Tier II – Secondary Interventions

1. Tier II – Secondary Interventions NW PBIS Network

2. Who is the NorthWest PBIS Network? Supporting educators, families and community members to implement and sustain positive, effective and culturally inclusive environments to achieve social and academic outcomes for Allchildren and youth.

3. PBIS Events • Oct 19th – Fall PBIS Coaches Institute, Eugene, OR • Nov 3rd-4th – Fall PBIS Conference, Seattle • Nov 5th – PBIS Classroom Workshop Jessica Sprick, Seattle • Nov 5th-7th - SWIS Facilitator Training, Seattle • Nov 5th – ISIS-SWIS Facilitator Training, Seattle • Jan 30th – Winter PBIS Coaches Institute, Spokane • Learn More at www.pbisnetwork.org

4. Logistics • Clock Hours • Sign in each day & submit at the end of the last day you attend at the Clock Hours Table • Lunch – Vegetarian/Special Diet Process • Badges – Please Wear At All Times • Internet Access – • Evaluations – Turn At End of Day 2 To Presenter For A Chance to Win A Free Registration for Our Conference • Handouts • www.pbisnetwork.org • Go to Resources Page

5. 3 Day Preview • Day 1 & 2 • Overview, Rationale and Readiness • Getting Started • Initial Implementation • Working with Parents • Monitoring and Decision Making • Trouble Shooting • Day 3 – Follow-up • Successes and Challenges • Maintaining or expanding implementation • Preparation for Tier III

6. Day 1 • Welcome and Introductions • Review of PBIS and Individual Systems • Overview of Secondary (Tier II) Interventions • Getting started • Initial Implementation • Student Identification

7. Introduction

8. The Challenge • Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998) • Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000) • Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)

9. Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992) • Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996)

10. The Response “Schools that are safe, effective, and controlled are not accidents.”(Sugai, Sprague, Horner & Walker, 2000) • Need • a prevention focus • to build school capacity to support all students • a continuum of behavior support

11. PBIS • PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior • PBIS is the integration of (a) valued outcomes, (b) science of human behavior,(c) validated procedures, and (d) systems change

12. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. Academic Systems Behavioral Systems • Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Primary Interventions • All students • Preventive, proactive • Primary Interventions • All settings, all students • Preventive, proactive Designing School-wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

14. Tier I – Universal Key Features 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

15. Tier I – Universal • How are you doing with Tier I? • Successes • Challenges • Concerns • Data sources • TIC, ODR, SET, BoQ, … • For any concerns or challenges, add an item to your action plan Check-in

16. Overview of Individual Student Systems

17. Purpose • To describe considerations & procedures for developing & sustaining individual student systems • This system will expand Tier I supports to Tier II and Tier III systems

18. Challenges to ISS • Students • Problem behaviors are high intensity &/or frequency • Too many students display significant problem behavior at any one time • Problem behaviors are disrupting learning & teaching environments • Problem behaviors are difficult to understand • Interventions are ineffective

19. Schools • Not enough minutes in the day to collect information and develop interventions • Administrative leadership & support is lacking, unavailable, or underdeveloped • Staff are unable or untrained to implement interventions • Overemphasis on form, policy, or regulation rather than on process • Lack of continuum of positive behavior support

20. Considerations • Behavior must be considered within context in which it is observed • As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

21. Individuals who develop & implement behavior support plans must be behaviorally competent & able to… • conduct fluently FBA-BIP • facilitate efficient development, implementation, evaluation of BIPs • collect & analyze student performance data • develop academic & social BIPs that are based on research validated practice.

