WELCOM PBIS BUILDING TEAM – Cohort VI

1. WELCOM PBIS BUILDING TEAM – Cohort VI Entry Activity: As you Settle in- Please Conduct a TIC & Update your 3 top priorities for next 3 months, so we can move quickly into today’s learning.

2. Secondary Interventions • Brief Check in • 1. Review Tier 1 (School & Classroom Essentials) • 2. Understand Tier 2 - Secondary Intervention • Behavior and Intervention Basics (Practice, Data & System) • Take Stock of School Readiness • 3. Learn new Analysis Tool, Resources and Explore Evidence Based Practices • 4. Review System Supports • Team Time and Wrap Up Day 4, BTC VI

3. Parking Lot Cards

5. Acknowledgements • pbis.org • Rob Horner, Leanne Hawken, Rob March • Flint Simonsen (pbiswashington.pbworks.com) • Tim Lewis, University of Missouri

6. Objectives • To understand the components necessary for secondary interventions • To preview an example of a secondary intervention, such as: • Check-In / Check-Out System • To practice analysis process relative to the adoption of a secondary intervention • To have information necessary to strengthen secondary interventions that are currently in place in your school

7. Traditional Approach to Managing Challenging Behavior Challenging Behavior Occurs

8. Most students learn from environmental cues, redirect, or explicit instruction. Reduction of challenging behaviors by learning alternative skills

9. Designing School-Wide Systems for Student Success: Tier 1 = BASE of PBIS System for ALL students • 1-5%............................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • 5-10%....................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings • All students • Preventive & Proactive • Tier 1/Universal Interventions……80-90% • All students • Within & Across content area • Preventive & Proactive Academic Systems Behavioral Systems

10. Avoid the Pitfall of punitive discipline vs. positive intervention- • How is discipline defined by the school staff? By Students? • How is discipline defined in your classroom, workspace? • How does discipline relate to consequence? • What other forms of discipline are discussed in literature, socially, or otherwise? • How differentiates an intervention from discipline? • What explicit teaching occurs within the school-wide or classroom environment?

11. In Review, PBIS System & School-wide discipline… Identifies common purpose and approach to discipline; Defines a clear set of positive expectations and behaviors; Implements procedures for teaching expected behavior; Differentiates supports from a continuum of procedures for encouraging expected behavior; Differentiates supports from a continuum of procedures for discouraging inappropriate behavior; and Implements procedures for on-going monitoring and evaluation.

12. Review – Primary Interventions • School-wide discipline system for all students, staff, and settings that is effective for 80% of students • Clearly and positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring and modifying procedures

13. GROUP ACTIVITY: Examples of Encourage & Discouraging Behavior in CLASSROOM • Each Team member will have two minutes to quietly jot down procedures used to encourage and discourage behaviors in the classroom • When cued, team members will migrate to the large poster boards – where a scribe will be selected. • Team members have maximum of 7 minutes to complete a round robin share (one procedure per person) until ideas are exhausted. • Once complete, admire and celebrate your work, then finish with a gallery walk of other teams, identifying new ideas & return to table talk. • Perhaps the team is reinforced by what you are doing now, mulling over new ideas, thinking of possible revisions for your practice??

14. Data Systems for Classrooms Classroom Management: Self-Assessment Revised (version: April 7, 2006) Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist

15. Designing School-Wide Systems for Student Success Tier 2 = Secondary Intervention for SOME • 1-5%............................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • 5-10%....................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings • All students • Preventive & Proactive • Tier 1/Universal Interventions……80-90% • All students • Within & Across content area • Preventive & Proactive Academic Systems Behavioral Systems

16. Defining Secondary Interventions • Not all students require intensive, individualized intervention • Basic rule – do least amount to produce the biggest effect! • Match students with pre-existing programs that can address the function the problem behavior is serving for a student • Teach alternative behaviors to REPLACE the undesirable behavior and REINFORCE the desired behavior

17. Personal Growth improves Self-Control • Improved Quality of Life • Perceived Unmet NEEDs Positive Behavior Support Approach • Reduction of challenging behaviors by learning alternative skills • Seek to understand NEEDs and develop hypothesis Challenging Behavior Occurs • Design & Deliver Prevention/intervention strategies based on hypothesis • Design & Deliver Prevention/intervention strategies based on hypothesis POSITIVE Circular Growth

18. What is a Tier 2 intervention? • An intervention (or set of interventions) known by all staff and available for students during the school day • Interventions that provide additional student support in academic, organizational, and/or social support areas • Small group or individual, with data tracking

19. Tier 2 Prerequisites (non-negotiable) • Administrator participation • Effective and proactive school-wide practices in place • Team-based problem-solving, based on DATA • Local behavioral capacity • Functional assessment-based behavior support planning • Social skills programming • Behavioral interventions

20. Tier 2 Systems - Critical Features • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Home-school connection • Positive system of support • Students agree to participate • Flexible intervention based on assessment • Simplified assessment of Behavioral Intent

21. Tier 2 Systems - Critical Features (continued) • Plan implementation as a top priority • Implemented by staff/faculty in a school • Administrative support • Time & money allocated • Adequate resources allocated (administration, team) • Continuous monitoring for decision-making • No major change required in school climate • Sustains through teacher or administrative turnover, even minor changes in funding

22. Tier 2 Practices are specific – Individualized and Small-Group Interventions • Based on functional assessment of Behavior Intent, providing • Skill instruction • Behavioral programming • Multiple opportunities for high rates of academic & behavior success

23. Tier 2 Practices are intentional– Individualized, and Small-Group Interventions • Requires regular & frequent opportunities for positive reinforcement which modifies strategically: • Tangible reinforcement…………To Socialreinforcement • External influence…………………To Internalized regulation • Frequent Reinforcement………..Becomes Intermittentas needed • Predictable consequence……….Generalizedto less predictable social situations where new skill can be applied

