PBIS Tier 2 Training Day 4 Efficient Systems

PBIS Tier 2 Training Day 4: Efficient Systems and Effective Problem Solving The Wisconsin Rt. I Center (CFDA #84. 027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Objectives for Today Teams will… • Practice systems-level discussions and decision-making that include intervention effectiveness, assessment data, and simple modifications to supports for individuals and groups of students. • Create a plan for how the team will develop or refine a brief Functional Behavior Assessment data collection process including training and supporting stakeholders. • Create a plan for how the team will develop or refine brief Behavior Intervention Plans that include all six intervention features, training, and supporting stakeholders.

www. wisconsinrticenter. org/tier 2 v 2 The Wisconsin Rt. I Center/Wisconsin PBIS Network (CFDA #84. 027) acknowledges the support of the Wisconsin Department of Public Instruction (DPI) in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Team Roles • Keeps group on track, makes sure all voices are heard • Documents work, and decisions for team Facilitator Spokesperson • Shares out to whole group Recorder Timekeeper • Keeps team time bound in the process

Implementation Update With your team, capture on poster paper: 1. 2. What action steps has your team accomplished since Day 3? How many students are responding to each intervention by student group? Do you notice any trends of underserved groups? Whole group share out when complete! Remember: Continue to consider and plan with the tier 1 team for adjustments needed universally to more proactively served the identified underserved groups.

Continuum of Supports Tier 3/Intensive • Reduce severity • 1 -5% • 6+ ODRs Tier 2/Selected • • Early identification Reduce risk 5 -15% 2 -5 ODRs Tier 1/Universal • Prevention • 80 -90% • 0 -1 ODRs

Continuum of Supports with Overburdened, Ineffective Tier 3 • 5 -15% • Severity increased • Difficult to fade supports Low Numbers Receiving CICO • 1 -5% • Unable to proactively reduce risk Tier 1/Universal • 80 -90% with all student groups • Preventative

Tier 2 Tier 3 Centered Planning Complex FBA/BIP Brief Function-based Problem Solving Social/Academic Instructional Mentoring Modified Groups CICO First: Check in/Check out (CICO) Then, select one intervention on next level up Universal/Tier 1 Social, Emotional, and Behavioral General Education and Special Education

ACTIVITY Intervention Flow Chart 1. Create a flow chart beginning with tier 1 that includes: • Tier 2 interventions • Entrance criteria • Exit criteria 2. Do a gallery walk to view all teams’ flow charts. 3. Return to your table. Are there any adjustments needed on the flow chart? PAGE 66

Roles of the Tier 2 Team • Ensures/monitors the six features of tier 2 interventions • Provides ongoing training/support to all stakeholders • Solicits/responds to feedback from all stakeholders • Self-assesses fidelity of implementation of tier 2 to guide implementation and improvements needed Includes: – Administrator – General education teacher(s) – Pupil services staff – Educational assistant – Special education teacher

Roles of the Tier 2 Team System Fidelity Assessment • Tiered Fidelity Inventory (TFI) – Efficiently guides implementation and sustained use of PBIS – Measures the extent to which core elements are in place for all three tiers – Completed by team members representing multiple tiers of implementation and administration – Includes a school walk-through

Roles of the Tier 2 Team Tiered Fidelity Inventory • May replace the Benchmarks of Quality (Bo. Q) at tier 1 and additional measures at tier 2 • Used in combination with the Self-Assessment Survey (SAS)

ACTIVITIES 1. Tiered Fidelity Inventory (TFI) 2. TFI: Tier 2 Scores and Plans PAGE 66 - 67

Roles of the Tier 2 Team Systems Conversation and Decision-Making • Occurs at least every other week • Examines health of interventions – Six features are present and fit the school’s context – Implementation adjusted based on feedback from stakeholders • Communicates with tier 1 team – Data collection and referral rates – Six intervention features • Determines next steps for students

ACTIVITY Systems Conversation and Decision. Making Count off by six, review the sample data with your group. Groups 1, 4: Health of Intervention Groups 2, 5: Communication with Tier 1 Groups 3, 6: Next Steps for Students Determine: 1. Where do you see evidence of the six intervention features? 2. What action steps are necessary? 3. What additional information does the team need? With your team, discuss: 1. How was the exercise similar to how the team is running tier 2 meetings? 2. What adjustments are needed?

