Katrina Krych, MSSW, MEL
Creekside Elementary
Sun Prairie Area School District
FOUNDATIONAL SUPPORTS
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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
TIER 2/3 STRUCTURES
 Pupil Services Personnel – 1.0 Social Worker, 1.0
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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
TIER 2/3 STRUCTURES
 Weekly Pupil Services Team Meetings with AP and
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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)
TIER 2/3 INTERVENTIONS
 Strong CICO program
 Individualized CICO
 SAIG – Entry Booster Sessions (location, behavior) &
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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
WHAT TRIGGERS A COMPLEX FBA?
 Not responding to lower-level interventions based on
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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
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
STEPS OF COMPLEX FBA
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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
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!!!)
COMPLEX FBA/BIP CHECKLIST
 Record review and existing data collection
 Choose FBA/BIP template and additional forms
 Schedule meetings with teacher & family
 1st meeting with teacher – interview
 Provide teacher with data collection form & due date
 Schedule Team Meeting – No more than 3 weeks out
 1st meeting with family – interview
 1st meeting with student – interview
 Schedule & complete 2 structured observations based on
data from teacher & family interviews
 2nd meeting with teacher if necessary
 Compile information from all sources into FBA template
 1st Team Meeting – Review information, create BIP
COMPLEX FBA/BIP TEAM MEETING
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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,
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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.
COMPONENTS OF BIP
 Environmental Factors/Setting Events – under which
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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
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?
PROGRESS MONITORING &
EVALUATION OF PLAN
Data to be Collected
Procedures for
Data Collection
Person
Responsible
Timeline
Is the plan being
implemented?
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School Psych
1x per week
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Classroom
Teacher
2x per week
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Verbal & visual prompts used
Pre-teaching “appropriate asking”
skills
Rewards for replacement behavior
Adult response to problem behavior
Social Skills Training
Is the plan making a
difference?
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# of instances of work refusal per
week in reading
Student use of hand-raising to
request working alone
% of group assignments completed
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Structured
observations in
reading
Collect daily task
checklists
Check in with social
worker for progress in
Social Skills Group
• Teacher notes # of
occurrences per week in
reading
• Teacher notes daily on
behavior report card
• Teacher grade book
1x per week
Classroom
Teacher
Classroom
Teacher
Classroom
Teacher
Classroom
Teacher
Check in 3x
per week
Daily for 2
weeks
1x per week
BIP TEAM MEMBER IMPLEMENTATION CHECKLIST
Questions – Are we doing what we said we would do?
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
Yes
(every
day
this
week)
Kind
of (2-3
days
this
week)
No (0
days
this
week)
Notables
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 1st
meeting)
 Schedule frequent and regular team communication – emails,
Google doc, etc.
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
FORMS & TOOLS
 FACTS
 ABC Chart
 Structured Observations – Frequency, Duration,
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Interval
Interviews – Student, Family, Teacher
Setting Events Checklist
Hypothesizing Function
Maintaining Consequences
Problem Behavior Questionnaire
Data Sources – SWIS, attendance, RN logs
Resources
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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 Handouts and Tools
Practical FBA Training Manual for School Based
Personnel
Therapeutic Behavioral Support Plan
Home ABC Data Sheet
School ABC Data Sheet
Student ABC Data Sheet