Using the I nitial L ine of I nquiry with Finesse and Success

Using the Initial Line of Inquiry with Finesse and Success

Jenny Partin MS - Educational ConsultantBlake Shearer EdS - Special Education Consulting Teacher

Using the Initial Line of InquiryWith Finesse and Success

Meeting the needs of

students who struggle with

behavioral issues.

Our AgendaWhat is the ILI – Initial Line of Inquiry?

When is the ILI to be used?

Who needs it – How are students identified?

How to use the ILI as the first layer of tertiary supports for students with challenging behavior

Advance preparationThe ILI team processData based decisionsFollow-up

What is the Initial Line of Inquiry- ILI?

Simple functional behavior assessment

Problem solving process

Used to gather information about the student’s academics and problem behavior

Has several components which help show the big picture about the student

Includes a basic behavior plan

When do we use the ILI?

When are YOU doing an ILI?

• What criteria are you using to identify students?

• How are you determining that research validated interventions have been implemented and are not working?

Criteria = Desperation???

Interventions = too many suspensions??

Tier 1 – School and classroom rules and expectations.

Tier 2 – Interventions are implemented

Tier 2 ‘B’ – the ILI Process

Tier 3 – FBA and ‘wrap around’ supports

Typically students with autism, chronic mental illness, severe ADHD, or SPED diagnosis of serious emotional disturbance.

WHEN to use the ILI -Student Identification

1. Tier 2 Interventions have been implemented and were NOT effective

2. Established criteria: Example 6 office referrals - a clear ‘system’

3. A ‘crisis’ situation that indicates an immediate need

Research-Based Tier 2 Interventions

Mentoring

Academic Coaching

Social Skills Training

Self Monitoring

Check-in/Check-out

Need Interventions???Try: www.pbisworld.com

Data, Data, DataNeeded to Document:

1. Fidelity of implementation

2. Change in behavior with intervention (better, worse, unchanged?)

Sample Data Collection Summary from PBISworld.com

ILI Advance Preparation

Who is involved

Information/Data gathering process

Teachers

Parents

School Counselors

Principal

Assistant Principal

Who is involved?Social Workers, School Nurses, DCS, etc.

Information/Data Gathering Process•Record Review•Grades, Attendance, Discipline, Homework• Prior referrals•Health concerns•Outside Agencies involved• Family situation

•ILI Student Data PPT

Data Gathering Process•Student Interview

Informal interview to let student know of concerns and ask student how we can help?

•Parent Interview Form sent home to be complete

or Phone/personal interview

Data Gathering Process•Teacher Interview(s) Google doc data form or Paper and pencil form

Using Google Drive for ILI InterviewsLet’s look at an example

ILI Teacher Interview

ILI Google Doc Spreadsheet

Summary of Responses

https://docs.google.com/a/pcsstn.com/spreadsheet/viewform?usp=drive_web&formkey=dHNPRmtKVFcwS3h3dXl0bGdhU2xfaWc6MA%23gid=0

https://docs.google.com/a/pcsstn.com/spreadsheet/ccc?key=0AqTGRU1PnlSldHNPRmtKVFcwS3h3dXl0bGdhU2xfaWc&usp=drive_web%23gid=0

https://docs.google.com/a/pcsstn.com/spreadsheet/gform?key=0AqTGRU1PnlSldHNPRmtKVFcwS3h3dXl0bGdhU2xfaWc&gridId=0%23chart

The ILI Meeting

Setting the ‘tone’ for a focused meeting

Initial Data/information presentation

The ILI Form completion; includes a basic behavior plan.

Setting the ‘Tone’

Facilitator explains purpose of the meeting, procedures, and time constraints.

All information is visually displayed to keep meeting focused.

The Facilitator remains standing throughout the meeting and co-facilitator types onto projected forms.

Let’s do a Sample

Meet ‘Joe School’

Record Review & Data gathering

Meeting Prep and ILI Meeting

Complete ILI form and Behavior Plan

Data Collection and Follow-up

Joe School

Strengths

Academic Strengths: Joe has strong math skills and usually completes all assignments. He

reads well orally and comprehends. Joe appears to have the ability to do grade level

work in all academic areas.

Behavioral Strengths: Joe can be polite and he is very friendly and social.

