Function Based Thinking and Tier II Building the Infrastructure to Support Tier 2 The purpose of this ppt. is to introduce teams to the infra-structure or system they will need to have in their school to implement Tier 2 Support. On Day 8 teams will receive more comprehensive training on Tier 2 and Tier 2 interventions. Consider “Silent Ball” / golf ball passing team development exercise; work in info from slide four onto a handout with instructions and running record of improvement. Identify a recorder and a runner. Goal is to pass ball through each team members hands. Demo large circle. 3 trials, less than 10 seconds? Less than 5 seconds? Less than 2 seconds? Tier 2 support for those that did not get it done it less than 5 or 10 sec. 3 more trials.

Continuum of Support Tier I Tier II All Students All Staff Tier III Individualized Intense Intervention Tier II Some Students Targeted Intervention This slide is there to orient teams. PBIS is multi-tiered Support. Tier 2 is for targeted groups of students. Tier I All Students All Staff All Settings

ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special designed instruction Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement P 28-29

CORE FEATURES Targeted PBIS (Tier 2) Team & data driven Behavior expertise Increased social skills instruction & practice Increased adult supervision Increased opportunity for positive reinforcement Continuous progress monitoring Increased precorrection CORE FEATURES Targeted PBIS (Tier 2)

Some Criteria for Accessing and Exiting Tier 2 Support Academic performance (performing below grade level) ODR data (2-5 office discipline referrals) Observation of Internalizing Behaviors Attendance (frequently absent, tardy or truant) Setting events (life outside of school) Performing at grade level Office referrals are down Life outside of school has stabilized A school needs to determine how to identify when a student is in need of Tier 2 support and when a student no longer needs that support. Establishing criteria for accessing and exiting Tier 2 support based on data is a first step in a school journey to provide Tier 2 support to students.

Building the infrastructure to provide Tier 2 Support DATA- Progress Monitoring Process Intervention Staff Training Evidence Based Interventions Team Building the infrastructure to provide Tier 2 Support

Team Team Roles Leader Behavioral Expertise Community Connections Tier 1 Connection Special Ed -Gen Ed Teacher who is accessing support for the student Meets weekly or bi-weekly Uses precision problem solving in order to make data-based decisions Progress Monitoring Tier 2 follows the same team lead process as Tier 1. This can be the same team as for Tier 1 or it could be and most often is a separate team that is linked to the Tier 1 team by membership. This team will look at the whole child, academics as well as behavior.

Choose Interventions CHOOSE EVIDENCE-BASED INTERVENTIONS Check In Check Out (CICO) Check & Connect Targeted Social Skills (SEL-Direct Instruction) Targeted Expectations (SEL-more practice!) Homework Club (targeted services) Organizational Skills (targeted services) Mentors (Big Brother, Big Sister) These are common interventions used around the country or Tier 2 Support. The main thing is that interventions chosen are thought about in terms of their evidence, your capacity to implement, the time you can give for training staff and how you will know if the interventions you are using are being implemented with fidelity and are working.

Training-Professional Development Is everyone trained on the interventions you selected? Does everyone know their role in the intervention? Is there time built into the professional development calendar? Interventions are much more likely to succeed if staff is provided with staff development that explains the purpose of the intervention and defines their role in the intervention.

Intervention Staff Who will directly lead the intervention? Who will be involved indirectly? Will you use existing staff or hire new staff? If you use existing staff, how will you reduce or reshuffle their current duties so they have time to be an interventionist? Creating definition around who will do the intervention and how they will be able to do it will increase the chances of the intervention working.

Progress Monitoring the Interventions and Student Progress Is there a standardized way to progress monitor the invention? Does everyone know how to progress monitoring the intervention? How often is progress reviewed? Is the criteria that indicated a need for intervention changing? We must progress monitor the intervention and make adjustments accordingly to the student’s behavior support plan.

Assess your current infrastructure for Tier 2 Tier l is in place -We know this based on our fidelity and outcome data What infrastructure do you currently have in place to support Tier ll implementation? Criteria for accessing and exiting Tier ll Support Team Evidence Based Interventions Give Teams time to discuss this slide. The goal here it to have teams reflect on where they are at in their school’s infrastructure. Do they have the capacity to provide Tier 2 support right now, or if not, what will they have to build to be ready to provide Tier 2 support? Day 8 will take teams deeper into this process and explore interventions to a greater degree. PD-Training Intervention Staff DATA-Progress Monitoring Process

Using Data https://www.youtube.com/watch?v=Gk-OfmmRaqs https://www.youtube.com/watch?v=D8HvMvI01e0 This ppt. is provided so that teams will review behavior basics and learn how to collect the data they will need to select a best fit intervention using the FACTS tool in their manual.

