Addressing Tier 2 and 3 while keeping Tier 1 going strong Riding the Wave Addressing Tier 2 and 3 while keeping Tier 1 going strong Trainer Notes: Slides 1-17 (15 min) Slides 18-25 (20 min) Slides 26-28 (5 min) Slides 29-36 (20 min) Slides 37-39 (15 min) Valerie Vandlen and Stephanie Dyer July 31, 2017 miblsi.org

Acknowledgments Heather George Susan Barrett

Group Expectations Be responsible Attend to the “Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phone and pagers Please limit sidebar conversations Share “air time” Please refrain from email and Internet browsing Be Safe Take care of your own needs

Purpose and Intended Outcomes Be able to explain the need for continuing to improve Tier 1 Build knowledge of how to support Tier 2 and Tier 3 Practice addressing common coaching scenarios Trainer Notes: Allow participants to read through each outcome and identify which they are most looking forward to. After giving them a moment to think about it, take a quick poll with a show of hands so we know where the majority of the group will be

Four Functions of Coaching Prompting Fluency Building Performance Feedback Adaptation

Function of Coaching #1 Prompting - A process to promote the use of trained skills under naturally occurring conditions, typically emphasizing when a skill should be used. Trainer Notes: Example – email the Leadership Team of an upcoming meeting and a reminder of the action items that are to be completed.

Example of Prompting Skill: Increasing use of rewards for behavioral expectations. Context: First class period of every day. Prompt: Coach sends morning email reminder to administrator to follow up on agreed plan to use PA system to remind staff at the beginning of the first period.

Function of Coaching #2 Fluency Building - Opportunities for practice increasing the likelihood of using skills correctly and quickly in naturally occurring conditions. Trainer Notes: Working with staff as they practice becoming more comfortable with giving positive acknowledgements.

Example of Fluency Building Skill: Defining and teaching behavior lessons. Context: School team has just completed lesson plans and are getting ready to teach behavior lessons. Fluency: At a staff meeting the teachers practice teaching the lessons to build fluency and become comfortable with the lessons.

Function of Coaching #3 Performance Feedback - The process by which direct and specific feedback is provided frequently, contingent on a person’s behavior, serving both reinforcing and corrective functions. Trainer Notes: Providing specific praise to a staff that has completed all of their action items.

Example of Performance Feedback Skill: Creation of a behavior matrix. Context: The team has an initial draft of their matrix. Feedback: Provide praise that they have all of the locations listed and support their use of defining expectations in positive language.

Function of Coaching #4 Adaptation - The modification of how a new skill is applied to fit the social, cultural, and organizational context. Trainer Notes: Example – work with administrator to reallocate staff in order to support a high need for monitoring in the cafeteria.

Example of Adaptation Skill: Providing visual access for the school expectations. Context: An alternative education building has had difficulty keeping posters from being torn down. Adaptation: Posters are made and kept by staff to use and refer to before heading into the location. The idea of hanging posters is revisited at a later date.

Activity #1 Locate your response cards in the center of the table. Each card has a coaching function. Designate one person at your table to hold up your response card (when prompted) identifying the coaching function that was used in the following scenarios.

Coaching Scenario 1 A school has inconsistency in identifying “problem behaviors” on the ODR forms. The coach facilitates an activity that allows the staff practice in identifying problem behaviors based on different instances of behavior that is inappropriate for school. Prompting Fluency Building Performance Feedback Adaptation Trainer Notes: Allow the participants time to discuss the scenario and get their response card ready. This scenario shows Fluency Building

Coaching Scenario 2 Prompting Fluency Building Performance Feedback A school has previously implemented PBIS, but there has not been full implementation for a while. The School Leadership Team is wondering whether to keep the same expectations. The coach provides a few options for determining the best way to address this with the staff. Prompting Fluency Building Performance Feedback Adaptation Trainer Notes: Allow the participants time to discuss the scenario and get their response card ready. This scenario shows Adaptation

Coaching Scenario 3 A school leadership team has noticed office discipline referrals have increased in the last few months. The coach suggests they review whether their reteaching schedule for behavior lessons are meeting the needs of the students. Prompting Fluency Building Performance Feedback Adaptation Trainer Notes: Allow the participants time to discuss the scenario and get their response card ready. This scenario shows Prompting.

