1 / 87

Tier 2 Behavior Interventions

dore
Download Presentation

Tier 2 Behavior Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Tier 2 Behavior Interventions ISM Continuing Building Leadership Teams

    2. Are you ready for targeted instruction and supports?

    3. Framework for the Tiers Tier 1 Review

    4. Our Moral Purpose The moral purpose of the highest order is having a system where all children learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society. - Michael Fullan, 2003 Talking points: Our impetus for school change is not directed only by state and federal legislation, but as educators, we have a moral imperative to meet the instructional needs of all students and enable each child to learn and achieve. Note: Michael Fullan is the Dean of the Ontario Institute for Studies in Education of the University of Toronto. An innovator and leader in teacher education, he has developed a number of partnerships designed to bring about major school improvement and educational reform. This quote comes from his book THE MORAL IMPERATIVE OF SCHOOL LEADERSHIP. To read more about Michael Fullan visit www.michaelfullan.ca/ - 2k - Talking points: Our impetus for school change is not directed only by state and federal legislation, but as educators, we have a moral imperative to meet the instructional needs of all students and enable each child to learn and achieve. Note: Michael Fullan is the Dean of the Ontario Institute for Studies in Education of the University of Toronto. An innovator and leader in teacher education, he has developed a number of partnerships designed to bring about major school improvement and educational reform. This quote comes from his book THE MORAL IMPERATIVE OF SCHOOL LEADERSHIP. To read more about Michael Fullan visit www.michaelfullan.ca/ - 2k -

    5. We know that … Schools employing high quality instructional practices that are responsive to the needs of students from diverse backgrounds demonstrate student achievement that is well above average despite high representation of culturally diverse students from economically disadvantaged backgrounds. - National Research Council Talking point: Research informs our practice, we know that quality culturally responsive instructional supports in behavior and academics enables all children to achieve even children who are at-risk for school failure. We will see some outcomes from schools later supporting high quality instruction. Talking point: Research informs our practice, we know that quality culturally responsive instructional supports in behavior and academics enables all children to achieve even children who are at-risk for school failure. We will see some outcomes from schools later supporting high quality instruction.

    6. Talking points: The cone is adapted from the work of Sugai and Horner (UofOregon) The Ohio Integrated Systems model integrates tiers of supports for both reading and behavior. Each tier is designed to enable student success by providing high quality culturally responsive, research-validated instruction in both behavior and reading. The model is designed to provide strong school-wide instruction and supports that would meet the needs of most of your students. This school-wide tier of supports is represented in green and include your school’s core reading and behavior curricula. School-wide instruction would meet the needs of approximately 80% of your students’ learning needs resulting in reading and behavior success for most of your students. Given these strong school-wide or universal supports you can expect that about 10 - 5% of your students may require additional instruction and supports to be successful. The targeted tier represented in yellow are for students at some risk for school failure and provides more specific instruction for students in addition to the core curricula to ensure success. When effective school-wide instruction and targeted supports are in place, a small percentage of students may require intensive supports to enable success. This red tier or intensive tier supports will meet the needs of the remaining 5 -1% of your students at high risk for failure. These supports are intensive and often individualized. Students in this tier may be your students with disabilities. However, other students at high risk may also benefit from tier 3 supports. Students at tier 3 continue receiving core instruction. If we get the conditions right there may be children who can be educated in our buildings who currently would not have adequate supports to be educated there. Note that the green goes around each tier, indicating that all students receive core instruction.Talking points: The cone is adapted from the work of Sugai and Horner (UofOregon) The Ohio Integrated Systems model integrates tiers of supports for both reading and behavior. Each tier is designed to enable student success by providing high quality culturally responsive, research-validated instruction in both behavior and reading. The model is designed to provide strong school-wide instruction and supports that would meet the needs of most of your students. This school-wide tier of supports is represented in green and include your school’s core reading and behavior curricula. School-wide instruction would meet the needs of approximately 80% of your students’ learning needs resulting in reading and behavior success for most of your students. Given these strong school-wide or universal supports you can expect that about 10 - 5% of your students may require additional instruction and supports to be successful. The targeted tier represented in yellow are for students at some risk for school failure and provides more specific instruction for students in addition to the core curricula to ensure success. When effective school-wide instruction and targeted supports are in place, a small percentage of students may require intensive supports to enable success. This red tier or intensive tier supports will meet the needs of the remaining 5 -1% of your students at high risk for failure. These supports are intensive and often individualized. Students in this tier may be your students with disabilities. However, other students at high risk may also benefit from tier 3 supports. Students at tier 3 continue receiving core instruction. If we get the conditions right there may be children who can be educated in our buildings who currently would not have adequate supports to be educated there. Note that the green goes around each tier, indicating that all students receive core instruction.

    7. Key Features of an Effective Integrated Model These key features are the foundational practices to providing effective reading and behavior supports at each tier. Provide a quick overview of each of these as they will be discussed in greater detail throughout the rest of the powerpoint. Administrative Leadership is essential to the success of systems change. Administrators need to support the key features of the model and communicate with the school community in various ways about the model and key features. Collaborative Strategic Planning is a 5 step process which guides the planning and implementation of the model across the three tiers. This process uses data to guide each step. Scientifically-based research - It is important to use scientifically based research or elements of SBR to guide instructional decision-making (e.g., curriculum adoption etc.) SBR practices inform all 3 tiers, and are even more important at the intensive tier as there is little room for error or time to waste on ineffective practices. Data based decision making- Data is used for decision making across 3 tiers. It can help us answer : What’s in place, what’s working? What are our goals?. We may use data to assist with resource allocation. It is critical to collect frequent reliable and valid indicators of student performance as part of this component. Culturally Responsive Practices- Implementing the other key features is part of being culturally responsive, however, additionally we need to provide instructional practices and set a school culture that is responsive, respectful, and relevant. Academic and Behavior Supports across 3 tiers Explicit Instruction of academic and social skills-are taught, emphasis placed on presentation of positive examples, corrective feedback, and reminders/prompts that support correct performance.. Intensity of supports increases as complexity of academic or social/behavioral problems increase. Requires using resources flexibly These key features are the foundational practices to providing effective reading and behavior supports at each tier. Provide a quick overview of each of these as they will be discussed in greater detail throughout the rest of the powerpoint. Administrative Leadership is essential to the success of systems change. Administrators need to support the key features of the model and communicate with the school community in various ways about the model and key features. Collaborative Strategic Planning is a 5 step process which guides the planning and implementation of the model across the three tiers. This process uses data to guide each step. Scientifically-based research - It is important to use scientifically based research or elements of SBR to guide instructional decision-making (e.g., curriculum adoption etc.) SBR practices inform all 3 tiers, and are even more important at the intensive tier as there is little room for error or time to waste on ineffective practices. Data based decision making- Data is used for decision making across 3 tiers. It can help us answer : What’s in place, what’s working? What are our goals?. We may use data to assist with resource allocation. It is critical to collect frequent reliable and valid indicators of student performance as part of this component. Culturally Responsive Practices- Implementing the other key features is part of being culturally responsive, however, additionally we need to provide instructional practices and set a school culture that is responsive, respectful, and relevant. Academic and Behavior Supports across 3 tiers Explicit Instruction of academic and social skills-are taught, emphasis placed on presentation of positive examples, corrective feedback, and reminders/prompts that support correct performance.. Intensity of supports increases as complexity of academic or social/behavioral problems increase. Requires using resources flexibly

