School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Tier 2 Academy

1. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Tier 2 Academy Northeast PBIS (NEPBIS) Tier 2 Team Training Day 4 Susannah Everett and Lindsay Fallon with support from Brandi Simonsen, Jen Freeman, Adam Feinberg, Lindsay Fallon, Susannah Everett, & George Sugai

2. Advance Organizer • Getting Started Steps 8-10 • Develop a process for adjusting or modifying implementation • Develop evaluation routines for level of use, student progress, and fidelity of implementation • Document procedures, policies, and practices and establish routines • Roundtables • Sharing systems, data, and practices at Tier 2 • Action Planning for Sustainability

3. MAIN TRAINING OBJECTIVES • Establish Tier 2 leadership team • Establish staff agreements • Build working knowledge of Tier 2 outcomes, data, practices, and systems • Develop individualized action plan for Tier 2 • Organize for implementation

4. Tier 2 Leadership Team & Technical assistance

5. Team Training Overview • Day 1: Tier 2 overview, revisiting readiness, Tier 2 Getting started steps 1-3 • Day 2: Getting started steps 4-6 • Day 3: Getting started steps 7-8 • Day 4: Getting started step 8 (continued), steps 9 and 10, advanced understanding of behavior

6. Acknowledgements • Michigan’s Integrated Behavior & Learning Support Initiative • Dr. Heather George & FLPBS • Missouri PBIS • Drs. Leanne Hawken and Rob Horner • Midwest PBIS Network • Portland State University: www.basicfba.com

7. Tools! nepbis.org pbis.org Evaluation Plan Action Plan

8. pbis.org nepbis.org

9. Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

10. Training Expectations: RESPECT…

11. Activity:Please Enter Attendance • 1 min • Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

12. Activity:Roundtable Discussion Questions • What questions do you have regarding choosing and implementing Tier 2 practices? • What questions do you have regarding using data at Tier 2 (e.g., screening, progress monitoring, fidelity, evaluation)? • What questions do you have regarding Tier 2 systems? • Label your question(s)! • Take 5 minutes to write a question or two

13. Getting Started with Tier 2 • Establish an effective Tier 2 leadership team • Develop a process for identifying students in need of additional supports • Select and adopt appropriate Tier 2 practices for your school • Develop a process for installing the selected practice(s) • Develop a process for training staff and students & partnering with/educating families • Develop a process for matching student need to practices • Develop a process for progress monitoring, including data-based decision rules • Develop a process for adjusting or modifying implementation   • Develop evaluation routines for level of use, student progress, and fidelity of implementation • Document procedures, policies, and practices and establish routines Day 1 Day 2 Day 3 Day 4

14. Data for Decisions at Tier 2

15. Drilling into Tier 2 Data • Utilize Decision Points • Fade supports • Continue supports • Increase supports

16. Process for Identifying Students in Need of Additional Supports: Critical Features • Selecting data sources for identifying students • Data selected should be from multiple sources • Include both academic and behavior domains • Include both internalizing and externalizing behavior • Considers motivation of student behavior • A standardized request for assistance form is available to staff, students, and families

18. Guidelines for Identifying Students in Need of Additional Supports DATA • Use multiple sources of data (e.g., ODRs, Teacher Requests for Assistance, formal Screeners) • Consider practicality (cost, time, feasibility) • Ensure screeners inform decision making and are reliable and valid • Ensure alignment with district policies and procedures • Develop clear decision rules that address both entry and exit criteria and are matched to the current school context and resources And always remember to consider systems, culture, & context

19. Activity:Identifying Students for Tier 2 Supports • What data sources are you using for identifying students in need of additional supports? Are there any additional sources you want to consider? • How are you doing things differently? How did you train your staff? • How often is your team reviewing your referrals? • What is still on your action plan for future work? • Share what you’ve done and what you’re working on with the group • Discuss with your team for 5 minutes

20. Develop a Process for Matching Student Need to Practices: Critical Features • Match students to interventions based on specific needs (e.g., academic and behavioral skills, performance vs. skill deficits) • Match students to interventions using relevant data • Consider both the intensity of student’s behavior and behavioral function • Multiple Tier 2 interventions (with documented evidence/effectiveness) in place to match to student need • Consider cultural and contextual factors and adapt accordingly

21. Setting Students Up for Success Interventions that are likely to work (evidence-based) Better Student Outcomes Better Match to Good Tools Intervention Implementation Supports Effort Outcome