Coaching Scenario 4 Prompting Fluency Building Performance Feedback After a school completes the lessons at the beginning of the year the coach sends out an email to the school leadership team of successes that were observed. Later at a monthly meeting the coach makes a suggestion for improvement for the next round of reteaching. Prompting Fluency Building Performance Feedback Adaptation Trainer Notes: Allow the participants time to discuss the scenario and get their response card ready. This scenario shows Performance Feedback

Common Question We already did our Kickoff last year and things are going pretty good. What we really need is to get Tier 2 and 3 in place. Why are we still spending time on Tier 1? Trainer Notes:

Possible Answers Ensure that a manageable number of students are in need of Tier 2 and 3 Keep it fresh for staff and students Students and staff change and we need to be responsive to that by making sure we are still implementing with fidelity “Place a good person in a bad system, the system wins every time.” – S. Sarason

Activity #2 Talk with a partner about how you might answer the question, “Why are we spending time on Tier 1?”.

School-wide PBIS Tiered Fidelity Inventory (SWPBIS TFI) Self-Assessment Monitors school-wide PBIS implementation efforts Identifies strengths for celebration Identifies needs for action planning to improve implementation Data compared with Office Discipline Referral (ODR) data Access this through www.pbisapps.org Trainer Notes: When looking to improve Tier 1, a good place to start is with data. The TFI can provide an easy way to create actionable items.

When strengthening Tier 1 start with the TFI 70% or above is the threshold for student success Identify an item or two needing improvement to narrow your focus for coaching

Example Trainer Notes: Use Item 1.5 to model how a coach may create a plan for supporting a school.

Example (cont) Prompt the School Leadership Team to support staff Facilitate a Fluency Building activity with the staff to build knowledge of Problem Behavior Definitions Provide Performance Feedback to staff on the skill as a follow up after office referral forms have been reviewed Consider Adaptation of problem behaviors used in a previous student information system

Activity #3 If you have access to your TFI, identify an item or two that are in need of improvement for a school that you support and use the worksheet to identify a few action items If you do not have access to your TFI, identify a few items that may need support to the best of your knowledge and use the worksheet to identify a few action items

Keeping the focus on coaching coaching buddy for accountability on each other’s action steps progress coaches in the district get together once a month to share ideas for prompting, building fluency, providing feedback, and adaptation Meeting with a principal monthly to discuss action items, progress and supports

Activity #4 With an elbow partner, discuss the options on the previous slide. What might be the best method to keep yourself accountable for supporting the improvement in Tier 1?

Common Difficulties with layering on Tier 2 and Tier 3 Supports Creating a Tier 2/3 team without overwhelming staff members Wanting to choose several Tier 2 Interventions immediately High risk of return to “Magic Bullet” thinking and reduced focus on systems and importance of Tier 1

What to do? 1st Step: Make SWPBIS Tier 1 easier to do! Handbook (matrix, lesson plans, teaching schedule, acknowledgement system, response strategies) Solidify teaming system (regular meeting schedule, agenda, minutes, action plans) Monthly calendar of activities and data review Criteria/decision rules for interventions Provide feedback on adherence to all the Tier 1 features Trainer Notes: On the following slides there are examples, so cover these only briefly.

Staff Handbook Example

Staff Handbook Table of Contents Example

Building Leadership Team Meeting Agenda Exxample

Coaches Monthly Checklist Example

Tier 2 Intervention Grid

Guidance for Coaching Tier 2 and Tier 3 Build fluency around difference between Tier 2 & Tier 3 (targeted group vs individual students) Most teams struggle with targeted groups and jump right into individualized support Prompt the Tier 2/3 team to create decision rules for identifying students for interventions, monitoring progress, and exiting interventions…this is critical! (see handout)

Coaching Tier 2 and Tier 3 (continued) Provide feedback to the school leadership team on the Tier 2/3 meetings Effective Meetings (consistent, action items, follow up) Addressing the needs of Tier 2 and Tier 3 needs quickly Offer support in adapting “Tier 2 interventions” that exist in the school currently, but do not meet the critical features of a Tier 2 intervention (see handout)

Activity #5 With a partner, visit each chart paper and read over the coaching scenario Record a possible coaching support that you might provide in this situation, remembering the 4 Coaching Functions (Prompting, Fluency Building, Performance Feedback and Adaptation) Trainer Notes: A school has several interventions but there is inconsistent placement into the interventions and staff have expressed frustration. A school has a TFI score of 50% after a year of implementation and the school leadership team is struggling to keep momentum with staff. A school has the same people on their school leadership team handling Tier 1, 2 and 3. The members are struggling to complete action items and attend meetings.

Activity #6 Go back to the chart papers and read the other responses Star the ideas that you think would work well in your school(s)

Thank You

Session 5B Clock Hours Code RtW5B It is the responsibility of each participant to document his/her own attendance. Missed codes cannot be repeated or shared.