KENTUCKY CENTER FOR
INSTRUCTIONAL DISCIPLINE
Tier 2/3 Advanced Behavior
Supports: Session 2
SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS
AND SUPPORT:
ADDRESSING THE BEHAVIOR OF ALL STUDENTS
Participant Expectations
 Be Responsible
 Return promptly from breaks
 Be an active participant
 Use the law of two feet
 Be Respectful
 Maintain cell phone etiquette
 Listen attentively to others
 Limit sidebars and stay on topic
 Be Kind
 Enter discussions with an open mind
 Respond appropriately to others’ ideas
Objectives for Session 2
Discuss fading students from interventions
2. Review and discussion of group interventions
and decision rules
3. Modifying group interventions
4. Practical FBA – parts one and two
1.
Develop a Process
for Fading Students  Establish a process to
fade students from
from Interventions
interventions once
they have met
criteria indicating the
intervention was
successful
Fading Students
 Tier 2 group interventions are intended to
provide targeted support to students for a
brief period of time
 Schools should establish a process for fading
students from interventions
Fading Students:
General Guidelines
 Fade from 5 days to 3 days
 Fade from 3 days to 2 days
 Fade from 2 days to 1 day
 Fade from 1 day to 1 day every two weeks
 Fade from 1 day every two weeks to 1 day a
month
 Self-monitoring is recommended for some
students
Fading Students:
General Guidelines
 Implement each phase of the fading process
for 2 weeks

If successful, continue next phase of fading

If unsuccessful, go back to last implementation where student
was successful
 Monitor student progress closely
 Record fading phases in CICO under Add
Plan Change
Team Time
Discuss fading
procedures for BEP or
another group
intervention. What
questions do you have?
Create a System
for Using Group
Interventions
 Establish a system to
appropriately match
student need with
interventions and
develop decision
rules to determine
what success looks
like
Response to Intervention
What is the typical way we determine
how a student responds to small group
or individual intervention?
Decision Rules to Evaluate Student
Response to Tier 2 Group Interventions
1.
2.
3.
4.
5.
6.
7.
How are students identified as in need of the
intervention (i.e., teacher referral, flagging criteria)?
What are the data sources used to identify the need?
How does the intervention get started?
How long will the student receive the intervention
before data are reviewed?
How are data collected and tracked?
Who brings data summary to team meetings?
How will you know if the student is responding to
the intervention?
Example: Decision Rules for BEP
How are students identified as in need of the BEP
intervention?
1.

Teacher referral and flagging criteria
2. What are the data sources used to identify the
need?


Teacher referral indicates that the student misbehaves for
attention
Flagging criteria suggest repeat misbehaviors
Example: Decision Rules for BEP
3. How does the intervention get started?

Tier 2 team trains staff on features of BEP and to
implement with fidelity.

BEP Mentor obtains parent permission and then meets
with the student to explain the intervention. The mentor
shows the student how to check in, take the DPR to all
teacher throughout the day, check out, and take a copy of
the DPR home.
4. How long will the student receive the intervention
before data are reviewed?

6 weeks
Example: Decision Rules for BEP
5. How are data collected and tracked?

DPR data are entered daily into CICO-SWIS by the BEP
Mentor. Student progress is reviewed by the Mentor every
week.
6. Who brings data summary to team meetings?

BEP Mentor
7. How will you know if the student is responding to
the intervention?

Student has earned 80% of DPR points on average per day
per week for 6 weeks
Team Time
Complete the Decision
Rules to Evaluate
Student Response to
Tier 2 Group
Interventions for BEP.
Be prepared to share
your decision rule for
determining response to
BEP.
Modifying Group
Interventions
 The behavior support
plan team should have a
process to brainstorm
modifications to existing
group interventions
before developing
individual behavior
plans.
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Tier 2/
Secondary
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
HSC-T, RD-T, EI-T
Tier 3/
Tertiary
Group Interventions
-Check in/Check-Out
-Behavior Education
Program (BEP)
Social/Academic
Instructional Groups
(SAIG)
Group Intervention with
Individualized Feature
(e.g., Check and Connect –
CnC and Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Group Interventions with
Individualized Features
 Consider modifying existing interventions for an
individual student before writing an individual
behavior pla
 Group discussion – discuss examples of how you
are already doing this
Practical FBA
 The behavior support
plan team should have a
process to develop
individual behavior plans
for students with mild to
moderate behavior
problems.
Process
 Get out your list of students identified as being of
concern.
 Complete the Student Review and determine next
step for the student(s):



Existing group intervention
Individual behavior support plan
Monitor – no intervention at this time
 Ask questions as you complete your Student
Review(s)
Practical FBA
 The rest of today will be devoted to learning a
process for completing a Function-Based
Assessment of an individual student
 ..\..\Practical FBA\Session 1_2011changes.pptx
 ..\..\Practical FBA\Session 2_2011changes.pptx
Next Time
 Learn the last two steps in the Practical FBA
process
 See
the behavior
 Hypothesize
 Develop an individual behavior plan
Before Our Next Session
Select a student who the team has determined
needs an individual behavior support plan
Complete the first two parts of Practical FBA
(Describe and Ask) and bring the information you
gather to the next session