coaching school implementation of tier 2 tier 3 systems of support role of behavior specialist n.
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Chris Borgmeier PhD Portland State University cborgmei@pdx tier2pbis.pbworks PowerPoint Presentation
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Chris Borgmeier PhD Portland State University cborgmei@pdx tier2pbis.pbworks

Chris Borgmeier PhD Portland State University cborgmei@pdx tier2pbis.pbworks

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Chris Borgmeier PhD Portland State University cborgmei@pdx tier2pbis.pbworks

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  1. Coaching School Implementation of Tier 2 & Tier 3 Systems of SupportRole of Behavior Specialist Chris Borgmeier PhD Portland State University

  2. Behavior Specialist Behavior Systems & Intervention Specialist New model: Guide systems-change and implementation Old model: Put out fires

  3. Roles & ResponsibilitiesCoaching • Data Team Meetings (IPBS) • Effective meeting preparation • Meeting facilitation • Using data for decision making • Individual Student • Tier 2 Interventions • Tier 2 Interventions • Implementation & Coordination • Tier 3 – FBA/BSP process & teaming

  4. CoachingBuilding Capacity on site • Behavior Data Team Meeting • Effective meeting preparation • Meeting facilitation • Using data for decision making • Individual student • Tier 2 interventions • Tier 2 Interventions • Implementation & Coordination • Tier 3 – FBA/BSP Process & Teaming

  5. Data Teaming – I-PBS Individual Student Behavior Support

  6. Suggested Prerequisites • Strong SW-PBIS System in place for at least 1 year, preferably 2 • SET – 80/80 • TIC – 80%+ • BOQ – 80% • See • Check-In/Check-Out system in place • CICO Self Assessment • Benchmark of Advanced Tiers • • Click on Tier 2 Fidelity Assessment Tools

  7. Suggested Prerequisites • Good data systems for identifying at-risk students early & monitoring student progress • Highly recommend • & SWIS-CICO • Also have excel spreadsheets for monitoring progress, but not recommended •

  8. What is the current process in your school? • What is the current process for: • Identification of students requiring support for challenging Behavior? • When 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?

  9. Individual/Intensive 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

  10. Teams in a School Tier III (Student Centered Team) Tier I Tier II 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 (SBT/etc.) be shifted? Sept. 1, 2009

  11. 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

  12. SST or TAT 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

  13. Intensive/Individual PBIS

  14. 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

  15. 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 • 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

  16. 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

  17. 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

  18. IPBS Team Roles • 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

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

  20. 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

  21. Old Model: SST/TAT/ SBT? 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?

  22. 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 • Team Leader, Process Monitor, Note Taker • Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

  23. 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

  24. 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

  25. 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

  26. Team Time • IPBS is a data based progress monitoring framework for matching students to effective Behavioral intervention • When it comes to implementing this model, what are your biggest: • Challenges & barriers? • Successes? • Questions?

  27. Student Screening & Identification Emphasize early identification

  28. Universal ScreeningBefore the 1st 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

  29. 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

  30. 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 3rd referral or 2nd in a month

  31. Student Requiring Additional Individualized Support • For most students… • Start EARLY in the school year • Start with Level 2 – Check-In/Check-Out • We want to do the smallest intervention that is likely to be effective for a student • There should be very little time (0-2 minutes) spent on assessment & selecting interventions at Level 2 • Collect data for 2 weeks & make decision re: escalating intervention intensity

  32. 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?

  33. Progress Monitoring Meeting Student outcomes & fidelity of implementation Tier 2 & 3 interventions

  34. Processes • Meeting every 2 weeks throughout the year to Monitor Progress • Meeting Structure • Template • Decision Making Framework • Flowchart

  35. > 1 hour meeting Review Tasks • Facilitator • Process Monitor • Notetaker • Tier 2 Intervention Coordinator • Tier 3 Intervention Coordinator • Screening Coordinator

  36. IPBS Data Teaming Process Decision Rule Decision Rule Decision Rule Decision Rule

  37. Were data collected? YES NO • Problem solve data collection—determine how to get data • Collect data for 2 weeks and reconvene Are goals being met? YES NO • Celebrate and continue • Have plan for fading Is plan being implemented as designed? YES NO • Modify intervention • Consider move to next level • Problem solve barriers to implementation • Collect data and reconvene in 2 weeks

  38. > 1 hour meeting • Facilitator • Process Monitor • Notetaker Review Tasks

  39. 1st Review Tasks from Last Meeting

  40. > 1 hour meeting • Facilitator • Process Monitor • Notetaker Review Tasks • Tier 2 Intervention Coordinator

  41. Tier 2 Intervention Coordinator Review Data in Advance Responders Borderline Non-Responders

  42. Sample Decision Rules • Stay as is: • < 6 weeks of success or upward trend • Borderline Responder (average 70-79%) = small change to intervention • Fading Support 1) Move to Self-management > 6 weeks with 4 days per week of success. 2) Graduate off CICO 4-6 weeks of success on Self-management • Move to more intense support • 2 weeks without improvement

  43. % of Points Earned by Students on CICO in Last 2 weeksElementary School % of Points Earned 24 of 31 (77 %) students are responding to CICO – YAHOO! Decision: Can we begin fading anyone off of intervention? Considerations: Consistent success Enduring success (6 wks +) Who are the: Responders? Borderline? Non-Responders? Students

  44. % of Points Earned by Students on CICO in Last 2 weeksElementary School % of Points Earned Who are the: Responders? Borderline? Non-Responders? Decision: Try 2 more weeks? Small intervention change? Students

  45. Look at Individual Student graph for Targeted Student(s)

  46. % of Points Earned by Students on CICO in Last 2 weeksElementary School % of Points Earned Decision: Student Centered team? Small intervention change + 2 more weeks? Who are the: Responders? Borderline? Non-Responders? Students

  47. IPBS Meeting Evaluation

  48. IPBS Meeting Evaluation (cont.)