

36. Starting the Tier 2 FBA/BIP Process • Secondary/Tier 2 systems team: • Identifies youth needing FBA/BIP • Refers to individual problem solving team • FBA/BIP facilitator (i.e. SW, counselor, psychologist) take lead in using tools & organizing data (FBA) • FBA/BIP facilitator: • generates FBA summary based on data • shares with problem-solving team (stakeholders) • guides team in developing BIP

37. Tools/Data Used for Brief FBA/BIP Tools: Functional Assessment Interview (FACTS) Student-Directed Functional Assessment Family-Directed Functional Assessment Data: CICO data graphs SWIS individualized student report Grades

38. Transitioning to Tier 3 FBA/BIP • Problem-Solving Team reconvenes with stakeholders 4-6 weeks after Brief BIP is implemented • If student did not respond well enough to Brief BIP, the Tier 2 FBA/BIP Facilitator refers youth to Tier 3 FBA/BIP Facilitator or Wrap Facilitator to start Tertiary process (may be same Tier 2 FBA/BIP Facilitator)

39. Tier 3 FBA/BIP Facilitator a) Interviews all stakeholders & reviews data to generate FBA (including previously implemented Brief FBA/BIP) b) Illustrates FBA to the rest of the team through the Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done c) Leads the team in creating a BIP; making sure all stakeholders have chance to give input and agree with aspects of the plan that require their action/support Other team members/Stakeholders: a) Ask questions for clarification on FBA & come to consensus on hypothesized function or briefly brainstorm alternative function together with FBA/BIP Facilitator b) Using youth’s strengths, helps in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO)

40. Additional Data Tools Used for Complex FBA/BIP • SIMEO • Educational Information Tool • Student Disposition Tool • Problem-Behavior Questionnaire • Forced-Choice Reinforcement Menu • Complex FBA Family-Directed Interview • Direct observation • Setting-specific data (scatter plot, ABC chart)

41. FBA/BIP Competing Behavior Pathway Desired Behavior Maintaining Consequence 6 5 Challenging Behavior 1 Setting Events (slow triggers) 4 Antecedents (fast triggers) 2 Maintaining Consequence 3 Function: 7 Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

42. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

43. Tier 3Behavior Intervention Planning • All areas must be addressed: • Setting Events • Triggering Antecedents • Behavior or skills • Consequences • All individuals must be involved: • Family • Non-teaching staff/bus drivers etc. • Teachers/administrators

44. Lunch

45. “Sam” • Kindergartener • Aggressive with peers, not participating in activities or following routines, difficulty focusing on any activity • ECC program red flagged him due to behavior and lack of academic progress • DCFS involved

46. Summary Statement Desired Alternative Typical Consequence Coupons, praise Follow routines Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Conflict at home: mornings when not organized for school,not surewho will take Sam to school Does not join activity walks around the classroom, poking and pushing kids morning activity when teacher requests that he sit on chair or carpet for structured activity gives a time out to calm down misses activities Function Replacement Behaviors Walk to a designated area of classroom

47. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations • Re-teach expected behavior for all classroom settings • Additional rating periods for expectations • Individualized positive greeting by teacher in the morning • Walk with “responsible” 4th grade cousin to school. • CICO modified (new adult and more specific goals) • Teach how to quietly walk to a designated area of the room • Teach how to sit and complete tasks for 5minutes up to 10 minutes • Points/ coupons when quietly goes to his “area” • Points/ coupons when participates in activities • Does not earn points if puts hands on students

48. Moving from Brief FBA/BIP to Complex FBA/BIP • Team developing plan became more individualized • Additional data tool used—Educational Information Tool (SIMEO) • BIP strategies applied in multiple settings (at school)

49. Summary Statement Desired Alternative Typical Consequence Coupons, praise Follow routines Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Conflict at home: problem behavior at home before school Does not complete work, throws things, laughs, disturbing others Structured academic tasks Teacher walks over, talks to him and helps him get on task Function Replacement Behaviors Ask teacher for help

50. Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations • More re-teaching for whole class, how to quietly work • Higher rates of praise during activities • Use timer so all kids could see how much time they had for activity Cousin involved in CICO process (more encourage-ment, helping to get DPR home for guardian to see) • Teach how to ask for help • Teach how to work in close proximity to peers --sharing supplies and asking for help from peers • Points earn extra playtime of choice at end of class • Planned ignoring of problem behavior (teacher will reward nearby youth) • Reward at home when earns DPR points