Tier III – Individual Support

1. Tier III – Individual Support NW PBIS Network

2. Who is the NorthWest PBIS Network? Supporting educators, families and community members to implement and sustain positive, effective and culturally inclusive environments to achieve social and academic outcomes for Allchildren and youth.

3. PBIS Events • Oct 19th – Fall PBIS Coaches Institute, Eugene, OR • Nov 3rd-4th – Fall PBIS Conference, Seattle • Nov 5th – PBIS Classroom Workshop Jessica Sprick, Seattle • Nov 5th-7th - SWIS Facilitator Training, Seattle • Nov 5th – ISIS-SWIS Facilitator Training, Seattle • Jan 30th – Winter PBIS Coaches Institute, Spokane • Learn More at www.pbisnetwork.org

4. Tentative Agenda • Day 1 • Overview of ISS • District-wide Systems of Support • FBA-BIP Process • Guiding Principles • Day 2 • Measuring Behavior • Strategies to Increase Behavior • Strategies to Decrease Behavior • Responding to Escalations

5. Overview of Individual Student Systems

6. Purpose • To describe considerations & procedures for developing & sustaining individual student systems • This system will expand Tier I supports to Tier II and Tier III systems

7. Challenges to ISS • Students • Problem behaviors are high intensity &/or frequency • Too many students display significant problem behavior at any one time • Problem behaviors are disrupting learning & teaching environments • Problem behaviors are difficult to understand • Interventions are ineffective

8. Schools • Not enough minutes in the day to collect information and develop interventions • Administrative leadership & support is lacking, unavailable, or underdeveloped • Staff are unable or untrained to implement interventions • Overemphasis on form, policy, or regulation rather than on process • Lack of continuum of positive behavior support

9. Considerations • Behavior must be considered within context in which it is observed • As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

10. Individuals who develop & implement behavior support plans must be behaviorally competent & able to… • conduct fluently FBA-BIP • facilitate efficient development, implementation, evaluation of BIPs • collect & analyze student performance data • develop academic & social BIPs that are based on research validated practice.

11. The longer problem behavior has been occurring, the more resistant it may be to intervention • Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior • Efficient team-based approach & process to problem solving must be in place

12. Tier I - Universal • School-wide discipline system for all students, staff, & settings that is effective for 80% of students • Clearly & positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring & modifying procedures

13. Tier II - Secondary • Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions • Daily behavioral monitoring • Regular & frequent opportunities for positive reinforcement • Home-school connection • Individualized academic accommodations for academic success • Planned social skills instruction • Behaviorally based interventions

14. Tier III - Tertiary • Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions • Simple request for assistance • Immediate response (24-48 hours • Functional behavioral assessment-based behavior support planning • Team-based problem solving process • Data-based decision making • Comprehensive service delivery derived from a wraparound process

15. General Process • Establish Behavior Support Team to guide/lead process • Secure & establish behavioral competence within school • Develop/strengthen three level system of school-wide behavior support: • Universal Interventions • Secondary Interventions • Individual Interventions

16. Establish data decision system for matching level of intervention to student • Simple & direct request for assistance process for staff • Data decision rule for requesting assistance based on number of major behavioral incidents • Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency • Are students displaying improved behaviors? • Are staff implementing procedures with high fidelity? • What can be modified to improve outcomes? • What can be eliminated to improve efficiency?

17. Individual Student Systems • Do you have a team that supports teachers with at-risk students? • Available to all staff? Parents? • How do teachers access support? • Strengths, challenges for this team? • Data sources • Committee Review Worksheet, Staff Handbook, general knowledge… Check-in

18. Developing District-Wide systems of ISS

19. Bethel Individual Student Systems Cadre (BISSC) • The purpose of BISSC is to extend the existing school-based continuum of PBS to the district level by: • increasing communication between key individuals, • coordination of efforts, and • specialized technical assistance.

20. Comprehensive System • School: (a) Training, (b) Technical assistance, (c) communication and coordination, and (b) on-going monitoring • District: Coordinating resources, training and assessment across schools • Community: Support that links families, school/district personnel and community agencies (e.g., juvenile justice, community mental health, etc.).

21. Guiding Principles • Functional Perspective: Behavior is considered within environmental context • Behavioral Competence: School-basedindividual who has expertise. • Systems Foundation. Team-based approach to problem solving and efficient request assistance with function-based support. • Multiple Levels: Build off SW Discipline model, intervene early.

25. District Example • 11 schools • 5679 students • District-wide PBS project • District-wide reading project • Beginning a District-wide math project

28. In general, BISSC… • Monthly School-based • Technical Assistance, Monitoring • Quarterly District-wide • Training, Coordination & Communication • Advisory Council • Systems • District Leadership Team • Connect to other initiatives (e.g., academic, multi-cultural)

29. Goals • Assist schools in implementing systems for supporting students with intense needs efficiently and effectively. • To train at least one member of each school team to conduct FBA-BIP’s • Formal content training • Case Presentations • Practice and Modeling • On-site support

30. To provide technical support for developing FBA-BIPs. • BISSC-District connection • Speech/Language, Autism Specialists, etc • On-Site support • Increasing communication and case coordination within and between school teams

31. Evaluation • Team Member Survey • Student Tracking Sheet • Individual Student Systems Evaluation Tool (ISSET)- Fidelity • FBA-BIP Quality

32. Team Member Survey

33. Survey Summary • Over the three years of implementation: • It is easier to complete the FBA-BIP process • They complete more without district or expert support • Members believe that the BIPs are more effective • As team member confidence increased, as reliance on outside support has decreased • However, it took three years for schools to establish a system for referring students for BISSC support

34. Tracking Sheet

35. Tracking Summary

36. ISSET • Fidelity of Implementation Measure • Foundations • Targeted-Group Interventions • Intensive Interventions • Validity • 84% Test-retest (w/i 2-weeks) • Content and Predictive Validity (this year)

38. Functional Behavioral Assessment & Behavior Intervention Plans

39. Objectives • Rationale for conducting FBA-BIP • Define FBA • Describe requirements for conducting FBA-BIP • Be familiar with the main steps in FBA-BIP process

40. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

41. What is FBA? • A systematic problem solving process for developing statements about factors that: • Contribute to the occurrence and maintenance of problem behavior, and • More importantly, serve as basis for developing proactive & comprehensive behavior support plans.

42. Use FBA when… • Students are not successful • Interventions need to be developed • Existing interventions need to made more effective and/or efficient

43. How do I know if I have done an FBA? • Description of problem behavior • Identification of conditions that predict when problem behavior will and will not occur • Identification of consequences that maintain problem behaviors (functions)

44. Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers • Collection of direct observation data that support summary statements

45. FBA’s do not… • FBAs guide the development of BIP. They do not result in • Eligibility • Placement • Manifest determination • Can provide information that is useful for all of these of procedures

46. FBA Misrules • Only one way to collect FBA information, • FBA process is basically the same • Decisions about methods for collecting data may vary based on what information need to be collected

47. Must do everything every time. • Base FBA activities on what you know. • FBA is systematic behavior support planning process.

48. Everyone has to know how to do FBA. • Small # of people must have high fluency. • All people must know process & what to expect. • Some individuals must work on sustainability.

49. FBA is it. • One component of comprehensive plan of behavior support. • FBA is only for students with disability • Process for behavior of all individuals across multiple settings

50. Power, authority, control, intimidation, bullying, etc. are functionsTwo basic research validated functions • Positive reinforcement (get/access) • Negative reinforcement (avoid/escape)