Tier 2 Behavior Interventions

1. Tier 2 Behavior Interventions Building Leadership Teams March 2, 2009 1

2. Behavior Expectations Matrix 2

3. 3 This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar. This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar.

4. Review of Tier 1 Teamwork Activities 4 1. Turning Point Quiz 2. Resources Scavenger Hunt - using electronic resources and tools� PBS topic page RtI topic page CRP topic page 1. Turning Point Quiz 2. Resources Scavenger Hunt - using electronic resources and tools� PBS topic page RtI topic page CRP topic page

5. www.hcesc.org 5

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8. 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 8 Just implementing PBS without making sure that we�re incorporating research-based culturally responsive practices will not accomplish this. Just implementing PBS without making sure that we�re incorporating research-based culturally responsive practices will not accomplish this.

9. 9 This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar. This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar.

10. 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. 10 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)

11. 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. 11

12. 12 This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar. This is a conceptualization from the research of a �healthy� school. It shows the idea that 80-90% of students are effectively supported when an effective research validated plan is implemented and sustained throughout all school settings. This graphic also depicts the interrelatedness of academic and behavior support systems. PBS in the classroom includes both behavior and academic support systems because the primary business of classrooms - that is, teaching and learning - requires both the establishment of a social environment conducive to learning as well as effective instruction within sound curriculum. It�s more than effective reading or social skills instruction. It�s the routines, processes, and goals that are in place. A formative assessment feedback loop is critical to determine if the core instruction or curriculum is getting at least 80-90% of students to where they need to be. Continuous study of schools as systems provides convincing evidence that effective behavior supports must include -- in addition to preventive school wide, setting-specific and class-wide processes -- mechanisms for providing strategic intervention to students who are at risk for academic and social failure. These systems for strategic intervention include systematic social skills instruction and other behavioral supports IN ADDITION to the universal supports provided to all students. An effective system will take into account the need to connect some students to this level of support and to provide preventative pre-teaching and re-teaching of specific required behaviors or academic skills. We educators are aware that about 1-5% of students in most schools will need intensive academic interventions. Likewise, about the same percentage of students will need intensive behavioral interventions. Repeatedly, the educational literature tells us that systems of support are both academic and behavioral. If we do not plan behavioral systems of support, we cannot really expect that all students will reach the academic bar.

13. 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. 13 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.

14. 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 14 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

15. 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 15

16. 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 16

17. 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 17 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�).

18. Who Receives Targeted Interventions? 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 18

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21. 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. 21 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)

22. 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 22

23. Develop a Specific Plan Include: What will happen Who is involved When it will happen Progress monitoring plan 23

24. What Should Targeted Interventions Include? Collaborative Problem Solving Decision Rules for Selecting Students Checks for Adherence to Intervention Predetermined Decision Rules for Moving Between Tiers On-going, High Frequency Progress Monitoring and Graph of Student Data 24 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

25. 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 25

26. 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 26 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�

27. 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 27

28. 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. . . 28

29. 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 29

30. 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 30

31. Tier 2: Challenges Who Does Interventions? Scheduling around students rather than adults Insuring Integrity and follow-up support Training 31

32. 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?� 32 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�

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34. Data-Based Decision Making for Tier 2 34 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.

35. 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) 35 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

36. SWIS summary 07-08 (Majors Only)2,732 schools; 1,385,191 students; 1,244,026 ODRs 36 Our system standards are based on SWIS summaries- national results from the 2007-08 Academic School Year - Major ODR only Our system standards are based on SWIS summaries- national results from the 2007-08 Academic School Year - Major ODR only

37. System StandardsSWIS Summaries (Sugai & Horner, 2005) 37 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.

38. 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 38 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?

39. Bullying Prevention & Intervention in PBS Supplement to universal supports rather than an �add-on.� Embedded into existing school-wide expectations. 39 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.

40. 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. 40 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.

41. 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� 41 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.

42. 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 42 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.

43. 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 43 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.�)

44. Staff Consistency Staff meeting to share curriculum and practice Includes How Adults Respond Data Collection for Evaluation 44 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!

45. 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 45

46. 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) 46 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.

47. 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 47 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).

48. 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 48 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.

49. 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) 49 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?

50. 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: How many students are successfully exited from Tier 2? Individual Student Level: How many students are reaching behavioral goals? 50 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?

51. 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? 51 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�

52. 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? 52 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?

53. Tier 2 Targeted Interventions What to do? What to do? 53

54. 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 54 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. 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.

55. The Team � Building leadership 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 55 �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?