    8. Definition of Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. PBS’s key attributes include proactivity, data-based decision making, and a problem-solving orientation. Have each participant silently read this slide and the subsequent slide that describe PBS. Then, think about what this means to you, in your role. The presenter responds to the questions generated by the team(s) in order to emphasize the following concepts: Creating effective systems that support academic and social achievement. Supports are planned and implemented proactively to prevent failure Specific information is systematically collected and analyzed to inform practice. Practices are based on evidence of success in other schools and are evaluated to determine their local effectiveness. (e.g. data-based reflective praxis)Have each participant silently read this slide and the subsequent slide that describe PBS. Then, think about what this means to you, in your role. The presenter responds to the questions generated by the team(s) in order to emphasize the following concepts: Creating effective systems that support academic and social achievement. Supports are planned and implemented proactively to prevent failure Specific information is systematically collected and analyzed to inform practice. Practices are based on evidence of success in other schools and are evaluated to determine their local effectiveness. (e.g. data-based reflective praxis)

    9. Guiding Principles Student misbehavior can be changed. Environments can be created to change behavior. Changing environments requires change in adult behavior. Adult behavior must change in a consistent and systematic manner. Systems of support are necessary for both students and adults.

    10. SST13 at SWOSERRC PBS “Big Ideas” PBS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success The goal of PBS is to establish host environments that support adoption & sustain use of evidence-based practices (Zins & Ponti, 1990) See note page of previous slide.See note page of previous slide.

    11. The following quote by Tom Herner expresses our difficulties with dealing with challenging behavior. Read quote. Do we regard behavior as a skill deficit that needs to be taught or do we perceive it as something that needs to be punished? If we perceive it as something to be punished then it is very clear that we regard it differently than any of the other behaviors or skills that we address at school. As a result, we tend to approach it in less-effective and less-professional ways. Appropriate behavior should be taught just like reading, swimming or driving. The following quote by Tom Herner expresses our difficulties with dealing with challenging behavior. Read quote. Do we regard behavior as a skill deficit that needs to be taught or do we perceive it as something that needs to be punished? If we perceive it as something to be punished then it is very clear that we regard it differently than any of the other behaviors or skills that we address at school. As a result, we tend to approach it in less-effective and less-professional ways. Appropriate behavior should be taught just like reading, swimming or driving.

    12. The Challenge Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Presenters could use a paradoxical statement to emphasize this content. For example, presenters could state: “We know how to maximize aggression, vandalism, truancy, drop out rates, and all of their associated consequences. To achieve these outcomes all we have to do is use punitive approaches and not put into place the systems of proactive prevention referred to in the previous two slides.” Presenters could use a paradoxical statement to emphasize this content. For example, presenters could state: “We know how to maximize aggression, vandalism, truancy, drop out rates, and all of their associated consequences. To achieve these outcomes all we have to do is use punitive approaches and not put into place the systems of proactive prevention referred to in the previous two slides.”

    13. Discuss this slide and the slide that follows together. The numbers used to calculate these values come from research completed by Susan Barrett (2004). Teams could choose to address either (or both) the elementary and/or the middle school example. Ask participants as a whole group to respond to the following 3 questions one at a time. List a few of the things that a skilled administrator could accomplish (in 20 work days?) in 95 work days to contribute to improved academic and social behavior achievement? What are some likely academic outcomes when a student is out of the classroom for 45 minutes? Now multiply the academic consequences of 45 minutes that you just described (times 491) times 3057 and what do you get? Discuss this slide and the slide that follows together. The numbers used to calculate these values come from research completed by Susan Barrett (2004). Teams could choose to address either (or both) the elementary and/or the middle school example. Ask participants as a whole group to respond to the following 3 questions one at a time. List a few of the things that a skilled administrator could accomplish (in 20 work days?) in 95 work days to contribute to improved academic and social behavior achievement? What are some likely academic outcomes when a student is out of the classroom for 45 minutes? Now multiply the academic consequences of 45 minutes that you just described (times 491) times 3057 and what do you get?

    14. Discuss this slide and the previous slide together. Discuss this slide and the previous slide together.

    16. “BIG IDEAS”... Positive Behavior Supports Clear Expectations Comprehensive Instruction in Expected Behaviors Consistent Encouragement of Expected Behaviors and Correction of Behavior Errors Community Connections Remember the letter C to help you remember the 4 big ideas of PBS These are the “Big Ideas” or essential components of effective school-wide behavior supports: 3 to 5 overarching behavioral expectations Expected behaviors directly taught across all levels of intervention (universal, targeted & intensive) Reinforcing and Reductive Consequences Prevention involves an emphasis on : Consistency and Community Connections (relationship, relationship, relationship) Remember the letter C to help you remember the 4 big ideas of PBS These are the “Big Ideas” or essential components of effective school-wide behavior supports: 3 to 5 overarching behavioral expectations Expected behaviors directly taught across all levels of intervention (universal, targeted & intensive) Reinforcing and Reductive Consequences Prevention involves an emphasis on : Consistency and Community Connections (relationship, relationship, relationship)

    18. Tier 1: Schoolwide… Purpose: Maximize learning for all students Strong, research-validated core curriculum; 80-90% of students are meeting performance indicators Minimize need for interventions (number & intensity) Use school-wide data to evaluate and improve the instruction for all students in reading/behavior These first 2 bullets apply to slides 21-28: May not need to cover all of this slide or the subsequent slides through 28 depending on what was shared from tier activity. May just need to highlight a few key points not addressed. Another possible strategy would be to have participants read slides 21-28 quickly on own. Content specific to this slide: Remind participants that this is the green tier. In order to have an efficient system of meeting the needs of all, it is imperative that time is spent on strengthening the core curriculum if data indicates that less than 80 to 90% of students are meeting the goal. This is the most efficient way to met the needs of all students and minimize the need for additional interventions. These first 2 bullets apply to slides 21-28: May not need to cover all of this slide or the subsequent slides through 28 depending on what was shared from tier activity. May just need to highlight a few key points not addressed. Another possible strategy would be to have participants read slides 21-28 quickly on own. Content specific to this slide: Remind participants that this is the green tier. In order to have an efficient system of meeting the needs of all, it is imperative that time is spent on strengthening the core curriculum if data indicates that less than 80 to 90% of students are meeting the goal. This is the most efficient way to met the needs of all students and minimize the need for additional interventions.

