Tier 2 Systems for PBIS

1. Tier 2 Systems for PBIS Flint Simonsen, Ph.D. Whitworth University Northwest PBIS Network

2. Acknowledgements • OSEP National PBIS Center • Northwest PBIS Network • Rob Horner, Leanne Hawken, Rob March • Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary, …

3. Tier 2 Overview (Yellow Zone)

4. Prerequisites • Effective & proactive School-wide system in place • Team-based problem solving • Local behavioral capacity • Functional assessment-based behavior support planning • Social skills programming • Behavioral interventions • Administrator participation

5. Academic Systems Behavioral Systems • Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Primary Interventions • All students • Preventive, proactive • Primary 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%

6. School-wide discipline is… 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

7. SW Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Decision- Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

8. Obstacles to Implementation • Administrator not on the team that develops the plan and looks at data for decision making • Plan used as punishment rather than prevention program • Plan coordinator lacks skills to implement the program (e.g., behavior intervention, computer) • Schools expecting plan to solve all behavior problems • Fitting plan and data evaluation into existing teams

9. RTI Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

10. Assessment of Readiness • Schoolwide Positive Behavior SupportTier Two Action Plan Checklist – University of Missouri Center for SWPBS • Benchmarks of Advanced Tiers (BAT; Anderson, Childs, Kincaid, Horner, George, Todd, Sampson, & Spaulding, 2011)

11. Activity: Assess Readiness • Discuss as a team school readiness for Tier 2 implementation • Use provided guidelines and resources to frame your discussions

12. 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

13. What is a Tier 3 Intervention? • An intervention (or set of interventions) customized to the unique needs of one child. • Based on the hypothesized function of the child’s behavior • Designed to consider school/home/community variables when possible

14. Tier 2 in Context Effective School–Wide System in Place Student not responding to school-wide Expectations • Implement Basic CICO • Increased structure, check-in, check-out • Frequent feedback • Connection with key adult

15. Implement Basic CICO • Continue with Basic CICO • Transition to self- management Is the Basic CICO Working? 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?

16. Conduct Brief Functional Assessment Is the behavior severe, complex, intensive? Intensive, Individualized Behavior Support (e.g., Full FBA-BIP)

17. Who is Appropriate for Secondary versus Tertiary Intervention? APPROPRIATE • Low-level problem behavior (not severe) • 2-5 referrals • Behavior occurs across multiple locations • Examples • talking out • minor disruption • work completion INAPPROPRIATE • Serious or violent behaviors/ infractions • Extreme chronic behavior (6+ referrals) • Require more individualized support • FBA-BIP • Wrap Around Services

18. Create Templates for Tier 2 • Starting with a template makes frequent tasks more efficient • Form letter (document template) • Business form • Stencil

19. Defining Secondary Interventions at your school • Not all students require an intensive, individualized intervention • Basic rule: do the least amount to produce the biggest effect! • We can match students w/ pre-existing programs that can address the function the problem behavior is serving for a student • Check-In Check-Out is a common, comprehensive Tier 2 Intervention framework

20. Tier 2: Small Group Intervention Examples • Social Skills Groups • Check In/Check Out • Academic Support Groups • Self-Monitoring Program

21. 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

22. 0 Student Behavior in Context B A C Passage of Time

23. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

24. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

25. Components for Tier 2 Interventions (Practices) • Individualized, small group interventions (Note: Not a contradiction in terms) • Based on functional behavioral assessment information • Social skills instruction • Behavioral programming • Multiple opportunities for high rates of academic success

26. Daily behavioral monitoring • Self and/or adult • Regular, frequent opportunities for positive reinforcement • Tangible to social • External to internal • Predictable to unpredictable • Frequent to infrequent • Home-school connection

27. Other Strategies • Behavioral contracts • Adult mentor/monitor • Secondary social skills instruction • Problem solving • Conflict management • Self-management programming • Academic restructuring

28. Critical Features (System) • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional behavioral assessment

29. Critical Features (cont.) • Adequate resources allocated (admin, team) • Continuous monitoring for decision-making • Administrative support • Time & money allocated • No major changes in school climate • E.g., teacher strikes, administrative turnover, major changes in funding • Plan implementation a top priority

30. Activity: Assess Current Practices • Which current practices, programs, interventions in your school may fit into Tier 2 systems? • Is there a consistent process for accessing these resources? • Who are the people currently involved with these programs? • What are some “next steps” for integrating existing practices into an organized Tier 2 system?

31. Entry Criteria and Screening

32. Establish Entry Criteria • A process should be established for how students enter Tier 2 programs. • Three common entry criteria: • Screening Results • Office Referrals • Teacher/Adult “Request for Assistance”

33. Screening • Use of a Validated Screener: • Six-Eight (Oct-Nov) weeks after school begins & in Spring • At the end of the year if desired (provides information for planning) • As a new student enters if needed * Academic Screening Data Also Considered

34. Universal Screening • Systematic Screening for Behavior Disorders (SSBD) • Social Skills Rating System (SSRS) • Social Skills Improvement System Rating Scales (SSIS) • Designed to replace the SSRS

35. SSBD: Sample Questions • Critical Events (Behavioral Earthquakes): • Sets Fires, • Vomits after eating, • Exhibits painful shyness • Maladaptive Behavior • Requires punishment before s/he will terminate behavior. • Child tests teacher imposed limits. • Adaptive Behavior • Is considerate of the feelings of others. • Is socially perceptive.

36. Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) Teachers Rank Order 3 Ext. & 3 Int. Students Gate 1 Pass Gate 1 Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales Gate 2 Tier 2/3 Intervention Pass Gate 2 Gate 3 Classroom & Playground Observations Tier 3 Intervention or Special Ed. Referral

37.  2009 Bridget Walker, Ph.D.

38. Why Behavioral Screening? • Proactive approach – instead of “refer-test-place.” • Provides a systematic process for looking at students in need of Tier 2 services. • Help us to identify the students dealing with internalizing issues who may not have office referrals. • Allows us to make decisions about where to spend our limited resources. • Results can be compared with academic screening results to get a complete picture of the student’s needs.

39. Office Referral Criteria • Use “Repeat Offender” data • Green Zone Interventions: 0-1 ODR • Yellow Zone Interventions: 3-5 ODR • Red Zone Interventions: 6+ ODR • Not recommended as sole criteria but could help recognize some at-risk students

40. Request for Assistance Process • Student identified as focus of concern • Adult completes form to provide summary of what is known • Completed request initiates Team Problem-Solving Process

41. Activity: Entry Criteria • How do “non-responder” students get into current supports? • Is there a consistent process? • Based on what you have heard today, what changes might need to occur?

42. Tier 2 Team Structure and FunctionTeam-Based Problem Solving

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

44. 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.

45. Team Process and Pitfalls • Problem-solving provides meeting agenda framework • Avoid: • “Admiring the problem” • Analysis paralysis • Time management bog-downs

46. 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?

47. Richland School District (Process Example) • http://www.rsd.edu/teach-learn/response-to-intervention.html • Instructional Support Team Video

48. Activity: Team Membership and Process • Are there existing team structures and processes 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?

49. Data and Progress Monitoring in Tier 2

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