D18 –Identifying Students for Tier II Supports Through Data Decision Rule

1. D18 –Identifying Students for Tier II Supports Through Data Decision Rule Lead Presenter: Heather Hatton & Lisa Powers Exemplar Presenters: Jane Crawford, Bonita Jamison, Lisa Hazel and Cathy DeSalvo Session: D18 Keywords: Screening, Tier II, Equity

2. Welcome and Introductions @MIZZOUPBIS Dr. Lisa Hazel lhazel@fergflor.org Dr. Jane Crawford jcrawford@fergflor.org Dr. Bonita Jamison bjamison@fergflor.org Ferguson Florissant School District Dr. Lisa Powers Senior Research Associate PowersL@missouri.edu Dr. Cathy DeSalvo catherine.desalvo@ops.org Omaha Public Schools Dr. Heather Hatton Assistant Research Professor HattonHL@Missouri.edu

3. CONTEXT

4. CONTEXT • 2014 – School Climate Transformation Grant (SCTG) through Office of Safe and Healthy Students • 12 states and 71 districts funded • Goal = implement a multi-tiered behavior supports framework • Missouri received a state-level award • MU Center for SW-PBS supports 6 districts (urban, suburban, rural) MU Center for SW-PBS College of Education University of Missouri

5. AUDIENCE • District PBIS Coaches • District Leaders/Administrators • Building Administrators • Consultants and/or TA Providers • State and/or Regional Leaders • University Partners/Researchers • Practitioners (e.g., district or building team member) • Currently implementing PBIS district-wide

6. Intended Outcomes • Identify data sources suitable for use in the Tier 2 identification process • Identify the critical features of a data management system to support data-based decision making in the Tier 2 identification process • Discovertwo districts’ journeys. • Compare and contrast two data-based decision making practices (existing data sources and universal screener) • Generate action steps for exploring or refining data decision rules for Tier 2 in your district/school.

7. Guiding Questions • What information would you use to identify students for Tier 2 interventions? • How would you describe accurate and efficient data-based decision making practices for use in the Tier 2 identification process? • What are the critical features of a PBIS data-management system for Tier 2 identifications? • How are the data sources, practices, and systems for Tier 2 connected with Tier 1? with Tier 3? • How would you design (or improve) a Tier 2 data-based decision making system for your building? for your district?

8. Agenda • Critical Features of Tier 2 Identification – Data, Practices, Systems • Two Exemplars • Next Steps in Your District/School

10. Ponder … With a partner discuss, how does your building or district identify students who need additional supports?

11. Existing School Data Identifies students for whom universal supports are necessary, but insufficient Does not require additional data collection Measures need to be consistent across buildings Identification rules may vary across buildings Tier II/III Identification Process • Teacher Nomination • Existing School Data • Universal Screening

12. Extant Data Review - Advantages • Aligns with data already collected within and between buildings • Addresses teachers’ concerns • Identifies students who need additional support to meet building expectations • Recommended as an evidence-based practice • Directly aligned with Tier 1 data, systems, and practices.

13. Extant Data Review – Common Barriers • Data decision rules may perpetuate a “wait to fail” model • Data systems may need alteration to make ongoing data analysis user friendly • Misses students at-risk for internalizing behavior disorders

14. What Data Sources • Office Discipline Referrals • Classroom Minors • Attendance • Academic Achievement • Nurse Visits

15. Initial Considerations • Do we have a clear purpose and intended outcomes? • Do we have systems and practices to support within and between building data collection, entry, analysis, and reporting? • Have we involved stakeholders in a conversation about Tier 2 identification? • Have we identified building- and district-level coordinators to be a point of contact? • Have our faculty and staff participated in professional learning?

16. Universal Screening Indicates additional support might be needed Not intended to be: Prescriptive or Evaluative Will require additional data triangulation to provide appropriate and meaningful supports May identify students missed in an extant data review Tier II/III Identification Process • Teacher Nomination • Existing School Data • Universal Screening

17. How do you use the Tiered Fidelity Inventory to build or sustain Tier 2 systems in your school or district?

18. Systematic Screening – Advantages • Fast, efficient, and respectful • Include all children and youth of interest • If we make and error, the error tends to identify students who are not at-risk • Informs schools about the student population and needs of particular students • Facilitates resource mapping of services • Recommended as an evidenced based practice • Guide school-wide Tier 1 needs (University of Oregon Institute on Violence and Destructive Behavior)

19. Systematic Screening – Common Barriers • Behavior is viewed as purposeful rather than associated with environmental arrangements or social emotional needs • Schools tend to be reactive versus proactive • Concerns about stigmatizing children and youth at risk • Fear of cost and identification of large numbers of students • Addressing issues of confidentially • Managing parent reactions • Training needed on how to respond – Resources for available interventions

