Tier 2 Continuum of Behavior Support Data Teaming

Tier 2 Continuum of Behavior Support Data, Teaming & Intervention Systems Chris Borgmeier Ph. D Portland State University cborgmei@pdx. edu www. tier 2 pbis. pbworks. co m

Tier 2 & 3 Logic Assessment & Intervention Many Minutes en sm A ss es School-Wide Assessment School-Wide Prevention Systems n Universal tio en Targeted rv te Few Minutes Increasing Minutes Spent on Assessment and Intervention In t Intensive Few Minutes

Teaming Structures & Processes Screening Decision Rules Progress Monitoring

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

Individual PBIS Team Responsibilities Universal Screening & Identifying Students at risk Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Monitor Systems (Tier 2 & Tier 3) Team Members: Administrator Behavior Specialists -e. g. SPSY, SPED CICO Coordinator -e. g. counselor, IA Meets every 2 wks 30 -45 min. Monitor Student Progress Match Students to Intervention

RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3 Tier II Universal SWPBIS Team Progress Monitoring Team Plans SW & Classwide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Tier III FBA Team Conducts FBA, develops BIP NOT a standing team Trust the System -- Tier 2 Process Maximizing # of minutes/ student Sept. 1, 2009

Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 2 FBA/BSP team Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e. g. SPSY, SPED CICO Coordinator -e. g. counselor, IA Student 4 FBA/BSP team Administrator Behavior Specialist Student Centered team Meets every 2 wks 30 -45 min. Administrator Behavior Specialist Student Centered team Student 3 FBA/BSP team Administrator Behavior Specialist Student Centered team

Student Screening & Identification Emphasize early identification

Individual PBIS Team Responsibilities Universal Screening & Identifying Students at risk Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Monitor Systems (Tier 2 & Tier 3) Team Members: Administrator Behavior Specialists -e. g. SPSY, SPED CICO Coordinator -e. g. counselor, IA Meets every 2 wks 30 -45 min. Monitor Student Progress Match Students to Intervention

Universal Screening Before the 1 st Day of School � Review Data from last year ◦ Your school data ◦ And data on incoming students (if available) � Identify students who had Behavior Support Plans in place per IEP (or otherwise) ◦ Prepare to implement BSP with necessary modifications from beginning of the school year � Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

Previous Years Discipline data Who needs to be on our radar from Day 1? Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Can we get data for our incoming class & new students? Decision Rule

Returning Students (8+ referrals) Three returning students had FBA/BSPs last year ◦ Students w/ 16, 11, & 10 referrals ◦ Make modifications to last years BSP & prepare to implement from beginning of school year These returning students did not have behavioral interventions in place last year Robbie - 9 referrals last year � Jaden - 8 referrals last year � Jorge – 10 referrals last year � Logan – 11 referrals last year � Galen - 11 referrals last year � � Plan a Check-In Event (orientation) for students before the school year begins Start Supports from the beginning of year – NO WAITING TO FAIL! Get all 5 started on CICO during 1 st week of school

Continuing Screening through the Year �I-PBS team reviews student referral data every 2 weeks at each meeting ◦ Many referrals might also go directly to the CICO manager �Develop Decision Rules for continuing Student Identification through the year ◦ Example: Students receiving 3 rd referral or 2 nd in a month

Tier 2 & 3 -- RTI Assessment & Intervention Refer to Tier 3 team: Practical FBA Intensive sm es ss “Tweak”/ Small change to CICO n tio Targeted en A rv Screening Referral Data (ODRs) te Borderline Initial CICO Data en t In Non-Responder Preliminary FBA Wraparound Supports Individualized Behavior Support Plan Modified CICO Matched to Function Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

Team Tasks – Universal Screening � Develop a plan for Universal Screening to implement before Day 1 of the school year: ◦ 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?

Tier 2 & 3 Continuum of Interventions

Tier 2 & 3 Continuum of Interventions Intensive es ss A “Tweak”/ Small change to CICO n tio Targeted en rv sm te en t In Wraparound Supports Individualized Behavior Support Plan Modified CICO Matched to Function Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

Questions about Tier 2 Interventions Systems Considerations �What constitutes a Tier 2 Intervention? ◦ EFFICIENCY & MAXIMIZING RESOURCES ◦ An intervention that: �Serves multiple students at one time (15 -25 student at once) �More efficient use of resources that 1 student at a time �Students can get started with almost immediately upon referral �Requires almost no legwork from referring staff to begin implementation of the intervention with a student �All school staff know about, understand their role with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required: �If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention

CICO from Simple to Advanced �Start with Basic CICO ◦ Should work for the majority of at-risk students ◦ Complete CICO Fidelity Assessment �Once implementing CICO with fidelity & using data for decision making ◦ Data for student identification ◦ Data for student progress monitoring to ID responders/borderline/non-responders �Start adding variations of CICO

Major Features of Targeted Interventions � Intervention is continuously available � Rapid access to intervention (72 hr) � Very low effort by teachers � Consistent with school-wide expectations � Implemented by all staff/faculty in a school � Flexible intervention based on assessment ◦ Functional Assessment � Adequate resources (admin, team) ◦ weekly meeting, plus 10 hours a week � Student chooses to participate � Continuous monitoring for decision-making