56. 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 56 Taken from www.pbis.orgTaken from www.pbis.org

57. 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 57

58. Why do Targeted Interventions Work? Improved structure Student is �set up for success� Increase in contingent feedback Program can be applied in all school locations Elevated reward for appropriate behavior Linking behavior support and academic support Linking school and home support Program is organized to morph into a self-management system 58 1. Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate. 2. First contact each morning is positive. �Blow-out� days are pre-empted. First contact each class period (or activity period) is positive. 3. Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded. 4. Classroom, playground, cafeteria (anywhere there is a supervisor) 5. Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day 6. For academic-based, escape-maintained problem behavior incorporate academic support 7. Provide format for positive student/parent contact 8. Increased options for making choices Increased ability to self-monitor performance/progress 1. Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate. 2. First contact each morning is positive. �Blow-out� days are pre-empted. First contact each class period (or activity period) is positive. 3. Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded. 4. Classroom, playground, cafeteria (anywhere there is a supervisor) 5. Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day 6. For academic-based, escape-maintained problem behavior incorporate academic support 7. Provide format for positive student/parent contact 8. Increased options for making choices Increased ability to self-monitor performance/progress

59. 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? 59

60. Tier 2 Targeted Interventions: Those using existing resources Those requiring additional resource support 60

61. 1. 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 61

62. 2. 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 62

63. Interventions Review Activity Review your section of Intervention slides: Using Existing Resources: # to Requiring Additional Resources: # to For those worth further investigation: List Ahas List Question(s) for Clarification 63 There are lots of slides, and each is content-heavy. Respectful of your team time�so won�t read to you and talk at you when you have cherished team time that�s hard to schedule/rarely if every have enough Responsible to ensure that you have the resources/tools for your team time to be meaningful teamwork. Slides 64�78 Slides 79-91 Aha = how this can be contextualized, matches our needs as reflected in data What else our BLT needs to know to design, implement and monitor There are lots of slides, and each is content-heavy. Respectful of your team time�so won�t read to you and talk at you when you have cherished team time that�s hard to schedule/rarely if every have enough Responsible to ensure that you have the resources/tools for your team time to be meaningful teamwork. Slides 64�78 Slides 79-91 Aha = how this can be contextualized, matches our needs as reflected in data What else our BLT needs to know to design, implement and monitor

64. Tier 2 Interventions Using Existing Resources 64

65. 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. 65

66. Check-in Focus is on academic & social compliance AM / PM Teach strategies/objectives to accomplish All staff must prompt/reinforce student use 66

67. BEP/Check In Check Out 67

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69. 69

70. 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. 70

71. 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. 71

72. 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. 72

73. 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) 73

74. Behavior Contracts With the student, collaboratively identify: Behaviors to work on Attainable goals How appropriate behavior will be acknowledged 74 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.

75. 75

76. 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 76

77. 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 77

78. 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 78

79. Tier 2 Interventions Requiring Additional Resources 79

80. Support Groups Classwide or small group Led by: school psychologist, counselor, social worker, teacher or administrator Social Skills Anger Management Organization Study Skills 80 Skillstreaming, Second StepsSkillstreaming, Second Steps

81. 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 81

82. 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 82

83. 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 83

84. 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 84

85. Academic Skills Groups Led by: Instructional assistant, 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 85

86. Data-based Decision Making There is a menu of targeted interventions available. How do you choose the one that matches your data? 86 Just a reminder�..Who Receives Targeted Interventions? Students identified as �at-risk� for behavior problems by having 2-5 Office Discipline Referrals (ODRs) 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. Just a reminder�..Who Receives Targeted Interventions? Students identified as �at-risk� for behavior problems by having 2-5 Office Discipline Referrals (ODRs) 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.

87. 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? 87

88. Data Indicate Social-Behavior Concerns If inappropriate behavior has potential to interfere with friendships and/or academics, you might consider implementing and monitoring: ? Social Skills Training ? Self-Management ? Positive Peer Reporting ? BEP / Check-in 88

89. Data Indicate Emotional Concerns If students have circumstances that may impact performance (death, frequent mobility) or �feel alone,� are shy, unhappy, isolated, you might consider implementing and monitoring: ? Adult Mentoring ? Showcasing talents 89

90. 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 consider implementing and monitoring: ? Academic skill groups ? Peer tutoring ? Pre-teaching / Re-teaching concepts ? Organizational or homework group ? BEP / Check-in 90

91. 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 consider implementing and monitoring: Student Orientation ? Newcomer Club 91 This can be student- or adult-led orientation, and need to consider student materials, such as expectations, procedures etc Newcomer Club � pairs student orientation with peer partner, adult relationship-building�This can be student- or adult-led orientation, and need to consider student materials, such as expectations, procedures etc Newcomer Club � pairs student orientation with peer partner, adult relationship-building�

92. Examples and Practice Team Time 92

93. 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. 93

94. 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. 94

95. Useful Resources 95 Think about the match with your core, ease of implementation, cost, research base, skills targeted 1.Includes information about PBS across all three tiers, on-line resource library and links to other websites 2. Examples of PBS implementation and tools including middle schools and high schools 3. Scripted interventions for behavior, and academic skills 4. Resources for all tiers Think about the match with your core, ease of implementation, cost, research base, skills targeted 1.Includes information about PBS across all three tiers, on-line resource library and links to other websites 2. Examples of PBS implementation and tools including middle schools and high schools 3. Scripted interventions for behavior, and academic skills 4. Resources for all tiers

96. Evaluation & Wrap Up Schedule your next leadership team meeting Complete 3-2-1 Ticket Out the Door 96