    19. Characteristics: Explicit, focused, differentiated, high-quality general education instruction in academic and social competencies Based on concepts of universal design for learning, demonstrating understanding of importance of culture in teaching and learning Core curriculum meets the needs of the student population Family involvement All students receive instruction in core curriculum Schoolwide… (cont’d) See slide 21 notes. May need to define the term Universal Design for LearningSee slide 21 notes. May need to define the term Universal Design for Learning

    20. School-wide Positive Behavior Supports (PBS) Establishing clear school-wide expectations Providing comprehensive instruction in expected behaviors Establishing System for providing consistent encouragement of expected behaviors and correction of behavior errors Building community connections Talking points To support the development of appropriate behavior in school the Ohio Integrated Systems model follows the principles of Positive Behavior Supports. PBS includes these essential practices: The importance of establishing clearly defined and articulated expectations across all tiers of support and throughout the school. These expectations describe how everyone in the learning community should behave. Directly and sufficiently teaching the expected behaviors by providing explicit instruction. Establishing various systematic and natural ways for encouraging and recognizing students for desired behavior Establishing various systematic and natural ways for correcting students demonstrating undesirable behavior. And continuously connecting, bonding and collaborating with students, families and other members of the learning community Talking points To support the development of appropriate behavior in school the Ohio Integrated Systems model follows the principles of Positive Behavior Supports. PBS includes these essential practices: The importance of establishing clearly defined and articulated expectations across all tiers of support and throughout the school. These expectations describe how everyone in the learning community should behave. Directly and sufficiently teaching the expected behaviors by providing explicit instruction. Establishing various systematic and natural ways for encouraging and recognizing students for desired behavior Establishing various systematic and natural ways for correcting students demonstrating undesirable behavior. And continuously connecting, bonding and collaborating with students, families and other members of the learning community

    21. 1. Clear Expectations 3-5 Overarching behavioral expectations Agreed upon Clearly communicated with behavioral examples Overtly taught in all settings (classroom & non-classroom) Understood by all Posted & distributed widely Consistently implemented by all adults Ask participants to engage in a round robin oral reading of the slide one bullet at a time. Tell the participants that the upcoming slides will further explain these concepts and provide some information about how these practices are applied in schools. Presenters can make the connection with culturally responsive practices by noting that: Making “Hidden Rules” visible by identifying and explicitly teaching behavioral expectations across multiple settings increases the likelihood that students from diverse cultural and linguistic backgrounds will be successful in mastering the social context of the school.Ask participants to engage in a round robin oral reading of the slide one bullet at a time. Tell the participants that the upcoming slides will further explain these concepts and provide some information about how these practices are applied in schools. Presenters can make the connection with culturally responsive practices by noting that: Making “Hidden Rules” visible by identifying and explicitly teaching behavioral expectations across multiple settings increases the likelihood that students from diverse cultural and linguistic backgrounds will be successful in mastering the social context of the school.

    22. 2. Comprehensive Instruction in Expected Behaviors Determine all non-classroom settings Describe what 3-5 school-wide expectations look like in each setting, including classrooms Develop lesson plan to teach expectations by setting Lesson components to include: modeling, examples, non-examples, practice, and feedback Overtly taught in all settings Understood by all Posted & distributed widely Consistently implemented by all adults Meet the needs of each and ALL (NCLB) students, and knowing that in many of our schools the student population is becoming increasingly diverse, need to make visible the “hidden rules” of the majority culture (white, middle-class)…Meet the needs of each and ALL (NCLB) students, and knowing that in many of our schools the student population is becoming increasingly diverse, need to make visible the “hidden rules” of the majority culture (white, middle-class)…

    23. Effective Instruction Effective instruction includes telling them how, showing them how, and having them practice with feedback until they master it. The emphasis on modeling includes the time during the explicit lesson, but also extends to adult modeling of expected behaviors throughout the school at all times. The youth are watching the adults and will do as we “do”, rather than as we “say”. Effective instruction includes telling them how, showing them how, and having them practice with feedback until they master it. The emphasis on modeling includes the time during the explicit lesson, but also extends to adult modeling of expected behaviors throughout the school at all times. The youth are watching the adults and will do as we “do”, rather than as we “say”.

    24. Incentives/rewards can be emotional, psychological, or academic They can be given for academic achievement, improvement, effort, and conduct Recognition can be public or private. Consider that not all students enjoy receiving public recognition Timing is very important. The sooner you reinforce, the more effective the reinforcement will be. Incentives/rewards can be emotional, psychological, or academic They can be given for academic achievement, improvement, effort, and conduct Recognition can be public or private. Consider that not all students enjoy receiving public recognition Timing is very important. The sooner you reinforce, the more effective the reinforcement will be.

    25. Have the team discuss these 6 questions.Have the team discuss these 6 questions.

    26. Consistent Consequences Responding to negative behavior Immediate and consistent Try to keep with natural consequences Use the least amount necessary to get desired behavior Always set students up for reinforcement Correction and re-teaching Have participants silently read this slide and the next one. Ask them to identify what stands out to them as key features of corrective consequences. Focus on: Firm, fair and consistent. Refer to Randy Sprick’s Administrator’s Desk Reference to Behavior Management as a key resource for setting up effective systems of correction.Have participants silently read this slide and the next one. Ask them to identify what stands out to them as key features of corrective consequences. Focus on: Firm, fair and consistent. Refer to Randy Sprick’s Administrator’s Desk Reference to Behavior Management as a key resource for setting up effective systems of correction.

    27.

    28. Use these questions for team discussion. Use these questions for team discussion.

    29. 4. Community Connections Relationships • Relationships • Relationships Within the school community Within the broader community School-based and school-linked supports Use chart paper or record in some way that everyone can see. Ask participants as a whole group to brainstorm who the groups of people are who: are directly impacted and/or interact directly with the school, (Those within the school community for example: teachers, students, families, support staff etc…) have an interest in the school and outcomes from the school,(Those within the broader community for example: faith communities, civic organizations, business partnerships etc…) could provide services either within the school or in collaboration or coordination through the school.(School-based and school-linked supports for example: Health clinics, Mental health service providers, SERRC consultants etc…)Use chart paper or record in some way that everyone can see. Ask participants as a whole group to brainstorm who the groups of people are who: are directly impacted and/or interact directly with the school, (Those within the school community for example: teachers, students, families, support staff etc…) have an interest in the school and outcomes from the school,(Those within the broader community for example: faith communities, civic organizations, business partnerships etc…) could provide services either within the school or in collaboration or coordination through the school.(School-based and school-linked supports for example: Health clinics, Mental health service providers, SERRC consultants etc…)

    30. Community Connections It’s important when designing Schoolwide Positive Behavior Supports, that ALL key stakeholders within your school community have input into the decision making at all levels Input from students, parents, and staff is important in the establishment of schoolwide expectations The support of the entire community, including families, for the reinforcement of expectations and correction of behavior errors will be needed for success

    31. Community Connections Creating respectful and caring relationships within your school community will enhance your PBS system Student to student Staff to student Staff to parent School to community at large Community partners can be a critical piece of your PBS plan: mental health providers, social services, local businesses, etc.

    32. . Creating the right conditions will raise the achievement of all students and close achievement gaps Achievement gaps are not ability gaps!Achievement gaps are not ability gaps!

