core principles of pbis - may institute 2015 - scaling up- moving... · students in need of tiers 2...

11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015

Heather Peshak George, Ph.D. University of South Florida 1

This product was developed by Florida’s Pos i tive Behavior Support Project through the University of South Florida, Louis de la

Parte Florida Mental Health Institute funded by the State of Florida, Department of

Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

Scaling Up: Moving Towards Tier 2 Supports

Heather Peshak George, Ph.D.

University of South Florida

November 19, 2015

11th Annual New England PBIS Forum: Norwood, MA

What is PBIS?

Positive Behavioral Interventions

and Supports

The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school

cultures through a

multi-tiered behavioral framework

Core Principles of PBIS

• Team process with structured problem-solving

• Facilitated leadership

• School and district action planning

• Data-based problem-solving with integrated data system and ongoing progress monitoring of student outcomes and fidelity of implementation

• Flexibility with fidelity of implementation of evidence-based instruction/interventions matched to student needs

• Working smarter, not harder

• Emphasizing prevention, teaching and effective consequences

What is MTSS?

• A term used to describe an evidence-based

Model of schooling that uses data-based

problem-solving (DBPS) to integrate academic

and behavioral instruction and intervention

• The integrated instruction and intervention is

delivered to students in varying intensities

• Multiple tiers based on student need

• Tiers I, II, III

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student

need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Tier 2: Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior

curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Multi-Tiered System of Supports (MTSS)

(FL MTSS State Transformation Team, Dec. 2009)



What does MTSS look like in a school?

• School-Based Leadership Team models and expects MTSS as a way of work, not the implementation of a program

• Team uses the problem-solving process to make data-based decisions

• Tiers of support are integrated across academics and behavior

• Primary focus is an effective core curriculum (Tier 1) for academics and behavior

• Tiers 2 & 3 instruction/interventions are designed to support improved student performance at Tier 1

One model, multiple domains

ACADEMICS BEHAVIOR

1. Core curricula: CCSS 1. Core curriculum

• Houghton-Mifflin reading • School-Wide expectations

• McGraw-Hill math -OR- Guidelines for success

• Harcourt science

2. Supplemental resources 2. Supplemental resources

• Small group instruction • CI/CO program

• Social skills groups

• Support groups

3. Individualized help 3. Individualized help

• Computerized instruction • Mentoring

• Tutoring • Counseling

What do you want to create?

What outcome do you want to achieve in 1 year?

What are you implementing?

Tier 1 PBIS

Tier I

(Universal/Core Features - all)

• Clearly define expected behaviors (Rules)

– All Settings

– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors

• Procedures for data-based decision making

• Family Awareness and Involvement

Tier 1 Data Systems are Important for Advanced Tier

Supports

1. Tier 1 is a building block for identifying students in need of Tiers 2 & 3 supports

• Tier 1 data are your blueprint

2. Provides better information for planning & problem solving



System or Student

•Determining the Issue 1. If a student is referred for Tier 2 supports, but spends a lot of

time in an environment that generates a high rate of problem behavior…

OR

2. If a student is referred for Tier 2 supports, but spends a lot of time in an environment where appropriate behaviors are not taught or rewarded,

• the environment may be contributing to the students’ problem behavior!

•In either case we can’t say the student had a “poor”

•response to Tier 1 (core curriculum)

Tier 1 System Review

• Tier 1 System 1. Is Tier 1 effective for ~80% of the students? (~0-1 office

referrals)

2. Were students taught the Tier 1 expectations and rules?

3. Have students earned reinforcers for demonstrating the Tier 1

expectations?

4. Are consequences for specific behaviors taught and used

consistently across staff ?

5. Is implementation consistent and ongoing across staff and

throughout the year?

• If the answer is “No” to any of these questions, address the environment before considering Tier 2 supports

Classroom Review

• Classroom PBIS Guiding Questions 1. Are fewer than 40% of referrals coming from the

classroom?

