Coaching School Implementation of
Tier 2 & Tier 3 Systems of Support
Role of Behavior Specialist
Chris Borgmeier PhD
Portland State University
cborgmei@pdx.edu
www.tier2pbis.pbworks.com
www.pbisnetwork.org
Behavior Specialist
Old model: Put out fires
New model: Guide systemschange and implementation
Roles & Responsibilities
Coaching
 Data Team Meetings (IPBS)
 Effective meeting preparation
 Meeting facilitation
 Using data for decision making
 Individual Student
 Tier 2 Interventions
 Tier 2 Interventions
 Implementation & Coordination
 Tier
3 – FBA/BSP process &
teaming
Coaching
Building Capacity on site

Behavior Data Team Meeting
◦ Effective meeting preparation
◦ Meeting facilitation
◦ Using data for decision making
 Individual student
 Tier 2 interventions

Tier 2 Interventions
◦ Implementation & Coordination

Tier 3 – FBA/BSP Process & Teaming
Data Teaming – I-PBS
Individual Student Behavior Support
Suggested Prerequisites

Strong SW-PBIS System in place for at least
1 year, preferably 2
◦ SET – 80/80
◦ TIC – 80%+
◦ BOQ – 80%
 See www.pbisassessment.org

Check-In/Check-Out system in place
◦ CICO Self Assessment
◦ Benchmark of Advanced Tiers
 www.tier2pbis.pbworks.com
 Click on Tier 2 Fidelity Assessment Tools
Suggested Prerequisites

Good data systems for identifying at-risk
students early & monitoring student
progress

Highly recommend
◦ www.swis.org & SWIS-CICO
◦ Also have excel spreadsheets for monitoring
progress, but not recommended
 www.tier2pbis.pbworks.org
What is the current process in your
school?

What is the current process for:
◦ Identification of students requiring support for
challenging Behavior?
 When does this occur?
◦ Assessment/discussion to understand student
concerns?
◦ Intervention identification & implementation?
◦ Data collection & monitoring student progress

What is working with your current process?

What are challenges?
Individual/Intensive PBIS

Efficient Teaming Process
◦ Clear roles, procedures & responsibilities

Intervention Focused
◦ Linked to Continuum of Interventions (Tier 1  2  3)
◦ Try the easy things first (Tier 2 Interventions)
◦ …then Tier 3 (FBA/BSP)

Data focused & Early Identification
◦ Progress Monitoring
◦ Student Identification through Systematic Screening
Teams in a School
Tier I
Tier II
Universal
SWPBIS
Team
Progress
Monitoring
Team
Plans SW
& Classwide
supports
Monitors
effectiveness
and fidelity of
Tier 2
Interventions
(overall and for
each student)
Tier III
(Student Centered
Team)
FBA Team
Conducts FBA,
develops BIP
NOT a standing
team
Could responsibilities of an
existing team (SBT/etc.) be
shifted?
Sept. 1, 2009
Teams in IPBS Schools

IPBS Team
◦ Meets every 2 weeks
◦ Coordinates and
monitors school wide
Behavioral
interventions
◦ Analyzes data
◦ Recommends changes
in interventions

Student centered
team (FBA/BSP)
◦ 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
SST or TAT 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
Intensive/Individual PBIS
IPBS: The Big Ideas







Early Identification
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
Building Level – What it Looks Like

Building capacity without relying on 1 hero

Team member roles during meetings – facilitator;
time keeper; data bee; coordinators of
interventions

Agenda is prepared in advance and promotes
efficient group processes

Administrative buy-in/attendance
◦
◦
◦
◦
Creating resources
Attending meetings
Follow through with system deficiencies
Hiring practices
Data

All targeted and tertiary interventions are
supported with progress monitoring data
◦
◦
◦
◦
◦
CICO
Academic Support Classes/interventions
Social Skills or Counseling Groups
FBA/BSP (tertiary) plans
Progress monitor data reviewed every two
weeks
Continuum of Interventions &
Braiding of Supports
Intensive
•Individually designed instruction
Targeted
•Core curriculum +
•Pre-teach, re-teach
•Small group
•Supplemental programs
Universal
•Core curriculum
•Formative Evaluation
Intensive
•Function-based supports
Targeted
•Check-in/check-out
•Social skills
Universal
•Expectations and rules
taught
•Reinforce pro-social
Behavior
•Continuum of consequences
Kowalko et al., 2007; Bethel School District
Eugene, OR
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