Use of Function in PBIS Tier What Data Tier 1 • ABCs of Behavior Tier 2 • Modifications to Interventions Tier 2 • • Brief FBA Above and • School-specific Possibly an • Low-level ongoing behavior observation • Complex FBA • Above and • School-Home-Community • Additional data • Dangerous, unsafe behavior collection methods Tier 3 Observation Tier 1 data sources Above and Progress monitoring

Why Consider a Brief FBA/BIP • Student has made minimal or no progress in previous interventions (i. e. CICO and SAIG or CICO and Mentoring) as evidenced by: • Progress monitoring • Continued rate or entry Brief FBA is criteria/student outcome data insufficient for behaviors that are: • Behaviors have increased in - Dangerous or unsafe severity during previous - Occurring at high interventions frequency intervals

Student Centered Conversations Student-centered solutions are dynamic and ongoing. Student-specific Digs deeper into individual student needs Creates a Behavior Intervention Plan (BIP) Communicates student goals with relevant staff and families • Communicates with the tier 2 team to coordinate supports • Trains and provides ongoing support to relevant staff and families specific to the BIP developed • •

Student Centered Conversations Includes a subset of the tier 2 team and: – Student – Family member – Administrator – Pupil services staff – Student’s teacher(s) – Teacher from Systems team – Content specialist

Brief Functional Behavior Assessment (FBA) Efficient, systematic datacollection process to determine the purpose (function) of a behavior and the environmental variables that maintain it. It uses existing data sources as much as possible and considers the student’s strengths.

Functional Behavior Assessment Outcomes include identifying and defining: • • • Student strengths An observable, measureable target behavior Antecedents and consequences Function of behavior Replacement behavior

ACTIVITY Brief FBA: Practice as a Whole Group Read the vignette and data provided about Mark on workbook page 68. PAGE 68 -70

Functional Behavior Assessment Possible data sources: • Student outcome data (attendance, minors, majors, etc. ) • Progress monitoring data • Family perspective • Staff interview • Student input • Observation

Competing Behavior Pathway

Student Strengths At least three real strengths of the student • What does the student value? • How does the student positively contribute to the school community? • What is the student passionate about? • In what academic areas does the student excel? • What behavioral skills are secure? Mark is creative, skilled at building things, and is social with adults and peers. He is advanced in both Reading and Math.

Target Behavior Use existing data to determine the target behavior • Majors, minors, attendance, health room visits, etc. • Progress monitoring from previous interventions The target behavior must be: • Observable • Measureable • Agreed upon by the team Mark talks loudly out of turn without raising his hand. Mark’s comments are on-topic and made while standing up out of his desk or carpet area.

Antecedents • When present, makes the target behavior more likely to occur • Happens immediately; before the target behavior The teacher explains a concept that is new to the class, but not new to Mark. Antecedent

Antecedents Setting events • Routines or life events that contribute to the target behavior, but are more distant • Consider: • Learning style • Home events The target behavior is more likely to occur when • Community events there are numerous transitions and/or a high amount of peer work in the morning. Additionally, when Mark wakes up early.

Consequence • What immediately follows the target behavior, consider: – Adult response – Peer response – Altered activity – Student response • Makes the target behavior more likely to occur in the future The teacher thanks Mark for sharing, and reminds him to stay seated and raise his hand next time. If the behavior continues, the teacher has Mark take a break with her.

Function Behavior Obtain Sensory Stimulation Avoid Social Tangible

Competing Behavior Pathway

ACTIVITY Brief FBA: Practice as a Team Using the vignette and data provided on workbook page 71; complete the setting event, antecedent, target behavior, consequence, and function boxes on the Competing Behavior Pathway for Elsa on page 72. PAGE 71 - 72

Replacement Behavior Desired Behavior • The expected behavior in the specific setting that every student should do Mark will stay in his seat, raise his hand, and wait to be called on before offering on-topic comments.

Replacement Behavior • Pre-determined teaching step(s) to the desired behavior • Easier to do than the target behavior • Socially acceptable • Serves the same function Mark will stay in his seat during whole group instruction and offer on-topic comments without being called on.

Replacement Behavior Needs to change once the first replacement behavior is demonstrated consistently for 3 -4 days Markwillstayininhis hisseatduringwholegroup instruction, raiseoffer hisraise hand, offer on-topic group instruction, hisand hand, and wait instruction and on-topic comments without waiting to bethe called on. to be called on before on-topic without being called on. offering comment.

