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To Do: Shirley to obtain and Revise Readiness Tool as SELF- ASSESSMENT for the teams

To Do: Shirley to obtain and Revise Readiness Tool as SELF- ASSESSMENT for the teams. Insert Assessment criterion (Brief) Discuss Use Have Teams use as guideline for remainder of day’s activities

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To Do: Shirley to obtain and Revise Readiness Tool as SELF- ASSESSMENT for the teams

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  1. To Do: Shirley to obtain and Revise Readiness Tool as SELF- ASSESSMENT for the teams • Insert Assessment criterion (Brief) • Discuss Use • Have Teams use as guideline for remainder of day’s activities • Revise the questions on activity slides to reflect actual Self- Assessment tool so this will make sense as the day progresses.

  2. Opening day in Review & Activity Touching Counts • How many times (on an average) do you touch a student in any manner? • List the type of touching you commonly use (e.g., hand-shake, high-five, physical prompt, guided physical movement). • Wait for instructions…..

  3. Secondary Interventions • Day in Review: • Brief Check in • Review Tier 1 (School & Classroom Essentials) • Understand Tier 2 - Secondary Intervention Basics (Practice, Data & System) • Explore Function of Behavior in School Context • Take Stock of School Readiness • Explore Evidence Based Practices • Develop System Supports • Then Wrap Practice, Data & Systems together…. Day 4, Section 9

  4. Parking Lot Cards

  5. Acknowledgements - MODIFY • pbis.org • Rob Horner, Leanne Hawken, Rob March • Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary… • Flint Simonsen (pbiswashington.pbworks.com)

  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 data analysis relative to behavior and development of a potential secondary intervention • To have information necessary to strengthen secondary interventions that are currently in place in your school

  7. Designing School-Wide Systems for Student Success: Tier 1 = BASE of PBIS System • 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

  8. 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 Implements procedures for on-going monitoring and evaluation

  9. 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

  10. 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

  11. Traditional Approach to Managing Challenging Behavior Challenging Behavior Occurs

  12. GROUP ACTIVITY: Examples of Practice to Encourage & Discouraging Behavior in CLASSROOM Activity – SLC to develop the ‘instructions’ Include time for Gallery WALK

  13. Most students learn from environmental cues, redirect, or explicit instruction.

  14. Designing School-Wide Systems for Student Success (Tier 1 as the BASE) • 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

  15. 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

  16. 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

  17. 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

  18. Tier 2 Prerequisites (non-negotiable) • Administratorparticipation • 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

  19. 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

  20. 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

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

  22. Tier 2 Practices (continued) – Individualized, and Small-Group Interventions • Requires regular & frequent opportunities for positive reinforcement which modifies strategically: • Tangible reinforcement…………To social reinforcement • External influence…………………To Internalized regulation • Frequent Reinforcement………..Becomes intermittent as needed • Predictable consequence……….Generalizes to less predictable social situations where new skill can be applied

  23. 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

  24. 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) • Educationalrestructuring

  25. Activity – Assess Current Practices (need to create a worksheet handout for Teams to complete) • 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?)

  26. Tier 2 Data - Establish Entry Criteria • 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”

  27. Tier 2 Data - Entry Criteria #1 • OFFICE REFERRAL • Use “repeat offender” data (typically during 6 week data period) • 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

  28. Tier 2 Data – Entry Criteria # 2 Behavioral Screening, why? • 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 team to make decisions about where to spend limited resources • Results can be compared with academic screening results to get a complete picture of the student’s needs

  29. Tier 2 Data - Universal Screening FIND OTHERS! • Systematic Screening for Behavior Disorders (SSBD) • Social Skills Rating System (SSRS) • Social Skills Improvement System (SSIS)are rating scales designed to replace SSRS

  30. Tier 2 Data - Entry Criteria #3 Request for Assistance Process • Student identified as potential need for intervention • Adult completes summary form, including specific data regarding behavior and other influences • Completed request submitted to “team” • Team Problem-Solving meeting scheduled

  31. Activity – Tier 2 DATA • 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?

  32. 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

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

  34. 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?

  35. 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

  36. 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?

  37. Tier 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 the Secondary Intervention working? Continue with Secondary Intervention, transition to Basic CICO, thento 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 Sensory Automaticity Escape/Avoid Obtain Then Hypothesize… What is the Student getting from behavior? How is Consequence sustaining behavior? 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. Wrap Up Data Systems Classroom Management: Self-Assessment Revised (version: April 7, 2006) Classroom Checklists, Effective Classroom Plan, Environmental Inventory Checklist Summary of Morning

  48. BREAK • Insert time clock— • Have music available with timer

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