Administrative Support

Attend meetings

Visible support for decision-making
process of teams

Allocates resources for:
◦
◦
Delivery of interventions
Trainings in practices; meeting times
IPBS No-No’s
Admiring the problem
 Blaming the student
 Extended discussions of intervention
possibilities we cannot deliver


Who’s my Process Monitor?
◦ It’s time to speak up
Old Model: SST/TAT/ SBT?
Team Work Tasks
a)
Do you have an existing team focused on individual
student Behavior support in your school?
1)
What are the merits/challenges of your existing process
v. IPBS?
2)
Would you like to? – or how can you?... shift the function
of the team to be more effective and efficient?
3)
What steps need to be taken?
b)
Define a team meeting schedule for the current year &
next year
c)
Identify Team members, roles & responsibilities
◦ Team Leader, Process Monitor, Note Taker
◦ Screening Coordinator,Tier 2 Coordinator,Tier 3 Coordinator
What Do We Need to Start?

Administrator Orientation

Create a Team
◦ Recruit personnel to fill team roles
◦ Allocate resources for interventions
 Start w/ CICO & FBA/BSP
◦ Team member training 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
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
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
Team Time

IPBS is a data based progress monitoring
framework for matching students to
effective Behavioral intervention

When it comes to implementing this
model, what are your biggest:
◦ Challenges & barriers?
◦ Successes?
◦ Questions?
Student Screening &
Identification
Emphasize early identification
Universal Screening
Before the 1st Day of School

Review Data from last year
◦ Your school data
◦ And data on incoming students (if available)

Identify students who had Behavior Support Plans in
place per IEP (or otherwise)
◦ Prepare to implement BSP with necessary modifications from
beginning of the school year

Identify returning students with more than 5 referrals
last year who might benefit from Behavioral support to
begin the year
Previous Years Discipline data
Who needs to be on our radar from Day 1?
Who had FBA/BSP’s last year?
Which students moved on? Which are returning this year?
Can we get data for our incoming class & new students?
Decision Rule
Continuing Screening through the
Year

I-PBS team reviews student referral data
every 2 weeks at each meeting
◦ Many referrals might also go directly to the
CICO manager

Develop Decision Rules for continuing
Student Identification through the year
◦ Example: Students receiving 3rd referral or 2nd
in a month
Student Requiring Additional
Individualized Support

For most students…
◦ Start EARLY in the school year
◦ Start with Level 2 – Check-In/Check-Out
◦ We want to do the smallest intervention that is
likely to be effective for a student
◦ There should be very little time (0-2 minutes)
spent on assessment & selecting interventions
at Level 2
◦ Collect data for 2 weeks & make decision re:
escalating intervention intensity
Team Tasks – Universal Screening

Develop a plan for Universal Screening to implement before Day 1 of
the school year:
◦ Who will meet? when? & where?
◦ What data will you use to ID students for intervention?
◦ Develop DECISION RULES for identifying students:
 At the beginning of the year?
 On a continuing basis throughout the year
◦ Using your current data, which students do you want to target for
intervention NOW & Next Fall?
◦ What interventions & activities will you implement to support these
students from the beginning of the school year?
 CICO
 FBA/BSP
 Other?
Progress Monitoring Meeting
Student outcomes & fidelity of implementation
Tier 2 & 3 interventions
Processes