Data – Historical Grades

Subject 3rd 4th 5th 6th

Reading 78 79 76 78

Language 77 80 78 76

Math 95 93 95 94

Science 88 89 87 85

Social Studies

80 77 78 74

Data – Current Grades – 7th grade

Subject Q1 Q2 Current

Reading 74 69 61

Language 76 70 59

Math 94 89 80

Science 85 76 69

Social Studies 80 68 62

Data – Assignments/Homework

Subject Current Grade

Missing assignments/Grade Range

Reading 61 3 missing; 52 to 80

Language Arts

59 4 missing; 51 to 78

Math 86 2 missing; 88 to 100

Science 70 2 missing; 68 to 85

Social Studies

62 3 missing; 59 to 81

Attendance

Event Q1 Q2 Current

Excused Absence 1 0 2

Unexcused Absence 2 4 7

ISS 1 2 2

OSS 0 1 4

DisciplineNumber of Office Discipline Referrals

Q1 Q2 CurrentODRs 3 5 6

Comments: 5 referrals are for fighting/physical aggression9 referrals are for disrespect/defiance

Joe School

Concerns

Academic: Joe has missing assignments that are impacting his grades.

Behavioral: Joe is disrespectful to adults when he is told ‘no’ or given a consequence. Joe has difficulty with peers displaying physical aggression when angry or during unstructured times. He also does not like being called on in class.

Joe School

What is happening?

Health: No health issues, eats well, physically active, some trouble sleeping.

Stressors/Losses: Separated from parents due to legal issues. Father in prison for manufacturing meth and mother in local jail awaiting trial for assault.

Family change: Joe and his older brother are living with different family members. Joe is with his grandmother, does not get along with ‘step’ grandfather. Brother is 17 and living with an aunt and uncle.

Vision Statement

By the end of this school year we want to see Joe

•coming to school ready to participate and do his work,•with a strong peer group of supportive friends, •seeking help in an appropriate manner when he is frustrated or angry,•completing all assignments, and •ending the year with all grades at C and above.

Data, Data, DataNeeded to Document:

1. Fidelity of implementation

2. Change in behavior with intervention (better, worse, unchanged?)

Follow-up Meetings REQUIRED!• The ILI is a ‘fluid’ process - constant

monitoring is needed for success.

• It is important to have a ‘case manager’ who monitors implementation of intervention(s)

• It is also important to schedule a first follow-up meeting before the end of the initial ILI meeting.

So………….

How do we use data to decide what is next for a

student?

Data, Data, DataUse your data

Was intervention implemented with fidelity?

No? – can’t make a decision until proper implementation

Yes? – what was result Better – Celebrate & continue Worse – Decide what next


Data shows improvement Decision needed:Continue as is?Tweek and continue?Phase out?


Data shows minimal change

Team must decide:- Tweek and continue?

- Implement different intervention?

- Continue and add another ‘piece’

Data Collection Summary Sample

Student Name __________________________ Behavior to Monitor _________________________________

Day/Date >

20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20

19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19

18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18

17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17

16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16

15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15

14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14

13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13

12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12

11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

Student 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

circles # 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

each time 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

behavior 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

is exhibited 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

each day 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

After establishing 'baseline' for 1 week, draw a red line at 'target' number for each following week.

Gradually lower the target for negative behaviors you are attempting to lower.

Gradually raise target for positive behaviors you want to increase.

Recommend that target be lowered or raised once the behavior has been 'maintained' for one week.

Data Summary


Data shows no improvement - Seriousness of problems is increased and/or- Frequency of behavior has increasedTeam must decide:

- Change intervention?- Complete full FBA?

- Psychological Evaluation? - Change placement?

Follow-up Meetings REQUIRED!

• Students with chronic behavior issues will need ‘ongoing’ follow-up meetings.• It is a continuing process of ‘monitor and adjust’.• It is also essential to avoid regression to previous problem behaviors/habits.

Resources

This PowerPoint and Student Data PowerPoint are available on edprodevelopment.com

Jenny [email protected]

Blake [email protected]

mailto:[email protected]

mailto:[email protected]

Using the I nitial L ine of I nquiry with Finesse and Success

Documents

Transcript of Using the I nitial L ine of I nquiry with Finesse and Success