5 min. Warm up

1. “One goal of the BEP [Behavior Education Program] is to help the student build positive relationships with adults in the school. A second goal is to help the student become independent in managing his or her own behavior.” Crone, Hawkin & Horner, Guilford Press, 2010

2. 5 min. Warm up • #1 readiness requirement for effective tier 2? Solid Tier 1! Think of 1 or 2 things about your tier 1 implementation that your team would like Christine or Tracey to assist with during the team work times today. If you do not need assistance, think of 1 thing you would like us to know about your school’s implementation so far. Please put your school name and items on an index card. We will collect them and stop by your team during the day to address your questions/needs.

3. For best outcomes for our time together • Be Respectful • Active listening • Phones on silent/vibrate • One speaker at a time, especially during whole group • Take calls in outer lobby – hallways have classrooms • Be Responsible • Participate in learning • Stay on task • Contribute to group work • Be Safe • Follow emergency procedures; stay in designated areas

4. School-Wide Positive Behavioral Interventions & SupportsSWPBS Implementing Tier 1 & Getting Ready for Tier 2 Year Two Training DAY TWO 2013-2014 November 22, 2013 Tracey Lamothe & Dr. Christine Peck Cooperative Educational Services

5. References • Tier 2 Interventions, School-wide Systems of Positive Behavior Support, University of Missouri, Lori Newcomer Ph.D, 2009 • Moving Up the Continuum: Building Systems to Support Tier II and III Interventions, Tim Lewis, Ph.D, University of Missouri, 3/7/2013 • School-wide Positive Behavioral Interventions & Supports, Implementation Guide, 2010; Michigan DOE • Crone, Hawken & Horner, BEP, second edition, 2010 [shown in opening slide] • PBIS Applications, CICO-SWIS, pbisapps.org

7. Objectives for today • Increase understanding of the critical features of tier II intervention systems • Review sources of data to drive team decision-making • Identify readiness tasks to build effective and efficient tier II system of support • Apply the implementation logic to Check-In Check-Out intervention example

8. Effective Tier 1 = fewer students who need tier 2 supports + better outcomes for those who do • Establish leadership team membership • Develop brief statement of behavioral purpose • Identify positive SW behavioral expectations • Develop procedures for teaching SW expectations • Develop procedures for teaching class-wide expectations • Develop continuum for strengthening appropriate behavior • Develop continuum for discouraging violations of expectations • Develop data-based procedures for monitoring

9. Tier 2 Systems Preview SCHOOL-WIDE TIER II INTERVENTIONS: CHECK-IN CHECK-OUT GETTING STARTED WORKBOOK Susannah Everett George Sugai Lindsay Fallon Brandi Simonsen Breda O’Keeffe Version: February 15, 2011 OSEP Center on Positive Behavioral Interventions and Supports Center for Behavioral Education and Research University of Connecticut

10. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

11. Tier II PBIS Systems • Secondary Tier (II) – More specialized and intensive practices and systems for supporting students whose behaviors have been documented as unresponsive to Tier I practices and systems. • Suited for students who are NOT currently engaging in dangerous or severely disruptive behavior • Reaching students before they are in crisis and before they develop patterns of problem behavior

12. Critical Features of Tier II Interventions • Match the needs of the school • Should be able to be implemented within 3-5 days • Similar across students • Staff trained in the intervention • Materials are on hand • Function-based • Data collected to monitor outcomes • Formal system exists for informing parents/family of progress • “Standard treatment protocols”

13. Examples of Tier II Interventions • Check-in/Check-out: Behavior Education Program • Social skills instruction - small group • Structured recess • Additional SW expectations teaching & practice • Mentoring • Commercial programs • Behavior contracts • Organizational skills instruction

14. Students selected for tier II supports by: • School-wide indicators (e.g., office referral data) • Direct assessment procedures (e.g., teacher nomination, observations, checklists, interviews) • Evidence of Insufficient practice through core instruction • Data-based decision making • Pre-established decision rules • Validation of data • BASED ON AGREEMENTS & COMMITMENTS

