Data Teaming for Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University...
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Data Teaming for Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University [email protected]www.functionbasedthinking.c om www.tier2pbis.pbworks.com
Data Teaming for Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University [email protected]
Data Teaming for Tier 2 Systems of SW-PBIS Chris Borgmeier PhD
Portland State University [email protected]
www.functionbasedthinking.com www.tier2pbis.pbworks.com
Slide 2
On-line SW- PBIS Coaching Certificate Fall Term Beginning in
September SW-PBIS: Coaching Tier 2 www.pdx.edu/sped/MTSS
Slide 3
Universal Interventions: School-/Classroom- Wide Systems for
All Students, Staff, & Settings Targeted Group Interventions:
Specialized Group Systems for Students with At-Risk Behaviour
Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of
Students ~15% ~5%
Slide 4
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence &
Academic Achievement Supporting Decision Making Elements of
SW-PBIS
Slide 5
Focus on: Efficiency = support several (e.g. small
group/targeted) students at one time using few resources limited
assessment & individualization school-wide programming
Effectiveness = attaining desired student outcomes Using
Research-based interventions with FIDELITY Early identification
& intervention Progress Monitoring & data-based decision
making for individual student & system Scaling = develop a
system with capacity to have meaningful impact in school (serve 10%
of total school enrollment) Tier 2 Systems
Slide 6
System = more than an intervention 4 Questions for Implementing
a Tier 2 System 1)Are you implementing a continuum of research-
based intervention(s) with fidelity? 2)Is there a screening process
to ensure early identification of students at-risk? 3)Are you using
sensitive progress monitoring tools to inform decision making
related to student progress and system efficacy? 4)Are you
implementing at a scale that is making a meaningful impact (10 % of
student population)? Tier 2 System v. an intervention
Slide 7
Tier 2 Assessment & Intervention Universal School-Wide
Assessment School-Wide Prevention Systems Intensive Targeted
Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO
Modified CICO Match to Function Intervention Assessment Borderline
Initial CICO Data Non-Responder Preliminary FBA Screening Progress
Monitoring
Download HS-BEP Handbook from www.pbis.org www.pbis.org
Variation of CICO/BEP adapted for High School focused on Academic
Seminar High School Behavior Education Program/ CICO Variation
Slide 18
Student Referred for CICO CICO Plan/ Initial Meeting Teach/Role
Play Skills CICO Coordinator Summarizes Data For Decision Making
Exit Program Bi-weekly Progress Monitoring Meeting Parent Feedback
Regular Teacher Feedback Afternoon Check-out Morning Check-in
Revise Program BASIC CYCLE Check In Check Out (CICO)
Slide 19
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 Major Features of Targeted Interventions
Slide 20
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
Slide 21
CICO: Implementation Checks PRACTICES Reliable daily am
check-in & pm check-out Students earn rewards for success
(daily at first) Not punitive
Slide 22
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
Slide 23
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
Slide 24
Generic Point Card No time spent individualizing
Slide 25
Team Task: 1. Take a few minutes to complete the BEP-FIM 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
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
Slide 28
RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3 FBA Team
Progress Monitoring Team Plans SW & Class- wide supports
Monitors effectiveness and fidelity of Tier 2 Interventions
(overall and for each student) Conducts FBA, develops BIP NOT a
standing team Sept. 1, 2009 Universal SWPBIS Team Tier II Tier I
Tier III Trust the System -- Tier 2 Process Maximizing # of
minutes/ student
Slide 29
Student Screening & Identification Emphasize early
identification
Slide 30
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
Slide 31
Previous Years Discipline data Who had FBA/BSPs last year?
Which students moved on? Which are returning this year? Who needs
to be on our radar from Day 1? Decision Rule Can we get data for
our incoming class & new students?
Slide 32
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
Slide 33
Tier 2 Continuum of Interventions
Slide 34
Universal School-Wide Assessment School-Wide Prevention Systems
Intensive Targeted Tweak/ Small change to CICO Basic CICO Modified
CICO Matched to Function Intervention Assessment
Slide 35
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 its not a Tier 2/ targeted
intervention Questions about Tier 2 Interventions Systems
Considerations
Slide 36
CICO from Basic 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
Slide 37
Slide 38
CICO: Advanced Applications Small Modifications or Tweaks
Slide 39
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 its time
Slide 40
Tier 2 Assessment & Intervention Universal School-Wide
Assessment School-Wide Prevention Systems Intensive Targeted
Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO
Intervention Assessment Borderline Initial CICO Data
Slide 41
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
Slide 42
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
Slide 43
Borderline Responder Look at Initial CICO data Quick Check:
Anything we can do about Period 3?
Slide 44
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?