22. Guidelines for Matching Students with Tier 2 Supports DATA • Data reviewed includes information across multiple domains (e.g., behavior, academic, and social) • Data is organized in a manner that allows for efficient decisions for matching students to an appropriate tier 2 support with minimal discussion • Data collected aligns with intervention decisions and student match • Data reviewed includes some information regarding function of behavior and student skill and performance deficits • Contextual and cultural fit is considered when matching students with support • Tier 2 supports are organized from least to most intensive • Tier 2 supports are organized in a manner where function of behavior or academic need (i.e., accuracy vs. fluency) is considered

23. Activity:Matching Students with Tier 2 Supports • What data sources are you using for matching students with interventions? • How are you doing things differently? How did you train your staff? • How is your team organizing this process and tracking each intervention? • What is on your action plan for future work? • Share what you’ve done and what you’re working on with the group • Discuss with your team for 5 minutes

24. Progress Monitoring Evaluation Questions • How do we know if the student is responding to the intervention and making progress towards the goal? • How do we know if the intervention is effective for most of the students receiving the intervention? • How will we know if the intervention being implemented with fidelity?

25. Progress Monitoring Tools and Routines: Critical Features Progress Monitoring Tools: • Can be administered efficiently and repeatedly • Brief, reliable, and valid measures of specific skills • Sensitive to change • Allow for comparison of performance across time within a student as well as across students • Consistent with Tier 1 Systems Progress Monitoring Routines: • Allow for data sharing with staff • Allow for regular review of student progress

26. Activity:Monitoring Individual Student Progress • What measures/tools are you using to monitor student progress for each Tier 2 intervention? • What systems have you put in place for data collection and organization? • How often is your team reviewing individual student progress data? How do you decide which students to discuss? • What is on your action plan for future work? • Discuss as a group

27. Getting Started with Tier 2 • Establish an effective Tier 2 leadership team • Develop a process for identifying students • Select and Adopt Appropriate Tier 2 Practices for Your School • Develop a process for Installing the Selected Practice(s) • Develop a process for training staff and students & partnering with/educating families • Develop a process for Matching Student Need to Practices • Develop a process for Progress Monitoring, including Data-based decision rules • Develop a process for adjusting or modifying implementation II.A.viii

28. Developing a Process for Adjusting or Modifying Tier 2 Intervention Implementation: Critical Features • Outcome and fidelity data are reviewed concurrently to determine what aspects of supports need modification • Clear exit criteria exist for students who are successful with a tier 2 practices • Clear decision rules exist for students who are not responding to a tier 2 practices • The team reviewing data includes members with behavioral/academic expertise as well as implementers of the tier 2 supports

29. What are Decision Rules? • Guidelines for interpreting data • Recommendations for common scenarios • Used in conjunction with problem solving process • Guidance on students’ receipt of support within and across tiers • Increase • Adjust/Modify • Fade/Graduate • Continue • Help to improve • Consistency of support delivery • Efficiency of problem-solving meetings

30. Monitoring Student Progress Intervention Implementation Decision Rules for Each InterventionGuiding Questions • How often will progress monitoring occur? • What defines a positive response to the goal? • When & how will the intervention be faded if it is ‘successful’? • What defines ‘lack of progress’ toward the goal? • How will the team respond if progress is questionable or poor? • What is the criteria to receive the intervention? • What is the goal? • When will the goal be achieved? • What defines intervention implementation fidelity? • How will the team respond if the intervention is not being implemented with fidelity?

32. Positive Response • What defines a positive response? • Criterion (e.g., 80%)? • Length of time (e.g., 4 weeks?) • Decision Options • Continue with current goal • Increase current goal (e.g., 90%) • Teach and implement self-management • Fade intervention components • e.g., fewer check in periods, meeting with coordinator twice a week) • Mentor other students • Graduate(and celebrate!)

