positive behavior interventions and supports: tier 2 systems learning supports workshop march 2013...
TRANSCRIPT
Positive Behavior Interventions and Supports: Tier 2 Systems
Learning Supports Workshop
March 2013
Jackie Fober
Special Thanks to:
Lori Newcomer PhD., University of Missouri
Tammy Beener, AEA 10
Kristin Hinders, PBIS Coach: Bunger Middle School
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
Acronyms
Universal = Core= Tier 1
Targeted = Supplemental = Tier 2
Tertiary = Intensive = Tier 3
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
BAT: Section E Question 16 Students receiving Tier 2 strategy have full access to
Tier 1 Supports
Check-in Check-outSocial SkillsMentoringSocial SkillsOrganizational Check-up
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
3-Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tier 3
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Tier 2
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam: Tier 1
Universal Support
Assessing Tier 2 Features and Fidelity:
Use of Monitoring of Advanced: MATT
progress monitoring tool Use of Benchmarks of Advanced Tiers: BAT
summative tool
Tier 2 Systems / Conversations
Development of research-based tier 2
interventions
Fidelity of tier 2 intervention to
determine effectiveness of the intervention,
p.13
Progress monitoring data
reviewed on individual students
Team matches students into interventions based on student review and quick
sort, p. 11-12
Screening: Data decision rules determined by
team Teacher/ Parent
Nomination forms p. 9
Structured Team meeting: Tier 2 agenda
Meet on regular basis— 2 times
monthly
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. ed BAT Section B questions 5
What does the Tier 2 Team do?
Establishes a process to identify students for tier 2 intervention
Develops a menu of 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
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
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
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?
Tier 2 Systems / Conversations
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
Teacher nomination form
This can be used as one data source to refer students to tier 2
Review nomination form
C enterforP B S
C enterforP B S
C enterforP B S
Page 9
Used to gather information to determine tier 2 intervention match/ help with screening
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
General Data Decision RulesIF……… FOCUS ON….
>40% of students received 1+ ODR
>2.5 ODR/student
School-wide system
>60% of referrals come from classroom
>50% of ODR come from 10% of classrooms
Classroom System
>35% of referrals come from common area / non-classroom settings
Non-classroom system
>10-15 of students receive >2-5 referrals: based on your schools decision-making rule
Tier 2
<10 students with >10 ODR
<10 students continue rate of referrals after receiving supplemental support
Small number of students destabilizing overall functioning of school
Individualized system
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
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
Tier 2 Systems / Conversations
Matching Tier 2 interventions to Student need
Thinking about function of behavior
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?
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 behavior in order to make predictions about it?
Why function based?
Identify the events that reliably predict and maintain problem behaviors.
Improve effectiveness and efficiency of behavior support efforts
Professional accountability
If you can predict it…… you can prevent it.
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.
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.
Examples of Function in Schools(not necessarily conscious decisions by student)
Matching student need to tier 2 intervention—think function
Tier 2 Data CollectionTools
Student Nomination Form Cumulative Record Review Student Review
Reason for ReviewDefinition of Problem Behavior / ContextFunction HypothesisQuick Sort Matrix
C enterforP B S
C enterforP B S
C enterforP B S
Used to match intervention to need
C enterforP B S
C enterforP B S
C enterforP B S
Used to gain functional information to match intervention to student need
C enterforP B S
C enterforP B S
C enterforP B S
Page12
Used to sort into tier 2 interventions
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?
Tier 2 systems /conversations
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
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
Tier 2 Critical Features 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
Remember These…
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
C enterforP B S
Intervention What is entry criteria?
What staff/faculty are involved?
What generalization procedures are in place?
How is progress monitored and outcomes measured?