2. Are effective instruction and behavior management occurring within the classroom?

3. Is the student’s problem behavior significantly different from peers? (i.e., more intense, more frequent, lasts longer)

• If the answer is “No” to any of these questions, address the environment before considering Tier 2 supports

Ineffective instruction and poorly structured environments may set the

stage for poor student outcomes

Classroom

Rules defined for each SW expectation & posted

Routines and procedures are explicitly identified

Expected behavior routines are taught

Immediate and specific behavior praise used

Acknowledgement of students demonstrating expected behaviors

Procedures exist for tracking behavior problems

Range of consequences/interventions

MTSS Tier 1

PBIS Classroom Coaching Guide

• Assists problem-solving teams and/or teachers with implementing

PBIS in the classroom with fidelity

• Use data within a 4-step problem solving process to identify and analyze

classroom behavior concerns

• Monitor/evaluate student outcome and implementation data

• Helps develop, sustain, and evaluate an effective classroom

environment

• Provide tools to determine classroom areas of strength and areas in need

of additional support • Environment, Curriculum, Instruction

• Aligned with BoQ (42-48), Marzano et al. (2009), Danielson (2007)

•http://flpbs.fmhi.usf.edu/resources_classroom_mod.cfm

http://flpbs.fmhi.usf.edu/resources_classroom_mod.cfm





Using Office Referrals to Plan for Tier 2

Tier 1 Questions Tier 2 Impact

Are there common locations, times,

etc. where problems occur?

1. Keep school-wide referrals low

2. Design targeted interventions

Are there common problem

behaviors or expectations that aren’t

followed?

1. Identify skills that need to be

taught

Do “frequent flyer” students engage

in problem behavior for similar

reasons/motivations?

1. Identify effective contingencies

for appropriate behavior

2. Inform more specific skill

instruction

Do some classrooms have higher

levels of problem behavior?

1. Identify classroom contingencies

2. Identify priorities for coaching

Remember

If your data show

more than 15% of your

students need Tier 2

supports, this

indicates a Tier 1

issue!

Does Dataland

School have an effective core for

behavior?

Drilling into Data

Teacher Jones needs help!

Many students in her class

receive multiple referrals

Custom Report:

M. Jones referrals by student

Identifying Students in Need Requires

Multiple Data Sources

• Identifies students with internalizing &

externalizing concerns

• Helps to integrate academic & behavior

interventions

• May inform motivation of students, leading to

more effective grouping/intervention

• Helps mediate teacher bias

• Provides varying viewpoints, information

across multiple locations

School-wide Screening Data By Grade

0

10

20

30

40

50

60

70

80

90

100

K 1st Grade 2nd Grade

Low Moderate High

Perc

enta

ges



School-wide Screening Data By Classroom

0

10

20

30

40

50

60

70

80

90

100

Mr. Romer Mrs. Minch Ms. Martinez

Low Moderate High

Perc

enta

ges

Nomination Process

1. Identifies students who may never receive an office

referral, but demonstrate problem behavior

2. Teachers or grade-level teams nominate and rank-

order students based on behaviors of concern

a. Standard nomination form

b. Completed 2 to 3 times/year

3. Identify top 3 students

a. Externalizers

b. Internalizers

4. Student supports are provided based on data

Remember

•If, after completing the

screening, a large

percentage of students

with common needs is

identified, the most

efficient approach is to

adjust your Tier 1 system

Setting Students Up for Success

Better

Match to

Intervention Goo

d

Tools

Better

Student

Outcomes

Interventions

that are likely

to work (evidence-based)

Tier 2 PBIS

Tier II

(small targeted group)

• Efficient and effective way to identify at-risk students – Screen – Data decision rules - prioritize

– Teacher referral

• Informal assessment process to match intervention to student need – Small group Social Skill Instruction