    33. Are you ready for targeted instruction and supports?

    34. What Are Targeted Interventions? The purpose of the targeted tier is to identify students who are at risk for not reaching behavior standards and provide sufficient and appropriate systematic instruction so that students’ performance rapidly reaches or exceeds established standards thereby preventing school failure. Targeted supports are part of a continuum of services available to all students. Targeted supports are part of a continuum of services There should be a link to school-wide PBS or school-wide literacy instruction Efficient and effective way to identify students in need of additional supports. Intervention matched to presenting problem but not highly individualized Taken from Newcomer & Lewis 2005 (Targeted & Individual Systems of Support Presentation on PBIS website). Have the audience take a moment to read through these bullet points and then report out the words or phrases that stand out.Targeted supports are part of a continuum of services There should be a link to school-wide PBS or school-wide literacy instruction Efficient and effective way to identify students in need of additional supports. Intervention matched to presenting problem but not highly individualized Taken from Newcomer & Lewis 2005 (Targeted & Individual Systems of Support Presentation on PBIS website). Have the audience take a moment to read through these bullet points and then report out the words or phrases that stand out.

    35. What Makes Something a Targeted Intervention? Matches the needs of the school Should be able to be implemented within 3-5 days Similar across students Staff trained in the intervention Materials are on hand Function-based Data collected to monitor outcomes Formal system exists for informing parents/family of progress Continuously available Rapid access Low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Flexible intervention based on data Functional assessment (brief, group focused) Adequate resources Continuous monitoring of student behavior for decision-makingContinuously available Rapid access Low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Flexible intervention based on data Functional assessment (brief, group focused) Adequate resources Continuous monitoring of student behavior for decision-making

    36. Which Targeted Interventions? Matching students to appropriate targeted supports is the key to success… Define the problem Generate a functional hypothesis as to why the problem is occurring Access a standard supplemental program or customize a targeted intervention that is linked to the hypothesis

    37. SST13 at SWOSERRC Who Receives Targeted Interventions? Schoolwide data or teacher reports indicate: Schoolwide PBS are not sufficient to impact student behavior Student is on the verge of failure Behavioral problems consistently distinguish a student from his or her peers

    38. Who Receives Targeted Interventions? Students are selected for targeted supports based on: School-wide indicators (e.g., office referral data) Direct assessment procedures (e.g., teacher nomination, sociograms, observations, checklists, interviews) Insufficient practice through core instruction Data-based decision making Pre-established decision rules Validation of data We know that while ODRs are a good indicator and data source, these data don’t adequately identify all the students who will need a social/behavioral targeted intervention (i..e., students with internalizing behaviors…).We know that while ODRs are a good indicator and data source, these data don’t adequately identify all the students who will need a social/behavioral targeted intervention (i..e., students with internalizing behaviors…).

    39. Who Receives Targeted Interventions? Students identified as “at-risk” for behavior problems by having 2-5 Office Referrals Small groups of students with relatively homogenous behavior (skipping class, bus referrals)which may be location specific Students are expected to have a rapid response to intervention Not for defiant, noncompliant behavior, it does not work. Popcorn activity --- take 90 seconds to list as many “risk factors” as you can think of. Identify the table with the longest list and have them share out. Have teams/tables share any additional items not already listed. Talk about which items could be sources of bias and how to determine that. See below. CRP considerations: Who are the students ‘at risk’? Disaggregate the data to check for over representation. This might be a talking point at the school-wide level. If all of your low income students are ‘at risk’, what universal supports might make school more a place of success for them? Intensity of behavior Settings where problem behavior occurs Behavior of other students Perceived motivation Adequate “dose” of Tier 1Not for defiant, noncompliant behavior, it does not work. Popcorn activity --- take 90 seconds to list as many “risk factors” as you can think of. Identify the table with the longest list and have them share out. Have teams/tables share any additional items not already listed. Talk about which items could be sources of bias and how to determine that. See below. CRP considerations: Who are the students ‘at risk’? Disaggregate the data to check for over representation. This might be a talking point at the school-wide level. If all of your low income students are ‘at risk’, what universal supports might make school more a place of success for them? Intensity of behavior Settings where problem behavior occurs Behavior of other students Perceived motivation Adequate “dose” of Tier 1

    40. SST13 at SWOSERRC

    41. SST13 at SWOSERRC

    42. SST13 at SWOSERRC Why establish team decisions? Building-based system ensure supports are provided to students for whom school-wide practices have not facilitated success. Structured problem solving process ensure effective intervention practices are implemented for each student or issue brought to the team. Uses collaborative strategic planning process to develop action plans to set up Tier 2 supports in each grade level Considers resources and distribution of resources based on need Establishes procedures and guidelines for intervention services How services are delivered Frequency of progress monitoring data collection Reliability checks Integrity checks Decision rules Reviews school-wide data and plans at a school-level Specific Location Classroom Management Specific Problem Behavior(s)Uses collaborative strategic planning process to develop action plans to set up Tier 2 supports in each grade level Considers resources and distribution of resources based on need Establishes procedures and guidelines for intervention services How services are delivered Frequency of progress monitoring data collection Reliability checks Integrity checks Decision rules Reviews school-wide data and plans at a school-level Specific Location Classroom Management Specific Problem Behavior(s)

    43. Targeted Interventions: Building Blocks Teach/build pro-social replacement behaviors Build maintenance and generalization strategies to promote use Attend to possible function of the problem behavior

    44. What Should Targeted Interventions Include? Collaborative Problem Solving Decision Rules for Selecting Students Checks for Adherence to Intervention Checks for Reliability of Data Collected Predetermined Decision Rules for Moving Between Tiers On-going, High Frequency Progress Monitoring and Graph of Student Data Develop a Specific Plan, Including: What Will Happen Who is Involved When it Will Happen Progress Monitoring PlanDevelop a Specific Plan, Including: What Will Happen Who is Involved When it Will Happen Progress Monitoring Plan

    45. How Are Targeted Interventions Selected? Selecting supplemental programs that are scientifically based. Scientifically-Based Research is “research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs” (NCLB). Customized targeted intervention that is linked to the hypothesis Targeted interventions that incorporate culturally responsive practices

    46. What Could Targeted Interventions Look Like? Behavioral contracts Social skills training Check-in/ Check-out Mentors Re-teaching school-wide expectations in small groups/ targeted areas Here’s just a few…preview of “coming attractions” after lunch, when Amy and Wendy will explore with you examples of targeted interventions…Here’s just a few…preview of “coming attractions” after lunch, when Amy and Wendy will explore with you examples of targeted interventions…

    47. Communication with Family Parents/Guardians should be aware of Tier 1 supports Open House Family Nights Conferences Parents/Guardians must be involved in Tier 2 intervention plans Informed of need and participation in Tier 2 Update on progress

    48. Why Do Implementation Checks? Research-based programs are only research-based IF implemented as planned. Support teacher implementation and effective instructional techniques Need to understand if the program is being implemented to understand outcome data Key piece when talking about need to increase intensity for an individual child. Need evidence of implementation across the tiers. This can be uncomfortable. Here are some things that can help. . .