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
CSIP/SI Data/etc
Building Leadership Team
Character Counts Committee
At-Risk Committee
Professional Learning Community (PLC) Team
Problem Solving Behavior Team
DARE Committee
PBIS Team
Working Smarter
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
Tier 2 Conversations
Tier 2: Progress Monitoring Data collected daily Simple method Data collection part of the intervention Generic across all tier 2 interventions Generic across students Generic goal Data used to modify/ change intervention
BAT: Section G Question 28
C enterforP B S
C enterforP B S
C enterforP B S
Progress Monitoring used for all tier 2 interventions
Generic goal: 80%
Generic Daily Report Card for all Tier 2 interventions
BAT: Section G Question 28
Generic Daily Report Card for all Tier 2 interventions
BAT: Section G Question 28
Tier 2 Progress Monitoring: Daily Progress Report (DPR)
Students are responding to the intervention if they receive an average of 80% of their points and have not received an office referral.
Tier 2 Team Discussion
Talk about what you have heard about progress monitoring.What is the same as past practice?What is different?
Tier 2 Conversations
Fidelity Check: Tier 2 interventions
Monthly check to determine the students that are receiving tier 2 intervention.
Determine the number of students that are responding to the intervention.
Use of Tier 2/3 tracking tool Catalyst for changing conversations Teams will…………
have definitions for “responding to intervention” eg. 80% and no office referrals
Examine data in aggregate (# of students receiving
intervention compared to # of students responding). Helps teams focus on
the system.
Creates rules for fading and increasing help
BAT: Section B Question 6
Tier 2 Fidelity Conversations: Tracking Tool of Tier 2 Interventions
Monthly check
Share information with key stakeholders BAT: Section B Question 6
Section G Question 31
C enterforP B S
C enterforP B S
C enterforP B S
Tracking tool reviewed monthly to determine fidelity of the interventions
BAT: Section B Question 6
Data-Based Decision Making numbers to keep in mind
7-15% Percent of total population expected to need and be supported by tier 2 interventions
1-5% Percent of the population expected to need and be supported by tier 3 interventions
70% Percent of students receiving a intervention should be responding to the intervention
Data-based Decision-Rules for determining response must be defined. Example: DPR: student maintains an 80% average on DPR for 4 weeks
BAT: Section B Question 6
PBIS School ExampleBunger Middle School
Waterloo Community School District
413 Students Started PBIS in December 2008
Ethnicity: 68% Caucasian 15% African-American 9% Hispanic .7% Asian .2% American-Indian .2% Pacific Islander 6% Other
18% students with IEPs
61% students low SES
Principals: Andy Miehe Dede Fantroy
PBIS Coach: Kristin Hinders
PBIS District Coordinator: Mindy Fisher [email protected]
Partial Imp Full Imp
2008-Feb 23.5% 11.8%
2009-May 17.6% 76.5%
2010-Apr 13.6% 77.3%
2011-Mar 13.6% 86.4%
2012-Jan 4.5% 95.5%
Bunger Middle School
TIC Subscale
SET Scores 2009-2012
Bunger Middle School
2009-10 98.21%
2010-11 89.29%
2011-12 100.00%
SET Subscale
Self-Assessment Survey
Office Discipline Referrals
Suspension Report
Check in/Check out Data
Tier 2 interventions do not occur in isolation. Adults in the building need to be active participants in the
interventions. Everyone should be aware of which students are involved
with targeted interventions.
What skill are they working on? What am I to do if they are engaged in misbehavior? What am I to do if they are engaged in appropriate behaviors?
Remember
Systems to Support
• Professional Development Teaching •Teach all staff about tier 2 systems and
interventions• Provide coaching and feedback• Provide scripts for adults to follow • Data Collection and sharing• Evaluation of student progress• Evaluation of the fidelity of the tier 2
interventions BAT Section F
Question 26
Why Do Interventions Fail?
Bad data for decision making Individualize DRP, intervention, goal Poor implementation of plan Lack of regular & sustained monitoring Inadequate support for implementers Failure to implement/adopt function-
based approach Putting students with chronic behaviors
in tier 2 interventions
Tier 2 Summary
Tier 2 interventions are: Less time intensive, more cost effective.
Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion)
Efficient because they use a similar set of strategies across a group of students who need similar support
Effective because they focus on decreasing problem behavior in classrooms thereby increasing academic engagement and decrease office referrals
BAT Section F Question 27
