Effective Tier II Systems: From Classroom to Small Group

1. Effective Tier II Systems: From Classroom to Small Group Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org

2. Big Ideas Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors Create environments to support the use of pro-social behaviors (practice, practice, practice) School-wide Classroom Small Group / Individual

3. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal 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%

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

5. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making (swis.org) • Family Awareness and Involvement

6. Benton Elementary

7. RAH – at Adams City High School(Respect – Achievement – Honor)

8. Universal Strategies: Nonclassroom Settings • Identify Setting Specific Behaviors • Develop Teaching Strategies • Develop Practice Opportunities and Consequences • Assess the Physical Characteristics • Establish Setting Routines • Identify Needed Support Structures • Data collection strategies

9. Universal Strategies:Classroom • Use of school-wide expectations/rules • Effective Classroom Management • Behavior management • Instructional management • Environmental management • Support for teachers who deal with students who display high rates of problem behavior

10. How We Know Universals Are in Place • Schoolwide Evaluation Tool over 92% • Administrative Walk-Through’s To Observe Classrooms • Feedback from Parents and Visitors • Office Discipline Data

11. Baseline Behavior Data Spring 2008 57 students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referral 1712 referrals

12. Current Behavior Data 2010-2011 16 Students with 9+ Referrals 6+ Referrals 2-5 Referrals 0-1 Referrals 516 Referrals

13. Tier II (III) Process

14. Teams(Data, Practices, Systems) • School-wide PBS • Universals • Connect points to Tier II & III • Classroom Problem Solving • Review data • Develop function-based interventions • Tier II (III) (e.g., CARE, SAT, TAT) • Partner with Classroom Problem Solving Lead/Coordinator • Coordinate and monitor tier II supports

15. Basic Steps • School-wide, including classroom, universals in place • Identify students who need additional supports • Identify what supports student needs • Environment • Intervention • Monitor & evaluate progress

16. Starting Point • Work within current formal and informal systems • Develop missing steps of efficient process • Provide training and technical assistance to facilitators • Classroom Problem Solving Teams (partnership) • Tier II Team • Guided process with templates for environmental modifications and interventions • Goal = fluency among all faculty and staff

17. Tier II / Small Group Supports Classroom Supports Student School-Wide Universal Supports Continuum of Positive Behavior Supports

18. SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly

19. Tier II Support Process • Step 1 – Insure Universals, including Classroom, in place • Step 2 – Student Identification Process • Decision Rules • Referral • Screen • Step 3 – Classroom Problem Solving • Classroom supports (function-based) • Progress monitor • Step 4 - Tier II supports • Non-responders to grade level supports • Match function of student behavior to intervention • Progress monitor • Step 5 - Evaluate Process

20. 1. Classroom Universals in place • Review of essential feature • Implementation Plan

21. Essential • Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) • Procedures & routines defined and taught • Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) • Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure • Students are actively supervised (pre-corrects and positive feedback) • Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement • Activity sequence promotes optimal instruction time and student engaged time • Instruction is differentiated based on student need

22. Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk throughs”

25. Peer Coaching with Performance Feedback • 4 teacher mini-lessons on: • instructional talk • prompts • feedback • wait time • Implemented school-wide • provided a tip sheet and mini in-service on each • weekly email reminders from administrators

26. Peer Coaching with Performance Feedback • 2 schools – one high SES, one low SES • 4 teacher “cool tools” on instructional talk, prompts, feedback, and wait time • Implemented school-wide; provided a tip sheet and mini in-service on each, weekly email reminders from administrators

28. Your First Task: Classroom Universals • Develop a plan to: • Identify strengths and areas of need • Provide training for all staff on key features • Identify a strategy to assess use • Identify a strategy to provide performance feedback • For Example • All self-assess • Identify areas of need • “Mini-modules” during faculty meetings (pbismissouri.org) • Peer observe and count (performance feedback)

29. 2.Identifying students • Current data • Confidence in numbers • Consistency across data points • Teacher Referral • Screening Approximately 10% of total students

30. Data Decision Rules • Office Discipline Referral (ODR) • Major • Minor • Time out of Instruction • Buddy Room • Safe Seats • “Discipline” Room

31. RRKS TOC (front side) RRKS – Time Out of ClassCode: _____ Student: _________________________ Date:______________________ Incident Time: ____________________# of min. out of rm.: __________ Teacher: _______________________Subject: ____________________ What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________ Circle the RRKS expectation that was not followed: Respect Responsible Kind Safe What will you do differently next time?______________________________________

32. RRKS TOC (back side) • Processing Checklist: • Processing data & time: • Review with the student reason he/she was sent out. • Teach & practice replacement behavior. • Provide positive reinforcement for replacement behavior. • Check the setting in which the behavior occurred. Minor List: Circle the appropriate code

33. Other Strategies to Identify Students • Teacher Referral • Questions to discuss: • Who completes • When • What data must be used/cited • Focus on externalizing and internalizing • Screening • What instrument • Schedule

35. Second Task: Data Decision Rule • Review your current social behavior data sources • Identify weaknesses or inconsistencies • Develop plan to collect additional data • Draft decision rules • For Example: • 2 Major ODRs within trimester • 5 Minor ODRs within trimester • 5 absences within trimester • 60 minutes out of instruction per week

36. 3. Classroom Problem Solving • Grade level / combinations • Once a week focus of meeting = social behavior concerns when decision rule met • Standard problem solving steps

37. Classroom Problem Solving • Process leader • Classroom teachers, Specialist teachers • Tier II Team partner • School Psychologist, Counselor, Administrator • Process • Data-based decision making • Guiding questions • Function-based intervention • Teach replacement • Environmental alterations / supports • Monitor progress

38. Classroom Problem Solving • Student meets data decision rule • Classroom teacher completes preliminary forms (documents student progress to date) • Grade level lead walks team through problem solving process • Tier II Team partner attends if team is unable to identify patterns leading to intervention or when significant concerns noted • Plan put in place • Student progress monitored and reported at weekly meetings

39. Classroom Problem Solving When no students meet decision rule or multiple students with similar behavior concerns: • Develop range of possible supports for different functions of problem behavior • Develop range/bank of strategies

40. Classroom Problem Solving Process • Develop intervention based on function of behavior • Environment changes • Student skills to teach/practice/reinforce • Monitor progress • Same data that brought them to your attention • Problem and Appropriate behavior • Teacher observations

44. A Classroom Example… Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

45. Study Basics • Subject: • Seven years old • Identified with EBD and ADHD • Setting • General education 2nd grade classroom with 19 other students • One licensed teacher and one student teacher • Concern • Student exhibits high rates of off-task • Student shouts out answers and questions and comments at high rates and often inappropriate

46. “Function of Behavior” • Descriptive (interviews and teacher reported ABC/ Scatterplot data) • Function identified as Attention • Significant antecedents: multiple step direction and group settings • Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

47. “Environment Assessment” Significant variables: • clarity of expectations & directions • consistency of expectations • accessibility of class schedules • lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class)

50. 4. Tier II Supports • Students who do not respond to classroom / informal supports (grade level 2-3 weeks) • Student brought to Tier II Team • Classroom problem solving plan • Progress data • Based on function of problem behavior and response to classroom supports, match student to Tier II intervention