Session Outcomes

1. A14 –Introduction, Overview and Readiness Criteria for Tier IITim Lewis & Danielle StarkeyUniversity of MissouriKeywords: Tier II, PBIS Foundations, training

5. Session Outcomes By the end of this session… • Participants will understand key readiness markers to build Tier II systems. • Participants will learn to develop local data decision rules to identify students at-risk. • Participants will have an understanding of key evidence-based Tier II practices.

6. Common Starting Point • We cannot “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

9. Tier I Universal Support • Clearly define expected behaviors • All settings • Classroom • Procedures for teaching and practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging inappropriate behaviors • Procedures for data-based decision making

10. Tier II Targeted Support • Efficient and effective ways to identify at-risk students • Universal screener • Date decision rules • Teacher nomination • Informal assessment process to match intervention to the function of the student’s behavior • Progress monitoring • Part of a continuum • Must link to Tier I universal schoolwide PBIS system!

11. Tier III Intensive Support • Non-response to Tier II • When problem is intense and chronic • Driven by Functional Behavioral Assessment and other individualized assessments • Part of a continuum • Must link to Tier I universal schoolwide PBIS system!

12. Purpose of Tier II • Provide interventions to support approximately 15% of the student population who are at risk, but not currently engaging in severe problem behavior. Walker et al., 1996 Crone, Hawken & Horner, 2010, p. 7

13. System Features of Tiered Interventions • Standard Identification Criteria • Standard bank of research-based interventions continuously available and matched to identified need or function • Data used to progress monitor • Data to determine student progress • Data decision rules to determine next step: continue, fade or modify the intervention

14. Data determines when your PBIS Team is READY to building supports beyond Universals (Tier I)

16. Classroom Universals • Self-assessment / Review of behavioral infractions • Literacy block • Teacher led small group • Independent work • Student work group • Clear procedures & routines • Taught & practiced

18. Tier II Readiness Criteria • SET Score of 80/80 OR TFI Score of 70% or higher • SAS Schoolwide 80% or higher • SAS Non-Classroom 80% or higher • SAS Classroom 80% or higher

19. Tier II Readiness Criteria • 80% or more students in the 0-1 ODR range or within national range for school’s grade level • Consistent use of schoolwide data for making decisions as evidenced by monthly data reports • System in place to collect classroom minor referrals

20. Tier II Readiness Criteria • Tier II Team includes administrator, crossover member, behavioral expertise or desire to develop, academic expertise • Access to district level support

21. Tier II Readiness Criteria • Effective Classroom Practices taught to all staff and evident in all classrooms

22. Effective Classroom Practices • Expectations & Rules • Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Multiple Opportunities to Respond • Activity Sequencing & Offering Choice • Task Difficulty

25. Effective Professional Development

26. School Example - Background Information • School used a universal screening instrument in October of 2012 • Results indicated that 32.3% of students were in the at-risk or high-risk range • Team decided to focus first efforts on implementation of Tier I with higher levels of fidelity

27. School Example - Baseline Data Collection • Classroom-Level Observations • Expectations & Rules • Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Opportunities to Respond • Based on data, team identified a practice to improve upon • Encouraging Expected Behavior • Initial Ratio of Specific Positive Feedback to Correctives: 1.85:1

28. School Example - Professional Development & Data

29. School Example - End of Year Outcomes • ODRs decreased by 39.41%from 2011-2012 to 2012-2013 • Minor referrals decreased by 34.8%from 2011-2012 to 2012-2013 • Classroom minor referrals decreased by 33.5%from 2011-2012 to 2012-2013

30. Effective Classroom Practices • Expectations & Rules • Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Multiple Opportunities to Respond • Activity Sequencing & Offering Choice • Task Difficulty

32. Identifying Students for Tier II Support • Teacher Nomination • Existing School Data • Universal Screening Instrument

