1. Katrina Krych, MSSW, MEL Creekside Elementary Sun Prairie Area School District

2. FOUNDATIONAL SUPPORTS Strong Universal PBIS Team & All School Buy-In Opened 2008 as PBIS School Responsive Classroom Trained Teachers CARES Strong Administration and District Support 2014-2015 School Year – Introduction of Stipend Internal PBIS Coach Position 2014-2015 – Change from Student Services Program Manager.5 to 1.0 Assistant Principal (External Coach) On-going staff PD on Tier2/3 Interventions

3. TIER 2/3 STRUCTURES Pupil Services Personnel – 1.0 Social Worker, 1.0 School Counselor,.5 School Psychologist With introduction of Internal PBIS Coach stipend; Pupil Services Personnel moved from Universal Internal Coaches to Tier2/3 Internal Coaches Monthly Tier2/3 Internal Coaches Meetings On-Going PD and support around all Tier 2/3 Interventions for Pupil Services Personnel On-Going PD to all classroom teachers around FBA process, language, philosophy

4. TIER 2/3 STRUCTURES Weekly Pupil Services Team Meetings with AP and Principal (primary focus on behavior) Regular review of data (ODR, minors, office assistance, attendance, nurse visits, teacher referrals, parent referrals) Students typically begin with lower-level intervention Progress Monitoring (DPR, student self-assessment, teacher ratings, etc.) Regular review of individual students’ progress monitoring data Weekly Tier 3 SST (Student Support Team) Meetings - Individualized Student Meetings for students in need of Tier 3 interventions (academic and behavior)

5. TIER 2/3 INTERVENTIONS Strong CICO program Individualized CICO SAIG – Entry Booster Sessions (location, behavior) & Targeted Skill Building Groups Brief FBA & BIP Check and Connect – Individualized, 1:1 with Student Services Personnel, regular involvement of all team members including parents Complex FBA & BIP Wraparound

6. WHAT TRIGGERS A COMPLEX FBA? Not responding to lower-level interventions based on data rules (CICO, SAIG, CNC) Student not responding to Brief FBA/BIP and/or BIP unable to address all of student’s problem behaviors Multiple problem behaviors present (ODR, attendance, suspension, etc.) Multiple settings where behaviors are displayed Student at risk for change of placement, including special education referral

7. STUDENT SERVICES TEAM MEETINGS Weekly review of data (ODRs, minors, attendance, RN visits, teacher referrals, parent referrals, office assistance referrals) and student presents with multiple behaviors in need of a higher level intervention OR Weekly review of individual student progress monitoring data for all students in Tier2/3 interventions If data shows the student is not responding, the lead SST member flags the student for review

8. STEPS OF COMPLEX FBA Assign lead Pupil Services Team Member Review existing data at PST meeting Brainstorm possible team members Lead PST member schedules 30-60 minute teacher interview within 1 week Lead PST member works with teacher to create brief data collection system for teacher on target behaviors (FACTS) Baseline data Lead PST member schedules 60 minute family interview/meeting within 1 week (preferably face to face); explains FBA/BIP process with student/family centered focus

9. STEPS OF COMPLEX FBA CONT. Within 2 weeks of PST meeting, 2 structured observations occur, a student interview if applicable, additional teacher interview if needed, and an initial team meeting is scheduled (meeting should be within 3 weeks of initial referral at SST) Prior to the team meeting, lead PST member uses Complex FBA/BIP Form and completes as much as possible with information available from multiple sources (Know which tool(s) you are going to use before you start the process!!!)

10. COMPLEX FBA/BIP CHECKLIST  Record review and existing data collection  Choose FBA/BIP template and additional forms  Schedule meetings with teacher & family  1 st meeting with teacher – interview  Provide teacher with data collection form & due date  Schedule Team Meeting – No more than 3 weeks out  1 st meeting with family – interview  1 st meeting with student – interview  Schedule & complete 2 structured observations based on data from teacher & family interviews  2 nd meeting with teacher if necessary  Compile information from all sources into FBA template  1 st Team Meeting – Review information, create BIP

11. COMPLEX FBA/BIP TEAM MEETING 1-2 Hours Time & Location that work for the family Student/Family Centered Set Agenda Review existing data Consensus on problem behaviors, triggers, setting events, environmental factors, function and consequences Development of BIP Assign roles & responsibilities Create timeline of implementation Progress Monitoring & Fidelity of Implementation Tools Create timeline for team communication Schedule next meeting Working Meeting – Have team members walk away with plan, tools, etc.

