Positive Behavior Interventions and Supports: Tier 2 Systems

1. Positive Behavior Interventions and Supports: Tier 2 Systems Learning Supports Workshop March 2013 Jackie Fober

2. Special Thanks to: Lori Newcomer PhD., University of Missouri Tammy Beener, AEA 10 Kristin Hinders, PBIS Coach: Bunger Middle School

3. Session Outcomes: Examine the critical features of Tier 2 supports Outline the process to develop Tier 2 System and Supports Utilize Tier 2 Self-Assessment Tools Learn practical ideas from a school implementing PBIS

4. Acronyms Universal = Core= Tier 1 Targeted = Supplemental = Tier 2 Tertiary = Intensive = Tier 3

5. PBIS Emphasis on Prevention Tier 1 • Reduce new cases of problem behavior • Tier 2 • Reduce current cases of problem behavior • Tier 3 • Reduce complications, intensity, severity of current cases

6. Check-in Check-out Social Skills Mentoring Social Skills Organizational Check-up Students receiving Tier 2 strategy have full access to Tier 1 Supports BAT: Section E Question 16

7. Prerequisites to Tier 2 SW PBIS (Tier 1) in place as measured by the SET 80/80 or TIC 80% Team agrees that SW PBIS is in place and implemented consistently Data system in place for documenting ODRS BAT: Section A Questions 1-3

8. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam: Tier 1 Tier 2 Problem Solving Team Tier 3 Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

9. Assessing Tier 2 Features and Fidelity: Use of Monitoring of Advanced: MATT progress monitoring tool Use of Benchmarks of Advanced Tiers: BAT summative tool

10. Tier 2 Systems / Conversations

11. Tier 2 Team Could be your Tier 1 team Could be a sub group of your Tier 1 team Could be an existing team in your building that has some of the same functions Should include principal Could include: counselor. Special ed, FRC, AEA, gen. edBAT Section B questions 5

12. What does the Tier 2 Team do? Establishes a process to identify students for tier 2 intervention Develops a menuof research-based interventions matched to student need Analyzes Tier 2 data to determine needs Analyzes the fidelity of implementation of tier 2 interventions and monitors student progress BAT Section B questions 5

13. Tier 2 Team/ Conversation • There is crossover in membership and/ or communication that informs Tier 1 team of status of Tier 2/3 supports • Team meets regularly (2X’s per month) • Adopt a standard meeting agenda BAT: Section B Question 4, 14

14. Communication System • After your team meets, consider these questions: • What will be communicated? • Who will communicate this information? • How will it be communicated? • When will it be communicated? • How will feedback be received? BAT Section B question 4

15. Team discussion • Team Audit… • What teams are currently in place that have similar responsibility? • Who participates on the team? • Do existing resources need to be restructured to facilitate tier 2 process?

16. Tier 2 Systems / Conversations

17. Tier 2 conversations: Screening • Determine a decision – making rule to screen students that need tier 2 supports • This could include: (at least 2 data sources) • Number of office referrals: major/minor • Attendance • Homework completion, academic performance • Teacher Nomination – share interventions, data-share form • Parent referral • Share your decision making rule with all staff: put in writing/document BAT: Section B Question 5 Section C Question 7 Section G Question 29

18. Teacher nomination form • This can be used as one data source to refer students to tier 2 • Review nomination form

19. Used to gather information to determine tier 2 intervention match/ help with screening Page 9

20. How does it happen? • Referrals are made to the team regarding academic, behavioral, social-emotional, or “basic” needs. • Referrals come to the team through multiple avenues: • PBIS Universal Team • Grade Level Teams • Professional Learning communities • Teacher Assistance Teams • Teachers • Parents

21. General Data Decision Rules

22. Tier 2 Interventions For Who • For those students who exhibit difficulties despite proactive school-wide prevention efforts • Likely to be student with both academic & behavioral challenges • Approximately 10 – 15 % of school population Key Elements • Daily monitoring and review with an adult • Linked to School-Wide expectations • Daily/Weekly home-school communication • Build in self management strategies

23. Team discussion: Discuss what you have heard about screening: How do you currently determine if a student receives a tier 2/supplemental intervention? What decision-making rule for screening would make sense for your school? What 2 data sources might you use? BAT: Section A Question 5

24. Tier 2 Systems / Conversations

25. Matching Tier 2 interventions to Student need Thinking about function of behavior

27. Human Behavior is functional. Students / (adults) learn that some strategies are effective in producing the outcomes they desire. A student may learn that problem behavior can be more effective in producing the outcome a student desires. What examples can you think of for this?

28. Human Behavior is Predictable. By looking at antecedents and consequences that set up and maintain behavior, behavior can be predictable. What information/data would you want to know about a student’s behaviorin order to make predictions about it?

29. Why function based? Identify the events that reliably predictand maintainproblem behaviors. Improve effectiveness and efficiencyof behavior support efforts Professional accountability

30. If you can predict it…… you can prevent it.

31. Human behavior is predictable. • Roger cracks jokes and talks back to his teacher each day in Literature class. Roger’s friends laugh at his jokes and Roger often gets sent to the detention room.

32. Examples of Function in Schools (not necessarily conscious decisions by student) • Get/Access Reinforcers • I yell because others look at me. • I fight because others obey me. • I wander because people talk to me. • Get Away From/Escape/Avoid Aversives • I cry when work gets hard because someone will help me. • I throw a book during math class because the teacher will remove me from class. • I stand out of the way during PE because the other game participants will avoid throwing me the ball.

33. Matching student need to tier 2 intervention—think function

34. Tier 2 Data CollectionTools • Student Nomination Form • Cumulative Record Review • Student Review • Reason for Review • Definition of Problem Behavior / Context • Function Hypothesis • Quick Sort Matrix

35. Used to match intervention to need

36. Used to gain functional information to match intervention to student need

37. Page12 Used to sort into tier 2 interventions

38. Tier 2 Team Discussion How could this information be collected in your school? What tool(s) do we have in place? What tool(s) would we need to develop?

39. Tier 2 systems /conversations

40. Tier 2 Important Themes Part of a continuum – must link to school-wide PBIS system Efficient and effective way to identify students (data decision rules) Assessment - simple/short Intervention matched to presenting problem but not highly individualized

41. Tier 2 Important Themes Interventions address the importance of teaching appropriate behavior and increasing positive contacts when students are engaged in expected There is a plan to collect data to determine success of the plan (i.e., daily incentive points earned, reduction in ODRs). Strategies for student to generalize the skills

42. Tier 2 Critical Features Remember These… • Continuously available • Rapid access to intervention (3-7 days) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty • Flexible intervention based on assessment • Functional assessment • Adequate resources allocated (team, admin.) • Continuous monitoring for decision making BAT: Section C Question 9

43. Getting Started • What targeted interventions do you have in place - academic and behavioral? • Do your targeted interventions have the critical features necessary to be successful? • Continuously available • Rapid access to intervention (72 hrs) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty • Function based • Student chooses to participate • Continuous monitoring

46. Working Smarter

47. Types of Tier 2 Interventions Social Skills Training Behavior Education Program (Check-In, Check-Out) Organizational Check-up Check and Connect—Mentoring Homework Club Newcomers Club

48. Tier 2 Conversations

49. Tier 2: Progress Monitoring • Data collected daily • Simple method • Data collection part of the intervention • Generic across all tier 2 interventions • Generic across students • Genericgoal • Data used to modify/ change intervention BAT: Section G Question 28

50. Generic goal: 80% Progress Monitoring used for all tier 2 interventions