Building a Comprehensive Tier II System: Lessons Learned

1. Building a Comprehensive Tier II System: Lessons Learned Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

2. 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%

3. Teams(Data, Practices, Systems) • School-wide PBS • Universals • Connect points to Tier II & III • Classroom Problem Solving Team • Review data • Develop function-based interventions • Tier II (III) • Partner with Classroom Problem Solving Team Lead/Coordinator • Coordinate and monitor tier II supports

4. 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

5. 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

6. 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 Team • Classroom supports (function-based) • Progress monitor • Step 4 - Tier II supports • Non-responders to classroom supports • Match function of student behavior to intervention • Progress monitor • Step 5 - Evaluate Process

7. Step 1. Universals In Place • Specific Focus on Classroom • Review of essential features • Implementation Plan

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

9. Addressing 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 (pbis.org) • Identify areas of need • “Mini-modules” during faculty meetings (pbismissouri.org) • Peer observe and count (performance feedback)

10. Essential • Classroom expectations & rules defined and taught • 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 • Students are given multiple opportunities to respond (OTR) • Activity sequence promotes optimal instruction time and student engaged time • Instruction is differentiated based on student need

11. Step 2.Identifying students • Current data • Confidence in numbers • Consistency across data points • Teacher Referral • Screening Approximately 10-15% of total students

12. Data Decision Rules • Office Discipline Referral (ODR) • Major • Minor • Time out of Instruction • “Buddy Room” • “Safe Seat” • Discipline/ Detention Room

13. 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?______________________________________

14. 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

15. 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 (pbismissouri.org) • What instrument • Schedule • Parent Referral??

17. Step 3. Classroom Problem Solving Team • Grade level / combinations • Once a week/every other week focus of meeting = social behavior concerns when data decision rule met • Standard problem solving steps

18. Classroom Problem Solving Team • Process leader • Classroom teachers (with partner) • Tier II Team partner • School Psychologist, Counselor, Administrator • Process • Data-based decision making • Guiding questions • Function-based intervention • Teach replacement • Environmental alterations / supports • Monitor progress

19. Classroom Problem Solving Team • Develop intervention based on function of behavior • Environment changes • Skills to teach/practice/reinforce • Monitor progress • Same data that brought them to your attention • Problem and Appropriate behavior • Teacher observations

20. Classroom Problem Solving Team • Student meets data decision rule • Classroom teacher completes preliminary forms (documents student progress to date) • Team leader walks team through problem solving process • Tier II Team partner attends if team is unable to identify patterns leading to intervention or when significant concerns noted • Plan put in place • Student progress monitored and reported at weekly meetings

24. Step 4. Tier II Supports • Students who do not respond to classroom / informal supports (classroom level 2-3 weeks) or those with more intense needs • 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

25. Tier II Supports • Centralized assignment • Each strategy has a coordinator • Classroom supports continued / modified • ALL in building aware of their role in supporting students in Tier II Supports

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

27. Step 5. Monitor Student Progress and Evaluate Process • Original data sources that lead to student identification • ODR (major / minor) • Attendance • Academics • “Time out of class” • Teacher perception • Key = frequent and regular • Celebrate success • Adjust if student doesn’t respond (or problems start reappearing) • Cost/Benefit Analysis of overall process

35. Lessons Learned • Effective classroom management must be in place • All in building understand • Steps in process • “Science of Behavior” (function) • Purpose of Tier II strategy • Their role in supporting Tier II strategy

36. Lessons Learned • Spend lots of time on systems • “Build Team” • Classroom Problem Solving Team • Tier II Team (with connects to universal team • Progress monitor • Confidence in data • Efficient ways to collect (e.g., daily progress reports)

37. Lessons Learned • Continually assess for progress & success • Is it a system/process issue? • Is it a student who needs additional/different supports? • Don’t be afraid to abandon, alter, tweak processes or supports that are not leading to desired outcomes