School District 4J IPBS Schools 6 Elementary Schools 5 Middle Schools 3 High Schools 6...

School District 4J IPBS SchoolsSchool District 4J IPBS Schools

6 Elementary Schools

5 Middle Schools

3 High Schools

6 Elementary Schools

5 Middle Schools

3 High Schools

Critical Features of IPBSCritical Features of IPBS

Systematic Screening (Proactive) Progress Monitoring Tiered Interventions

Systematic Screening (Proactive) Progress Monitoring Tiered Interventions

SST v. IPBSSST 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

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

What Do We Need to Start?What Do We Need to Start?

Administrator Orientation (1 hour)

Create a Team Recruit personnel to fill team roles Allocate resources for interventions Team member training (5 hours) 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

Administrator Orientation (1 hour)

Create a Team Recruit personnel to fill team roles Allocate resources for interventions Team member training (5 hours) 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

Obtaining/Maintaining Staff Buy-InObtaining/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

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

Teams in IPBS SchoolsTeams in IPBS Schools

IPBS Team Meets every 2 weeks Coordinates and

monitors school wide behavioral interventions

Analyzes data Recommends changes

in interventions

IPBS Team Meets every 2 weeks Coordinates and

monitors school wide behavioral interventions

Analyzes data Recommends changes

in interventions

Student centered team 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

Student centered team 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

IPBS Team RolesIPBS 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

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

IPBS No-No’sIPBS No-No’s

Admiring the problem Blaming the student Extended discussions of intervention

possibilities we cannot deliver

Admiring the problem Blaming the student Extended discussions of intervention

possibilities we cannot deliver

Administrative SupportAdministrative Support

Attend meetings Visible support for decision-making

process of teams Allocates resources for:

Delivery of interventions Trainings in practices; meeting times

Attend meetings Visible support for decision-making

process of teams Allocates resources for:

Delivery of interventions Trainings in practices; meeting times

District SupportDistrict 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

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

ProcessesProcesses

Meeting Structure Template

Decision Making Framework Flowchart

Meeting Structure Template

Decision Making Framework Flowchart

Old Model: SST/TAT

Jeremy is just not making

progress. He is really defiant

and refuses to

follow direction.

He often seems really angry when he gets to school; do you think that plays into 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. I bet it

is to

o. Also

,

doesn’t’

his older

sister h

ave ADHD?

Maybe he does too.

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….

I am in my happy place…

He is a handful. I

was thinking he

should be in my

mentoring group.

He would really

benefit from so

me

of that su

pport

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.

ISS? Wow, I hadn’t

thought about that.

What if we started

an ADHD

evaluation? That

would help

wouldn’t it?

IPBS Meeting Template Coordinator: _________ Recorder:___________ Date: ____/____/_____ Present:

I. Review agenda, determine whether changes are needed (2 minutes) II. Review task list from previous meeting, document status of tasks (10 minutes)

Who What When Status Not In Done Not

started progress Needed Not In Done Not



started progress Needed

III. Targeted in tervention summary (15 minutes) a. Students on targeted interventions

i. ____ on CICO ii. _______ on (each other intervention)

b. For each intervention i. _____ students are meeting their daily or weekly goals

ii. Students not meeting goals, determine problem and next steps 1. Possible problems: fidelity, intervention/function mismatch, intervention needs to

be modified 2. Possible decisions: Meet with teacher, change intervention, conduct efficient FBA

Student Problem Decision Who is in charge and what is the target date?

IV. Intensive intervention summary (15 minutes) a. ____________ students on intensive interventions b. ____________ students meeting goals c. Students not meeting goals, determine problem and next steps

i. Possible problems: fidelity, intervention/function mismatch, intervention needs to be modified

ii. Possible decisions: Meet with teacher, change intervention, conduct formal FBA

Student Problem Decision Who is in charge and what is the target date?

V. New referrals to IPBS-10 minutes a. Possible sources: SWIS data, request for assistance, behavior goals added to IEP

Student Referral source

Decision Who is in charge and what is the target date?

Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA




IPBS Tiered Intervention Approach

Referral from Request for Assistance and/or SWIS Data

Implement Targeted Intervention (CICO; IIPM; Social Skills)

Analyze Progress Monitor Data DData

1. Continue current intervention 2. Modify current intervention 3. Switch to different targeted intervention 4. Implement tertiary intervention

Tertiary Intervention Š Efficient, team based Functional Behavioral Assessment/Support Plan

Expert Driven FBA/BSP (with help from behavior specialist (school psych; consultant)

Additional Resources at Building or District Level. SPED eval/services if disability is suspected

Analyze Progress Monitor Data



1. Continue efficient BSP Plan 2. Modify Plan 3. Move to Expert Driven FBA

1. Continue Expert Driven FBA 2. Modify Plan 3. Lobby for additional resources and/or SPED evaluation

Were data collected?

YES NO

Are goals being met?

•Problem solve data collection—determine how to get data•Collect data for 2 weeks and reconvene

•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

YES NO

C Anderson U Oregon March 2010

PracticesPractices

Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills (Anger Management Groups; Friendship Groups;

etc.) “ABC” Intervention (Transformers; Academic Seminar)

Tertiary Prevention Functional Behavior Assessment and Individualized Behavior

Support Planning

Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills (Anger Management Groups; Friendship Groups;

etc.) “ABC” Intervention (Transformers; Academic Seminar)

Tertiary Prevention Functional Behavior Assessment and Individualized Behavior

Support Planning

Why Do People Behave?

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!

A Functional FrameworkA Functional Framework

What functions of problem behavior does each intervention address?

Sustained training/implementation creates the habit of staff members looking at behavior from a functional point of view

Instead of “blame the child/family” the focus is on “what are we doing to set the child up for success/failure?” The system of IPBS helps to create a functional framework

What functions of problem behavior does each intervention address?

Sustained training/implementation creates the habit of staff members looking at behavior from a functional point of view

Instead of “blame the child/family” the focus is on “what are we doing to set the child up for success/failure?” The system of IPBS helps to create a functional framework

Maintaining ConsequencesMaintaining Consequences

By far, the most common functions of problem behavior in schools are to:

Obtain Adult Attention

Obtain Peer Attention

Avoid/Escape/Delay an Aversive Academic Task

By far, the most common functions of problem behavior in schools are to:

Obtain Adult Attention

Obtain Peer Attention

Avoid/Escape/Delay an Aversive Academic Task

Tertiary InterventionTertiary Intervention

Individualized Behavior Support Planning based on a Functional Behavioral Assessment

Efficient FBA at the school level Expert driven FBA with assistance from

behavior specialist Added resources/supports for plan

implementation

Individualized Behavior Support Planning based on a Functional Behavioral Assessment

Efficient FBA at the school level Expert driven FBA with assistance from

behavior specialist Added resources/supports for plan

implementation

Trainings in PracticesTrainings in Practices

CICO Training -- September FBA I -- October FBA II -- November FBA III -- January AI/IIPM/Spy Training? TBA Social Skills Targeted Intervention

Training? TBA

CICO Training -- September FBA I -- October FBA II -- November FBA III -- January AI/IIPM/Spy Training? TBA Social Skills Targeted Intervention

Training? TBA

DataData

Screening Data Progress Monitor Data Outcome Data

Screening Data Progress Monitor Data Outcome Data

Screening DataScreening Data

ODR (SWIS) Data Easy CBM Data OAKS Data Grades Request for Assistance Attendance Data

ODR (SWIS) Data Easy CBM Data OAKS Data Grades Request for Assistance Attendance Data

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Progress Monitor DataProgress Monitor Data