Meeting every 2 weeks throughout the
year to Monitor Progress

Meeting Structure
◦ Template

Decision Making Framework
◦ Flowchart
> 1 hour meeting
Review Tasks
•Tier 2
Intervention
Coordinator
•Tier 3
Intervention
Coordinator
•Screening
Coordinator
IPBS Data Teaming Process
Decision Rule
Decision Rule
Decision Rule
Decision Rule
Were data collected?
YES
NO
•Problem solve data
collection—determine how
to get data
•Collect data for 2 weeks
and reconvene
Are goals being met?
YES
•Celebrate and continue
•Have plan for fading
NO
Is plan being implemented
as designed?
YES
•Modify intervention
•Consider move to next level
NO
•Problem solve barriers to
implementation
•Collect data and reconvene in 2 weeks
> 1 hour meeting
Review Tasks
1st  Review Tasks from Last
Meeting
> 1 hour meeting
Review Tasks
•Tier 2
Intervention
Coordinator
Tier 2 Intervention
Coordinator
Review Data in Advance
a) Responders
b) Borderline
c) Non-Responders
Sample Decision Rules
a)
b)
Stay as is:
◦

< 6 weeks of success or upward trend
Borderline Responder (average 70-79%) = small
change to intervention
Fading Support
1)
Move to Self-management
> 6 weeks with 4 days per week of success.
2)
Graduate off CICO
4-6 weeks of success on Self-management
c)
Move to more intense support
◦
2 weeks without improvement
% of Points Earned
% of Points Earned by Students on CICO in Last 2 weeks
Elementary School
Decision:
Can we begin fading
anyone off of intervention?
Considerations:
a) Consistent success
b) Enduring success
(6 wks +)
Students
24 of 31 (77 %)
students are
responding to
CICO – YAHOO!
Who are the:
a) Responders?
b) Borderline?
c) Non-Responders?
% of Points Earned
% of Points Earned by Students on CICO in Last 2 weeks
Elementary School
Who are the:
a) Responders?
b) Borderline?
c) Non-Responders?
Students
Decision:
a) Try 2 more
weeks?
b) Small
intervention
change?
Look at Individual Student graph for
Targeted Student(s)
% of Points Earned
% of Points Earned by Students on CICO in Last 2 weeks
Elementary School
Decision:
a) Student
Centered
team?
b) Small
intervention
change + 2
more weeks?
Students
Who are the:
a) Responders?
b) Borderline?
c) Non-Responders?
IPBS Meeting Evaluation
IPBS Meeting Evaluation (cont.)
IPBS Meeting Evaluation (cont.)
Activity

View the I-PBS team video

Score the I-PBS Meeting Review sheet
based on the team IPBS meeting

Be ready to provide feedback re: the
team’s performance
Coaching

How would you provide coaching in this
scenario?


Real time, live coaching
Follow-up feedback& review of data

What are the advantages & disadvantages to
different approaches to coaching?

How does this fit into your role and
responsibilities?

How should it? & if so, what steps are necessary?
Action Planning
So as a Coach or a team member:
 What are your next steps?

What readiness steps are necessary?
 What training may be necessary?
 What is the coaching capacity?
 What can your coaching plan look like?

Borderline Responders
Interventions
Small Changes
“Tweaks”

In Progress Monitoring meetings – always weighing
Minutes/Kid
◦ Tweaks to the plan for Borderline Responders should only
take a couple of “minutes”
◦ Not an extensive discussion

Should have a menu of quick changes/”tweaks”:
◦
◦
◦
◦
Change CICO mentor
Change incentives
Change/individualize goals
More frequent check-ins
Data Collection

Focus on Efficiency

Generic point card
◦ Expectations linked to School-wide rules
◦ Limited individualization
◦ We do not want to spend time tailoring the
point card at this level of intervention
Generic Point Card
No time spent individualizing
Individualized Point Card
Fill in more specific Behaviors
Individualized Point Card
Robbie
Oct. 14th 20--
Team Work Time

What ‘tweaks’ do you want to develop to
be ready for borderline responders?
◦ Revise or develop the materials required to
make ‘tweaks’ readily available and accessible?
◦ Remember, in the meeting… decisions
regarding small intervention changes or
‘tweaks’ should occur in less then 2 minutes
of discussion on the student
Non-Responders
Additional Tier 2 Interventions v.
Escalate to Tier 3?
Additional Tier 2 Interventions v.
Tier 3 Interventions

