MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 3 Advanced TFI/ Action Planning FBA/BIP Rubric and Self Assessment

MO SW-PBS Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group

MO SW-PBS Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction MO SW-PBS

Introductions

MO SW-PBS FBA Review Using the link provided in chat/ , each team member will post everything you remember about FBA: ABCs of Behavior FBA Adapted FACTS A & B Summary Statement Interviews Observations Anything else Don’t be worried about duplicating what someone else is posting.

MO SW-PBS BIP Review Using the link provided in chat/ , each team member will post everything you remember about BIP: Teaching Strategies Setting Event Strategies Antecedent Strategies Consequence Strategies Safety Strategies Implementation Plan Monitoring Strategies Generalization and Maintenance Strategies Anything else Don’t be worried about duplicating what someone else is posting.

MO SW-PBS Outcomes Tiered Fidelity Inventory (TFI)/Action Planning Use data to determine status of Tiers 1, 2, and 3 Action plan according to results Review FBA Components and Process Use FBA/BIP Rubric to assess FBA/BIP created by team

MO SW-PBS Purpose of the School-wide PBIS Tiered Fidelity Inventory (TFI) The purpose of the School-wide PBIS Tiered Fidelity Inventory is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. MO SW-PBS

Why Another Survey? Tier 2 and 3: Individual Student Systems Evaluation Tool (ISSET) Monitoring Advanced Tiers Tool (MATT) Benchmarks for Advanced Tiers (BAT) Tier 1: Team Implementation Checklist (TIC) Schoolwide Evaluation Tool (SET) Self-Assessment Survey (SAS) Benchmarks of Quality MO SW-PBS

Potential Uses of the TFI Progress Monitoring Annual Assessment State Recognition Ultimately, it is about improvement! MO SW-PBS

Activity: TFI You will find a TFI Narrated Powerpoint on the PBIS Missouri website. With your team, watch the TFI Powerpoint. Complete, on paper, with your Tier 1 and Tier 2/3 teams. One person will login and input one score into the TFI section on PBIS Apps. This will give you a Baseline score for the year.

MO SW-PBS Action Planning: TFI Using results from the TFI: What are areas of strength? What areas are opportunities for growth Tier 1,2,& 3 Action Plans

MO SW-PBS Outcomes TFI/Action Planning Use data to determine status of Tiers 1, 2, and 3 Action plan according to results Review FBA Components and Process Use FBA/BIP Rubric to assess FBA created by team

MO SW-PBS The Need to Assess FBA/BIP Quality General findings of research on the technical adequacy of FBAs and BIPs demonstrate numerous concerns, including: Behaviors not defined and too general Behaviors of concern changing throughout one FBA/BIP Antecedents and consequences either incorrect or not identified (Iovannone, 2012; Iovannone & Christiansen, 2011)

MO SW-PBS The Need to Assess FBA/BIP Quality More findings: Identification of functions that are not functions (i.e. revenge/payback, anxiety, control) Summary statement missing or not linked with FBA information Replacement behaviors not included or ambiguous Functional equivalence of replacement behavior missing (Iovannone, 2012; Iovannone & Christiansen, 2011)

MO SW-PBS The Need to Assess FBA/BIP Quality And more findings: BIP interventions and strategies not linked with the FBA BIPs with stock lists of positive and negative responses to behavior with no individualization to the student. 46% of FBA/BIPs reviewed in one study included only aversive strategies. (Van Acker, Boreson, Gable, & Potterton, 2005 as cited in Iovannone, 2012)

MO SW-PBS The Need to Assess FBA/BIP Quality And even more findings: Lack of follow-up support or limited descriptions of follow-up for monitoring and evaluating plans No follow-through on next steps, including maintenance and generalization No plan to check fidelity of implementation (Iovannone, 2012; Iovannone & Christiansen, 2011)

MO SW-PBS What to Do? In response to these concerns The Functional Behavior Assessment/Behavior Intervention Plan Rubric (FBA/BIP Rubric) was developed by MO SW-PBS for use by Tier 3 teams; this rubric is adapted from a review of other FBA/BIP rubrics.