12. COMPONENTS OF BIP Environmental Factors/Setting Events – under which conditions is this most likely to occur Triggers – may be different for different behaviors Teaching of Pro-Social Skills, Replacement Behaviors Reinforcement of Pro-Social Skills, Replacement Behaviors Reactive Strategies – prompting student to engage in replacement behavior, how staff should behave/respond, positive & respectful conversation with student after behavior Student Example

13. PROGRESS MONITORING How will we know what we are doing is working? Determine progress monitoring tool(s) and criteria for success Use existing data collection system – ODRs, CICO, individual behavior sheet Create individual data tracking system – self-assessment by student, teacher data, interval observations Follow a timeline of regular review of progress monitoring data Multiple team members involved in progress monitoring Create fidelity check tool that addresses of each component of BIP – are the different pieces happening as intended?

14. PROGRESS MONITORING & EVALUATION OF PLAN Data to be CollectedProcedures for Data Collection Person Responsible Timeline Is the plan being implemented? Verbal & visual prompts used Pre-teaching “appropriate asking” skills Rewards for replacement behavior Adult response to problem behavior Social Skills Training Structured observations in reading Collect daily task checklists Check in with social worker for progress in Social Skills Group School Psych Classroom Teacher 1x per week 2x per week 1x per week Is the plan making a difference? # of instances of work refusal per week in reading Student use of hand-raising to request working alone % of group assignments completed Teacher notes # of occurrences per week in reading Teacher notes daily on behavior report card Teacher grade book Classroom Teacher Check in 3x per week Daily for 2 weeks 1x per week

15. BIP TEAM MEMBER IMPLEMENTATION CHECKLIST Questions – Are we doing what we said we would do?Yes (every day this week) Kind of (2-3 days this week) No (0 days this week) Notables 1. Was the tape outline on the carpet marking Sheldon’s spot? 2. Was Sheldon given a weighted vest at the beginning of circle time? 3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time? 4. Did I provide stickers for hand raising and staying in seat? 5. Did I minimize attention to problem behavior? 6. Did I provide frequent attention for appropriate behavior? 7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes? TOTALS

16. TIPS FOR A SUCCESSFUL COMPLEX FBA/BIP Choose the tools you will be using prior to staring the process Create checklist of steps to complete including timeline Schedule tasks on your calendar Schedule first team meeting as soon as possible – have a date to work towards (forced deadline) As the FBA Facilitator, do NOT take on too many roles & responsibilities – your primary role is to keep the process moving forward, guide the team and monitor progress & fidelity 1 week after the meeting, schedule a check-in with each team member; review their fidelity checklist and progress monitoring tools (put these on your calendar immediately after the 1 st meeting) Schedule frequent and regular team communication – emails, Google doc, etc.

17. COMPLEX FBA/BIP POST-MEETING CHECKLIST  Finalize FBA/BIP and get copies to each team member  Schedule check-ins with each team member 1 week out  Schedule regular team communication  Check-in with team members  Review fidelity checklist  Review progress monitoring tools  What’s working? What are your obstacles?  Schedule follow-up team meeting 4-6 weeks out

18. FORMS & TOOLS FACTS ABC Chart Structured Observations – Frequency, Duration, Interval Interviews – Student, Family, Teacher Setting Events Checklist Hypothesizing Function Maintaining Consequences Problem Behavior Questionnaire Data Sources – SWIS, attendance, RN logs

19. IL PBIS Complex FBA Resources FBA - BIP IL PBIS Training Materials PENT - Positive Environments, Network of Trainers BSP Desk Reference - Guide to Developing and Evaluating Behavior Support Plans BSP Desk Reference - Guide to Developing and Evaluating Behavior Support Plans BSP Desk Reference Handouts and Tools Practical FBA Training Manual for School Based Personnel Practical FBA Training Manual for School Based Personnel Therapeutic Behavioral Support Plan Home ABC Data Sheet School ABC Data Sheet Student ABC Data Sheet Resources