Remember focus on Efficiency in Progress
Monitoring Meeting
◦ Minutes per Student
 Alternate Tier 2 Intervention v. Escalate to Tier 3 Student
Centered team

Trust the Process
◦ Most difficult thing = not talking about a student
before it’s time

Earn conversations in student centered teams
Non-Responders – escalate to Student Centered
Team
Tier I
Sept. 1, 2009
Tier II
Universal
SWPBIS
Team
Progress
Monitoring
Team
Plans SW
& Classwide
supports
Monitors
effectiveness
and fidelity of
Tier 2
Interventions
(overall and for
each student)
Tier III
FBA Team
Conducts FBA,
develops BIP
NOT a standing
team
Behavioral Explanations for “Why”
 Don’t
forget - From student’s
perspective, problem Behavior serves a
purpose, such as…
◦ Gaining attention
◦ Gaining access to activities or tangible
items
◦ Avoiding or escaping from something
student finds unpleasant
Using Function of Behavior to Inform
CICO Modifications

Individual Student Planning
◦ Can use information of “Function of Behavior”
to match students to appropriate version of
CICO
◦ Function-Based Assessment might include:
 Use of Brief FBA or
 Data from ODRs “Possible Motivation”
Minor – “Uh-Oh”
SYSTEMS PLANNING
What might this School-wide data tell us about
the needs for Tier 2 interventions in this school?
Middle School: Students w/ 2 + referrals
?
CICO
Modifying CICO
Peer Attention

Peer attention: Provide peer attention for
meeting expectations
◦ Check in & out with a peer (CICO graduate/alumni
club) rather than adult
◦ Earn incentives that provide rich opportunity for peer
atttention
 Ex: Special lunch w/ 3 friends of your choice
Peer Attention
CICO Modification
32 points for 4 days = Student earns points toward
Lunch or event to which he can invite 5 of his
friends (Peer Attention)
Avoid Adults
CICO Modification
32 points for 4 days = Student earns 10 min. in library
out of class of choice (adult-free time)
Do not check in with adult in am/pm; unless student IDs adult
Academic focused CICO (Escape Tasks)
Middle School
•
Morning Check-in
– Students check-in with counselor
– All homework completed? Prepared for the school day with all necessary
materials?
– Opportunity to complete unfinished homework and to gather materials
•
Daily point card and Homework tracker
– Receive feedback each period about Behavior during class (participation, staying
on-task, completing work)
– Record assignments on homework tracker
•
Afternoon Check-out
– Check-out with counselor
– Review point card and homework tracker
– Does student know what is due tomorrow? Have all materials needed to complete
assignments?
•
Home Component
– Parents review daily feedback with student
– Sign card to indicate if student has completed all homework
CICO Modification Elementary
Escape Academic Task

Explicitly teach an alternative/replacement
Behavior (i.e., break requests)

Promote self-management by teaching students
to “keep track” of their breaks

Establish & Teach teachers (and students) how
this will look in the classroom

Make it feasible and sustainable for classroom
teachers to implement
Breaks are Better Card
Team Task

Identify any modified CICO interventions
you would like to develop
◦ Suggest using SW data on non-responders to
guide decision making

Develop materials for modified
interventions
◦ Peer Attention
◦ Avoid Adults
◦ Escape Tasks
MONITORING
INTERVENTIONS &
SYSTEMS
Fidelity Measures

Formal Measures of Implementation
◦ CICO Self Assessment
◦ Benchmark of Advanced Tiers (BAT)
◦ IPBS Meeting Evaluation