33. Questionable Response to Intervention • Was the intervention implemented as intended? • If no, implement strategies to increase fidelity • If yes, • Decision Options • Continue with current goal • Caution: Avoid leaving students in CICO or other Tier 2 interventions without fading or intensifying for too long of a period of time. • Increase Intensity • Increase intervention components (e.g., increase check in periods, meeting with coordinator more frequently) • Make slight modifications (e.g., bring a friend to check out, change CICO coordinator, change or increase reinforcers) • Make significant modifications

34. 5 Ws of Tier 2 Modifications • Modify who is offering the intervention (e.g., preferred adult, peer) • Modify what is being offered (e.g., intervention type) • Modify where the intervention is occurring (e.g., classroom, SP office) • Modify when it is being offered (e.g., frequency, intensity) • Modify WHY the intervention (e.g., consider FUNCTION, consult data)

35. Academic Modifications to CICO • Modify Goals to address academic organization needs • e.g., planner use and maintenance, notebook organization, goal setting for academic and social behaviors, tracking progress, test taking, study strategies (Swain-Bradway & Horner, 2010) • Incorporate check-in into morning seminar • 3 to 5 minute academic skills practice at end of day during check-out • Students may earn bonus points for meeting all academically-focused expectations • Review homework during check-in • Use DPR plan to track HW assignments • Modify Plan to address academic needs • Refer to academic interventions team

36. Integration with Additional Interventions (Eber, 2016)

37. MISC pgs. 25-26

38. Responding to Non-Responders: Collecting Individual Student Data for Decisions at Tier 2

39. Poor Response • What defines a poor response? • Criterion? • Length of time • Was the intervention implemented as intended? If yes: • Decision Options • Consider modifications to current Tier 2 support • Consider alternate Tier 2 interventions aligned with function • Conduct brief functional behavioral assessment to develop individualized supports

40. Data Based Individualization: Academics and BehaviorNational Center on Intensive Intervention www.intensiveintervention.org • Tier 2 supports serve as a “platform” (or starting point) that the interventionist will change to meet the student’s unique needs. • Interventionists use ongoing progress monitoring data (e.g., curriculum based measurement or direct behavior ratings) and diagnostic assessment data (error analysis or functional behavioral assessment) to determine when adjustments to that intervention are needed. • Interventionists use these data to individualize instruction on a student-by-student basis. • Interventionists align intensive intervention to the student’s unique learning and behavior needs. (Bambara & Kern, 2005; Fuchs, Fuchs, & Vaughn, 2008).

41. Why Function of Behavior at Tier 2? • Behavior that occurs repeatedly serves a purpose • Interventions are more effective when aligned with function (Reinke et al, 2013) • At Tier 2, consider a basic or simple function-based interview • not an intensive (or even a basic) FBA

42. Functions Pos Reinf Neg Reinf

43. Read the Summary of Behavior & Pay Close Attention to the FUNCTION Targeted Routine Antecedent Maintaining Consequence & Function Problem Behavior Morgan

44. Why is the function of behavior important? • Any intervention can potentially make problem behavior: • Better • Have no effect • Make it worse • Using function to guide selection of interventions should help to more efficiently and effectively ID effective interventions & avoid interventions that can make things worse

45. Basic FBA to BSP Using FBA to DevelopFunction-Based Support for Students with Mild to Moderate Problem Behavior Module 2: Asking About Behavior: FBA Interviewing www.basicfba.com

46. Steps 1 and 2D.A.S.H. Define behavior in observable & measurable terms Ask about behavior by interviewing staff & student -specify routines where & when behaviors occur -summarize where, when, & why behaviors occur

47. Purpose of the FACTS Interview • ASKstaff who work with the student to identify & focus in on a specific problem behavior routine to identify the antecedent, consequence and function.

48. FACTS FAQs? Who should I interview? -Interview the “referring teacher” or teacher that has been identified to receive support, then based on the interview other staff may be identified. What materials do I need? -Bring two copies of the FACTS interview form, one for you and one for the teacher being interviewed (so they can follow along). Can I just drop it in the teacher’s box to complete? -No. You should guide them through the interview and record their responses on your form, as follow up questions may be needed.

49. Activity:Fill in the FACTS As we review the FACTS, fill in each section for “Joe” • Joe is currently receiving CICO supports, but when the team reviewed his progress, they found that he is consistently having significant difficulties during math class: he has received multiple ODRs for throwing items, leaving his seat and sometimes walking out of class. He has been frequently sent to the office. • Use this information and any further hypothetical data for Joe as you fill in the FACTs

50. Step 1Start FACTS off with Strengths & identify student daily routines • When conducting a FACTS interview always start with the student’s strengths. -at least 3 strengths • Then, identify the student’s daily routines -FACTS Part-A Routines Analysis -List the student’s daily schedule, likelihood of problem behavior, specific problem behavior, and current interventions