SWIS CICO Data Survey Monkey or Google Docs Teacher

Feedback Data Teacher Feedback Forms School Success Pre-post Assessment

SWIS CICO Data Survey Monkey or Google Docs Teacher

Feedback Data Teacher Feedback Forms School Success Pre-post Assessment

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Sample survey

Weekly SM averages, across teachers, for AA

1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2

Goal Line

Behavior Rating Form Student: __ _______________

Behavior Dat

e

0 - 2 ti m es 3 - 5 ti m es 6 - 8 ti m es 9 + t i mes

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4


Behavior Dat

e

0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3

4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

- 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4


Behavior Dat

e

0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

Du rati o n (en ter # of m i n ut es Stu de nt i s MIA)

In te nsity 0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

Intensity Ratings: 0 = Student is calm; on task 1 = arguing, whining; quietly noncompliant 2 = yelling; rolling on floor; tearing up papers; tossing papers at people 3 = spitting; kicking doors or walls; tipping over furniture; climbing on furniture; swearing

4 = throwing objects (pencils; rocks) at or near people; kicking people; destroying equipment; making threats; leaving without permission

School Success Student Pre/Post Assessment

Name:________________________________________________________

Always Frequently Sometimes Rarely 1. I follow the school expectations.

4 3 2 1

2. I listen and focus in class.

4 3 2 1

3. I am prepared to learn each day.

4 3 2 1

4. I complete and turn in my work on time.

4 3 2 1

5. I come to school on time each day.

4 3 2 1

6. I finish and turn in my homework when itÕs due.

4 3 2 1

7. I like school.

4 3 2 1

8. What are your strengths?_____________________________________________________ _____________________________________________________________ 9. What skills do you need to help you be more successful in school? _____________________________________________________________ _____________________________________________________________

Official Use Only Absent ____/Tardy____ ORF____ ODR____/Minors____

Did you meet your goals? ____Yes ____No

Outcome DataOutcome Data

ODR Data Consumer Satisfaction Data

ODR Data Consumer Satisfaction Data

0

20

40

60

80

100

120

140

160

180

#'s of S's with X+ Referrals

Baseline Year 1 Year 2 Year 3

School District 4J IPBS Grant School Data

3+ Referrals

4+ Referrals

5+ Referrals

6+ Referrals

Other (Please specify):

Q1. The IPBS system was effective in helping my school build (or refine existing) systems for responding to students with behavior

challenges.

0

5

10

15

20

25

30

35

40

StronglyDisagree

Disagree NeitherAgree norDisagree

Agree StronglyAgree

Other(pleasespecify)

Res

po

nd

ents

2008 (n=2)2009 (n=58)2010 (n=0)

Comments:*It did not decrease work load. It did help us work more efficiently.*Helped the teams work more efficiently, but didn't decrease the work load. Made thework more effective. It feels like more work, but probably is not more -- just different.*We had a large workload and probably need more support in making our team efficient.*Not yet, but I think we are about there.

Q6. Systems developed or refined as a result of IPBS decreased the district team's overall work load or helped the team work more

efficiently.

0

5

10

15

20

25

30

35

40

StronglyDisagree


Agree StronglyAgree


Re

sp

on

de

nts 2008 (n=2)

2009 (n=58)

2010 (n=0)

Q7. I would recommend the IPBS process (training, technical assistance) to other districts' behavior support teams.

0

5

10

15

20

25

30

35

40

StronglyDisagree


Agree StronglyAgree


Resp

onde

nts

2008 (n=2)

2009 (n=58)

2010 (n=0)

IPBS: The Big IdeasIPBS: The Big Ideas

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

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

Student Centered TeamEffective Intervention Requires:Student Centered Team

Effective Intervention Requires:

Knowledge about the individual student His/her behavior, interests, strengths, challenges,

future

Knowledge about the context Instructional goals, curriculum, social contingencies,

schedule, physical setting.

Knowledge about behavioral technology Elements of behavior Principles of behavior Intervention strategies

Knowledge about the individual student His/her behavior, interests, strengths, challenges,

future

Knowledge about the context Instructional goals, curriculum, social contingencies,

schedule, physical setting.

Knowledge about behavioral technology Elements of behavior Principles of behavior Intervention strategies

Leah

School District 4J IPBS Schools 6 Elementary Schools 5 Middle Schools 3 High Schools 6...

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