Tier 2+: Day 1 Individual Student Behavior Support

1. Tier 2+: Day 1 Individual Student Behavior Support Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2. Michael Lombardo Director Interagency Facilitation mlombardo@placercoe.k12.ca.us Rainbow Crane Behavior RtI Coordinator rcrane@placercoe.k12.ca.us Celeste Rossetto-Dickey Student Support Practitioner crossetto-dickey@placercoe.k12.ca.us Kerri Fulton Student Support Practitioner kfulton@placercoe.k12.ca.us

3. Training Behavior Expectation

4. Training Objectives Determine IPBS Readiness Identify Tier 2 and 3 team roles and responsibilities Develop a process for student intervention identification and screening

5. Complete the MATTSelf-Assess Tier 2/3 • Go to www.pbisapps.org • Enter your school code • Reference the MATT handouts to guide you through questions • Enter scores into www.pbisapps.org

6. Complete the CICO Self-Assessment (CICO Worksheet 8) & Identify Actions for improved implementation

7. Review Check-In/Check-Out Self Assessment CICO System Pilot Implementation

8. Discussion • Identify where your team is at related to implementation of: • CICO • Other Tier 2 Interventions? • Regular meetings that review individual student progress data to guide decision making for students on Tier 2 intervention • What are your hopes from the training today?

9. Review Current Processes

10. What is the current process in your school? • What is the current process for: • Identification of students requiring support for challenging behavior? • When & how does this occur? • Assessment/discussion to understand student concerns? • Intervention identification & implementation? • Data collection & monitoring student progress • What is working with your current process? • What are challenges?

11. Continuum of Interventions &Braiding of Supports • Intensive • Individually designed instruction • Intensive • Function-based supports • Targeted • Core curriculum + • Pre-teach, re-teach • Small group • Supplemental programs • Targeted • Check-in/check-out • Social skills Social Behavior Supports Academic Supports • Universal • Expectations and rules taught • Reinforce pro-social behavior • Continuum of consequences • Universal • Core curriculum • Formative Evaluation Kowalko et al., 2007; Bethel School District Eugene, OR

12. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

13. Data • All targeted and tertiary interventions are supported with progress monitoring data • CICO • Academic Support Classes/interventions • Social Skills or Counseling Groups • FBA/BSP (tertiary) plans • Progress monitor data reviewed every two weeks

14. Team Task • Identify Tier II Targeted Group Interventions within your district and site. • Review Handout 4 and Complete Worksheet 9: Tier II Intervention Inventory

15. Intervention Team :Individual PBIS

16. 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

17. 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

18. IPBS: The Big Ideas Early Identification 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

19. Building Level – What it Looks Like • Building capacity without relying on 1 hero • Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions (Worksheet 2) • Agenda is prepared in advance and promotes efficient group processes • Administrative buy-in/attendance • Creating resources • Attending meetings • Follow through with system deficiencies • Hiring practices

20. Teams in a School 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 Could responsibilities of an existing team (TAT/SST/etc.) be shifted? Sept. 1, 2009

21. Teams in IPBS Schools • IPBS Team • Meets every 2 weeks • Coordinates and monitors school wide behavioral interventions • Analyzes data • Recommends changes in interventions • Student centered team (FBA/BSP) • 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

22. IPBS Team Roles (Worksheet 2) 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

23. IPBS teaming video

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

25. IPBS No-No’s • Admiring the problem • Blaming the student • Extended discussions of intervention possibilities we cannot deliver • Who’s my Process Monitor? • It’s time to speak up

26. 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?

27. Team Work Tasks • Do you have an existing team focused on individual student behavior support in your school? • What are the merits/challenges of your existing process v. IPBS? • Would you like to? – or how can you?... shift the function of the team to be more effective and efficient? • What steps need to be taken? • Define a team meeting schedule for the current year & next year • Identify Team members, roles & responsibilities. Use Worksheet 2 • Team Leader, Process Monitor, Note Taker • Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

28. Next Steps

29. Team Tasks – Universal Screening • Develop a plan for Universal Screening to implement before Day 1 of the school year (CICO Worksheet 9.1 and 9.2): • 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?

30. What Do We Need to Start? • Administrator Orientation • Create a Team • Recruit personnel to fill team roles • Allocate resources for interventions • Start w/ CICO & FBA/BSP • Team member training 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

31. 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

32. 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

33. Tasks to complete Recruit personnel to fill team roles (Worksheet 2) Continue to review and update Tier 2 Intervention Inventory (CICO Worksheet 9) Orient Staff Complete CICO program description: CICO Worksheet 9.1 and 9.2