– Self-management

– Academic Support

• Part of a continuum



Goals of Tier 2

• Prevent problems from getting worse

• Remediation

• Identify and support students ‘at risk’ for not

reaching behavioral expectations

• Provide a continuum of supports

• Provide sufficient and appropriate

interventions

How it Works

• Greater focus on school-wide expectations/ guidelines for success

• Alert adults to students who have additional needs – Keep teacher time to a minimum

• Obtain data quickly

• Follow up with more individualized support for students who have a poor and/or questionable response – Decision rules keep teams focused and moving forward

What’s Involved

• Tier 1 expectations are embedded in interventions

• Standardized support based on the function of students’

behavior • Individualized interventions are for Tier 3!

• Pre-determined decision rules • Selecting and prioritizing students

• Making intervention changes

• Increasing/decreasing levels of support

• Monitor implementation fidelity

• Regular teaming and data-based problem-solving

• System for communicating progress • Students, staff, and families

Tier 2 Data

(for Academics or Behavior)

• Measure progress on specific skills – Identify the most appropriate interventions

– Measure progress towards goals (remediation)

• Administered repeatedly & efficiently

• Sensitive to small changes

• Easily summarized in graph format

• Able to compare progress across students Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Reschly, D.,

Schrag, J. and Tilly III, D. (2005). Response to Intervention: Policy considerations and

implementation. National Association of State Directors of Special Education.

Alexandria, VA: National Association of State Directors of Special Education.

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior

instruction and supports.

Tier 2: Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support, in addition to and

aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Multi-Tiered System of Supports (MTSS)

(FLRtI State Transformation Team, Dec. 2009)

The problem-

solving process

drives support

provision within and

across tiers

Measuring progress towards what?

• The core curriculum for behavior clarifies the

behaviors students need to demonstrate in order

to be successful at school

– Therefore, progress monitoring at Tier 2 should

allow educators to understand the degree to

which students are making progress in

demonstrating those expected behaviors

• Tier 2 should be standardized, especially at the

beginning



Compare Progress Across Students Evaluate Progress Across Interventions

Monitoring Progress

• Questions to be Answered

1. How to monitor progress a. Frequency

b. Method - Is it built in to the intervention or does it need to be developed?

2. Who is responsible for entering data?

3. When will data be reviewed to determine if student is making progress?

4. Data System Monthly As

incidents occur

Daily 2x/ Month

Weekly (+) Throughout Day

School-Wide team

Teachers, anyone

Teachers, educational assistants

Teachers, school-based

teams

Student-Centered teams with additional expertise

Teachers, educational assistants, outside support personnel

Collecting 1x/ Month



Collecting 1x/ 2 weeks Collecting 1x/ Week

Collecting 1x/ Day Collecting Throughout the Day

Collecting Throughout the Day

‘Read 180’

intervention Data

Entry Data

Analysis Decision Making

(Adapted from George, Kincaid, & Pollard-Sage, 2009)

Data-based problem solving

requires data systems



What are “Decision Rules?”

1. Guidelines for interpreting data a. Recommendations for common scenarios

b. Used in conjunction with problem solving process

2. Guidance on students’ receipt of support within and across tiers

a. Increase

b. Change

c. Fade

3. Help to improve a. Consistency of support delivery

b. Efficiency of problem-solving meetings

Decision Rules for

Student Progress at Tier 2

•Examples 1. Students receiving 2+ office referrals by October and

have 7 or higher on the SIBSS will be considered for

supplemental interventions

2. Students with internalizing symptoms will receive

Coping Cat

3. Target behaviors will be added to students’ behavior

report cards if their goal was met less than 7/10 days

4. When student meets goal 8/10 days, the goal is

increased by 5%.

