Data Collection Tools PBIS Process Description Tier-1: Universal Interventions All students, all settings: preventative & proactive ODRsOffice Discipine Referrals (e.g., SWISSchool Wide Information System), record review, SSBDSystematic Screening for Behavior Disorders, CBMCurriculum Based Measures UCEUniversal Classroom Elements Behavioral (and academic) screening Non-classroom settings Classroom settings Classroom Environment School-wide team meets monthly and reviews aggregate data Revisit expectations, acknowledgement, violation systems Effective instruction, teach & reward clear expectations Evaluation or self-assessment of essential classroom elements, with appropriate feedback and support Engagement of parents and families SETSchool-Wide Evaluation Tool (PAPER) EBS SurveyEffective Behavior Support Survey, TICTeam Implementation Checklist Regular evaluation and assessment School-wide systems reviewed and modified at least annually All staff understand and implement system Ongoing progress monitoring Using established data-based decision rules, refer student for Tier-2 supports when needed Tier-2: Secondary Interventions Some students - those at risk: high efficiency, rapid response Small student groups with a specific focus More structure, additional instruction and practice, more opportunities for correct responding and positive feedback. Schools need more than one T2 intervention, but not too many to manage with fidelity. CICOCheck-In Check-Out, CC&ECheck Connect and Expect CBMCurriculum Based Measures, grades, ODRsOffice Discipline Referrals, SSBDSystematic Screening for Behavior Disorders Brief FBA, Attendance Check in (and out) with an adult Academic groups Peer-based supports Social skills instruction Targeted interventions should support students whose problem behavior has various maintaining variables (escape from academic demands, adult/peer attention) Regular evaluation and assessment Targeted systems reviewed and modified at least annually All staff understand and implement system (who receives? how long?) Direct-behavior report card Ongoing progress monitoring Using established data-based decision rules, refer student for Tier 3 supports when needed (fade T2 supports to self-monitoring, as needed) Tier-3: Tertiary Interventions TAT Process Individual students: assessment based, intense & durable procedures WEEK 1: INITIAL RESPONSE RFARequest for Assistance (PAPER| FILL) Request to intensive supports School staff or data suggest individualized student behavior support Tier-1 and Tier-2 data, UCEUniversal Classroom Elements (PAPER| FILL) Peer Comparison Form (PAPER| FILL) Review data & confirm classroom element TAT member: (1) Meet with teacher (2) Review/complete RFA (3) Confirm existing T1 and T2 prevention measures not working (based on student’s classroom and individual behavior/academic data) (4) Complete UCE Weekly Team Meeting (PAPER | FILL) TAT Tracking (FILL) Begin student monitoring If student not referred back to T1/T2 supports: (1) Assign TAT Case Manager (2) Brainstorm support strategies (3) Document process in team meeting minutes Student Intervention Monitoring (PAPER| FILL) Begin relevant interventions If classroom assessment and initial meetings produce intervention hypothesis, select efficient intervention(s), get teacher buy-in, begin implementation, and track support efforts. Student Intervention Monitoring Coach teacher & progress monitor Coach teacher in intervention implementation and data collection. Review data multiple times weekly with TAT and teacher. WEEK 2: FBA Indirect Assessment FACTSFunctional Assessment Chcklist for Teachers and Staff (PAPER| FILL) FAIFunctional Assessment Interview (PAPER) PBQProblem Behavior Questionaire (PAPER) 1. Conduct Interviews and Checklists Indirect assessment helps develop a hypothesis about problem behavior: (1) Checklists (MAS, QABF) (2) Interviews (FACTS, FAI) (3) Start with primary teacher (4) Consider other teachers, parents Appears in FACTS, FAI, PBQ or Student Intervention Monitoring 2. Develop Hypothesis Hypothesis is a testable (confirmable) statement of the function for the problem behavior. Includes defining the behavior and determining specific routines and events that occasion the behavior. A. If confident about hypothesis, skip to BEHAVIOR INTERVENTION. B. If not confident about hypothesis, continue with DESCRIPTIVE ASSESSMENT and conduct observations. Descriptive Assessment FAOFFunctional Assessment Observation Form(PAPER) ABC Form (PAPER) Scatterplot (PAPER) 1. Conduct Observations Descriptive assessment helps confirm hypothesis about problem behavior observing the student. (1) Observe in multiple settings (2) Observe where problem likely to occur and not occur Appears in FACTS, FAI, PBQ, or Student Intervention Monitoring 2. Confirm Hypothesis Review indirect and descriptive assessment data to refine hypothesis about the function of the problem behavior. WEEK 2-4: BEHAVIOR INTERVENTION Brainstorming Worksheet (PAPER| FILL) Define function-based behaviors Using the hypothesis statement, define appropriate behaviors to teach the student. Include an acceptable alternative (short-term) and a desired alternative (long-term) to the problem behavior. Brainstorming Worksheet Develop intervention strategies Build interventions that prevent problems, teach the alternative/desired behaviors, and reinforce appropriate behavior by using the same function identified in the hypothesis. Student Intervention Monitoring (PAPER| FILL) BIPBehavior Intervention Plan Document (PAPER| FILL) Implement (and document) strategies Obtain teacher buy-in for selected strategies Implement BIP, including: (1) Strategies (2) Criteria for each strategy (3) Person responsible & timeline for each (4) Materials needed (5) Plan for coaching teacher in the intervention (6) Plan for monitoring progress WEEK 3-6: MONITORING Student Intervention Monitoring (PAPER| FILL) Monitor strategies Collect data on intervention and implementation fidelity: (1) Provide teacher training for intervention (2) Provide teacher training for data collection (3) Share data with teacher and team at least weekly (4) Make data-based decisions about support Ongoing progress monitoring Using established data-based decision rules, maintain/modify Tier 3 supports, move student onto Tier 2 supports only (fade T3 supports to self-monitoring, as needed), or move to Tier-1 monitoring.