20. Continuum of Supports Intensive Math Targeted Spanish Science Soc skills Universal Reading Basketball

21. What behavior tools are available? Ci3T.org

22. Sample Items: SOCIAL, ACADEMIC, AND EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS)

23. What behavior tools are available? Ci3T.org

24. Sample Items: Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) – Parent /Teacher Version Ages 11-17

25. What behavior tools are available? Ci3T.org

26. Initial Considerations for Installing a Universal Behavior Screening • Do we have district support for screening? • Who provides approval? • Do we have a clear purpose and intended outcomes? • Have we considered the policies and procedures? • What are the current policies and procedures for reading, vision, hearing, and academic? How can these align when considering behavior ? • Have we examined multiple tools and selected the one to meet our needs? • Have we involved and had conversation with families on the purpose? • Have we identified a coordinator at the district level to be a point of contact? • Have our faculty and staff participated in professional learning?

27. Initial Considerations for Installing a Universal Behavior Screening • Do we have school leaders to manage the process? • Do we have a secure method for collecting and managing data? • Do we have a schedule for data collection? • Do we have access to multiple sources of data? • Do we have an organized plan for responding to students’ needs? • How will you ensure school and community based supports for responding to identified needs are available and adequate? • Do we have a plan for regular communication with families?

28. 2018-2019 MO SW-PBS Tier 2 Team Workbook

29. What is your district/schools readiness? Do we have district support for screening? Do we have a clear purpose and intended outcomes? Have we considered the policies and procedures? Have we examined multiple tools and selected the one to meet our needs? Have we involved and had conversation with families on the purpose? Have we identified a coordinator at the district level to be a point of contact? Have our faculty and staff participated in professional learning? Do we have school leaders to manage the process? Do we have a secure method for collecting and managing data? Do we have a schedule for Do we have access to multiple sources of data? Do we have an organized plan for responding to students’ needs? How will you ensure school and community based supports for responding to identified needs are available and adequate? Do we have a plan for regular communication with families?

30. Omaha Public Schools Tier 2 Systems/Data

31. Tier 2 Support Process • Implement Universals (Tier 1) • Identify students at risk • Provide intervention • Classroom Problem Solving • Tier 2 Supports • Monitor progress and make decisions • Evaluate Outcomes

32. Systematic & Early Identification • Nominations • Existing School Data • Universal Screening Scores Allows for early intervention? Identifies internalizing & externalizing?

33. Systematic & Early Identification Externalizing Behavior Examples… • Aggression to others or things • Hyperactivity • Non-compliance • Disruptive • Arguing • Defiance • Stealing • Not following directions • Calling out

34. Systematic & Early Identification Internalizing Behavior Examples… • Exhibits sadness or depression • Sleeps a lot • Is teased or bullied by peers • Does not participate in games • Very shy or timid • Acts fearful • Does not stand up for self • Self-injury (cutting, head banging) • Withdrawn

35. Existing School Data • Office discipline referrals • Classroom minor events • Attendance • Academic performance • Grades Tends to identify externalizing behavior

38. Nominations • Short, simple to complete • Supported by quick response • Promote early intervention • Consider internalizing & externalizing features • Include information about the problem • Academic data with possible impact on behavior • Clear description of problem behavior (Anderson & Scott, 2009)

39. Nomination Example Use • Implement universals across all settings • Near the end of the first quarter each teacher considers all students in classroom • Students with academic or behavioral concerns are identified • Teacher completes a brief nomination form • Occurs during protected work time (faculty mtg) • MTSS-B team organizes results and assists with decision making

40. Tier 2 Team System for Student Identification

41. ID Information Academic

42. Internalizing Externalizing Strategies Used

43. Create data decision rules Sharepoint Tier 2 > Manual & Forms > Training Materials > July > Existing School Data Inventory

44. Example: Elementary • School data is reviewed monthly • As soon as one or more of the following occur student is considered for additional support • Unexcused absence (2nd event) • Major discipline incident (3rd event) • Behavioral infractions on the bus (2nd event) • Multiple visits to nurse or counselor with no known medical cause (3rd event)

45. Located in suburban St. Louis, Urban Ring Nine Municipalities Student Enrollment Over 11,000 Ferguson Florissant School District

46. History of Tiered Systems in Ferguson-Florissant • Halls Ferry Elementary - First PBIS School 2000 • District Leadership Team 2004 • Developed Internal District Data System – Office Disciple Referrals • Currently all district schools are implementing PBIS – • Built Internal Capacity for Professional Development • Universal Behavior Screening Individual School Choice – Paper Pencil • Created Internal District System – Universal Behavior Screening • District Professional Development • Monitor Screening Implementation Efforts

47. Procedures for Monitoring

48. 5 step Process Step 4 Step 5 Step1 Step 2 Step 3 Interpret Respond Prepare Screen Score

49. Who  should  manage  the  screening  process? • Data Strategist/Technology Support • Creates ease of uses, reliability, disseminate the screening and provide support, and assistance with data collection and data analysis • Monitoring Implementation of Teachers and Number of Students • Securing Data – Password protected