33. Teacher Nomination • Designed for quick response • Short and simple • Typically comes from teachers but can come from parents or the student • Staff trained to consider and nominate students with internalizing and/or externalizing characteristics • Nominations can happen any time throughout the school year • Tier II team will create a Teacher Nomination Form

34. Existing School Data • Office discipline referrals • Minor behavioral records • Attendance/tardy rates • Classroom assignment and/or homework completion rates • Grades / Formative assessment results • Example Data Rules: • 2 major ODRs from beginning of year • Minor incidents persist - 5 after September 30th • Fourth absence or tardy • Academic indicators that are below grade level • D or F in any course

35. Universal Screening Instrument • Provides an opportunity for ALL students to be considered for risk factors against identified criteria • Examples of universal screeners: • Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)* • The Strengths and Difficulties Questionnaire (SDQ)* • The Behavioral and Emotional Screening System (BASC-2 BESS) • The Systematic Screening for Behavior Disorders (SSBD)

36. Intervention Matched with Function

37. Check-In, Check-Out

38. Check & Connect • Mentoring program focused on increasing students’ engagement at school and with learning as a means to improve student outcomes

39. Social Skills Intervention Groups • Teaching social skills is most effective when using an explicit instruction approach • Use same techniques used when teaching schoolwide expectations and rules • SSIG lessons are supplemental to the universal social skills lessons • Students are given more opportunities for practice, cueing, and specific positive feedback to correct use of skills • Social Skills Intervention Instructional Approach:

40. Self-Monitoring • The practice of observing and recording one’s own actions and behavior • Implementation Steps: • Identify target behavior • Define the target behavior • Collect baseline data • Design procedure and materials • Teach student to self-monitor • Monitor progress • Follow up and fade

41. Intervention Development Checklists http://pbismissouri.org/tier-2-workbook-resources/

43. Guide Initial Implementation & Sustain Use

44. Tier II - Teams Subscale 2.1 Team Composition 2.2 Team Operating Procedures 2.3 Screening 2.4 Request for Assistance

45. Tier II - Interventions Subscale 2.5 Options for Tier II Interventions 2.6 Tier II Critical Features 2.7 Practices Matched to Student Need 2.8 Access to Tier I Supports 2.9 Professional Development

46. Tier II - Evaluation Subscale 2.10 Level of Use 2.11 Student Performance Data 2.12 Fidelity Data 2.13 Annual Evaluation

47. Key Features of Tier II • Continuously Available • Quickly & Easily Accessible • Minimal Time from Classroom Teachers • Skills Sets Easily Learned • Aligned with Schoolwide Expectations • All Personnel are Aware • Consistent Implementation • Matched to Function of Student’s Behavior

48. Big Ideas • Readiness is Critical • “Best systems approach to Tier II, is to implement Tier I with fidelity.” • Continued Focus on Universals - Tier I • Classroom Level Implementation • Continue “Instructional Focus” • Strategic Training & Technical Assistance • Evaluation of the Process/Systems

49. Tier II Sessions A15 - Changing Role of the Student Services Team A16 - Tier II Intervention: Self-Management Using a Daily Check-In Check-Out Process B14 - Straddling the Home School Gap B15 - Tier II Intervention: Using Academic Supports to Meet the Needs of High School Level Students C14 - Introduction to the Use of Universal Screening Instruments for Considering Which Students Might Need Additional Supports RDQ 13 - Tier II Data, Systems, & Practices D13 - Supporting Development, Implementation, & Sustainability of Tier II Through Effective Coaching D14 - Tier II Intervention: Introduction to Social Skills Instructional Groups at the High School Level D15 - Developing a District-wide Multi-tiered Behavioral Framework E13 - Implementing Tier II in an Early Childhood Center E14 – The Class-wide Function-based Intervention Team Program as a Tier II Strategy at the Classroom Level in Elementary & Middle Schools E15 - Tier II Supports for Addressing the Needs of Students with Internalizing Concerns

50. pbis.org