22. The longer problem behavior has been occurring, the more resistant it may be to intervention • Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior • Efficient team-based approach & process to problem solving must be in place

23. Tier I - Universal • School-wide discipline system for all students, staff, & settings that is effective for 80% of students • Clearly & positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring & modifying procedures

24. Tier II - Secondary • Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions • Daily behavioral monitoring • Regular & frequent opportunities for positive reinforcement • Home-school connection • Individualized academic accommodations for academic success • Planned social skills instruction • Behaviorally based interventions

25. Tier III - Tertiary • Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions • Simple request for assistance • Immediate response (24-48 hours • Functional behavioral assessment-based behavior support planning • Team-based problem solving process • Data-based decision making • Comprehensive service delivery derived from a wraparound process

26. General Process • Establish Behavior Support Team to guide/lead process • Secure & establish behavioral competence within school • Develop/strengthen three level system of school-wide behavior support: • Universal Interventions • Secondary Interventions • Individual Interventions

27. Establish data decision system for matching level of intervention to student • Simple & direct request for assistance process for staff • Data decision rule for requesting assistance based on number of major behavioral incidents • Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency • Are students displaying improved behaviors? • Are staff implementing procedures with high fidelity? • What can be modified to improve outcomes? • What can be eliminated to improve efficiency?

28. Individual Student Systems • Do you have a team that supports teachers with at-risk students? • Available to all staff? Parents? • How do teachers access support? • Strengths, challenges for this team? • Data sources • Committee Review Worksheet, Staff Handbook, general knowledge… Check-in

29. OVERVIEW of SECONDARY INTERVENTIONS

30. Purpose • Provide an overview of Tier II/Secondary Interventions that are group systems for supporting students who are at-risk for significant problem behavior

31. Guiding Principles • At-risk students benefit from: • clearly defined expectations • frequent feedback • consistency • positive reinforcement • Problem behavior and academic success are often linked • Behavior support begins to develop effective adult-student relationships

32. Important Themes Part of a continuum link to school-wide PBIS system Efficient and effective way to identify students Assessment allows you to make a simple sort match students to interventions Intervention matched to presenting problem but not highly individualized

33. However, • There is a difference between how to teach and what to teach • How = Evidence-Based Practices • Social skills, self-management, daily monitoring • What = Skill identification, Types and range of groups/programs

34. Consideration Not fixed group. Membership can change based on need Student’s needs vary across continuum over time and within academic/social area Least intrusive but matched to student need effective and efficient

35. Critical Features • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Function-based

36. Check-in, Check-out Basics • Daily behavioral monitoring • self- and/or adult • Regular, frequent opportunities for positive reinforcement • tangible to social • external to internal • predictable to unpredictable • frequent to infrequent • Home-school connection

37. Other Strategies & Groups • Behavioral contracts • Adult mentor/monitor • Targeted social skills instruction • problem solving • conflict management • Self-management programming • Academic restructuring • Lunch Buddies • Friendship Circles • Homework Club • Focused Counseling • Anger management • grief and loss • parent divorce • ….

38. Review of Existing Options(Adapted from Horner & Todd, 2002)

39. Review of Existing Options • List all currently available Tier II programs • For each program rate them across the different possible features • Determine if you have (a) overlap in types of programs or (b) gaps in support options • Check to make sure all programs have (a) easy student identification and (b) clear request for assistance processes Activity

40. Working Example: Behavior Education Program (BEP) (March & Horner, 1998) • Need • 7% of students with chronic problem behavior • Targeted, group based intervention needed • Expected to work for most but not all students • Interventions must be functional assessment based • 24 students in Secondary Interventions

41. Referrals per Student

42. BEP Features • Students identified with multiple office referrals • Student-parent-school contract formed • Connection to school-wide expectations • Individualized, daily monitoring

43. BEP Set-up • Teach students, teachers, & parents routines • Establish school & home reinforcers • Establish data collection system • Conduct abbreviated FBAs

44. BEP Daily Cycle 1. Check in office at arrival to school • Reminder binder • Pre-corrections • Turn in previous days signed Daily Progress Report (DPR) form • Pick-up new DPR form • Review daily goals

45. 2. At each class • Student completes DPR card • Teacher checks & initials 3. Check out at end of day • Review the points & goals for the day • Receive reinforcer if goal met • Take successful day card home • Pre-corrections

46. 4. Give successful day card to parent(s) • receive reinforcer from parent • have parent sign card 5. Return signed card next day

47. Student Recommended for BEP/CICO BEP/CICO Implemented Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

48. Daily Progress Report

49. Tracking Student BEP Progress(number = % of total daily points)

50. Daily Data-based Decision-Making