Slide 45
Individualized Point Card Fill in more specific behaviors
Slide 46
Individualized Point Card RobbieOct. 14 th 20--
Slide 47
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
Slide 48
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
Slide 49
Non-Responders Modified (Function-Based) CICO
Slide 50
Tier 2 Assessment & Intervention Universal School-Wide
Assessment School-Wide Prevention Systems Intensive Targeted
Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO
Modified CICO Matched to Function Intervention Assessment
Borderline Initial CICO Data Non-Responder Preliminary FBA
Slide 51
Non-Responder
Slide 52
Typical Reasons CICO may not be working for an individual
student 1) Low fidelity of implementation 2) The student needs more
instruction on how to use the program 3) The rewards are not
powerful or desirable for the student 4) The program does not match
the function of the problem behavior 5) The student requires more
intensive, individualized support Address Implementation Issue
Individualize Tier 2 Escalate to Tier 3 Support
Slide 53
Behavioral Explanations for Why Dont forget - From students
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)
Slide 54
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
Slide 55
Slide 56
Minor Uh-Oh
Slide 57
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
Slide 58
Non-Responder Preliminary FBA Does this tell us anything about
when/ where/ who is involved (antecedents)?
Slide 59
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
Slide 60
Student Referral Report - SWIS DateStaffTimeLocation Prolem
Behavior Motivation Others Involved Admin Decision
102/08/114386612:15PMPlygdAgg/Fight Unknown mot Peers Out-sch susp
201/28/11475221:30PMClassDisresptAvoid TaskTeacherDetention
301/10/114752210:30AMClassDisresptAvoid TaskTeacherDetention
412/18/10475229:30AMClassDisresptAvoid TaskTeacherDetention
512/08/10475221:00AMClassDisresptAvoid TaskPeerDetention
612/08/104752210:15AMClassDisresptAvoid TaskTeacherParent
711/20/10475229:30PMClassDisresptAvoid TaskTeacherParent Does this
tell us anything about the function of student behavior? How about
when/ where/ who (Antecedents)?
Slide 61
Advanced Applications of CICO Function-Based Modifications of
CICO
Slide 62
Breaks Are Better Function = Escape Task (elem) Justin Boyd
University of Oregon
Slide 63
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 escape-maintained problem behavior occurred
Increased reinforcement for: Asking for assistance Taking a break
appropriately
Slide 64
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
Slide 65
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
Slide 66
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
Slide 67
Breaks are Better Card
Slide 68
Slide 69
Taking a Break in the Classroom
Slide 70
ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica
Turtura University of Oregon
Slide 71
Logic Guiding ABC Students benefit from organizational
structure More 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
Slide 72
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
Slide 73
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 + Addl Expectation
of completing Tracker Parent signature with focus on Homework
Completion
Slide 74
ABC Point Card -- Front
Slide 75
ABC Point Card -- Back
Slide 76
Non-Responders Escalate to Tier 3
Slide 77
Tier 2 Assessment & Intervention Universal School-Wide
Assessment School-Wide Prevention Systems Intensive Targeted
Student Referral Data (ODRs) Refer to Tier 3 team: Practical FBA
Tweak/ Small change to CICO Basic CICO Modified CICO Matched to
Function Intervention Assessment Borderline Initial CICO Data
Non-Responder Preliminary FBA Individualized Behavior Support
Plan
Slide 78
Borderline Responders: Problem Solving FBA Team Progress
Monitoring Team Plans SW & Class- wide supports Monitors
effectiveness and fidelity of Tier 2 Interventions (overall and for
each student) Conducts FBA, develops BIP NOT a standing team Sept.
1, 2009 Universal SWPBIS Team Tier II Tier I Tier III
Non-Responder After multiple interventions, including match to
function-based CICO Tweak ABC CICO RTI Time to move to Tier 3
Support
Slide 81
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. 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 Meetings Ongoing as needed to Monitor Student
Progress & Review/Modify Plan
Slide 82
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. Student 1 FBA/BSP team Administrator Behavior
Specialist Student Centered team Student 2 FBA/BSP team
Administrator Behavior Specialist Student Centered team Student 3
FBA/BSP team Administrator Behavior Specialist Student Centered
team Student 4 FBA/BSP team Administrator Behavior Specialist
Student Centered team
Slide 83
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
Complex FBA: Behaviors and Maintaining Functions Vary, and are not
Easily Defined and/or Identified Basic FBA: Behaviors and
Maintaining Functions are Easily Defined and Identified
Slide 84
District Behavior Support Specialist Support Teams building
behavior support plans from Assessment information Train 1-2 people
per school to conduct basic FBA/BSP Train and coach PBIS at all
three tiers
Slide 85
Building Capacity for Function- Based Support Basic FBA2BSP
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
Slide 86
Format of Basic FBA to BSP Training Sessions Checks for
Understanding Comments/ Questions Tasks Key Points Objectives
Review Activities