MO SW-PBS Purpose of the FBA/BIP Rubric The FBA/BIP Rubric is a tool to assist teams in evaluating the completeness and quality of FBAs and BIPs. By checking the rubric throughout the FBA/BIP process, teams can ensure that the completed FBA and BIP will be of high quality.

MO SW-PBS The FBA/BIP Rubric Consists of seven steps, each with multiple activities, for teams to self-assess using “In Place”, “Partially in Place”, and “Not in Place” criteria. You will need a completed FBA/BIP document from a student in your building to score the rubric

MO SW-PBS StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 1. Collect Information Resources associated with this Step and Activity Workbook Activities are bold Questions for your team to discuss after reviewing the resources and completing any activities. There will be one slide for each Activity for Steps 1-7 on the FBA/BIP rubric. Steps 1-3 assess the quality of your FBAs. Steps 4-7 assess the quality of your BIP

MO SW-PBS FBA/BIP Rubric Step 1 1.Collect information Includes: Team members Record review Interviews FBA/BIP Rubric

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 1. Collect Information 1.Include key individuals in the initial assessment process Team members include:  principal  person with behavioral expertise  classroom teacher  other staff involved with student  person making referral  parent/family member  student (if appropriate) Team includes a minimum of 3 members, one of which is the classroom teacher. Team is not evident. Questions to consider: 1)How do you document team members ? 2)How do you involve parents if they cannot physically be present? 3)How do you schedule meetings to allow staff and family involvement? 4)How do you determine whether or not to have the student be on the team?

MO SW-PBS StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 1. Collect Information 2.Review relevant records Records reviewed include:  discipline referrals  attendance  academic records  health information (if applicable)  IEP (if applicable) Records reviewed included at least discipline referrals AND academic records. A review of relevant records was not conducted. Workbook, pages Adapted FACTS page 108 Student Support Meeting Process page 38 1.What records are part of your standard review? 2.Do you need to revise? 3.What is your system for collecting this information?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 1. Collect Information 3.Interview individuals who have direct experience with the student Persons interviewed include:  teacher  person making referral  other staff  parent/family member  student (if appropriate) Some interviews (2 or more) occurred but not all relevant individuals were interviewed. Key individuals were not interviewed. Workbook, page Student Support Meeting Process page 38 1.What is your system for making interview assignments? 2.Do you have a standard set of interview questions? 3.How are the answers documented and shared with the Action Team?

MO SW-PBS FBA/BIP Rubric Step 1 Evaluate Step One of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 2 2. Develop Summary Statement Includes: Description of problem behavior Daily routines Antecedent and maintaining consequence events Setting events Summary statement

