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PBIS: TIER ii

PBIS: TIER ii. Acknowledgements. Portions of this presentation were adapted from work and presentations by the following: Missouri Schoolwide Positive Behavior Support Center for SW-PBS, College of Education, University of Missouri Illinois PBIS Network www.pbis.org. introductions.

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PBIS: TIER ii

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  1. PBIS: TIER ii

  2. Acknowledgements • Portions of this presentation were adapted from work and presentations by the following: • Missouri Schoolwide Positive Behavior Support • Center for SW-PBS, College of Education, University of Missouri • Illinois PBIS Network • www.pbis.org

  3. introductions

  4. Back to the Basics of PBIS • What’s the point of PBIS? • How does it impact School Climate? • Change Student Behavior AND Way Behavior Addressed: Who changes more, adults or students?

  5. 3-Tiered Model • Intensive • Targeted Few • Universal Some All

  6. What brought you here? • Why are you interested in Tier II? • What kinds of students are you thinking of for Tier II interventions?

  7. Why use Tier ii interventions? • Not all ‘frequent flyers’ need intensive interventions… • Children with issues vary in transgressions • Interventions matched to student’s needs • Can prevent severe problem behavior • Use fewer resources (than Tier 3)

  8. Tier ii is for students who…. • Are at-risk for an academic and/or social- behavioral concern • Continue to engage in frequent problem behavior despite effective school-wide, Tier 1 prevention efforts • Need additional teaching, monitoring and feedback • Could benefit from extra attention or support at school before they are in crisis (Crone, Hawken & Horner, 2010)

  9. Tier ii interventions are for students with…. • Low level problems • Non-compliance, disrespect • Work completion • Attendance, tardy • ODR 2-5, classroom minor 4-6 range • Behavior that occurs across multiple locations • Internalizing or externalizing concerns (Crone, Hawken & Horner, 2010)

  10. Are you ready for Tier ii? • Are Universal systems consistently implemented with fidelity?

  11. Universal Systems consistently implemented? • Do all students have access? • Are teachers/staff consistent in practices? • Are office discipline referrals (ODRs) filled out properly/consistently? • Are minors documented in classroom? • Are data used regularly to make decisions?

  12. Classroom Practices • It’s very important that classroom practices arein place and consistent from classroom to classroom! • Classroom expectations/rules clearly defined • Procedures/routines clearly defined • Strategies to acknowledge appropriate behavior • Strategies to respond to inappropriate behavior • Active supervision • Multiple opportunities to respond (academic engagement) • Instruction based on student need

  13. Source: OSEP Center for PBIS

  14. On Flash Drive Source: www.pbis.org > Resources

  15. how do you know if universals are in place? • Some ways to evaluate: • SchoolwideEvaluation Tool (by outside evaluator) • Self-Assessment Survey (entire school staff) • Administrative walk-throughs to observe classrooms • Feedback from parents and visitors (surveys, interviews, etc.) • Office Discipline Data (are 80% or more of students receiving • 0-1 office discipline referrals?)

  16. Action Planning • Activity • 10 Minutes • Using the Multi-Tiered Action Plan (MAP) on your flash drive, list any Universal Topics that need to be addressed, along with Next Steps. Use the Team Implementation Checklist as a guide (also on flash drive).

  17. The basics of tier II What you need to get started

  18. Tier ii Team • Is Tier II Team in place? • Administrator on team • Universal team member on team • Tier II team members dedicated to developing expertise in behavior assessment and intervention planning • Team includes faculty with expertise in academic assessment and intervention • Team members dedicated to attending trainings as a team

  19. Tier II Team Purpose • Plan and Coordinate Tier II Systems • Review Student Data Regularly • Develop and Coordinate Tier II Interventions • Provide Staff Training • Continually Share Info with Staff

  20. Systems Planning Team vs. Problem Solving Team • Tier II Problem Solving Team • Meets at least every 2 weeks • Develops plans for one student at a time • Teachers and family of student are typically invited • Tier II Systems Planning Team • Meets at least once a month • Monitors effectiveness of interventions • Review data to make decisions on improvements to the interventions • Individual students are NOT discussed

  21. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team 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 Illinois PBIS Network Rev. 9.1.2009

  22. Systems Team Roles • Team Leader: responsible for agenda & facilitation of meeting • Intervention Coordinators : report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding well”) • Recorder: a.k.a. note taker • Time Keeper • Family Representative • CICO Facilitator: adult who checks students in and out in the morning and afternoon

  23. Activity • 10 Minutes • Team Time! • Take a few minutes to decide, as a team • who is missing from team • what role each team member will play • when your Systems team will meet • when the Problem Solving team will meet

  24. Guiding questions • On flash drive

  25. Steps to implementing tier II • Ensure that school-wide universals are in place • Establish procedures to identify students who need additional supports • Identify what supports students need • Environmental (e.g., classroom supports) • Intervention • Establish procedures to monitor & evaluate progress (individual students and Tier II interventions overall) • Ensure that staff implementing interventions have skills and support • Train ALL staff – make them aware of interventions and their roles

  26. Step 1. Standard Identification Criteria • What factors will determine if a child will be considered for Tier II interventions? • ACTIVITY (5 minutes): • As a group, list factors you would like to be used when considering students for Tier II interventions.