15. Critical Points for Success • Part of a continuum – link to SWPBS system • Efficient and effective ways to identify students • Intervention matched to problem but not highly individualized • Staff implementing have skills and support • ALL staff aware of interventions and their part in promoting generalization • Tim Lewis, 2013

16. Activity: What does your school already have? Using the previous slide descriptors and the Tier II Workbook, complete the tier 2 section of the practices worksheet

17. Data Sourcesfor Decision-making • Office Discipline Referrals (ODR or variation) • Attendance/Tardies • Academic data • Universal behavior screening • Staff observation data/request for assistance • Classroom Management Self-Assessment (SWPBS Workbook p. 91) • Adult fidelity data – greeting students, supervision, frequent & effective feedback, using reinforcement and error correction procedures etc. • SWIS, PBIS Assessments

18. Why ODRs May Not Be Enough • May miss students in settings with persistent or violent behavior who may not generate office referrals • May not identify students with severe “internalizing” behaviors • May not identify students with many “minors” but few “majors” • May not reflect that some teachers refer and some don’t “Consider teacher request/nomination form as a “gate” for Tier 2 intervention group decision-making, in addition to ODR’s, so you don’t miss up to 20% of the students who may need more than the universal supports.” Kincaid, Childs, & Putnam, October, 2007

19. The Importance of Systematic Screenings within Comprehensive, Integrated, Three-tiered Models Kathleen Lynne Lane, Ph.D., BCBA-D University of Kansas

20. See Lane, Menzies, Oakes, and Kalberg (2012) What screening tools are available? Lane & Oakes

21. (SSBD; Walker & Severson, 1992) Systematic Screener for Behavior Disorders

22. SSBD Screening Process Pool of Regular Classroom Students TEACHER SCREENING on Internalizing and Externalizing Behavioral Dimensions 3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria PASS GATE 1 TEACHER RATING on Critical Events Index and Combined Frequency Index Exceed Normative Criteria on CEI of CFI PASS GATE 2 DIRECT OBSERVATION of Process Selected Pupils in Classroom and on Playground Exceed Normative Criteria on AET and PSB (Lane & Oakes, 2012) PASS GATE 3 Child may be referred to Child Study Team Pre-referral Intervention(s)

23. (SRSS; Drummond, 1994) Student Risk Screening Scale

24. Student Risk Screening Scale(Drummond, 1994) The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior. Uses 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3 Teachers evaluate each student on the following items - Steal - Low Academic Achievement - Lie, Cheat, Sneak - Negative Attitude - Behavior Problems - Aggressive Behavior - Peer Rejection Student Risk is divided into 3 categories Low 0 – 3 Moderate 4 – 8 High 9 - 21 (SRSS; Drummond, 1994)

25. Student Risk Screening ScaleMiddle School Fall 2004 - Fall 2011 n = 12 n = 20 n = 507 Percentage of Students N=534 N=502 N=454 N=470 N=477 N=476 N=524 N= 539 Lane & Oakes Fall Screeners

26. BACS2 Behavioral and Emotional Screening Scale (Kamphaus & Reynolds, 2007) • Behavioral areas assessed include: • Internalizing problems • Externalizing problems • School problems • Adaptive skills • Includes 3 forms that can be used individually or in combination: • Teacher- Preschool and Child/ Adolescent • Student self-report- Child/ Adolescent • Parent- Preschool and Child/ Adolescent A brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents.

27. Examining your screening data … … implications for primary prevention efforts … implications for teachers … implications for student-based interventions See Lane, Menzies, Bruhn, and Crnobori (2011)

28. Recommendationsto Consider • Recommendation #1: Build Stakeholders’ Expertise • Recommendation #2: Develop the Structures to Sustain and Improve Practices • Recommendation #3: Conduct Screenings in a Responsible Fashion • Recommendation #4: Consider Legal Implications- know your state laws (Lane & Oakes, 2012)

29. Moving Forward:Resources to Support your Efforts Questions: Kathleen.Lane@ku.edu

30. Uses of Data • Identify problems early • Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they intensify • Refine a problem statement to a level of precision that will allow functional solutions • Use data to identify possible solutions