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 1. Describe problem behavior Description includes all of the following characteristics:  observable – description of specific student actions; can be replicated by a stranger  measurable – frequency and/or duration can be counted; beginning & ending of behavior are clearly delineated Description of the problem behavior includes one of the following characteristics:  observable  measurable The summary statement does not include a description of the problem behavior OR the problem behavior is not described in observable or measurable terms. Workbook, pages Complete the activities on these pages Adapted FACTS, page Think back to descriptions of problem behaviors your team has developed. Do they meet the observable and measurable criteria?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 2.Identify daily routines that are and are not associated with problem behavior Daily routines are identified that are associated with problem behavior AND daily routines are identified during which problem behavior is not present. Daily routines are identified that are associated with problem behavior OR daily routines are identified during which problem behavior is not present, but not both. No routines identified OR routines were not assessed for likelihood of problem behavior. Workbook, page 74 Adapted FACTS, pages 108 Student Support Meeting Process Action Meeting 1, page 38 1.Do you identify routines that are and are not associated with the problem behavior? 2.What is your system for gathering this information? 3.How does gathering this information fit with the teacher interview questions?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 3.Identify triggering antecedent events One or more antecedent events are identified that trigger/predict problem behavior AND are described in sufficient detail to inform intervention planning. Antecedent events are identified but not described in sufficient detail to inform intervention planning OR antecedent events are identified that are not derived from the FBA results. No antecedent events identified. Workbook, page 75 Complete the activity on page 75 Adapted FACTS, pages 108 Student Support Meeting Process Action Meeting 1, page 38 1.What is your system for gathering this information? 2.How does gathering this information fit with the teacher interview questions? 3.Think back to antecedent events you have identified for previous FBAs. Are they described in detail?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 4.Identify maintaining consequence events One or more consequences are identified that occur immediately after the problem behavior AND are described in sufficient detail to inform intervention planning. Consequences are identified but not described in sufficient detail to inform intervention planning OR the consequences identified were not derived from results of the FBA. No consequences identified. Workbook, page 76 Complete the activity on page 76 Adapted FACTS, pages 108 Student Support Meeting Process Action Meeting 1, page 38 1.What is your system for gathering this information? 2.How does gathering this information fit with the teacher interview questions? 3.Think back to consequence events you have identified for previous FBAs. Are they described in detail?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 5.Identify possible setting events At least one setting event is identified AND described in sufficient detail to inform intervention planning OR data confirms no setting event exists. Setting events are identified but not described in sufficient detail to inform intervention planning OR the setting events identified were not derived from results of the FBA. No indication setting events were considered. Workbook, page 77 Adapted FACTS, page What is your system for identifying possible setting events? 2.How does gathering this information fit with the teacher interview questions? 3.Think back to setting events you have identified for previous FBAs. Are they described in detail?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 2. Develop Summary Statement 6.Develop summary statement Summary statement includes all of the following as identified by the FBA:  antecedent  problem behavior  consequence  setting event (if applicable)  function of the behavior The summary statement includes information about why the problem behavior occurs but is not expressed in terms of function (get or avoid; attention, tasks/activities, sensory stimulation) OR the summary statement includes information about the function the problem behavior serves but it is not consistent with results from the FBA. Summary statement does not exist OR one exists that was not based upon the FBA. Workbook, page 78 Complete activity on page 78 Adapted FACTS, page 108 Student Support Meeting Process Action Meeting 1, page 38 1.Think back to summary statements you have developed for previous FBAs. Did they include all the required information? 2.Do you determine the team’s confidence level in the summary statement to determine your next steps?

MO SW-PBS FBA/BIP Rubric Step 2 Evaluate Step Two of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 3 3.Confirm Summary Statement Includes: Direct observations Confirmation of summary statement

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in Place Not in Place 3. Confirm Summary Statement 1. Direct observations were conducted At least one observation is conducted in setting/routine where problem behavior typically occurs AND one observation was conducted in setting/routine where problem behavior is less likely to occur. One or more observations were conducted in setting/routine where problem behavior typically occurs OR where problem behavior is less likely to occur, but not both. No observation conducted. Workbook, page Student Support Meeting Process Action Meeting 1, page 38 1.What is your system for making observation assignments? 2.Do you schedule observations during times when the problem behavior is most likely to occur? 3.Do you also observe in a setting where the problem behavior is less likely to occur? 4.Do you use the ABC Observation form?

StepActivityStatusSteps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 3. Confirm Summary Statement 2.Direct observation data confirmed summary statement Summary statement was confirmed through observations.  Note to team: If summary statement is not confirmed, go back to Step 2 (Develop Summary Statement) Data from the direct observation(s) did not confirm the summary statement, but the team proceeded with BIP. 1.What is your system for sharing observations results with Action Team members? 2.What is your system for determining if the observations did or did not confirm the summary statement?

MO SW-PBS FBA/BIP Rubric Step 3 Evaluate Step Three of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 4 4.Develop Competing Behavior Pathway Summary Includes: Identifying long-term and short-term replacement behaviors Reinforcing consequences for replacement behavior

StepActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In Place Partially in Place Not in Place 4. Develop Competing Behavior Pathway Summary 1. Identify desired long-term replacement behavior The competing behavior pathway includes a long-term replacement behavior that: serves the same function as the problem behavior is observable and measurabl e is incompatible with the problem behavior The competing behavior pathway includes a long-term replacement behavior that serves the same function as the problem behavior. The competing behavior pathway does not include a long-term replacement behavior. Step 1 BIP Development Flow Chart page 126 Workbook, pages Complete activity page 130 Competing Behavior Pathway on BIP Template How do you ensure that the long-term replacement behavior: serves the same function, is observable and measurable, and is incompatible with the problem behavior? 2.What will you do if all criteria isn’t met?

StepActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In Place Partially in Place Not in Place 4. Develop Competing Behavior Pathway Summary 2. Identify alternative short-term behavior that is based on skill(s) necessary to achieve the desired behavior The competing behavior pathway includes an alternative short- term behavior that: serves the same function as the problem behavior is observabl e and measurabl e is incompatible with the problem behavior The competing behavior pathway includes an alternative short-term behavior that serves the same function as the problem behavior. The competing behavior pathway does not include an alternative short-term behavior. Step 1 BIP Development Flow Chart page 126 Workbook, pages 130 Complete activity page 130 Competing Behavior Pathway on BIP Template How do you ensure that the short-term replacement behavior meets all criteria? 2.What will you do if all criteria isn’t met? 3.What if a teacher doesn’t agree there should be an option for a short-term behavior and wants to jump to the long- term behavior?

MO SW-PBS StepActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 4. Develop Competing Behavior Pathway Summary 3. Identify common reinforcing consequence s for desired replacement behavior The competing behavior pathway includes a reinforcing consequence for desired behavior that: results in same function as the problem behavior is described in sufficient detail for implementat ion The competing behavior pathway includes a reinforcing consequence for desired behavior that results in same function as the problem behavior but is not described in sufficient detail for implementation. The competing behavior pathway does not include a reinforcing consequence for desired behavior OR reinforcing consequence does not result in the same function as the problem behavior. Competing Behavior Pathway on BIP Template 1.How will you know the reinforcing consequence results in the same function? 2.What type of detail needs to be included in the description?

MO SW-PBS FBA/BIP Rubric Step 4 Evaluate Step Four of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 5 5.Identify Strategies for BIP Includes: Neutralize impact of setting events Make triggering antecedents irrelevant Teach students skills for replacement behavior Reinforce desired behavior Generalization and maintenance of desired behavior Response strategies that make problem behavior ineffective Safety procedures if needed

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 1. Select strategies &/or environmental manipulations that neutralize impact of setting events The BIP includes strategies and/or environmental manipulations that are aligned with the competing behavior pathway, linked to FBA data, AND described in sufficient detail for implementation. OR Not applicable - data confirmed no setting event exists. The BIP includes strategies and/or environmental manipulations that are aligned with the competing behavior pathway AND are linked to FBA data but lacks sufficient detail for implementation. No strategies and/or environmental manipulations are identified OR they are not linked to FBA data. Step 2 BIP Development Flow Chart page 126 Workbook, page 134 Complete activity page 135 Section 2 of BIP Template Menu of Function-Based Options for BIP page How will your setting event strategies be linked to your FBA data? 2.What details need to be included in the description of the strategies?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 2. Select strategies &/or environmental manipulations that make triggering antecedents irrelevant (e.g. Eight Effective Classroom Practices) The BIP includes strategies and/or environmental manipulations that are aligned with the competing behavior pathway, linked to FBA data, AND described in sufficient detail for implementation. The BIP includes antecedent intervention strategies that are aligned with the competing behavior pathway but lacks sufficient detail for implementation. The BIP does not include antecedent intervention strategies. Step 3 BIP Development Flow Chart page 126 Workbook, page 134 Complete activity page 135 Section 2 of BIP Template Menu of Function-Based Options for BIP page Is your entire staff trained on the eight effective classroom practices? 2.How will you ensure the strategies align with the function of the problem behavior? 3.What details need to be included in the description of the strategies?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 3. Select strategies to teach student skills that will effectively replace problem behavior The BIP includes skills to be taught that will effectively replace the problem behavior AND these skills are described in sufficient detail for developing instruction. The BIP includes skills to be taught but lacks sufficient detail for developing instruction. The BIP does not include skills to be taught. Step 1 BIP Development Flow Chart page 126 Workbook, pages 134 Section 2 of BIP Template Menu of Function-Based Options for BIP page How will you ensure that the lessons for teaching the new skills include all the components of lesson design?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 4.Select strategies for reinforcing desired behavior The BIP includes reinforcement consequence strategies that align with the function AND are described in sufficient detail for implementation. The BIP includes reinforcement consequence strategies that align with the function but lacks sufficient detail for implementation. No reinforcement consequence strategies are identified OR strategies are not linked to identified function. Step 4 BIP Development Flow Chart page 126 Workbook, pages 136 Complete activities pages Section 2 of BIP Template Menu of Function-Based Options for BIP 1.How will you ensure the strategies align with the function of the problem behavior? 2.What details need to be included in the description of the strategies?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 5. Select strategies for generalization and maintenance of desired behavior The BIP includes generalization and maintenance strategies that are described in sufficient detail for implementation. The BIP includes generalization and maintenance strategies but lacks sufficient detail for implementation. No generalization and maintenance strategies are identified. Step 9 BIP Development Flow Chart page 126 Workbook, pages 147 Complete activities page 147 Section 7 of BIP Template 1.Will you use self-management as a generalization and maintenance strategy? 2.What details need to be included in the description of the strategies?