    49. How to Make Implementation Checks Viewed More Positively Clear supportive purpose: coaching tool, to make things better No surprises NOT connected to evaluation (clear it with the association) Clarity on who has access to the checks Clear expectations and procedures Have a discussion with teacher before hand Have teachers self rate before a 2nd person comes in

    50. Decision Rules to Move Out of Tier 2 Establish decision rules about when to fade support (back to Tier 1 only) or when to increase support (move to Tier 3) Need enough data to see a trend: general rule is 7 data points Three-Point Rule for increasing support 3 consecutive data points below the aimline to consider increasing support

    51. SST13 at SWOSERRC Tier 2: Challenges Who Does Interventions? Scheduling around students rather than adults Insuring Integrity and follow-up support Training

    52. Team Time What do we have in our building that looks like Tier 2 instruction/intervention? How could we modify current Tier 2 interventions and supports to increase efficiency and effectiveness? “What’s the smallest change that will lead to the largest gain?” Talking points/clarifying questions to consider: Do our current Tier 2 interventions match the need? OR Were these interventions selected based on data analysis? Are they matched to the function of the misbehavior? Does what we think of as Tier 2 instruction/interventions contain the critical components? What do we need to change to strengthen what we have? (Rob Horner, 2007) Do we have decision criteria for flexible and automatic entering and exiting? How can we strengthen current Tier 2 interventions given the resources currently available? How can we think “outside the box” Talking points/clarifying questions to consider: Do our current Tier 2 interventions match the need? OR Were these interventions selected based on data analysis? Are they matched to the function of the misbehavior? Does what we think of as Tier 2 instruction/interventions contain the critical components? What do we need to change to strengthen what we have? (Rob Horner, 2007) Do we have decision criteria for flexible and automatic entering and exiting? How can we strengthen current Tier 2 interventions given the resources currently available? How can we think “outside the box”

    53. SST13 at SWOSERRC BREAK

    54. Data-Based Decision Making for Tier 2 We want to be sure that we are making decisions about designing, implementing, and evaluating Tier 2 behavioral interventions, just like throughout tiered systems of academic instructional/intervention supports, with the key features of the ISM in mind: culturally responsive interventions determined through data-based decisions using research-based practices.We want to be sure that we are making decisions about designing, implementing, and evaluating Tier 2 behavioral interventions, just like throughout tiered systems of academic instructional/intervention supports, with the key features of the ISM in mind: culturally responsive interventions determined through data-based decisions using research-based practices.

    55. Building A Tiered System of Intervention Supports Examine Schoolwide Positive Behavior Supports System (Behavior Analysis Guide) Examine Schoolwide Data - Office Discipline Referral Data If the School Has the “Big Ideas” of PBS in Place and the Average ODR per day per month per student is above the system standard, consider supplementing the Schoolwide PBS System (Behavior Analysis Guide) Start with the questions from your team as you are engaging in collaborative problem-solving. Data should be collected that will help answer those questions: Are we making adequate progress on our action plan and implementing the Big Ideas of Tier 1 SWPBS? Does our team work well together? If not, what are some issues we need to address? How many behavior problems are there? When are we having behavior problems? Where are we having behavior problems? Who is having behavior problems? What behavior problems are we having? How will we integrate research-based bullying prevention/intervention into our tiered behavior supports system? Share the updated draft of the PBS map including Tier 1 and Tier 2Start with the questions from your team as you are engaging in collaborative problem-solving. Data should be collected that will help answer those questions: Are we making adequate progress on our action plan and implementing the Big Ideas of Tier 1 SWPBS? Does our team work well together? If not, what are some issues we need to address? How many behavior problems are there? When are we having behavior problems? Where are we having behavior problems? Who is having behavior problems? What behavior problems are we having? How will we integrate research-based bullying prevention/intervention into our tiered behavior supports system? Share the updated draft of the PBS map including Tier 1 and Tier 2

    56. System Standards SWIS Summaries (Sugai & Horner, 2005) SWIS summaries based on national results from the 2004-5 Academic School Year - Major ODR only This slide shared because it includes alternative settings where PBS is being implemented.SWIS summaries based on national results from the 2004-5 Academic School Year - Major ODR only This slide shared because it includes alternative settings where PBS is being implemented.

    57. System Standards - SWIS Summaries (Sugai & Horner, 2006) Our system standards are based on SWIS summaries- national results from the 2006-07 Academic School Year - Major ODR only Our system standards are based on SWIS summaries- national results from the 2006-07 Academic School Year - Major ODR only

    58. Consider School-wide systems if… >40% of students received 1+ ODR >2.5 ODR/student Modify universal interventions (proactive school-wide discipline) to improve overall discipline system Teach, precorrect, & positively reinforce expected behavior If your data matches this scenario, your team will want to look at the PBS Systems Analysis Guide to help with problem-solving around the universal/green tier BEFORE focusing on targeted. Questions you might want data to answer: Do our staff and students support PBS as evidenced through surveys? Have we taught expectations as designed/intended? Which “big ideas” of our universal system do we need further team problem-solving? For example, How “universal” is our explicit instruction and system of acknowledgement? If your data matches this scenario, your team will want to look at the PBS Systems Analysis Guide to help with problem-solving around the universal/green tier BEFORE focusing on targeted. Questions you might want data to answer: Do our staff and students support PBS as evidenced through surveys? Have we taught expectations as designed/intended? Which “big ideas” of our universal system do we need further team problem-solving? For example, How “universal” is our explicit instruction and system of acknowledgement?

    59. SST13 at SWOSERRC Bullying Prevention & Intervention in PBS Supplement to universal supports rather than an “add-on.” Embedded into existing school-wide expectations. Aren’t you irritated when you attend a training and the slides in your handout don’t match what the presenter is using? Well, this information comes from research and practical application shared at the IL PBIS Forum just last Thursday by Scott Ross & Celeste Rossetto Dickey… …and we thought it might be helpful since we know building and district teams are responding to the Ohio Anti-Bullying/Harassment Law.Aren’t you irritated when you attend a training and the slides in your handout don’t match what the presenter is using? Well, this information comes from research and practical application shared at the IL PBIS Forum just last Thursday by Scott Ross & Celeste Rossetto Dickey… …and we thought it might be helpful since we know building and district teams are responding to the Ohio Anti-Bullying/Harassment Law.

    60. SST13 at SWOSERRC Main Ideas “Bullying” is aggression, harassment, threats, or intimidation when one person has greater status, control, power than the other. Most bullying and harassment behaviors, although common and frequent, are exhibited outside of adult supervision. Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors. Bullying is an issue of power and control, not a self-esteem issue. It happens in places where there is adults aren’t around. Social attention, social recognition, or and/or social status cause the behaviors to increase or at least be maintained. Bullying is an issue of power and control, not a self-esteem issue. It happens in places where there is adults aren’t around. Social attention, social recognition, or and/or social status cause the behaviors to increase or at least be maintained.