Decision Rules to Develop

•Areas to Consider

1. Determining students in need of Tier 2

supports

2. Setting an initial goal

3. Positive response

4. Questionable response

5. Poor response

6. Rules for graduating/fading Tier 2 support

Determining Students Needing

Tier 2 Supports

•Decision Rules

1. Ensure student has contacted core curriculum for

behavior

2. Identify whether student has pre-requisite skills

needed to participate in intervention

3. Match the probable functions of student’s behavior

may to intervention format

4. Student is similar to the population with which the

intervention was normed

Setting Initial Goals

•Decision Rules 1. Ensure students will be able to meet initial goals

(i.e., Set students up for ‘success’)

2. Considerations for adjusting the goal (i.e., when to

increase and/or decrease the goal)

3. Consider scope and sequence of curriculum

a. Which skills are taught?

b. How soon will students learn the new skill(s)?

4. Typical rate of progress for the specified intervention

Monitoring Student Progress

•Identify decision rules for each intervention

1. What is the criteria to receive the intervention?

2. What is the goal and by when will it be achieved?

3. What defines ‘lack of progress’ toward the goal?

4. How will the team respond if progress is not being made? (poor or questionable response)

5. What defines a ‘successful’ outcome?

6. When and how will the intervention be faded? (positive response)

7. How often will progress monitoring occur?

8. What defines intervention fidelity of implementation?

9. How will the team respond if the intervention is not being implemented with fidelity?



Questionable Response

•Decision Rules

1. How long do you wait until the response is determined to be questionable?

2. Then, what do you do? a. Overall intervention effectiveness

b. Intervention fidelity

c. Confirm pre-requisite skills are present

d. Confirm function is addressed

e. Confirm function was correct

f. Intensify, modify or discontinue?

Poor Response

• Decision Rules 1. How big does the gap have to be?

a. Between student’s progress and the goal

b. Between student’s progress compared to others in the

same intervention

2. How long do you wait to determine a poor response?

3. Then, what do you do?

a. Is the intervention effective for other students?

b. Check intervention fidelity across all environments

c. Confirm pre-requisite skills are present

d. Confirm function is address

e. Confirm function was correct

f. Intensity, modify, or discontinue?

Poor or Questionable Response?

Student A

Student B

Poor or Questionable Response?

Positive Response

•Decision Rules 1. Criteria for identifying a positive response

1. Percentages? (i.e. 90% of points)

2. Consecutive periods of time (4 out of 5 days)

3. Cumulative Average (daily average on behavior report card)

2. For how long should the performance be maintained?

3. Does goal achievement have to be consecutive? (Can the student have a bad day?)

4. Process for fading a. Intensity

b. Frequency

c. Is maintenance needed over a long period of time?

Next Steps?

Decision Rule: Earn 80% of

points for 4 out of 5 days per

week for 3 consecutive weeks.



Dataland Example Steven Dillon – Social Skills

Social Skills

How would you classify

Steven’s response?

Decision Rule:

After 10 days meeting or

exceeding goal, goal will be

increased by 5%

Dataland Example Krystal Gallagher - Mentoring

How would you classify

Krystal’s response?

Decision Rule:

If goal isn’t met within 1

week, more specific goals will

be added and goal will be

reduced to ensure success.

In Summary

• Tier 2 for behavior is similar to Tier 2 for academics

– Goal of Tier 2 is remediation & prevention

– Respond to problems quickly

• Efficient data collection early-on facilitates effective problem solving for behavior and academics

• Systematic approach makes implementation & evaluation more manageable

Tier III

(individualized support)

• When small group not sufficient

• When problem is intense and chronic

• Driven by Functional Behavioral Assessment

• Connections to Mental Health and Community

Agencies

• Part of a continuum

Where are you?

Can we sustain implementation?

• Sustainability

– Durable implementation of a practice at a

level of fidelity that continues to produce

valued outcomes

(Han & Weiss, 2005)



Is your implementation effective?

Are you realizing desired outcomes?

