TTSD Behavior Support TeamCoordinated Early Intervening ServicesCathy Jensen -

cjensen@ttsd.k12.or.usHeidi DawkinsMaureen FeldmanStacia Smith

Development: Where are we, and how did we get here?

Process: It’s triangles all the way to the top.

Learning from our mistakes: Our top 10 collaboration strategies.

Behavior Everywhere: Extending supports into the home.

Progress monitoring and program evaluation:How’s my driving?

Development

Where are we, and how did we get here?

The History of Tier 3 Behavior Consultation in TTSD:

5 Years: Behavior Classroom / Outreach ProgramProgram CoordinatorConsulting PsychologistPsychiatric Nurse PractitionerSchool PsychologistLearning Specialist

2 Years: Consultation support for ConsultantsSchool Psychologist, 1 Day per week

CurrentBehavior Support Team

Outreach Program Referral Process Referral Packet Screening Consultation Gatekeeping

Outreach Program Results Referrals = placement “Try and fail” “What data do we need to show how bad this kid

is?” Staff fatigue Crisis Placements “What do I have to do to get this kid out?” Programs overloaded Environmental contamination Duplication of services Bottom up training

Support for building-level behavior consultants: Increasing Capacity for Tier 3

Supports by Supporting Tier 3 Consultants.

“Tell me who your kids are.” Reinforcement systems, data

collection, and progress monitoring. Foundational Trainings for Building

SpEd Teams

Behavior Support Team

Funded through CEIS.

Same process, but with more FTE.

What is CEIS? Coordinated Early Intervening Services

IDEA provides that school districts may use up to 15% of their IDEA funds to provide services to non-disabled students.

These funds are to be used to provide services to prevent students from being identified as disabled by intervening before problems arise to the level of disability.

The goal of CEIS is to reduce the need to label children, counteract any disproportional treatment of children based on race, and to improve educational outcomes for at-risk children.

What programs fall under the CEIS Umbrella? Expulsion Prevention Program:

Strategic Tutoring Social Responsibility Training On-line learning to prevent credit deficiencies Check-in/check-out Individualized planning and goal setting

Behavior Support Team The Progress Monitoring Program

Data Warehouse IPAS

What are the goals of CEIS? Reduce referrals to special education

Reduce suspensions and expulsions

Reduce the need for restrictive educational placements

Which students does the team serve?

50% Regular Ed

50% Special Ed Focus on k-8 All Disability categories

Team members:

Cathy Jensen, School Psychologist Heidi Dawkins, Learning Specialist Maureen Feldman, Learning Specialist Stacia Smith, Instructional Assistant

Roles:

Cathy: Coordination Functional Behavior Assessment Behavior Planning Data collection and analysis Training Consultation to psychologists and

counselors

Maureen: Troubleshooting / technical assistance for

FBAs and BSPs Training and modeling Classroom management Curriculum / programming consultation Consultation to teachers / learning

specialists

Heidi: Out-of-District Placement Case ManagementTTSD Behavior Classroom Consultation

Stacia: Implementation and Fidelity In-class support Training and modeling Development of materials Data entry Consultation to Instructional Assistants

Referral and Consultation

Process

It’s triangles all the way to the top.

How does the Behavior Support Team operate?

The SWAT Team Model vs.

The Behavior Support Team Model

Comparison of the two models:

SWAT Team and BST: A multidisciplinary team (behavior specialists, autism specialists, instructional assistants, etc.)

SWAT Team: Schools are required to have tried and failed several interventions before making a referral to the SWAT team.

BST: Schools are encouraged to refer early.

SWAT Team: The team works primarily with students in crisis.

BST: Schools are encouraged to refer students who may benefit from early intervening supports.

SWAT Team: The referral process can be time intensive.

BST: The team facilitates referrals so that we can provide timely support.

SWAT Team: Focus is on individual students

BST: Supports multiple students, classrooms, and/or school teams.

SWAT Team: The SWAT team screens referrals.

BST: Referrals are screened by a liaison from the building (usually principal or counselor).

SWAT: The team goes into the school, develops the program, runs the program, trains existing staff in the program, then moves on to the next school.

BST: Supports existing staff and

programs Buildings identify how they wish

to use the resources of the BST The BST will provide follow-up

support

A SWAT team model can result in “seagull consulting.”

A Resource Team Model: The Behavior Support Team provides time and

expertise to the building team.

Members of the BST work collaboratively with the existing school team, as temporary members of the team.

The BST provides support to individual students as well as to classrooms, programs, and school support teams.

The BST services are intended to support and strengthen, rather than replacing existing supports.

The BST helps schools build capacity to support all students.

Time: The behavior support team provides time by:

Covering a class or group so that staff can attend meetings or trainings

Assisting with collecting or making adaptive materials (schedules, cue cards, data, etc.)

Observing and collecting data

Providing back-up crisis response

Expertise The Behavior Support Team offers expertise:

Functional Behavior Assessment (FBA)

Behavior Support Planning (BSP)

Behavioral progress monitoring

Proactive behavior training

Disability education and awareness

Proactive safety planning and OIS Training

Collaboration School Psychologists Learning Specialists Counselors Educational Facilitators / Autism

Specialists Title I ELL

Building Capacity Training to School Teams:

Positive Behavior Supports Managing Escalating Behaviors Understanding Sensory Breaks, Calming

Breaks, and Time Outs Teaching Independence Crisis Response and Safety Functional Behavior Assessment

Tools and Resources

The Referral Process

Who can refer? Regular Ed Referrals:

Building Liaison (counselors, principals, etc.).