    61. SST13 at SWOSERRC What does NOT work Identifying the “bully” and excluding him/her from school Pretending that the bullying behavior is the “fault” of the student/family/victim. What DOES work Define, teach, and acknowledge school-wide behavior expectations Teach all children to identify and label inappropriate behavior: not respectful, not responsible, not safe Teach all students a “stop signal” to give when they experience problem behavior Teach all students what to do if someone delivers the “stop signal” Based on the research by Olweus and others, Rosetto Dickey shared these common approaches… Embedding the instruction into examples and non-examples of behavior that connects to the SW expectations is what works. With universal/Tier 1 PBS strategies, we are working to create and maintain school environments that are: Predictable, consistent, positive, and safe… …and we know that students have difficulty generalizing new skills, so in this way, they see it modeled by peers in various settings at school, so modeling with practice and feedback builds fluency.Based on the research by Olweus and others, Rosetto Dickey shared these common approaches… Embedding the instruction into examples and non-examples of behavior that connects to the SW expectations is what works. With universal/Tier 1 PBS strategies, we are working to create and maintain school environments that are: Predictable, consistent, positive, and safe… …and we know that students have difficulty generalizing new skills, so in this way, they see it modeled by peers in various settings at school, so modeling with practice and feedback builds fluency.

    62. SST13 at SWOSERRC More Main Ideas All “bully proofing” skills are more effective if the school has first established a set of school-wide expectations. Focus on “respectful” behavior, NOT bullying The key is to focus on what is appropriate; teach the school-wide expectations, and teach that ALL problem behaviors are examples of NOT “responsible, respectful, safe…” Have students define the most common problem behaviors and use these as non-examples of school-wide expectations: Where does it occur? Basketball, 4 square, in line (gossip) Why do students do it? Peer attention candle and the glass demonstration Talk about “problem behaviors” but AVOID talking about “bullying” because LESS will be reported…stigma.The key is to focus on what is appropriate; teach the school-wide expectations, and teach that ALL problem behaviors are examples of NOT “responsible, respectful, safe…” Have students define the most common problem behaviors and use these as non-examples of school-wide expectations: Where does it occur? Basketball, 4 square, in line (gossip) Why do students do it? Peer attention candle and the glass demonstration Talk about “problem behaviors” but AVOID talking about “bullying” because LESS will be reported…stigma.

    63. SST13 at SWOSERRC Teach Social Responsibility Teach school-wide expectations first Focus on “non-structured” settings Use same teaching format for Stop, Walk, Talk If someone directs problem behavior toward you If you see others receive problem behavior If someone tells you to stop Settings: Cafeteria, Gym, Playground, Hallway, Bus Area… 1.Teach Stop: eye contact, physical and verbal signal practice how to use it toward problem behavior and when student’s the bystander 2. Teach Walk Away 3. Teach Getting Help/Talk 4.Teach A Reply (regardless of whether you agree or not): Stop what you’re doing, Take a deep breath, Go about your day (“No big deal.”) Settings: Cafeteria, Gym, Playground, Hallway, Bus Area… 1.Teach Stop: eye contact, physical and verbal signal practice how to use it toward problem behavior and when student’s the bystander 2. Teach Walk Away 3. Teach Getting Help/Talk 4.Teach A Reply (regardless of whether you agree or not): Stop what you’re doing, Take a deep breath, Go about your day (“No big deal.”)

    64. SST13 at SWOSERRC Staff Consistency Staff meeting to share curriculum and practice Includes How Adults Respond Data Collection for Evaluation Included questions for adult to ask the victim and the perpetrator to reinforce correct demonstration of the 3-step response. Implemented with ES, with plans to do so in a MS, and collect additional research data. Could be applicable to secondary students, with a change in the language used for the response! (Culturally responsive practice includes age of Ss!) Results of the research: Significant decrease in problem behavior during recess. Increased use of response by victims. While not a significant increase in bystander/friend using the stop signal, far LESS likely to reinforce!Included questions for adult to ask the victim and the perpetrator to reinforce correct demonstration of the 3-step response. Implemented with ES, with plans to do so in a MS, and collect additional research data. Could be applicable to secondary students, with a change in the language used for the response! (Culturally responsive practice includes age of Ss!) Results of the research: Significant decrease in problem behavior during recess. Increased use of response by victims. While not a significant increase in bystander/friend using the stop signal, far LESS likely to reinforce!

    65. Consider classroom system if… >60% of referrals come from classroom >50% of ODR come from <10% of classrooms Enhance universal &/or targeted classroom management practices Examine academic engagement & success Teach, precorrect for, & positively reinforce expected classroom behavior & routines

    66.

    67. Consider non-classroom targeted systems if… >35% of referrals come from non-classroom settings >15% of students referred from non-classroom settings Enhance universal behavior management practices teach, precorrect for, & positively reinforce expected behavior & routines increase active supervision (move, scan, interact) If your data looks like this, questions the team might want to consider are: Which non-classroom settings are most problematic? What modifications might be made to procedures, instruction, and acknowledgement in these settings to reduced problem behaviors.If your data looks like this, questions the team might want to consider are: Which non-classroom settings are most problematic? What modifications might be made to procedures, instruction, and acknowledgement in these settings to reduced problem behaviors.

    68. Consider targeted group interventions if…. >10-15 students receive >2 ODR Provide functional assessment-based, but group-based targeted interventions Standardize & increase daily monitoring, opportunities & frequency of positive reinforcement Before placing students in a group, assess the student’s lack of responsiveness to Tier 1 instruction: Are any of the identified students NOT getting a full “dose” of SW/explicit instruction? …actually taught the school’s expectations and rules? Were acknowledgements delivered to this student for exhibiting expectations and following the rules? Were the acknowledgements delivered valued by the student? If the answer to any of these questions is NO, then the team will want to make sure that the Tier 1 PBS is more effective and efficient, has a broader impact on groups of students - in other words - is more culturally responsive (and is more cost effective).Before placing students in a group, assess the student’s lack of responsiveness to Tier 1 instruction: Are any of the identified students NOT getting a full “dose” of SW/explicit instruction? …actually taught the school’s expectations and rules? Were acknowledgements delivered to this student for exhibiting expectations and following the rules? Were the acknowledgements delivered valued by the student? If the answer to any of these questions is NO, then the team will want to make sure that the Tier 1 PBS is more effective and efficient, has a broader impact on groups of students - in other words - is more culturally responsive (and is more cost effective).

    69. SST13 at SWOSERRC Why ODRs May Not Be Enough May miss students in settings with persistent or violent behavior who may not generate office referrals May not identify students with severe “internalizing” behaviors May not identify students with many “minors” but few “majors” May not reflect that some teachers refer and some don’t Teacher nomination forms can be used as a “gate” for Tier 2 intervention group decision-making, in addition to ODRs, so you don’t miss up to 20% of the students who may need more than the universal supports.Teacher nomination forms can be used as a “gate” for Tier 2 intervention group decision-making, in addition to ODRs, so you don’t miss up to 20% of the students who may need more than the universal supports.

