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Effective Tier II Systems: From Classroom to Small Group

Effective Tier II Systems: From Classroom to Small Group. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. Today. Overview of basic process Work time Classroom Universals Data Decision Rules

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Effective Tier II Systems: From Classroom to Small Group

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  1. Effective Tier II Systems: From Classroom to Small Group Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org

  2. Today • Overview of basic process • Work time • Classroom Universals • Data Decision Rules • Classroom problem solving structure • Tier II Team structure • Next steps

  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. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  5. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  6. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making (swis.org) • Family Awareness and Involvement

  7. Benton Elementary

  8. Universal Strategies: Nonclassroom Settings • Identify Setting Specific Behaviors • Develop Teaching Strategies • Develop Practice Opportunities and Consequences • Assess the Physical Characteristics • Establish Setting Routines • Identify Needed Support Structures • Data collection strategies

  9. Universal Strategies:Classroom • Use of school-wide expectations/rules • Effective Classroom Management • Behavior management • Instructional management • Environmental management • Support for teachers who deal with students who display high rates of problem behavior

  10. Tier II (III) Process

  11. 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 (III) (e.g., CARE, SAT, TAT) • Partner with Classroom Problem Solving Lead/Coordinator • Coordinate and monitor tier II supports

  12. During Work Times • Today you = “The Build Team” • Follow team roles/process • Work efficiently • Assign names and dates to tasks

  13. Remember…. • We can’t “make” students learn or behave • We can create environments to increase the likelihood students learn and behave • Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

  14. 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

  15. Basic Steps • School-wide, including classroom, universals in place • Identify students who need additional supports • Identify what supports student needs • Environment • Intervention • Monitor & evaluate progress

  16. Starting Point • Work within current formal and informal systems • Develop missing steps of efficient process • Provide training and technical assistance to facilitators • Classroom Problem Solving Teams (partnership) • Tier II Team • Guided process with templates for environmental modifications and interventions • Goal = fluency among all faculty and staff

  17. Tier II / Small Group Supports Classroom Supports Student School-Wide Universal Supports Continuum of Positive Behavior Supports

  18. SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly

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

  20. 1. Classroom Universals in place • Review of essential feature • Implementation Plan

  21. Essential • Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) • Procedures & routines defined and taught • Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) • Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure • Students are actively supervised (pre-corrects and positive feedback) • Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement • Activity sequence promotes optimal instruction time and student engaged time • Instruction is differentiated based on student need

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

  23. Your First Task: Classroom Universals • Develop a plan to: • Identify strengths and areas of need • Provide training for all staff on key features • Identify a strategy to assess use • Identify a strategy to provide performance feedback • For Example • All self-assess • Identify areas of need • “Mini-modules” during faculty meetings (pbismissouri.org) • Peer observe and count (performance feedback)

  24. Peer Coaching with Performance Feedback • 4 teacher mini-lessons on: • instructional talk • prompts • feedback • wait time • Implemented school-wide • provided a tip sheet and mini in-service on each • weekly email reminders from administrators

  25. Peer Coaching with Performance Feedback • 2 schools – one high SES, one low SES • 4 teacher “cool tools” on instructional talk, prompts, feedback, and wait time • Implemented school-wide; provided a tip sheet and mini in-service on each, weekly email reminders from administrators

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

  27. Data Decision Rules • Office Discipline Referral (ODR) • Major • Minor • Time out of Instruction • Buddy Room • Safe Seats • “Discipline” Room

  28. RRKS TOC (front side) RRKS – Time Out of ClassCode: _____ Student: _________________________ Date:______________________ Incident Time: ____________________# of min. out of rm.: __________ Teacher: _______________________Subject: ____________________ What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________ Circle the RRKS expectation that was not followed: Respect Responsible Kind Safe What will you do differently next time?______________________________________

  29. RRKS TOC (back side) • Processing Checklist: • Processing data & time: • Review with the student reason he/she was sent out. • Teach & practice replacement behavior. • Provide positive reinforcement for replacement behavior. • Check the setting in which the behavior occurred. Minor List: Circle the appropriate code

  30. Other Strategies to Identify Students • Teacher Referral • Questions to discuss: • Who completes • When • What data must be used/cited • Focus on externalizing and internalizing • Screening • What instrument • Schedule

  31. Work Time • Review your current social behavior data sources • Identify weaknesses or inconsistencies • Develop plan to collect additional data • Draft decision rules • For Example: • 2 Major ODRs within trimester • 5 Minor ODRs within trimester • 5 absences within trimester • 60 minutes out of instruction per week

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

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

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

  35. Classroom Problem Solving When no students meet decision rule or multiple students with similar behavior concerns: • Develop range of possible supports for different functions of problem behavior • Develop range/bank of strategies

  36. A Classroom Example… Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

  37. Study Basics • Subject: • Seven years old • Identified with EBD and ADHD • Setting • General education 2nd grade classroom with 19 other students • One licensed teacher and one student teacher • Concern • Student exhibits high rates of off-task • Student shouts out answers and questions and comments at high rates and often inappropriate

  38. “Function of Behavior” • Descriptive (interviews and teacher reported ABC/ Scatterplot data) • Function identified as Attention • Significant antecedents: multiple step direction and group settings • Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

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