Coordinated with the EBIS team.

Special Ed Referrals: Psychs / Counselors Learning Specialists Principals

How can my school make a referral for an individual student?Level 1: Consultation

Team training Observations / data collection Developing materials (point cards, visual schedules,

calming cards, etc.) File Review Developing an FBA Developing a Behavior Support Plan (BSP) Setting up a data system If SpEd: Developing behavior goals for the IEP I need someone to make a coffee run

An FBA, behavior plan, and data system are in place.

If the student is SpEd, the team has reviewed and updated the IEP within the past month.

We need help with: Team training on the student’s Behavior Support Plan

(BSP) Technical support for revising the FBA, BSP, and/or data

system Trouble-shooting the BSP: We tried the plan, it didn’t

work, and need help figuring out why. Additional adult support for implementation of the

behavior plan Consultation with family to develop a home behavior

program OIS Training

Level II:

Note:In order to receive IA support, OIS training,

or home consultation from the behavior support team, an FBA, behavior plan, and data collection system must be in place.

The IEP team has completed the following steps and may be considering a change in placement: Level II consultation from the Behavior

Support Team A review of the student’s eligibility and IEP,

including additional evaluations that are needed

A review of the student’s data, with responsive revisions to the BSP

Level III: (for Special Education only)

The Consultation Process

The Consultation Process:1. Intake2. Observations3. Develop FBA4. Develop BSP5. Training6. Implementation7. Fidelity Support

• Data Collection and Analysis• Observations• Ongoing Training

Working Within the EBIS Triangle

Top 5%: Behavior Support Team

Caseload (50-60 students)

Family meetings/contracts, in-home supports, weekly

meetings, instructional rounds/classroom

management coaching, one on one support during

difficult settings, etc. (20-30 students)

HIGHLY IndividualizedSystems (10-20

students)

~80% of Students:

Consult, FBA obs./support , BSP plan tweaks, schedule/teacher

change, protocol formation, materials, etc.

~15%

~5%

“Our Triangle”

Learning From Our Mistakes:

Top 10 Collaboration Strategies

1. Do the legwork

Materials, pointcards, typing plans, etc. to free people up to focus on learning new skills, planning, teaching, etc. Our goal is always to help people with the hardest part – implementing the plan.

What we do: Make materials, pointcards, etc. Type things Observe, collect data Follow the plan Make charts and graphs Provide an extra pair of eyes, ears, and

hands Facillitate meetings

What we don’t do: Create an FBA or BSP outside of the team

process. Take daily data

2. Facilitate Communication Avoid email Schedule Drive-by’s Anticipate needs Ask questions Establish a flow of communication

3. Steal Ideas From Everyone“I like that, can I use it?” 

 4. Work ahead. Make extras to hand out at trainings,

meetings, etc., then follow up with assistance on how to use them.

5. Snoop and ask questions. Who’s in the office today?

6. Offer training and coaching Train Teams Together Direct Instruction

“Practice on your easy kids.” Modeling

“See what I did just then? That’s an example of what not to do.”

Do it together Observe and give feedback

Positive ReinforcementProgress Data

7. Model teamwork

8. Model learning from mistakes.

9. Use humor

10. Experiment with Outrageous Behavior Modification *

* Outrageous Behavior Modification by Barry T. Christian

Behavior Everywhere:

Extending supports into the home

What is Home Support?

Level 1- Consult, check-in, problem-solving as needs arise

Level 2- Extending school behavior plan into the home environment Some home structures and support already in

place Collaborative behavior planning Coaching and modeling around the behavior

plan

Level 3 - Intensive home support, in addition to Level 2 support Minimal structure and support at home Coaching and modeling of parenting

techniques

Who Gets Home Support? School/Team directed referrals

Parent-requested referrals

Communication and Home Support

Keeping the school team involved

Collaborating with outside resources

Future direction: Data collection in the home

Progress monitoring and program evaluation

How’s my driving?

Reg. Ed. Students: Number of referrals to Special Education

Sped Students: Number of referrals to restrictive placements.

OIS: Restraints and Seclusions

Individual Student Progress Data

Statistics

Total Caseload Total Sped RegEdBeh. Class Placement

2009-2010 70 48 22 3

2010-2011 110 76 34 11

2011-2012 98 67 31 1

2012-2013 108 81 27 4

Statistics Part Deux

RegEd No Referral Referred In Process Eligible Not Eligible

2009-2010 22 10 12 NA 7 5

2010-2011 34 26 8 NA 2 6

2011-2012 31 22 9 2 6 1

2012-2013 27 14 13 2 11 0

0

2

4

6

8

10

12

14

16

18

20

2010-2011 2011-2012 2012-2013 2013-2014

Incident Data Comparison: Total TTSD Incidents

3/9/20

10

3/11/2

010

3/16/2

010

3/19/2

010

3/30/2

010

4/1/20

10

4/5/20

10

4/7/20

10

4/9/20

10

4/13/2

010

4/15/2

010

4/20/2

010

4/23/2

010

4/27/2

010

4/29/2

010

5/3/20

10

5/5/20

10

5/7/20

10

5/11/2

010

5/13/2

010

5/17/2

010

5/20/2

010

5/24/2

010

5/26/2

010

5/28/2

010

6/2/20

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Total Daily Percentage ForSample Student with ASD

Date

Perc

enta

ge

Next Steps Increasing capacity for supporting students with

internalizing behaviors

Extending supports into the high school setting, including high-needs consultation.

Provide consultation support for connecting behavior goals to CCSS.

Questions?