  27. Factors to Consider • Major office discipline referrals • Minor referrals • Attendance record • Academic concerns • Internalizing behaviors (withdrawn, unmotivated, fearful, self-injuring, etc.)

  28. Create a Data Decision Rule • Examples of Data Decision Rules: • 2 Major ODRs within 9 weeks or • 5 Minors within 9 weeks or • 5 absences within 9 weeks or • 60 minutes out of instruction per week

  29. Data Decision Rule example Continued on next slide…..

  30. Data Decision Rule example, cont. (Concern) (Data Decision Rule) (Data Source)

  31. Activity • 15 Minutes • As a team, make a draft of your Data Decision Rule for Tier II interventions. Template on your flash drive

  32. Other Strategies to Identify Students • Teacher Referral • Parent/family Referral • Other staff referrals – examples: • Nurse – students visiting often • Bus driver – repeated behavior on bus, quiet/withdrawn, etc. • Universal Screening

  33. Example of Teacher Referral Please identify the student’s strengths. Some possible strengths include academic interests, social skills, hobbies, sports, etc. 1. 2. Problem Behaviors: (please circle those are areas of concern) Verbally Harasses Others Disrupts Class Activities Noncompliant Difficulty completing work Withdrawn Tardy Inattentive Other Academic Concerns: Math Reading Writing Study Skills/Organization All academic areas Why do you believe this student is engaging in problem behavior? (please circle primary function) Adult Attention Peer Attention Escape from difficult work/tasks Escape from adult/peer attention Gain access to preferred activity/item Teacher Gathers: Academic Performance Data Behavior data and strategies tried Office Gathers: SWIS/ODR Data Attendance Data

  34. Activity • 10 Minutes • As a group, discuss ideas for the teacher referral process for Tier II interventions. Add to Guiding Questions. • Things to consider: • What information will be on form • Who completes form • When • What data must be used • Consider both internalizing & externalizing behaviors

  35. Step 2. Data collected to monitor the progress of each student • What type of data will be collected? • When will data be collected? • How will data be collected?

  36. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Check-in/ Check-out (CICO) Tier 2/Secondary Tier 3/ Tertiary Social/Academic Instructional Groups (SAIG) Intervention Daily Progress Report (DPR)(Behavior and Academic Goals) Assessment Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SWIS and ISIS-SWIS Tools Wraparound - Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

  37. Step 3. Standard Exit Criteria • What data results? • ODRs? • Teacher input?

  38. Questions?

  39. Tier II interventions

  40. Tier ii Interventions… • Linked directly to school-wide expectations • Continuously available • Implemented within a few days • Can be modified, based on data

  41. Tier ii Interventions… • Give students positive, constructive feedback • Give students opportunities to practice new skills • Include school-home communication

  42. Tier ii Interventions… • Include orientation process for students • Include orientation process for staff and subs involved

  43. Questions?

  44. Some tier II interventions • Check-in Check-Out (CICO) • Social/Academic Instructional Groups (S/AIG) • CICO with Individualized Features • Mentoring

  45. Check-In check-out

  46. check-in check-out is… • An intervention designed for a group of students (typically about 10% of school population) whose problem behaviors… • persist, even with universal practices and systems • don’t require individualized interventions • are happening in multiple settings

  47. Key practices of CICO • Link to school-wide expectations • More positive adult interaction • Embedded social skills training • Frequent feedback on behavior • Positive reinforcement for meeting goals • Home-school communication every day

  48. Features of Check-in Check-out (CICO) • School-wide expectations are goals • Student checks in and out with same adult at same time each day • Same Daily Progress Report (DPR) used for all students (rating scale) • Rating scale on DPR is same for all students • Short-term intervention

  49. CICO Daily Cycle • Student checks in with assigned adult at arrival time • Adult greets student positively • Review school-wide expectations • Student is given new DPR • Student turns in previous day’s signed form (optional) • Student receives reinforcer for check-in (optional)

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