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 6. Select response strategies that make problem behavior ineffective The BIP includes strategies and/or environmental manipulations that are described in sufficient detail for implementation AND: reduce reinforcement of the problem behavior minimize the impact of the problem behavior on other students minimize damage to the student’s reputation The BIP includes strategies and/or environmental manipulations that reduce reinforcement of the problem behavior but lacks sufficient detail for implementation. No strategies and/or environmental manipulations are identified OR they focus on punishments and/or reinforce the problem behavior. Step 5 BIP Development Flow Chart page 126 Workbook, page 138 Complete activity page 138 Section 3 of BIP Template Menu of Function-Based Options for BIP 1.How will teachers be trained to consistently implement strategies that reduce reinforcement of the problem behavior? 2.What details need to be included in the description of the strategies?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 5. Identify Strategies for BIP 7. If necessary, develop additional (beyond current school- wide) safety procedures Safety plan is described in sufficient detail for implementati on OR documentation exists that a safety plan is not needed. Safety plan is indicated but is lacks sufficient detail for implementation. Documentation exists that a need for a safety plan is indicated but one is not developed OR there is no evidence that the team considered the need for a safety plan. Step 6 BIP Development Flow Chart page 126 Workbook, page 140 Complete activity page 141 Section 4 of BIP Template 1.How will you determine if a safety plan is necessary? 2.What details need to be included in the description of the plan?

MO SW-PBS FBA/BIP Rubric Step 5 Evaluate Step Five of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 6 6.Develop Implementation Plan Includes: Development and communication of implementation plan Development of a training plan for each part of the BIP Timelines for completing tasks

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 6. Develop Implementation Plan 1. Develop and communicate implementation plan for each part of the BIP BIP implementati on plan is developed and communicate d AND includes all of the following: tasks to complete resources needed person responsible timelines for completion BIP implementati on plan is developed and communicate d AND includes tasks to complete AND two of the following: resources needed person responsible timelines for completion No implementation plan has been developed. Step 7 BIP Development Flow Chart page 126 Workbook, page 142 Complete activity page 142 Section 5 of BIP Template 1.What is your system for reaching consensus on the strategies that will be included in the implementation plan? 2.What details need to be included in the description of the plan?

MO SW-PBS StepActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 6. Develop Implementation Plan 2. Develop training plan to implement each part of the BIP BIP training plan is developed AND includes all of the following: training procedures person responsible timelines for completion BIP training plan is developed AND includes person responsible AND one of the following: training procedures timelines for completion No training plan has been developed. Step 7 BIP Development Flow Chart page 126 Workbook, page 142 Complete activity page 142 Section 5 of BIP Template 1.What is your system for determining training procedures, person responsible, and timeline?

MO SW-PBS Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 6. Develop Implementation Plan 3. Identify timelines for completing tasks necessary to implement each part of the BIP Task timelines are identified AND communicated to appropriate stakeholders. Task timelines are identified but have not been communicated to appropriate stakeholders. No timelines have been identified. Step 7 BIP Development Flow Chart page 126 Workbook, page 142 Complete activity page 142 Section 5 of BIP Template 1.What is your system for ensuring that all stakeholders receive communication about timelines for completing tasks?