CICO: Implementation Checks �SYSTEM ◦ Person assigned with FTE to coordinate & manage daily implementation of CICO ◦ Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring ◦ Materials & incentives readily available ◦ Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO �Regular updates to staff on student data & implementation

CICO: Implementation Checks �PRACTICES ◦ Reliable daily am check-in & pm check-out ◦ Students earn rewards for success (daily at first) ◦ Not punitive

CICO: Implementation Checks �DATA ◦ Daily collection of point card data ◦ Regular review of graphic student data for decision making (at least every 2 weeks) ◦ Regular student referral for early identification of at-risk students

Data Collection �Focus on Efficiency �Generic point card ◦ Expectations linked to School-wide rules ◦ Limited individualization ◦ We do not want to spend time tailoring the point card at this level of intervention

Generic Point Card No time spent individualizing

Team Task: 1. Take a few minutes to complete the BEPFIM as a Self Assessment. 2 = In Place 1 = Partially In Place 0 = Not in Place 2. Identify actions necessary to address areas to improve CICO implementation

CICO: Advanced Applications Small Modifications or “Tweaks”

Additional Tier 2 Interventions �Remember focus on Efficiency in Progress Monitoring Meeting ◦ Minutes per Student �Tweak or Small CICO Modification �Alternate Tier 2 Intervention (Function-based) �Escalate to Tier 3 Student Centered team �Trust the Process ◦ Most difficult thing = not talking about a student before it’s time

Tier 2 Assessment & Intervention Intensive sm es “Tweak”/ Small change to CICO n tio Targeted en ss rv A te Student Referral Data (ODRs) en t In Borderline Initial CICO Data Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

Small Changes “Tweaks” � In Progress Monitoring meetings – always weighing Minutes/Kid ◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes” ◦ Look at initial CICO data ◦ Not an extensive discussion � Should ◦ ◦ have a menu of quick changes/ “tweaks”: Change CICO mentor Change incentives Change/individualize goals More frequent check-ins -- “adding hair”

Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?

Ready to Make Quick Changes � Readiness – what needs to be ready to make these ‘quick’ changes? ◦ Change/individualize goals �Need alternate point card readily available to individualize ◦ Change CICO mentor ◦ Add Mid-Day Check-in & incentive ◦ Change incentives �Individualize incentives for the student ◦ More frequent check-ins �With teacher? With CICO Specialist? �Need an adjusted point card?

Individualized Point Card Fill in more specific behaviors

Individualized Point Card Robbie Oct. 14 th 20 --

More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals

Team Work Time �What ‘tweaks’ do you want to develop to be ready for borderline responders? ◦ Adapt existing materials and/or Develop new materials required to make ‘tweaks’ readily available and accessible? ◦ Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible

Non-Responders Modified (Function-Based) CICO

Tier 2 Assessment & Intervention Intensive t en sm es ss “Tweak”/ Small change to CICO n tio Targeted en A rv Student Referral Data (ODRs) te Borderline Initial CICO Data Modified CICO Matched to Function In Non-Responder Preliminary FBA Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

Non-Responder

Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 1) 2) 3) 4) Escalate to Tier 3 Support 5) Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support

Behavioral Explanations for “Why” �Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… ◦ Gaining attention ◦ Gaining access to activities or tangible items ◦ Avoiding or escaping from something student finds unpleasant (e. g. difficult or undesired tasks)

Using Function of Behavior to Inform CICO Modifications �Individual Student Planning ◦ Can use “Function of Behavior” to match students to appropriate version of CICO ◦ Function-Based Assessment might include: �Data from ODRs “Possible Motivation” �Or Preliminary/Brief FBA

Minor – “Uh-Oh”

Preliminary FBA �Use existing data for preliminary FBA ◦ ODR data �Identify function/motivation �Identify antecedents – time/location/persons involved, etc. ◦ CICO data �Identify antecedents – time/location

Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)?

Preliminary FBA �Discipline Referral Summaries ◦ Suspensions, detentions, office referrals ◦ Look for patterns �Triggers/Antecedents Day of the week, Time of Day, Location, Students Involved �Behavior �Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision

Student Referral Report - SWIS Date Staff Time Location Prolem Behavior Motivation Others Involved Admin Decision 1 02/08/11 43866 12: 15 PM Plygd Agg/Fight Unknown mot Peers Out-sch susp 2 01/28/11 47522 1: 30 PM Class Disrespt Avoid Task Teacher Detention 3 01/10/11 47522 10: 30 AM Class Disrespt Avoid Task Teacher Detention 4 12/18/10 47522 9: 30 AM Class Disrespt Avoid Task Teacher Detention 5 12/08/10 47522 1: 00 AM Class Disrespt Avoid Task Peer Detention 6 12/08/10 47522 10: 15 AM Class Disrespt Avoid Task Teacher Parent 7 11/20/10 47522 9: 30 PM Class Disrespt Avoid Task Teacher Parent How about when/ where/ who (Antecedents)? Does this tell us anything about the function of student