Consequence for Desired Behavior • Must honor the function • Typically the natural consequence Teacher calls on Mark offers his on-topic comment.

Consequence for Replacement Behavior • Must honor the function Mark will stay in his seat during Mark will stay in in his seat during Mark whole group instruction, raiseoffer his whole group instruction, instruction and whole raise his hand, andcomments wait to bewithout called on before on-topic being hand, and offer on-topic comments offering the on-topic called on. without waiting to becomment. called on. The teacher will progressively wait Theteacherwillimmediately verbally The teacher will verbally The call to call on Mark and intermittently acknowledge Mark for acknowledge Mark on Mark and acknowledge him for raisinghim hisfor remaining in hisand seat. raising his hand waiting.

Competing Behavior Pathway

ACTIVITY Brief FBA: Practice as a Team As a team, use the vignette and data provided to decide: • Desired and replacement behaviors; and consequences to finish the Competing Behavior Pathway (Brief FBA) for Elsa PAGE 71 - 73

Competing Behavior Pathway

Behavior Intervention Plan A behavior intervention plan (BIP), based on the data collected, defines instructional strategies and supports for the student to develop new skills and modifications to environmental variables that will support it.

Behavior Intervention Plan Strategies Setting Event Strategies Antecedent Strategies Prevent: Prompt: Teaching Strategies Consequence Strategies Reinforce replacement/ desired behavior: Redirect to replacement/ desired behavior: • Outlines the intervention strategies • Redesigns the environment and supports so it is easier for the student to learn how to meet their needs in a prosocial manner

Teaching Strategies Replacement behaviors are delineated, scaffolded, and explicitly taught through: • SAIG or Mentoring as available • Tier 1 / Universal and Classroom teaching

Teaching Strategies Setting Event Strategies Antecedent Strategies Teaching Strategies Consequence Strategies Prevent: Prompt: • SAIG lessons on Classroom Responsibility • Whole class re-teaching on the skills Reinforce replacement/ desired behavior: Redirect to replacement/ desired behavior:

Antecedent Strategies • Prevent or alter targeted routines • Curriculum – Tasks – Daily schedule • Adapt or reorganize physical and interactional settings • Prompt for success of replacement behavior – Tier 1 teaching

Antecedent Strategies Setting Event Strategies • Individualized CICO for a “soft landing” • 3 minute break with teacher during transitions Prevent: Antecedent Strategies Teaching Strategies Consequence Strategies • Scheduled time to share during instruction Prompt: • One-on-one prompts with teacher prior to whole-group setting • SAIG lessons on Classroom Responsibility • Whole class re-teaching on the skills Reinforce replacement/ desired behavior: Redirect to replacement/ desired behavior:

Consequence Strategies • Match consequence with function • Reinforce replacement and desired behaviors • Minimize reinforcement of target behavior • Include corrective consequences

Consequence Strategies Setting Event Strategies • Individualized CICO for a “soft landing” • 3 minute break with teacher during transitions Prevent: Antecedent Strategies Teaching Strategies • Scheduled time to share during instruction Prompt: • One-on-one prompts with teacher prior to wholegroup setting • SAIG lessons on Classroom Responsibility • Whole class re-teaching on the skills Reinforce replacement/ desired behavior: Consequence Strategies • Immediate acknowledgment & opportunities to comment based on pre-determined Replacement Consequences Redirect to replacement/ desired behavior: • Agreed upon non-verbal cue

ACTIVITY Behavior Intervention Plan for Elsa PAGE 73

Tier 2 Intervention Features Anderson, Borgmeier (2010) Newcomer, Lori L. ; Freeman, Rachel; and Barrett, Susan (2013)

Entry Criteria • Minimal or no progress in previous interventions evidenced by progress monitoring or continued rate and severity of student outcome data • Behaviors have increased in severity during previous intervention • Brief FBA is insufficient for behaviors that are: • Dangerous or unsafe • Occurring at high frequency intervals

Exit Criteria • Improvement in progress monitoring and original entrance criteria • Fade layers of the BIP to Tier 2 supports

Increase in Teaching with Opportunities to Practice • Replacement behaviors are explicitly taught to fluency through existing supports in tier 1 and 2 • Adults prompt skills throughout the day to build fluency • Students practice the skills within the intervention and in the natural environment