Outcome Measures
◦ # of students referred
◦ # of student responding
◦ Timely decisions for fading/escalating
interventions
% of Points Earned
% of Points Earned by Students on CICO
Elementary School
6 of 13 (46 %)
students are
responding to
CICO
What action plan items would you suggest given this data?
Students
% of Points Earned
% of Points Earned by Students on CICO
Elementary School
24 of 31 (77 %)
students are
responding to
CICO
What Systems action plan items would you suggest given
this data?
Students
% of Students Enrolled in CICO
Percent of Students Enrolled in CICO by School
2008-09 End of Year Data
Oregon School District
What action plan items would you suggest given this data?
Schools
Percent of Students Enrolled in CICO
2008-09 School Year
% of Students Enrolled in CICO
What action plan items would you suggest given this data?
Northwest SD
10 Schools using
CICO
Schools
Tracking Tool Tier 2
Tier 2 Tracking Tool
Elementary
School of
515 student
What action plan items would you suggest given this data?
CICO
CICO
Anger Mgmt Group
Anger Mgmt Group
Anger Mgmt Group
CICO
CICO
CICO
CICO
Anger Mgmt Group
Anger Mgmt Group
CICO
Anger Mgmt Group
% of Points Earned
% of Points Earned x Students on
Tier 2 Interventions
6 of 13 (46 %)
students are
responding to
Tier 2
Interventions
What action plan itemsHow
would
about
you suggest
now? given this data?
Students
Homework Club

What is the goal of the Tier 2
intervention?
◦ What are the Behavioral outcomes desired?
◦ What are the academic outcomes desired?

How can you evaluate progress toward
this goal in an observable/measurable
way?
1 2 3 4 5
Be Safe
6
2 1 2 1 2 2
2 0 0 1 2 1
Be Responsible
-turned in Homework
Be Respectful
2 0 1 1 2 1
-on task, approp lang.
80
60
40
20
10/19/2007
10/18/2007
10/17/2007
10/16/2007
10/15/2007
10/14/2007
10/13/2007
10/12/2007
10/11/2007
10/10/2007
10/9/2007
10/8/2007
10/7/2007
10/6/2007
10/5/2007
10/4/2007
10/3/2007
0
10/2/2007
-for academic
outcomes?
100
10/1/2007
-for Behavior?
Goal
% of Daily Points
What would you
measure to
determine student
success in
Homework Club?
Dan
Team Task

Identify one of the group interventions
for students with Behavioral concerns at
your school
◦ Define the outcomes/goals of the intervention
for students
◦ Develop a plan for measuring and evaluating
the outcomes of the intervention
NEXT STEPS:
FUNCTION-BASED
SUPPORTS:
BUILDING CAPACITY
Non-Responders – escalate to Student Centered
Team
Tier I
Sept. 1, 2009
Tier II
Universal
SWPBIS
Team
Progress
Monitoring
Team
Plans SW
& Classwide
supports
Monitors
effectiveness
and fidelity of
Tier 2
Interventions
(overall and for
each student)
Tier III
FBA Team
Conducts FBA,
develops BIP
NOT a standing
team
Function-Based Intervention

Build Capacity in Schools & District to
conduct Functional Behavioral Assessment
& Develop Function-Based Interventions
◦ Training + Coaching
Training
Series
•
4 training sessions on conducting functional behavioral assessments
(FBA) for students with mild to moderate behavioral problems in
schools.
•
The training series teaches participants to conduct interviews and
observations in such a way as to precisely determine the relationship
between student problem behavior and the context:
– What the problem behaviors are.
– When, Where, & Why a student’s problem behaviors occur.
•
A summary of this information will help an individual student team
develop effective behavioral supports that:
-prevent problem behaviors from occurring
-teach alternative behaviors
-& effectively respond when problem behaviors occur.
93
Focus of this
training series
Practical FBA vs Comprehensive FBA
Practical FBA
Comprehensive FBA
For:
Students with mild to
moderate problem
behaviors (behaviors that
are NOT dangerous or
occurring in many settings)
Students with moderate
to severe behavioral
problems; may be
dangerous and/or
occurring in many
settings
What:
Relatively simple and
efficient process to guide
behavior support planning
Time-intensive process
that also involves archival
records review, familycentered planning, and
collaboration with agencies
outside of school
Conducted by whom:
School-based personnel
(e.g., teachers,
counselors,
administrators)
Professionals trained to
conduct functional
assessments with students
with severe problem behaviors
(e.g., school psychologists,
behavior specialists)
94
Format of
Practical FBA Training Sessions
Objectives
Checks for
Understanding
Review
Comments/
Questions
Activities
Tasks
Key Points
Available at www.pbis.org
-- see “Top 5 Current Topics”
95