Advanced Applications of CICO Function-Based Modifications of CICO

Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon

Logic Guiding Breaks are Better �Children may benefit from taking small, appropriate breaks �If breaks are available, students may: ◦ Engage in less escape-maintained problem behavior ◦ Request breaks less often than escapemaintained problem behavior occurred �Increased reinforcement for: ◦ Asking for assistance ◦ Taking a break appropriately

CICO Modification Elementary Escape Academic Task � Explicitly teach an alternative/replacement behavior (i. e. , break requests) � Promote self-management by teaching students to “keep track” of their breaks � Establish & Teach teachers (and students) how this will look in the classroom � Make it feasible and sustainable for classroom teachers to implement

Breaks are Better Modifications �Prior to intervention: ◦ Child & teacher identify appropriate “break” activities ◦ Student is taught: �How to request a break �How to take a break �How to return to work �Points earned for: ◦ Meeting academic-specific expectations ◦ Asking for break appropriately or not needing a break ◦ Weekly point total tied to reinforcers

Sample Break Options & Rewards Break Options � Move to separate desk for quiet activity � Quiet activity at desk � Drawing � Doodle on notebook � Stretch in backroom � Run errand for teacher Weekly Rewards � Computer time � Extra Recess � Coupon for bonus points on assignments � Coupons for buddy work � Coupon to make assignment shorter or easier � Library pass

Breaks are Better Card

Taking a Break in the Classroom

ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon

Logic Guiding ABC �Students �More ◦ ◦ benefit from organizational structure frequent and tangible reinforcement for: Recording assignments Completing in-class work & participating Asking for help Completing homework �Parental structure for homework completion: ◦ Parents are aware of assignments ◦ Parents check for completion

Academic focused CICO (Escape Tasks) Middle School • Morning Check-in – Students check-in with counselor – All homework completed? Prepared for the school day with all necessary materials? – Opportunity to complete unfinished homework and to gather materials • Daily point card and Homework tracker – Receive feedback each period about behavior during class (participation, staying on-task, completing work) – Record assignments on homework tracker • Afternoon Check-out – Check-out with counselor – Review point card and homework tracker – Does student know what is due tomorrow? Have all materials needed to complete assignments? • Home Component – Parents review daily feedback with student – Sign card to indicate if student has completed all homework

ABC Modifications � Prior to intervention – coordinator meets w/ parents � Morning Check-In: Assess & give bonus pts for: ◦ Materials Ready & Homework Completed � Afternoon check-out: Check Tracker � Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker � Parent signature with focus on Homework Completion

ABC Point Card -- Front

ABC Point Card -- Back

Non-Responders Escalate to Tier 3

Tier 2 Assessment & Intervention Refer to Tier 3 team: Practical FBA Intensive sm es ss “Tweak”/ Small change to CICO n tio Targeted en A rv Student Referral Data (ODRs) te Borderline Initial CICO Data en t In Non-Responder Preliminary FBA Individualized Behavior Support Plan Modified CICO Matched to Function Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems

Non-Responder Tweak ABC CICO After multiple interventions, including match to function-based CICO RTI Time to move to Tier 3 Support

Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Meeting 1 Permissions Coordinate Assessment (FBA) Meeting 2 Review Assessment& Finalize Implementation Plan Meeting 3 Monitor Student Progress & Review/Modify Plan Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e. g. SPSY, SPED CICO Coordinator -e. g. counselor, IA Meets every 2 wks 30 -45 min. Meetings Ongoing as needed to Monitor Student Progress & Review/Modify Plan

Student 1 FBA/BSP team Administrator Behavior Specialist Student Centered team Student 2 FBA/BSP team Individual PBIS Team Tier 2/3 Progress Monitoring (Systems & Students) Team Members: Administrator Behavior Specialists -e. g. SPSY, SPED CICO Coordinator -e. g. counselor, IA Student 4 FBA/BSP team Administrator Behavior Specialist Student Centered team Meets every 2 wks 30 -45 min. Administrator Behavior Specialist Student Centered team Student 3 FBA/BSP team Administrator Behavior Specialist Student Centered team

A Proactive Approach to Behavior Support Planning • Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press) • Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior • Provide FBS at the first signs of persistent problem behavior Basic FBA: Complex FBA: Behaviors and Maintaining Functions are Easily Defined and Identified Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

District Behavior Support Specialist Train and coach PBIS at all three tiers Support Teams building behavior support plans from Assessment information Train 1 -2 people per school to conduct “basic” FBA/BSP

Building Capacity for Function. Based Support �Basic FBA 2 BSP Training �Series ◦ ◦ ◦ ◦ of 7 - 90 minute trainings �(each training spaced about 2 weeks apart) Session 1: Basics of Behavior Session 2: FBA Interview Session 3: FBA Observation Session 4: Function-Based Intervention Session 5: Behavior Support Planning Session 6: Implementation Planning Session 7: Evaluation Plan & Monitoring

Format of Basic FBA to BSP Training Sessions Objectives Checks for Understanding Review Comments/ Questions Activities Tasks Key Points