Increased Adult Feedback • Staff members provide increased feedback on the replacement behaviors throughout the day based on the goal • Increased access to universal reinforcement

PLAN Behavior Intervention Plan (BIP): 1. Entrance and Exit Criteria 2. Increase in Teaching With Opportunities to Practice 3. Increased Adult Feedback Reference and edit the team’s Tier 2 Intervention Audit from day 1 of training. PAGES 74 - 75

Increased Home-School Connection • Conversation with family members to learn how to bridge skill gaps and honor family values • Daily Progress Report (DPR) details • Ongoing conversation and collaboration regarding progress on the goals • Inclusion in team meetings

Progress Monitoring • Continued use of Daily Progress Report • Replacement behavior improvement is monitored at least weekly to layer pre-determined replacement behaviors within the plan • Monitoring original entrance criteria to measure improvement • At least 70% of students with individual plans are making progress towards the established goal(s) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken.

Progress Monitoring

Fidelity • The Functional Behavior Assessment and Competing Behavior Pathway is completed • The Behavior Intervention Plan (BIP) is being implemented as intended • Within specified timeframes • With designated staff members • Provide training and ongoing support to all staff members • Provide opportunities for feedback

PLAN Behavior Intervention Plan (BIP): 4. Increased Home-School Connection 5. Progress Monitoring 6. Fidelity Reference and edit the team’s Tier 2 Intervention Audit from Day 1 of training. PAGES 76 - 78

Capacity Determine the abilities, skills, and expertise of staff needed to implement CICO effectively. Definition adapted from http: //edglossary. org/capacity/

Conversations at Tier 2 Systems Student Centered* • Examines health • Student-specific of interventions • Digs deeper into • Responds to individual student needs stakeholder needs • Creates and monitors an • Determines data rules intervention plan • Monitors intervention *All Brief BIPs response rates should come from Student. Centered Conversations

Leadership at Tier 2 Systems • Administrator • General education teacher(s) • Pupil services staff • Educational assistant • Special education teacher Student Centered • • Family member Classroom teacher* Administrator Pupil services staff Student’s teacher(s) Teacher from systems team Content specialist Student *Classroom Leadership includes stakeholder voices. teacher is required

Student Centered Conversations Prepare for the meeting ahead of time. • Invite relevant staff and family members • Draft of Competing Behavior Pathway – Emphasize student strengths! • Documents and data used to determine elements of the Competing Behavior Pathway • Progress monitoring and student outcome data • Initial ideas on how to streamline tier 1 and 2 supports within the BIP

Coordinating Brief BIPs • Establish procedures and communication protocols for Student Centered Meetings and Team Members • Ensure intervention features remain present and supported with all stakeholders • Train and provide ongoing support to staff members

PLAN Behavior Intervention Plan (BIP): Additional Considerations -Capacity PAGE 79

PLAN Behavior Intervention Plan (BIP): Training, Support, and Feedback PAGE 80

ACTIVITY • Review the Tier 2 Flow Chart created this morning Brief FBA and BIP • Using what the team developed with decision rules and layering of interventions, add the Brief FBA and BIP to the flow chart Include entrance criteria

Review of Today’s Objectives Teams will… • Practice systems-level discussions and decision-making that include intervention effectiveness, assessment data, and simple modifications to supports for individuals and groups of students. • Create a plan for how the team will develop or refine a brief Functional Behavior Assessment data collection process including training and supporting stakeholders. • Create a plan for how the team will develop or refine brief Behavior Intervention Plans that include all six intervention features, training, and supporting stakeholders.

Evaluation and Feedback t 2 d 4. questionpro. com On the lookout for your feedback!

Check In and Share Out Discuss with your team: 1. What was your biggest a-ha from the day? 2. By the end of September, what are 2 action steps the team will accomplish? 3. What is one thing a technical assistance coordinator can do to support tier 2 implementation at the school?

Stay connected, join the conversation Tips to Your Inbox: http: //bit. ly/Wis. Rt. ICenter Live webinars and networking events @Wisconsin. Rt. ICenter @Wisconsin Rt. I Center/PBIS Network

Resources • Tiered Fidelity Inventory • Functional Assessment Checklist for Teachers and Staff (FACTS) • FBA/BSP Fidelity Tool • DPI FBA/BIP Toolkit • Consent and Notification within an MLSS: FAQ • System Assessments in a Multi-Level System of Support