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Session Information

Learn how to create effective Tier 2 systems to support students' mental, emotional, and behavioral needs. Explore risk factors and interventions for success in school settings. Discover key classroom practices for student well-being.

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Session Information

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  1. Session Information • Session 7E • Rooms 62-64 • Friday 8:00-9:15

  2. Developing Effective Systems for Tier 2 Amber Toman- School Counselor Jessica Parker- Classroom Teacher Kim Marlin – Special Educator William Lynch Elementary Salem R-80 School District Barbara S. Mitchell, Ph.D. MO SWPBS MO SW-PBS

  3. Session Outcome By the end of this section you will be able to… • Describe an effective Tier 2 system • Missouri Student Support Model MO SW-PBS

  4. The Challenge • Approximately 14-20% of young people experience an MEB disorder at a given point in time (NRC & IOM, 2009, p. 15) • Close to 40% of young people have had at least one psychiatric diagnosis by the time they are 16 (Jaffee et al., 2005) MO SW-PBS

  5. The Good News! • Research has identified multiple factors that contribute to the development of MEB disorders. • Negative life events at family, school, peer and/or community level • Poverty • Family dysfunction and disruption • Child maltreatment • Community factors • School factors (NRC & IOM, 2009, p. 16) MO SW-PBS

  6. Risk & Protective Factors • “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies” (NRC & IOM, 2009, p.108) MO SW-PBS

  7. The Good News! • Interventions for successfully intervening are available. • National Registry of Evidence Based Programs & Practices (NREPP) http://www.nrepp.samhsa.gov/ • Institute of Education Sciences What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/ • Evidence Based Intervention Network (EBI) http://ebi.missouri.edu/ (NRC & IOM, 2009, p. 16) MO SW-PBS

  8. The Good News! • There is great potential to reduce the number of new cases of MEB disorders and improve the lives of youth who experience these challenges. • We are limited only by inefficient and ineffective systems! (NRC & IOM, 2009, p. 16) MO SW-PBS

  9. Evaluate Outcomes Check & Connect Check InCheck Out AcademicSupport(s) Small Group Social Skilsl EnvironmentalInterventions BAT – F, G Teacher/ParentNomination Existing School Data Screening Instrument Obtain Attention Escape/AvoidTasks Escape/Avoid Attention FBABIP Yes Team synthesizes data:• Defines Problem • Identifies Replacement Tier 1 implementedwith fidelity? Select & ProvideIntervention No Function? Teacher and Team collect data Identify Function Clarify Problem BAT – C, D, E Collect & ReviewData Identify Students ImplementUniversals BAT – A Schoolwide, Nonclassroom and Classroom Systems

  10. Moving up the Continuum • Student Support Model • Implement Universals (ongoing) • Identify Students • Collect & Review Data, Clarify Problem & Identify Function • Select & Provide Intervention • Monitor Progress & Make Decisions MO SW-PBS

  11. Implement Universals • Teach, Practice, Acknowledge, Respond Continuously • Schoolwide, Non-classroom, Classroom • Minimum 6-8 weeks • Caveat = Students who can’t wait • Establish Criteria… • Hurt self or others; Repeated major disruptions • Goal = Students have time to respond Teachers have time to know students MO SW-PBS

  12. Effective Classroom Practices • Clearly Defined Expectations & Rules • Clearly Defined Procedures & Routines • Continuum of Strategies to Acknowledge Appropriate • Continuum of Strategies to Respond to Inappropriate • Active Supervision • Multiple Opportunities to Respond • Activity Sequence & Offering Choice • Academic Success & Task Difficulty MO SW-PBS

  13. Discussion: Classroom Practices • The 8 Essential Classroom Practices: • Have all staff members been trained? • What is the system for staff to receive feedback about implementation? • What is the system for staff to ask questions/find out more information? • What are plans for maintenance of implementation, including training new staff? MO SW-PBS

  14. Identify Students • Existing School Data • Teacher nomination • Universal screening instrument Allows for early intervention? Identifies internalizing & externalizing? MO SW-PBS

  15. Identify Students Externalizing Behavior Examples… • Aggression to others or things • Hyperactivity • Non-compliance • Disruptive • Arguing • Defiance • Stealing • Not following directions • Calling out MO SW-PBS

  16. Identify Students 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 MO SW-PBS

  17. Collect and Review Data • Standard set of information collected for each student • Attendance; tardies • ODR; Classroom Minors • Academic Performance • Standard system for collecting data • Advanced Tier Data Spreadsheet (excel file) MO SW-PBS

  18. Clarify Problem • Think Big 5 for individual student • Type of problem, when it occurs, where it occurs, how often and under what conditions it occurs • Observable & measurable • Can see it, can count it MO SW-PBS

  19. Identify Function MO SW-PBS

  20. Select and Provide Intervention MO SW-PBS

  21. Monitor Progress & Make Decisions • Use data to determine response to the intervention • Positive, Questionable, or Poor • Make decisions • Fade supports • Maintain current supports • Modify current supports • Intensify supports MO SW-PBS

  22. Tier 2 Team Reponsibilities • Create a data based process to identify students for intervention. • Develop a method for collecting relevant data to match student with appropriate intervention. • Establish a bank of readily available interventions. • Monitor student progress. MO SW-PBS

  23. Implementation Example • William Lynch Elementary, Tier 2 Team • Amber Toman – School Counselor • Jessica Parker – Classroom Teacher • Kim Marlin – Special Educator MO SW-PBS

  24. Establishing a Tier 2 System • SWPBS at William Lynch Elementary • Years of implementation • Description of Tier 1 • Readiness for Tier 2 • Structure of Tier 2 Team • Administrative Leadership & Support MO SW-PBS

  25. Establishing a Tier 2 System • How we trained staff • When are nominations completed? • What materials are required? • How long does it take? • Who receives the nominations? MO SW-PBS

  26. Establishing a Tier 2 System • What did we do with the results? • How did teachers feel about the process? • Lessons learned? • Future plans? MO SW-PBS

  27. Resources Available • MO SWPBS Tier 2 Team Workbook May 2014, • Chapter 1 Description of the Student Support Model • Chapter 3 • Example nomination forms • Existing school data inventory template • Student identification plan template Wait until June 30 for most up to date versions! www.pbismissouri.org MO SW-PBS

  28. Session Outcome By the end of this section you will be able to… • Describe an effective Tier 2 system • Missouri Student Support Model MO SW-PBS

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