Systems Needed

to Support Scale-Up

• Success is achievable if you:

Start with sufficient resources and commitment

Focus on the smallest changes that will result in the biggest difference

Have a clear action plan

Use on-going self-assessment to determine if they are achieving their plan - DATA

Have access to an external agent/coach who is supportive, knowledgeable and persistent

Implementation Drivers

In planning for Scale-Up,

Need to Identify

1) Barriers to successful implementation of PBIS with fidelity at the local level

2) Resources needed by districts and schools to implement PBIS with fidelity

3) Resources available to assist districts and schools in implementing PBIS with fidelity

4) State infrastructure needed to build the capacity and increase the sustainability of PBIS

5) Opportunities to realign existing resources to address resource gaps

DREAM/VISION CHALLENGES/

NEEDS

STRENGTHS/

RESOURCES

STRENGTHS/

RESOURCES

NEXT

STEPS

1 YEAR

COORDINATION VISIBILITY, POLITICAL SUPPORT TRAINING, COACHING, BEHAVIORAL EXPERTISE

DEMONSTRATIONS FUNDING

EVALUATION

_______________PBIS PATH

1ST STEPS

3 YEAR

3-YEAR GOALS

1-3 MONTHS

5 YEAR



Your Turn: Activity

•To implement PBIS with fidelity…

1) What barriers prevent you?

2) What resources are needed?

3) What resources are available?

4) What infrastructure is needed to build your

capacity and increase the sustainability?

5) What existing resources can be realigned?

Infrastructure Prerequisites

• Think big! – PBIS in all schools that serve children and youth

– Where should we be in 1 year? 3 years? 5 years? 10 years?

• What’s our marketing strategy for PBIS?

• How do we provide all the needed components (training, coaching, technical assistance, evaluation, etc.) – To all programs across diverse learners

• How do we maintain PBIS initiatives over time?

• How will we know if we have made a difference?

Questions?

75

Resources

• George, H.P. & Childs, K.E. (2012). Evaluating Implementation of

Schoolwide Behavior Support Preventing School Failure 56 (4), 197-206.

• Childs, K.E., Kincaid, D.K. & George, H.P. (2010). A Model for

Statewide Evaluation of a Universal Positive Behavior Support

Initiative. Journal of Positive Behavior Interventions 12(4), 198-210.

• George, H.P. & Kincaid, D. (2008). Building District-Level Capacity

for Positive Behavior Support. Journal of Positive Behavior Interventions,

10(1), 20-32.

More Resources

• Kincaid, D., George, H.P. & Childs, K. (2015). Florida’s Positive

Behavior Support Project: 2013-2014 Annual Report. Tampa,

Florida: University of South Florida, Florida’s Positive Behavior

Support Project Web site: http://flpbs.fmhi.usf.edu

• Horner, R., Sugai, G., Kincaid, D., George, H.P., Lewis, T., Eber, L.,

Barrett, S., & Algozzine, B. (2012). What Does it Cost to Implement

School-wide PBIS? OSEP Technical Assistance Center on Positive Behavioral

Interventions and Supports. July_12 (2) Website:

http://www.pbis.org/evaluation/evaluation_briefs/aug_12.aspx

Florida Online Resources

http://flpbs.fmhi.usf.edu/

http://www.pbis.org/evaluation/evaluation_briefs/aug_12.aspx



Graduate Certificate in Positive Behavior Support

Contact

• Heather Peshak George, Ph.D.

• Phone: (813) 974-6440 Fax: (813) 974-6115

• Email: [email protected]

• State Website: http://flpbs.fmhi.usf.edu – FLPBS on FaceBook: www.facebook.com/flpbs

– FLPBS on Twitter: www.twitter.com@flpbs

• National Website: www.pbis.org

• APBS: www.apbs.org

http://www.pbis.org/

mailto:[email protected]

http://flpbs.fmhi.usf.edu/

http://www.facebook.com/flpbs

http://www.twitter.com/

http://www.pbis.org/

http://www.apbs.org/

core principles of pbis - may institute 2015 - scaling up- moving... · students in need of tiers 2...

Documents