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

2. Critical Features of IPBS  Systematic Screening (Proactive)  Progress Monitoring  Tiered Interventions  Systematic Screening (Proactive)  Progress Monitoring  Tiered Interventions

3. SST 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

4. 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

5. Obtaining/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

6. Teams 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

7. IPBS 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

8. IPBS 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

9. Administrative 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

10. District 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

11. Processes  Meeting Structure  Template  Decision Making Framework  Flowchart  Meeting Structure  Template  Decision Making Framework  Flowchart

12. 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 too. Also, doesn’t’ his older sister have 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 some of that support 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?

16. Were data collected? YESNO 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? YESNO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks YESNO C Anderson U Oregon March 2010

17. Practices  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

18. Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

19. 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  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

20. Maintaining 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

21. Tertiary 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

22. Trainings 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

23. Data  Screening Data  Progress Monitor Data  Outcome Data  Screening Data  Progress Monitor Data  Outcome Data

24. Screening 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

26. Progress 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

30. Sample survey

31. 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

37. Outcome Data  ODR Data  Consumer Satisfaction Data  ODR Data  Consumer Satisfaction Data

42. IPBS: 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

43. 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