Supporting District
Yellow/ Red Zone
planning for Behavior
Chris Borgmeier, PhD
Portland State University
[email protected]
www.web.pdx.edu/~cborgmei
Invest in Building a System of Individual
Student Support

Coach implementation of a system
 Start
with vision of system & District/ ESD planning of
resources & personnel

Behavior Specialists, Data Systems, Building personnel
 Train & Coach practices within
Practices
 Data based decision making
 Meetings & teaming
 CICO or Targeted Interventions
 FBA/BSP

Learn from our mistakes
 Do
NOT Train & Hope
a system
What can a PBS Coach do?

Slow teams down & make sure they are
successful w/ Universal Systems
Primary
Prevention:
Universal
Systems to
Support ALL
Students
What can a PBS Coach Do?
1)
Start advocating for comprehensive district plan

Needs -- personnel & resources for successful
implementation





2)
CICO Manager
Data System
District Behavior Specialist
Building Behavior team members
Multi-year coordinated training effort (not piecemeal)
Begin with:
a)
b)
Yellow zone efforts
Developing Effective Teaming Process
PBS Individual Student Support
Multi-Disciplinary
Assessment & Analysis
Observations
and add’l
Observations
Team-Based Wraparound
Interventions
Intensive
Complex Individualized
Interventions
Increasingly Intensive Assessment
& Individualized Interventions Simple Student
Interventions
Referral Data
& FACTS
No
Assessment
Group
Minimal
Assessment &
Targeted
Targeted/Group Interventions
Universal
School-Wide Assessment
School-Wide Prevention Systems
Interventions
Yellow Zone/ Targeted
Intervention
Designing School-Wide Systems for Student
Success – Secondary Prevention
1-5%
Research-Based Intervention Options
(Group Based)
Effective Teaming & Personnel Resources
5-10%
Ongoing ID of Student & Rapid Response
Secondary Prevention:
Specialized Group
Systems for Students
At-Risk
Assessment-Based Intervention Selection
Continuous Progress Monitoring of At-Risk Student
Data-Based Decision Making
I-PBS Team
(or whatever you want to call it)

Develop an Efficient Teaming Process
 Build
on strengths of existing teams (but change will
likely be required)

Review data at least every 2 weeks to:
 ID
students in need of behavioral support
 Monitor progress of students receiving support
 Guide decisions regarding student intervention (RTI)
 Monitor interventions, implementation & action items
 Review effectiveness of each Targeted Interventions
to determine overall effectiveness
I-PBS Team Members
Administrator
 CICO Manager
 Persons w/ flexibility & Behavioral Training

 SPSY,

SPED, Counselor, etc.
Persons w/ Behavioral Expertise will become case
managers for Individuals requiring more intensive
assessment & individualized intervention
 Keep
team small enough to remain efficient
Check-In/Check-Out Managers
10 hrs/wk recommended for CICO managers
 Oversee & organize CICO program and daily
operation of CICO system

Get referred students started with program
 Students
 Students

can be referred based on # of referrals
can be referred by teacher
Monitor effectiveness of CICO system
 Is
CICO meeting the needs of a significant portion of
at-risk students as a preliminary intervention

Bring all CICO data to Intensive PBS Team
Generic Point Card
Progress Monitoring
Data used to monitor progress is increasingly individualized
as student need is recognized to be increasingly intensive
Start generic, broad & efficiently & get increasingly specific,
and individualized

CICO


Targeted Intervention – Simple FBA


Point Card – generic
Point Card – generic to semi-individualized
Intensive – FBA/BSP

Point Card – individualized &/or other forms of data collection
methods
Effective Data Systems for tracking
Individual Student Data

Quick & Easy for



Data entry
Data-based decision making
Easily accessible for team decision making

Provide visual/graphic representation of student data

Examples

SWIS-CICO
Excel template (DDSD)

Cost of Data System + Cost of Training for staff to use

Red Zone/ Intensive
Intervention
Designing School-Wide Systems for Student
Success – Tertiary Systems
1-5%
Tertiary Prevention:
Intensive, Individualized,
Assessment-Based
Intervention
5-10%
Effective Teaming & Resources for Individualized
Intervention
Research-Based Intervention (Individualized)
Focused Individualized Assessment
80-90%
Assessment-Based, Data-Based Intervention Selection
Continuous Progress Monitoring of Intensive Student
Student Team - Intensive

For Students with INTENSIVE needs (red
zone) we need:
 Interventions
individualized to the specific
needs of the student
 Expertise in the presenting area of concern
Behavior Specialist for behavioral concerns
 Reading Specialist for reading concerns
 Speech Therapist for speech concerns, etc.

 Assessment
information that directly and most
efficiently informs intervention development

For Behavior that is FBA
MOST IMPORTANT!!!
Local Infrastructure to
Support School Systems for
Individual Student Support
Building/District Infrastructure
Needs
District w/





Commitment to Intensive PBS
District PBS team to plan IPBS system & implementation plan
Ongoing training plan to implement I-PBS model
District Behavior Specialist w/:



significant training & experience with FBA and Behavioral Intervention
Opportunity to support teams on-site with systems implementation
Building Team

Personnel in the school:



w/ regular meeting schedule (at least every 2 wks)
w/ FTE (10 hrs/ wk) to manage data and CICO program (& other targeted
interventions)
Team members with



training in Functional Behavioral Assessment & Function-Based Intervention
Time, opportunity & priority to carry out assessment & intervention responsibilities
Effective Data systems for:


Early identification of at-risk students
Progress monitoring students following intervention
District Planning for Intensive PBS
Roles & Responsibilities
Resources & Personnel
System of Individual Student Support
District

Behavior Specialist

SW PBS Coach

Multi-year training
commitment that includes
regular on-site support to
school teams to build
capacity for school IPBS
teams to develop &
implement a system of
individual student support
Building
CICO Manager (10 hrs/ wk)
 IPBS team that meets at
least every 2 wks
IPBS team
 Admin + CICO Mgr +
strategic Staff with
behavioral expertise &
flexibility (SPSY,
Counselor, SPED?)
 Efficient Data system

Behavior Specialist (District/ESD)

Behavioral Expertise required
 Background
in Behavioral Theory, Function of
Behavior & Consultation skills

Adequate Time to carry out responsibilities
required
 Coaching
teams with Yellow & Red Zone
implementation – not just putting out fires
(RED!!!)