Effective Tier II

1. Effective Tier II/III Systems Within A Continuum of SW-PBS Tim Lewis, Ph.D. Barbara S. Mitchell Diane J. Feeley University of Missouri Center for School-wide PBS

2. Big Ideas Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Build Positive Behavior Support Plans that teach pro-social �replacement� behaviors Create environments to support the use of pro-social behaviors (practice, practice, practice) School-wide Classroom Small Group / Individual

3. School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

4. Designing School-Wide Systems for Student Success

6. Tier II/III Support Process Step 1 � Insure Universals, including Classroom, in place Step 2 � Student Identification Process Decision Rules Referral Screen Step 3 � Classroom Problem Solving Classroom supports (function-based) Progress monitor Step 4 - Tier II/Tier III supports Non-responders to grade level supports Match function of student behavior to intervention Progress monitor Step 5 - Evaluate Process

7. Missouri School-wide Positive Behavior Support Initiative MO SW-PBS

8. MO SW-PBS Initiative Partnerships National Center for PBIS MU Center for SW-PBIS DESE Organizational Structure State Coordinator � Dr. Mary Richter Assistant Coordinator � Dr. Tricia Wells Data/Web Consultant � Dr. Nanci Johnson 10 Regional Professional Development Centers

9. MO SW-PBS Initiative School/District Training Summer Kick-off & Emerging Training Quarterly professional development with RPDC Summer Institute Technical Assistance Regional SWPBS Consultant State Tier 2/3 Consultants

12. Goals of Tier II/Tier III Have a systematic process for identifying and responding to the diverse range of student needs Provide interventions to support approximately 15% of the student population who are at-risk or high risk of social/behavioral concerns

13. Key Features of Tier II/Tier III Includes an efficient and effective system for identifying and referring students who are at-risk/high-risk Goal is to provide rapid access to environmental, small group, and/or individualized supports Interventions are matched to function of behavior and highly individualized

14. Key Features of Tier II/Tier III Teach pro-social replacement behavior A method for monitoring progress that uses objective data All staff know process for accessing and implementing intervention(s) Communication with participating student, staff & families

15. MO SW-PBS Student Support Model

16. Implement School-wide Universals Teach, Practice, Acknowledge, Respond Consistently Schoolwide, Non-classroom, Classroom Caveat = Students who can�t wait Establish Criteria� Hurt self or others; Repeated major disruptions Goal = Students have time to respond Teachers have time to know students

17. Implement Classroom Universals Clearly Defined Expectations & Rules Clearly Defined Procedures & Routines Continuum of Strategies to Acknowledge Appropriate Continuum of Strategies to Respond to Inappropriate Active Supervision Multiple Opportunities to Respond Activity Sequence & Offering Choice Academic Success & Task Difficulty

18. Student Identification Data Decision Rules ODR/Classroom Minors Attendance Grades Teacher Referral/Request for Assistance Short/simple Designed for quick response

20. Student Identification Externalizing Behavior Examples� Aggression to others or things Hyperactivity Non-compliance Disruptive Arguing Defiance Stealing Not following directions Calling out

21. Student Identification Internalizing Behavior Examples� Exhibits sadness or depression Sleeps a lot Is teased or bullied by peers Does not participate in games Very shy or timid Acts fearful Does not stand up for self Self-injury (cutting, head banging) Withdrawn

22. Student Identification Universal Screening Tools Systematic Screening for Behavior Disorders (Walker & Severson, 1990) Early Screening Project (Feil, Severson, & Walker, 2002 ) Social Skills Rating System (Gresham & Elliot, 1990) Strengths & Difficulties Questionnaire (Goodman, 2001)

23. Function-Based Intervention Collect Data Standard set of data depending on intensity of problem Select Intervention Environmental, Small Group, Individualized Implement Intervention Train staff Check fidelity Ongoing monitoring

24. Function-Based Intervention

25. Evaluate Outcomes & Make Decisions Use data to determine response to the intervention Maintain current supports Modify current supports Fade supports Intensify supports

26. MO SW-PBS Student Support Model

27. Teams(Data, Practices, Systems) School-wide PBS Universals Connect points to Tier II & III Classroom Problem Solving Review data Develop function-based interventions Tier II; Tier III (e.g., CARE, SAT, TAT) Partner with Classroom Problem Solving Lead/Coordinator Coordinate and monitor Tier II & Tier III supports

28. Tier 3 Student Support Teams

29. Barriers to Success Absence of uniform policies & practices Filling out a form versus a systematic process Expert driven versus collaborative effort Contextual fit is rarely considered Limited support/follow-up/training for teacher provided

30. Challenges Teams Might Face Teaching staff the science of behavior Building consensus among staff for deciding which interventions will be successful Creating sustainable support systems for those who will be implementing interventions over time

31. Want to Know More? Missouri SW-PBS website: http://pbismissouri.org OSEP National Technical Assistance Center on Positive Behavioral Interventions and Support http://www.pbis.org Contact the SW-PBS consultant at your local RPDC