    70. Now that We Identified the Students………What Interventions Should We Use? Interventions should be directly linked to the student’s area of concern Targeted interventions should be “scientifically-based” Intervention content should be linked to the school-wide systems (e.g. check-in check-out goals use same expectation language) OK, I know you’re hoping to see a big ol’ list of research-based interventions here! Amy & Wendy will lead you through a tour of many examples after lunch. We want to emphasize the importance of not just selecting something that, even though it has research backing, sounds easy, fun, and economical to do…it might not be a match for our student population and/or the data-based identified need. Scientifically-based research is “research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs.” (NCLB) Do we have groups of students that might benefit from a targeted intervention? Should we provide additional lessons resulting in more opportunities for practice? Based on the types of problem behaviors, what targeted group interventions are needed? Based on the functions of problem behaviors, what targeted group interventions are needed? OK, I know you’re hoping to see a big ol’ list of research-based interventions here! Amy & Wendy will lead you through a tour of many examples after lunch. We want to emphasize the importance of not just selecting something that, even though it has research backing, sounds easy, fun, and economical to do…it might not be a match for our student population and/or the data-based identified need. Scientifically-based research is “research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs.” (NCLB) Do we have groups of students that might benefit from a targeted intervention? Should we provide additional lessons resulting in more opportunities for practice? Based on the types of problem behaviors, what targeted group interventions are needed? Based on the functions of problem behaviors, what targeted group interventions are needed?

    71. How Do We Tell if Tier 2 Interventions are Working? School Level: How many of our students are needing functional assessments and individual behavioral intervention plans? Targeted Intervention Level: Are students Individual Student Level: Are students reaching behavioral goals? Are we “growing the green”? Are we seeing a steady decline in ODRs? Are students participating in the CICO intervention meeting their daily %age goals? As we make plans to set up these Tier 2 interventions, what is our plan for data collection regarding effectiveness?Are we “growing the green”? Are we seeing a steady decline in ODRs? Are students participating in the CICO intervention meeting their daily %age goals? As we make plans to set up these Tier 2 interventions, what is our plan for data collection regarding effectiveness?

    72. Troubleshooting Targeted Interventions Were the supports/interventions implemented as designed? Are students matched to appropriate supports/intervention? Do supports/interventions need to be modified? Does instruction need to be provided in a smaller group? Does instruction need to be provided more frequently or last longer? What if our targeted interventions aren’t working? We’ve got a social skills group and an anger management group and an xyz group…be careful we’re not plugging kids into a group, or groups…more is not better if it doesn’t match the data-identified need AND the FUNCTION of the problem behavior. AND: we need to determine up front how we’ll know if it’s working… Ex: How might we modify Matt’s CICO plan to increase it’s success? Perhaps he needs to be given a choice of the adult with whom he’ll CI and Out and that will increase his success…What if our targeted interventions aren’t working? We’ve got a social skills group and an anger management group and an xyz group…be careful we’re not plugging kids into a group, or groups…more is not better if it doesn’t match the data-identified need AND the FUNCTION of the problem behavior. AND: we need to determine up front how we’ll know if it’s working… Ex: How might we modify Matt’s CICO plan to increase it’s success? Perhaps he needs to be given a choice of the adult with whom he’ll CI and Out and that will increase his success…

    73. Team Time: Data Examination Are we collecting all the (right) data for effective and efficient decision-making? How do our school-wide data compare with standards for our school’s grade range? What do our data patterns tell us about which systems to focus on for collaborative problem solving? In these last dozen slides, I’ve presented LOTS of questions for you to answer through data analyses… Can our data answer the questions we have? If not, what else do we need? What types of targeted intervention(s) are our data suggesting we need?In these last dozen slides, I’ve presented LOTS of questions for you to answer through data analyses… Can our data answer the questions we have? If not, what else do we need? What types of targeted intervention(s) are our data suggesting we need?

    74. SST13 at SWOSERRC Tier 2 Targeted Interventions What to do? What to do?

    75. Important Themes Part of a continuum – must link to school-wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized

    76. Important Theme Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

    77. The Team … Building planning team, behavior support team, grade level team looking at behavior data, etc. Develops decision rules and reviews data to make decisions about who should receive targeted intervention support(s). Collaborative process Focuses on supporting students who require more support than is available for all students “Teams should include people who know the students best, have a vested interest in positive outcomes, represent the range of environments in which the student participates, and have access to resources needed for support.” www.pbis.org Review data - (office discipline referral data, teacher records, student behavior data) Example decision rule: In some schools, students with two or more office referrals are considered eligible for targeted behavior support. Questions to consider: Who is on your team? How often are you reviewing data? What system do you have for collecting student behavior data that allows you to generate the big 5 reports/graphs? What are your team’s decision rules? Has the team considered interventions for targeted locations, times of day, etc. in addition to or instead of targeted students? “Teams should include people who know the students best, have a vested interest in positive outcomes, represent the range of environments in which the student participates, and have access to resources needed for support.” www.pbis.org Review data - (office discipline referral data, teacher records, student behavior data) Example decision rule: In some schools, students with two or more office referrals are considered eligible for targeted behavior support. Questions to consider: Who is on your team? How often are you reviewing data? What system do you have for collecting student behavior data that allows you to generate the big 5 reports/graphs? What are your team’s decision rules? Has the team considered interventions for targeted locations, times of day, etc. in addition to or instead of targeted students?

    78. Implementing Targeted Interventions Key features: Continuously available Rapid access Low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Perceived as acceptable and helpful in the cultures represented by your student body Taken from www.pbis.orgTaken from www.pbis.org

    79. Implementing Targeted Interventions Key features (continued) Flexible intervention based on data Functional assessment (brief, group focused) Adequate resources Continuous monitoring of student behavior for decision-making

    80. SST13 at SWOSERRC Why do Targeted InterventionsWork? Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate. Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive. Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

    81. SST13 at SWOSERRC Why do Targeted Interventions Work? Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate academic support Linking school and home support Provide format for positive student/parent contact Program is organized to morph into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress

    82. Questions to Consider when Planning Targeted Supports Can the core curricular content be delivered in small group? Can we change the focus of content around the “big ideas”? Should we provide additional lessons resulting in more opportunities for practice? Can concepts be pre-taught?

    83. Tier 2 Targeted Interventions Those using existing resources Those requiring additional resource support

    84. Tier 2 Interventions Using Existing Supports BEP / Check-in Check-out In-school Mentoring program Social skills training Character ed. Built into the curriculum as needed Pre-teaching / Re-teaching expectations Self-Management Positive Peer Reporting Behavior Contracts Academic skills (pre-teach; re-teach; small group) Structured peer tutoring Plans for new students

    85. Tier 2 Interventions Requiring Additional Resources Groups: Social skills, Anger management, Organization Mentoring (more intensive program) Homework Club Newcomer club Peer tutoring Academic skill groups

    86. SST13 at SWOSERRC Tier 2 Interventions Using Existing Resources

    87. Behavior Education Program (BEP) Morning check-in (Get BEP Form) Give BEP form to each teacher prior to each period. End of day check-out Points tallied Reward BEP form copy taken home and signed. Return signed copy next morning.

