A Case Study
What is PBIS?
Positive Behavior Intervention and
Support (www.pbis.org)
Decision making framework to guide
selection and implementation of
best practices for improving
academic /behavioral functioning
Data-based, measurable outcomes,
evidence-based practices, systems
to support effective
implementation
3-Tiered System of Support
Necessary Conversations (Teams)
Univers
al
Plans
SW &
Team
class-wide
supports
Univers
al
Suppor
t
Selected
Systems
Uses process data;
Team
determines
overall
intervention
effectiveness
Problem
Solving Team
Standing team; uses
FBA/BIP process for
one youth at a time
Intensive
Systems
Uses process data;
Team
determines
overall
intervention
effectiveness
CICO
SAIG
Brief
Group w.
individual
feature
FBA/BIP
Brief
FBA/BI
P
Comple
x
FBA/BI
P
WRAP
Special Education Considerations
What data do we need for EBD referral?
Measure social, emotional & behavioral
functioning and effects on 6 areas
Severe, chronic, frequent behavior
School and (home or community)
Identify one of eight areas
Observations
Effects of prior interventions
Exclusions
& NEED FOR SPED
-
Special Education Considerations
What data do we need for EBD referral?
Need for Special Education
1. Needs cannot be met in reg ed as
structured (unsustainable)
2. Modifications
a. regular education enough
b. special education needed
3. Other needs not met in reg ed
Meet Dodger R. Apple
Dodger was a happy student who loved school and
had friends.
Dodger’s teacher spent time using best practices:
She taught school-wide and classroom expectations to
fluency;
She utilized a consistent classroom management system;
She communicated frequently with his parents;
She consistently practiced and retaught
expectations when data suggested a need;
She acknowledged appropriate behavior at a
4:1 ratio.
Meet Dodger R. Apple
Throughout school, however, Dodger:
Difficulty staying on task
Need for attention (teachers and peers)
Difficulty respecting others’ personal space
Physical and family concerns
Behavior Data
Attendance
Excellent attendance
ODRs
None
Behavior Screener
Not yet used by the district
Dodger’s Tier 1 Checklist
What upset the apple cart?
Family changes (March 2013)
Resulting in:
Struggled with staying on task and completing his
work on time
Disruptive in the classroom – yelling, crying,
crumpling papers, etc.
Wandered around the classroom without permission
– hiding and leaving the classroom at times
Argumentative
Aggressive at times
Noncompliance toward teacher directions






As the year progresses:
Attendance
Continued to be excellent
ODRs (4 weeks)
Minors = 6
Majors = 1
AIMSweb Behavior Screener
Completed December 2012
Screener results=72 (extremely elevated risk)
Special Education Considerations
What have we done thus far?
Measured S/E/B functioning that “so
departs from generally accepted, ageappropriate norms that it adversely
effects classroom adjustment”
Started “severe, chronic, frequent”
Tier 1 strategies (interventions)
“prior documented interventions”
(done with fidelity and data)
-
DATA shows us where to go
DES Tier 2 decision rules:
2 majors within 4 weeks,
5 minors within 4 weeks,
Elevated risk on behavior screener, or
Teacher or parent recommendation
(Attendance and frequent visits
to the nurse may also be added.)
Based on this data, where
do we move on the flowchart?
3-Tiered System of Support
Necessary Conversations (Teams)
Univers
al
Plans
SW &
Team
class-wide
supports
Univers
al
Suppor
t
Selected
Systems
Uses process data;
Team
determines
overall
intervention
effectiveness
Problem
Solving Team
Standing team; uses
FBA/BIP process for
one youth at a time
Intensive
Systems
Uses process data;
Team
determines
overall
intervention
effectiveness
CICO
SAIG
Brief
Group w.
individual
feature
FBA/BIP
Brief
FBA/BI
P
Comple
x
FBA/BI
P
WRAP
A system of support for Dodger
-CICO (Check In Check Out) start April 2
-Continued Tier 1 supports
- 1 on 1 social skills coaching with the
School Counselor
Progress monitored for 8 weeks with
regular checks of progress.
2013-2014 School Year
Supports identified at the beginning of
the school year:
-CICO
-Continued Tier 1 supports
-Continued progress monitoring
Special Education Considerations
Need for SPED 2a. Are these sustainable
in regular education?
-What’s still missing? Chronic,
severe (nonresponsive to SRBI),
observation, 8 areas
Problem-Solving Teams at DSD:
Report out- What do PSTs look like at
your school?
Who participates?
What does it look like?
When do meetings occur?
How do you track students?
Important components of a PST
-Operate as a PLC
-Follow norms
-Assign roles and responsibilities
-Implement the plan
-Check on the fidelity of the system and
intervention
TOOL: TIPS meeting format
GUIDE FOR:
Goal (including operational definition of
problem behavior)
Identified Solutions- Who? What?
Where? When Implemented?
Fidelity
Plan changes along the way:
Even though Dodger R. Apple is
continuing to struggle, we’re
not going to give up.
After all, he is the apple of our eye.
Special Education referral?
Special Education Considerations
Need for SPED 2b. Why would these
need special education?
-Frequent? Chronic? Severe?
-Systematic observations? (FBA)
Progress monitoring? Specialized instruction?
…ALWAYS the apple of our eye
GOALS:
-
80% safe, respectful, and responsible daily
(monitored by Daily Behavior Report/CICO)
Writing goal aligned with CCSS
(monitored by AIMSweb)
SPECIALIZED INSTRUCTION:
- Reteach and practice coping strategies
- Co-taught classroom for
language arts
- Daily foreshadowing
Our system of support- BIP
Our system of support
Our system of support
CELEBRATIONS!