School District 4J IPBS Schools 6 Elementary Schools 5 Middle Schools 3 High Schools 6 Elementary Schools 5 Middle Schools 3 High Schools.
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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 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
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
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
Analyze Progress Monitor Data
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
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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
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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 Rating Form Student: __ _______________
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 Rating Form Student: __ _______________
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
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
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
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
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
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