    88. SST13 at SWOSERRC Check-in Focus is on academic & social compliance AM / PM Teach strategies/objectives to accomplish All staff must prompt/reinforce student use

    89. BEP/Check and Connect Cycle

    92. Mentoring Focus on “connections” at school Developing at least one positive relationship with an adult at school Not monitoring work Not to “nag” regarding behavior Staff volunteer Not in classroom No administrators Match student to volunteer 10 minutes min per week It is important to be ready to meet with a student on a regular, predictable, and consistent basis. Goal is not to become a “friend” but a positive adult role model who expresses sincere and genuine care for the student.

    93. Social Skills Instruction Identify critical skills (deficit or performance problem) Develop social skill lessons “Tell, show, practice” Match language to school-wide expectations Generalization strategies Led by the classroom teacher Clear and specific activities for all staff to follow must be provided to promote generalization and make sure that staff use strategies.

    94. Self-Management Teach self-monitoring & targeted social skills simultaneously Practice self-monitoring until students accurately self-monitor at 80% or better Periodic checks on accuracy It is not simply giving students a self-evaluation checklist. You must teach and practice the skills until they are fluent. You must reinforce both accurate self-evaluation and appropriate behavior.

    95. Positive Peer Reporting Train students with specific examples and modeling Tell students that they will earn points during a certain time period for reporting on the appropriate behavior of targeted peers Announce the start of the time period At the end of the time period, prompt students to report on the appropriate behavior of the target students Provide feedback and reinforcers to students for participating (making the positive comments)

    96. Behavior Contracts With the student, collaboratively identify: Behaviors to work on Attainable goals How appropriate behavior will be acknowledged Depending on the student, you may want to include a reactive, consequence plan also.Depending on the student, you may want to include a reactive, consequence plan also.

    98. Academic Support Homework Is there a way to build support within the school day? Homework check, homework buddy, time to start on homework at school. Remediation Direct instruction in addition to the current curriculum Accommodation Within instruction Pre-teaching / Re-teaching

    99. Structured Peer Tutoring Within the classroom Monitored by the teacher Use of specific, structured intervention such as repeated readings, previewing, flashcards, cover-copy-compare, etc. Initially, students will need close and on-going teacher supervision to ensure success

    100. Newcomer students Have a systematic plan to orient new students and teach expectations: Orientation packet Orientation program led by students and/or teachers Video that shows the expectations Peer or adult buddy

    101. Tier 2 Interventions Requiring Additional Resources

    102. Support Groups Classwide or small group Led by: school psychologist, counselor, social worker, teacher or administrator Social Skills Anger Management Organization Study Skills Skillstreaming, Second StepsSkillstreaming, Second Steps

    103. Mentoring Regular contact in school (1:1 adult and student)-at least 10 minutes per week Monthly/quarterly out-of-school events (picnic, Reds Game, etc.) More intensive program including out-of-school activities will require leadership and coordination

    104. Homework Club Students remain after school (everyday 1/2 hour) or 1 day per week (1-2 hours) to complete work Students are paired up with “reminder” buddies who check in on work completion Provide monitoring of completion and incentives for meeting goals

    105. Newcomer Group Club for students who are new to the school or returning after an extended absence. Place to review expectations, monitor progress, connect with other students

    106. Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee does not comply Tutors must be given the option to drop out at any time without penalty Monitoring to make sure that the intervention is being implemented as planned

    107. Academic Skills Groups Led by IA, teachers, support staff, parent volunteer 2-3 times per week Small-group reading (PALS, Repeated Readings, 6-minute solution) Small-group math skill review Other

    108. Data-based Decision Making There is a menu of targeted interventions available. How do you choose the one that matches your data?

    109. Just a reminder….. Who Receives Targeted Interventions? Students identified as “at-risk” for behavior problems by having 2-5 Office Referrals Small groups of students with relatively homogenous behavior (skipping class, bus referrals)which may be location specific Students are expected to have a rapid response to intervention Not for defiant, noncompliant behavior, it does not work. Popcorn activity --- take 90 seconds to list as many “risk factors” as you can think of. Identify the table with the longest list and have them share out. Have teams/tables share any additional items not already listed. Talk about which items could be sources of bias and how to determine that. See below. CRP considerations: Who are the students ‘at risk’? Disaggregate the data to check for over representation. This might be a talking point at the school-wide level. If all of your low income students are ‘at risk’, what universal supports might make school more a place of success for them?Not for defiant, noncompliant behavior, it does not work. Popcorn activity --- take 90 seconds to list as many “risk factors” as you can think of. Identify the table with the longest list and have them share out. Have teams/tables share any additional items not already listed. Talk about which items could be sources of bias and how to determine that. See below. CRP considerations: Who are the students ‘at risk’? Disaggregate the data to check for over representation. This might be a talking point at the school-wide level. If all of your low income students are ‘at risk’, what universal supports might make school more a place of success for them?

    110. Data -> Intervention If data show location is a concern (i.e.. All referrals are occurring in cafeteria) --> What targeted intervention addresses this need? If data show a disproportionate percentage of referrals are from new students --> What targeted intervention addresses this need? If data show most referrals are for fighting --> What targeted intervention addresses this need?

    111. Data indicate Social-Behavior Concerns If inappropriate behavior has potential to interfere with friendships and/or academics, you might want to try: --> Social Skills Training --> Self-Management --> Positive Peer Reporting --> BEP / Check-in

    112. Data Indicate Emotional Concerns If students have circumstances that may impact performance (death, frequent mobility) or “feel alone”, are shy, unhappy, isolated, you might want to try: --> Adult Mentoring --> Showcasing talents

    113. Data Indicate Academic Concerns If students have difficulty mastering academic material, difficulty with organization, or referrals occur in class when trying to “avoid” difficult work, you might want to try: --> Academic skill groups --> Peer tutoring --> Pre-teaching / Re-teaching concepts --> Organizational or homework group --> BEP / Check-in

    114. Data Indicate New Student Concerns If students who have recently enrolled or have been away for an extended period of time are having difficulty, you might want to try: --> Student orientation (student or adult - led) --> Student orientation materials (expectations, etc.) --> Newcomer club

    115. Useful Resources When Choosing Tier 2 Interventions Think about the match with your core, ease of implementation, cost, research base, skills targeted Positive Behavioral Interventions and Supports: www.pbis.org Includes information about PBS across all three tiers, on-line resource library and links to other websites Maryland’s PBS website: www.pbismaryland.org Examples of PBS implementation and tools including middle schools and high schools Intervention Central: www.interventioncentral.org Scripted interventions for behavior, and academic skills

    116. Examples and Practice

    117. You Can Do It K-12 School Using data to make decisions regarding the need for targeted supports. Read through the description of You Can Do It School. As the PBS team, review the attached data and use the questions to guide your discussion around targeted supports.

    118. You Can Do It School Designing targeted supports Your PBS team must now design a strong targeted intervention. Use the information from the presentation and questions on the activity sheet to guide your discussion. Select a reporter to share out for your group.

More Related