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Tier II Supports

Tier II Supports. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. Today. Introductions Overview of basic process Work time Classroom Universals Data Decision Rules Classroom problem solving structure

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Tier II Supports

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  1. Tier II Supports Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org

  2. Today • Introductions • Overview of basic process • Work time • Classroom Universals • Data Decision Rules • Classroom problem solving structure • Tier II Team structure • Next steps

  3. School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

  4. 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%

  5. Continuum of Supports Math Science Spanish Reading Soc skills Soc Studies Basketball

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

  7. 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

  8. Benton Elementary

  9. 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

  10. 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

  11. Tier II (III) Process

  12. Teams(Data, Practices, Systems) • School-wide PBS • Universals • Connect points to Tier II & III • Tier II (III) (e.g., CARE, SAT, TAT) • Data Decision Rules • Match intervention to need • Classroom Problem Solving • Review data • Develop function-based interventions

  13. During Work Times • Today you = “The Build Team” • Follow team roles/process • Work efficiently • Assign names and dates to tasks

  14. Remember…. • We can’t “make” students learn or behave • We can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

  15. 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

  16. 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

  17. 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

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

  19. 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

  20. 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

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

  22. 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 pbismissouri.org

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

  24. 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)

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

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

  27. 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?______________________________________

  28. 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

  29. 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

  30. Work Time • 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

  31. 3. Tier II Supports • Students who do not respond to classroom / informal supports • 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

  32. Tier II Supports • Centralized • Each has a coordinator • Placed in support by Tier II Team • Classroom supports continued / modified • ALL in building aware of their role in supporting students in Tier II Supports

  33. Tier II Supports • Check in / Check Out • Social Skill Groups • Academic Supports

  34. Logistics for Setting up a CICO program 1. Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” (50% reduction) with 67% of students. • CICO does NOT replace need for individualized supports. 2. Team available / Coordinator available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)

  35. Logistics for Setting up a CICO program 3. School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior 4. Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

  36. Logistics for Setting up a CICO program 5. Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. 6. Home report process • Can be same as progress card • Can be a unique reporting form

  37. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

  38. HAWK Report Date ________ Student _______________Teacher___________________

  39. Daily Progress Report

  40. CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ I had a hard day One thing I did really well today was:_______________________ Something I will work on tomorrow is: _______________________ Comments: Parent/Guardian Signature: ________________________________________________________ Comments:

  41. Logistics for Setting up a CICO program 7. Trading menu • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned 8. Collecting, summarizing and using data • Daily updates • Weekly review by team • Referral for individualized interventions. 28

  42. Logistics for Setting up a CICO program 9. Morning Check-in Routine • Teaching students when, when, how • Teaching check-in coordinator • Assess • Reward • Set-up or Redirect 10. Teacher Check-in/Check-out Routine • Teach students when, when, how • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation

  43. Logistics for Setting up a CICO program 11. Afternoon Check-out Routine • Teach students when, where, how • Teach CICO coordinator data collection, acknowledge success, encourage improvement. • Consider self-recording system for older students 12. Family Review Routine • Teach students when, where, how • Teach family only to acknowledge success, sign

  44. Logistics for Setting up a CICO program 13. Team Meeting Decision Making • Reporting of student status • Process for adjusting when CICO is not successful 14. Planning for success • Identifying success • Fading support • Embedding self-management

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