MO SW-PBS FBA/BIP Rubric Step 6 Evaluate Step Six of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS FBA/BIP Rubric Step 7 7.Develop Evaluation and Monitoring Plan Includes: Data collection procedures to monitor impact of BIP and staff who will collect data Schedule to assess and monitor social validity Procedures for assessing fidelity of implementation

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 7. Develop Evaluation & Monitoring Plan 1. Identify data collection procedures for monitoring impact of BIP and staff who will be responsible for data collection A plan is developed that describes procedures for assessing and monitoring impact of the following: target behaviors indicator of risk AND is described in sufficient detail for implementation (e.g. who, what, when, how, and/or review dates). A plan is developed that describes procedures for assessing and monitoring impact of the following: target behaviors indicator of risk but lacks sufficient detail for implementation (e.g. lacks who, what, when, how, and/ or review dates). No plan is developed that describes procedures for assessing and monitoring impact of BIP on the student. Step 8 BIP Development Flow Chart page 126 Workbook, pages 143, Chapter 7 Complete activity page 143 Section 6 of BIP Template 1.What is your system for identifying your procedures for data collection? 2.What details need to be included in the description of the plan?

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 7. Develop Evaluation & Monitoring Plan 2. Identify measures and develop schedule to assess and monitor social validity of BIP A plan is in place to assess the social validity of both of the following: ease of implementati on positive impact on problem behavior (s) AND is described in sufficient detail for implementation A plan is in place to assess the social validity of the following: ease of implementati on positive impact on problem behavior (s) but lacks sufficient detail for implementation. No plan is developed to assess the social validity of the BIP. Step 8 BIP Development Flow Chart page 126 Workbook, page 146 Section 6 of BIP Template 1.Who are the stakeholders who will assess social validity – Staff? Student? Parents? 2.What details need to be included in the description of the plan?

Step ActivityStatus Steps to Address Any Items “Partially in Place” or “Not in Place” In PlacePartially in PlaceNot in Place 7. Develop Evaluation & Monitoring Plan 3. Develop procedures for assessing fidelity of implementatio n of BIP A plan is developed that describes procedures for collection of fidelity of implementation data (who, what, when, how, and review dates) AND is described in sufficient detail for implementation. A plan is developed that describes procedures for collection of fidelity of implementation data but lacks sufficient detail for implementation (e.g. lacks who, what, when, how, and/ or review dates). No plan is developed to evaluate fidelity of BIP. Step 8 BIP Development Flow Chart page 126 Workbook, page 145 Section 6 of BIP Template 1.How often will fidelity be assessed? 2.What methods will you use to check fidelity? 3.What details need to be included in the description of the plan?

MO SW-PBS FBA/BIP Rubric Step 7 Evaluate Step Seven of your system Note on the rubric your score Make notes of any needed improvements

MO SW-PBS Action Planning: Tier 3 FBA/BIP Based on your results, determine actions needed for all items to be “in place”. Use the FBA/BIP Rubric as a guide.

MO SW-PBS Self-Assessing Your FBA/BIP Process Based upon the review you have just completed, use the link provided in chat/ and post what you are doing well and what you can improve/revise. Don’t worry about duplicating what others are posting.

MO SW-PBS Next Session: T3A Session 2 Using Observations to Progress Monitor 11/20/15 Edplus Building Annex Things to Bring: Laptop, Tier 3 workbook, training materials, Items your team needs to work on MO SW-PBS

Contact Information: Dr. Deb Childs 636/

MO SW-PBS References Iovannone, R., & Christiansen, K. “Prevent-teach-reinforce model (PTR): A tier 3 behavior intervention accepted by teachers.” Annual meeting of the Association for Positive Behavior Supports, Atlanta, GA. March Invited Workshop Presentation March, R., Horner, R.H., Lewis-Palmer, L., Brown, D., Crone, D., Todd, A.W., & Carr, E. (1999). Functional assessment checklist for teachers and Staff (FACTS). Eugene,OR: Department of Educational and Community Supports, University of Oregon. Maryland Coalition for Inclusive Education (2009), Functional behavior assessments & behavior interventinplans rubric for quality components. Hanover, MD: Maryland Coalition for Inclusive Education, Inc. Missouri Schoolwide Positive Behavior Support. (2011). Tier 3 SW-PBS. Retrieved August 11, 2012, from Van Acker, R., Boreson, L., Gable, R.A., & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14,