31. Review Status and Identify Problems Team Initiated Problem Solving (TIPS) Model Develop and Refine Hypotheses Evaluate and Revise Action Plan Collect and Use Data Discuss and Select Solutions Develop and Implement Action Plan TIPS training materials from www.uoecs.org, ‘downloads’ Problem Solving Foundations

32. Identifying problems What data to monitor ODR per day per month OSS, ISS, Attendance, Teacher report Team Checklist/ SET (are we doing what we planned to do?) What question to answer Do we have a problem? What questions to ask of Level, Trend, Peaks How do our data compare with last year? How do our data compare with national/regional norms? How do our data compare with our preferred/expected status? If a problem is identified, then ask What are the data we need to make a good decision?

33. Precision Problem Statements • Precise problem statements include information about the five “W” questions. • What is problem, and how often is it happening • Where is it happening • Who is engaged in the behavior • When the problem is most likely • Why the problem is sustaining

34. Sample school from SWPBS Appendices, Appendix A School-Wide Information System (SWIS) is is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. SWIS was developed and is managed by the OSEP Center for Positive Behavioral Interventions and Supports at the University off Oregon. For more information about SWIS, go to www.pbisapps.org.

35. Precise Statement & Hypothesis Development • Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention. • A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13,14,and 18), and these behaviors appear to be maintained by escape.

36. Example: Solution Developmentfor disruption in hall and cafeteria

37. Team Time: Data Review • Are we collecting all the right/necessary data for effective and efficient decision-making? • What do our data patterns/trends tell us about which systems (SW, CW, groups of students, individual students) to focus on for collaborative problem solving?

38. Team Time – data • Revisit the Guidelines for step 8 in your SWPBS Getting Started Workbook Identify sources of data available and/or regularly used by your team for effective & efficient decision-making • Using the handout [10/2, p. 71-73, Step 8]: • identify key questions you want to be able to answer and evaluate whether or not you have the data you need for either tier 1 adjustments OR tier 2 intervention planning. Are you easily able to identify students who may not be responding well to tier 1 systems alone?

39. Tier II Workbook, p. 11

40. [p. 17, Tier II Workbook]

41. Functions of Behavior Support Team • Administration • Tier II coordination/staff training • Behavior support specialization • Data analysis • Coordinate with • SWPBS leadership team • SWPBS coaches

42. Activity: Specialized Behavior Support Team • Review pages 17-20 in the Tier II Getting Started Workbook. • If your school already has a specialized behavior support team that meets the roles, responsibilities, functions and representativeness features, record members on page 21. • If your school does not already have this in place, discuss possible members or overlap with existing teams, and draft a possible team list on page 21. • Use the Working Smarter Matrix [handout] if needed.

43. Cultural/Context Considerations Basic “Logic” Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation

44. Increase frequency, intensity of Tier I Supports = Tier II Supports

45. “One goal of the BEP [Behavior Education Program] is to help the student build positive relationships with adults in the school. A second goal is to help the student become independent in managing his or her own behavior.” Crone, Hawkin & Horner, Guilford Press, 2010 How are these goals different than our desired outcomes of Tier I systems? Check-in/Check-out (CICO) Example

46. CICO Intervention Overview • Small group intervention to provide… • Daily organization and behavioral support • Systematic performance feedback • High rates of adult attention • Mechanism for making data-based decisions • Communication link between school and home

47. Intervention Overview • Research supported practice • Schools can successfully implement • Decreases problem behavior • Effective for 60-75% of Tier II, at-risk students • Ineffective for students who do not find adult attention reinforcing (Crone, Horner, & Hawken, 2004, pp. 9-10)

48. CICO within SW-PBIS • All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation. Few Some ALL—ALL—ALL—ALL—ALL—ALL

49. Intervention Overview • Program can be applied in all school locations • Classroom, playground, cafeteria • Anywhere there is a supervisor • Elevated recognition for appropriate behavior • Adult attention delivered each target period • Adult attention (and tangible) delivered at end of day • Links school and home support • Provide format for positive student/parent contact • Organized to fade into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

50. CICO Cycle