Overview of Session Using Data (information) to Match Intervention to Function of Behavior

Behavior is Communication This is a principal and mindset that PBIS is build upon. When behavior is viewed as communication, our response to it changes. Behavior is expressing need or missing skills. Missing skills prompt us to teach, not punish. Need prompts is to respond in ways that will meet the need, not punish. This is an important thing for teams to understand as they begin to look at the advanced tier of positive behavior support.

The ABCs of Behavior Function Antecedent- the events, action, or circumstances that occur before a behavior. Behavior- The behavior. Consequences (outCome)- The action or response that follows the behavior. Giving teams the ABC overview will help them understand the two things we have control of when it comes to behavior. The before and the after, NOT THE BEHAVIOR. We can learn how to identify patterns in what happens before a behavior occurs and we can learn to identify patterns in what happens after the behavior occur and we can adjust environmental factors and our own behavior as a result of knowing these patterns.

Consequence & Function The Function of Behavior is at the center of strategies for : Prevention, Teaching and Responding to Behavior Problem Behavior Consequence & Function Antecedent FUNCTION This graphic helps to define how we use function of behavior to plan for intervention and support for a student Function guides selection of alternative/replacement behaviors Function guides selection of teacher responses Function guides selection of prevention strategies

Understanding the interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Student behavior is influenced by teacher behavior To intervene effectively we need precise information

Functional Assessment Checklist for Teachers FACTS Direct teams to the FACTS in their manual. The next section of the ppt. is about helping teams learn a process for collecting additional data in order to develop a behavior support plan for a student. Appendix H Pages 72-78

What is the FACTS A Basic, Brief or Practical FBA (Functional Behavior Assessment) This slide defines what the FACTS is

Why use the FACTS Knowing the function of a student’s behavior will help the team create an effective and efficient positive behavior support plan. The FACTS is an efficient way for helping to determine how we can best support students where they need support the most. This slide tells teams why they might want to use the FACTS. You certainly don’t need to do a FACTS on every student, but when you are unsure based on the data you have, or when you have tried some things and it is not working, the FACTS can be helpful.

When to use the FACTS FBA FACTS Exhibit high frequency behaviors that are NOT dangerous (e.g., talking out, running, not following directions, not completing work.) Have received interventions that did not improve behavior. Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess). Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction). Exhibit behaviors in 3 or more school routines. It is important to tell teams when not to use the FACTS as well.

How to do the FACTS Interview staff and/or students Utilize information obtained from the FACTS interviews to plan for observations Observe students within routines identified by the FACTS Observe to test the Summary of Behavior obtained from FACTS interviews This explains the basic process, but for step by step instructions, teams should refer to the FACTS section in the manual.

DATA you gain from the FACTS FACTS will identify: Student Strengths-Routines where the student is successful Problem behaviors Routines in which problem behaviors occur Triggers or predictors of the problem behavior Function of the behaviors for the student Possible setting events Summary of behavior This slide explains the data you will gain by doing the FACTS

FACTS will help you build an effective Behavior Support Plan (BSP) Details about settings/routines where a student is successful can be used to redesign problematic routines Environmental variables associated with routines that are successful can be introduced to naturally reduce the likelihood of problem behavior. The team will target the most problematic routines and activities. This silde explain how you will use the DATA you gain by doing the FACTS

Team Discussion Questions Who on your team could complete the FACTS? Turn to the FACTS in your manual and take a few moments to look it over and talk about the value of using the FACTS to match intervention and support to function of behavior. Give Teams 5-10 minutes to talk about the FACTS and how it could be applied to their current school structure Appendix H Page 72

Link To More information FACTS Let teams know there is more information on the FACTS on pbis.org. That is where the link takes teams.

www.interventioncentral.com www.pbisworld.com Resources Take teams to both of these sites to help them know there are more intervention ideas that they can use once they have built the capacity to provide Tier 2 support.