Virginia PBIS Conference | June 30, 2011

1. Virginia PBIS Conference | June 30, 2011 Building Capacity for Progress Monitoring within School-wide Systems of PBIS Lucille Eber IL PBIS Network www.pbisillinois.org

2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

3. ٭ Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

4. PBIS Evaluation Tools Getting Started Self Assessment Survey (SAS) Team Implementation Checklist (TIC) School Safety Survey (SSS) Getting to Implementation Fidelity TIC Benchmarks of Quality (BoQ) Phases of Implementation (PoI) Benchmarks of Advanced Tiers (BAT) Sustaining Improvement SAS, BoQ, SSS, BAT, PoI

5. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Wraparound

6. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

7. Continuum of Support for Tier 2/Secondary-Tier 3/Tertiary Level Systems • Small group interventions: Check-in Check-Out (CICO), social/academic instructional groups (SAIG), tutor/homework clubs, etc. • Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect (CnC), mentoring/tutoring, etc. • Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc. • Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community • Wraparound: A more complex and comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors Illinois PBIS Network, Revised Sept., 2008

8. Data-Based Decision-Making Student outcome data is used to: Identify youth in need of support and to identify appropriate interventions Progress-monitoryouthresponse to intervention Exit or transition youth off of interventions Intervention process data is used to: Assess intervention fidelity Monitor the effectiveness of the intervention itself Make decisions regarding the continuum/ menu of interventions/supports

9. Intervention Process Data • Assess intervention fidelity • Are teams doing what they say they are doing? • Are interventions being applied the way they were intended/created to be (evidence-based) • Monitor the effectiveness of the intervention itself • What’s the percent-effectiveness rate? (how many youth are responding to the intervention?) • Make decisions regarding the continuum / menu of interventions/supports • What’s missing? What needs to be created?

10. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

11. Examples of Tier 2/3 Tools • IL PBIS tier 2/3Tracking Tool • IL PBIS Systems Response Tool • IL PBIS Guiding Questions Tool • Benchmarks of Advanced Tiers (BAT)

12. Guiding Questions Tool • Assessing and planning your Tier 2 and Tier 3 Systems, data and practices

13. Please list below how your school defines “responding” at each of the six levels: • Responding to CICO: • Responding to Social/Academic instructional groups: • Responding to Simple Tier 2 with Individualized Features (i.e. CNC): • Responding to Brief Function-Based Interventions: • Responding to Complex Function-based Interventions: • Responding to Wraparound Plans:

14. Parkwood Elementary School (U-46) 72% (18/25) students averaged daily points at or above 80% 28% (7/25) students averaged below 80% Out of 20 referrals during the four weeks, 11 were received by CICO students 60% (17) students have not received a referral since CICO

15. Perry Elementary School (D300) Entrance to CICO: Teacher referral Two of more office referrals Progress Monitoring on CICO: PAWS (positive actions with support) for PALS (respect property, all others, learning and self). Each student has the ability to earn 56 points a day. (4 areas, 2 point maximum during 7 one hour periods) the goal is that each student will achieve 45 points (or 80%). Exiting CICO: Student s graduate from CICO if they have met 80% or better of their goals during a four week period. Currently 35 students on CICO Approximately 70% of students are increasing total points on a weekly basis. 17.5% of students are being moved to more intensive interventions.

16. Tier 2 Refinement Impacts Student Outcomes,Lakewood School • Began their Tier 2 Check-In Check-Out (CICO) system in the Fall of 2008. • A review of CICO data this February revealed that many students were not meeting the expectation of 80% on their DPR. • The team determined that DPRs were not being consistently provided or documented throughout the school day. • The team re-trained the school staff on the CICO systems, reiterating that the intervention is positive student-adult contact and the DPR card is the tool to create the opportunity for interaction. • The renewed focus on implementing CICO with fidelity has already had an impact with the average student CICO score increasing from 52% to 86%.

17. Lakewood School, CUSD 3002011 CICO Scores

18. CICO Individual Student Progress Report 4/7 4/14 4/21 4/28 5/5 5/12

19. Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions Tertiary Demos *CICO = Check in, Check Out

20. Clearview Elementary Fidelity and Discipline Data Over 3 Years

21. Tier 2 Progress:Rob’s Discipline Data

22. Ben’s Plan • A history of psychiatric hospitalizations. • Challenging start to fourth grade: a pattern of disruptive and aggressive behaviors. • A Check-in-Check-out (CICO) intervention was initiated. • A mentor was assigned when CICO data showed he wasn’t experiencing success (partnership btw school & local church). • Responded well to his mentor and began meeting his behavioral goals. • However by December, Ben was asking his mother if he could be hospitalized so he “could get better”. • Building upon the relationship established during CICO, the social worker and mother quickly formed a wrap team. • The wrap plan increased collaboration with his mental health provider and incorporated function-based behavior interventions with Ben’s existing supports.

23. Ben’s Outcomes • Ben’s behavior improved significantly. His Daily Progress Report (DPR) indicates that Ben met classroom behavioral expectations. • Received fewer Office Discipline Referrals (ODRs) dropping from 30 ODRs, prior to implementing his wraparound plan, to four by the end of the school year. • Ben’s out of school suspensions declined from three at baseline  to one before the end of the school year. • His grades simultaneously improved from an average of 75% to 83%, an 8% improvement. • Over time, Ben was viewed as a student who respected adults and regularly demonstrated self-control at school.

24. Ben’s Daily Progress Report and Office Discipline Referral Data

25. Ratings of Ben’s Social/Emotional Functioning at School

26. Existing Tools for Assessing Process Universal Component of SWPBS External School-wide Evaluation Tool (SET) Self Assessment Team implementation Checklist (TIC) Benchmarks of Quality (BoQ) Targeted & Intensive Components of SWPBS External Individual Student Systems Evaluation Tool (ISSET) Self Assessment Benchmarks for Advanced Tiers (BAT)

27. Three Sections of BAT • Foundations/Universal • Targeted Interventions • Intensive Support Systems

28. BAT-Foundations Implementation of School-wide PBIS (A) Commitment (B) Student Identification (C) Monitoring and Evaluation (D)

29. BAT- Tier 2: Targeted Interventions Support Systems (E) Main Tier 2 Strategy Implementation (F) Monitoring and Evaluation (G)

30. BAT-Tier 3: Intensive Support Systems Intensive Support Systems (H) Assessment & Plan Development (I) Monitoring and Evaluation (J)

31. Individual Student Systems Evaluation Tool and Checklist for Individual Student Systems (CISS)*, 2007-10 (n=8 schools) *CISS tool renamed as Benchmarks of Advanced Tiers (BAT)