24. Tier 2 Practice – Common Intervention Examples • Social Skills Groups • Academic Support Groups • Self-Monitoring Program • Individual or class/ group setting • Daily behavioral monitoring (examples) • Check-In / Check-Out • Self and/or adult

25. Tier 2 Practice (continued) – Common Intervention Examples • Behavioral contracts • Adult mentor/monitor • Secondary social skills instruction • Problem-solving • Conflict management • Self-management programming (e.g., skill streaming) • Educational restructuring

26. Step 1: Getting Started on Tier 2 (Activity 2a) • Which current practices, programs, interventions in your school might currently fit into Tier 2 systems? • Who are the people (staff/students) currently involved with these programs? • Is there a consistent process for accessing these resources? • What are some “next steps” for integrating existing practices into an organized Tier 2 systems?

27. Step 2: Establish Entry Criteria for Tier 2 • A process should be established for how students enter Tier 2 Supports • Three common entry criteria • Office referrals • Screening procedures • Teacher/adult “request for assistance”

28. Tier 2 - Entry Criteria (Activity 2b) • How do non-responder students currently get referred for supports? • Is there a consistent process and specific/required data? • Does team have templates for referral, data presentation, team meeting (scheduling/protocol/note taker, etc.)? • Are Forms available for parent involvement? • Based on what you have heard thus far… • what needs to be developed and what changes might need to occur?

29. Tier 2/3 System - Critical Features of Team Membership • Someone skilled in function-based assessment, behavior support planning and implementation • Someone skilled in data-based decision-making for individual student progress • Administrator • Staff who know the student(s) • Family members

30. Team Process and Pitfalls • Problem-solving provides meeting agenda framework • Avoid… • Admiring the problem • Analysis paralysis • Time management bog-downs

31. Problem-Solving Steps • Define the problem(s) • Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option • Is it safe? • Is it doable? • Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data • Is it worth continuing? • Try a different option? • Re-define the problem? • Celebrate your Success!

32. No Heroes ……Thanks Anyway • Do not try to provide support in isolation • We do not want heroes • We want self-managers; work your way out of the manager role • It takes a team • If you already know it, challenge yourself to explain or teach it to someone else

33. Create Templates for Tier 2 - System • Starting with a template makes frequent tasks more efficient • Form letter (documentation template) • Business form • Stencil

34. T-2 System: Team Membership and Process (Activity 2c) • Are there existing team structures and processes (including forms and templates) that could be adjusted for Tier 2 systems? • Who are the people currently involved with these teams? • What are some “next steps” for building Tier 2 teams and processes? • How will you know when your system is successful?

35. Checking In: Quick Reflection Turn & Share: What did I KNOW before, RENEW in my learning, and learn NEW?

37. Behavior BasicsTier 2 in Context - Example Effective School-Wide System in Place Student Not Responding to School-Wide Expectations- Consider Behavior Intent Implement Basic CICO (practice) Increased structure, check-in, check-out Frequent feedback Connection with key adult Measure Success (data) & Problem-Solve (system) Modify

38. Implement Basic CICO Is the Basic CICO working? Continue with Basic CICO Transition to self-management Yes No Conduct Brief Functional Assessment (e.g., use FACTS) Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

39. Personal Growth improves Self-Control • Improved Quality of Life • Perceived Unmet NEEDs Positive Behavior Support Approach • Reduction of challenging behaviors by learning alternative skills • Seek to understand NEEDs and develop hypothesis Challenging Behavior Occurs • Design & Deliver Prevention/intervention strategies based on hypothesis • Design & Deliver Prevention/intervention strategies based on hypothesis POSITIVE Circular Growth

40. If That Doesn’t Work… Reset to Problem-Solving Push to Reset

41. Think Functionally When Choosing Interventions • “Problem Behaviors” are functional skills • Interventions must consider the purpose of behavior (from student’s perspective) • Seek a match from intervention menu for the needs of each individual student

42. Implement Secondary Intervention Is Secondary Intervention Working? Continue with Secondary Intervention, transition to Basic CICO, then to self-management with intermittent reinforcement. Yes No Conduct Brief Functional Assessment (e.g., use FACTS) Where does the problem behavior occur/not occur? Why does the problem behavior keep happening? Might another Secondary Intervention address the student’s NEED?

43. Student Behavior in Context Passage of Time

44. Three Functions of Behavior Problem Behavior Sensory Automaticity Escape/Avoid Obtain Social Tangible Activity Adult Peer

45. Pair: Think of a current student behavior & apply ABC analysis Problem Behavior Then Hypothesize… What is the Student getting from behavior? How is Consequence sustaining behavior? Sensory Automaticity Escape/Avoid Obtain Social Tangible Activity Adult Peer

46. Tier 2 Analysis – Consider Brief Functional Assessment of Behavior Intent & Student’s Response to Supports Is the behavior severe, complex, intensive? Consider Tier 3: Intensive, Individualized Behavior Support (e.g., full FBA-BIP)

47. BREAK Handy online timer you can use in your classrooms http://www.timer-tab.com/

48. Tier 2 in Context - CICO Example Effective School-Wide System in Place Student Not Responding to School-Wide Expectations- Consider Behavior Intent Implement Basic CICO (practice) Increased structure, check-in, check-out Frequent feedback Connection with key adult Measure Success (data) & Problem-Solve (system) Modify

49. Pick Your Targets • Identify observable behaviors to track • Teach students your expectations • Use simple measurement system • For monitoring progress • For frequent student feedback • Teacher/student rating systems are common

50. Daily Progress Report - Primary Adapted from Crone, Horner & Hawken (2004)