Jessica Swain-Bradway E1 - Tier 2 in the Classroom: Enhancing and Aligning Tier 2 in the Classroom Jessica Swain-Bradway Midwest PBIS Network www.midwestpbis.org Jessica.swainbradway@midwestpbis.org E1 - Classroom at Tier 2 Dispel the notion that Tier 2 takes place outside of the classroom! The effectiveness of Tier 2 and Tier 3 interventions rely on the explicit linkage to the classroom. This session will (a) review the core features of T2 interventions, (b) describe the linkage of T2 interventions to foundational classroom practices, and (c) provide examples of how practitioners can increase the “dosage” of Tier 1 practices to meet the Tier 2 level of need. CICO Social Skills Groups Mental Health Respite v Instruction Connection between what happens in groups and what happens in the class

Objectives List at least 3 best practices in classroom instruction. List the core features of Tier 2 strategies. Explain the linkage between classroom and Tier 2 and Tier 3 strategies. Describe at least one way to boost classroom practices to a Tier 2 “dosage”.

What are your TFI scores? For T1? For T2? What T2 interventions do you have in place? Stand if: 70+ 60 50 40 or below Don’t know Sit down if: None CICO SAIG Academic Seminar Trauma based groups Other

TFI Classroom Features Small item on the TFI, but there is a lot in here! Our GOAL in SWPBIS is to get these features in place at high rates, and everything else we do facilitates these strategies! Because we need to build on these for ALL tiers of intervention. Midwest PBIS Network Classroom snapshots will help you determine how those classes are doing. www.midwestpbis.org , Classroom Management Page

TFI- Tier 2 Features As a reminder, all T 2 interventions should look like these things- these are what are provided to the students. Everything else in the TFI supports delivery and progress of students.

Best Practices In Classroom Instruction

Best Practices Orderly Physical Arrangement Active Supervision Multiple Opportunities to Respond Error Correction Behavior Specific Praise Group Contingencies- Positive Behavior Game

Tier 2 in the Classroom This Guide provides explicit descriptions of classroom practices, examples for secondary school, and additional resources. https://www.osepideasthatwork.org/evidencebasedclassroomstrategies/

High rates of these practices our Tier 2, and Tier 3 interventions. https://www.osepideasthatwork.org/evidencebasedclassroomstrategies/

Practices Defined Common agreement on what these are/ are not

Fluency in Classroom Practices To link what happens in T2 interventions to the classroom, ALL adults in the building need fluency in best classroom practices…

QUIZ! Please write a definition and example for each of the following, include the necessary features for each: Opportunity to Respond Error Correction Behavior Specific Praise These are FOUNDATIONAL, and should be common knowledge for all educators and administrators. This is not a real quiz, but your comfort level with these says a lot about the PD that needs to happen in order to (1) make instruction and management as effective as possible, (2) link to Tier 2 interventions, and (3) create a Tier 2 environment flexibly in the classroom. How would your staff do?

Definition: Opportunities to Respond Opportunities To Respond is a teacher behavior that prompts or solicits a student response (e.g., asking a question, presenting a demand). Use of Opportunities To Respond (OTR) includes strategies for presenting materials, asking questions, and responding appropriately to increase the likelihood of an active and desired student response.

Definition: Specific and Contingent Error Correction Error correction is an informative statement provided by a teacher or other adult following the occurrence of an undesired behavior. It is contingent (occurs immediately after the undesired behavior); specific (tells the learner exactly what they are doing incorrectly and what they should do differently in the future); and brief (after redirecting back to appropriate behavior, move on).

Continuum of Strategies to Respond to Inappropriate Behavior Planned Ignoring Physical Proximity Signal/ Non-Verbal Cue Direct Eye Contact Praise (BSPS) the Appropriate Behavior in Others Redirect Support for Procedure/Routine Re-teach Differential Reinforcement Specific and Contingent Error Correction Provide Choice Conference with Student The trainer should review these strategies with the participants. A handout of the strategies and definitions has been provided. Make sure each participant has been given a paper copy (a laminated copy would be the best), which they can keep in their plan book or with other important papers. It is important for all teachers to become very familiar with these strategies so they can utilize any of them when necessary.

Definition: Behavior Specific Praise Statements A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of expected behavior in a ratio of 4:1. To be effective a Behavior Specific Praise Statement needs to identify the student/group; describe and acknowledge the rule/behavior being recognized; be immediate and always be linked to the school-wide expectation(s). Often times teachers feel they have given positive praise because they have said “Good Job”, but it is important to point out it is not specific enough. Students want/need to know their appropriate behavior has been recognized especially if it comes right after a re-teaching event. Take time to emphasize what these look like in the classroom/school: Descriptive and specific : Identifies and defines both the student and behavior being recognized Behavior-contingent: student accurately displays desired behavior, which is linked to the school-wide expectations Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior

Linking Tier 2 to the Classroom

TFI- Tier 2 Features

Link It! Tier 2 increases: Specificity Intensity Duration The behavioral impact is to create conditions for generalizing. Learners don’t generalize on their own WE create conditions, and OTRs, for generalization

Link it! Pulling students “out” limits the intensity of the interventions UNLESS… We ensure that what happens in the Tier 2 interventions is ALSO happening, at high rates, in the classroom. Learning conditions, and opportunities are consistent across the school

Daily Progress Report (DPR) Sample “Individualized Student Card for Mark” (FBA/BIP) “Social & Academic Instructional Groups” (sample academic skills group) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block 2nd block 3rd block 4th block 5th block 6th block 7th block Be Safe 2 1 0 2 1 0 Be Respectful Be Responsible Total Points Teacher Initials Walk to class Keep hands to self Mark will keep hands to self Use appropriate language Raise hand to speak Possible behaviors taught in previous SAIG groups Mark will hold up a yellow card to indicate needing a break Replacement behavior Mark will fill out assignment notebook Bring materials Fill out assignment notebook Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 21

Link it! Do teachers know their role (beyond referral and completing “the card”)? CICO SAIG Trauma-informed We teach, practice and reinforce in high density through the T2 intervention. This sets the occasion for the student to do this in the classroom WITH PROMPTS and R+ from the teacher!

Link it! This can’t be the first time teachers have intentionally used best practices. Teacher behaviors: CICO- Specific praise, error correction, higher rates of OTRs around SW expectations. SAIG- Specific praise, error correction, higher rates of OTRs around SAIG skills. Trauma-informed- Specific praise, error correction, higher rates of OTRs for using coping strategies. We teach, practice and reinforce in high density through the T2 intervention. This sets the occasion for the student to do this in the classroom WITH PROMPTS and R+ from the teacher!

Boosting the Dosage

Fluency + Dosage Students identified for T2 and T3 supports need MORE by definition. Teachers need systems to be intentional and plan: Who? How Much? When?

Dosing OTRs GET AWAY from hand raising as the main format checking understanding. Make learning visible And be sure you can give feedback immediately if students are not yet fluent in a particular skill. May have to change your routines, groupings, student driven Student driven- rubrics, meaningful jobs for instruction, Answer keys Etc.

Dosing OTRs How do you make learning visible?

Dosing OTRs When you are planning lessons, count the OTRs and opportunities for corrective feedback. Plan additional activities for students that need more. Tier 2/3 enrollment

Examples Hand raising (1 OTR for the hand raisers) Turn, talk and report out/write down (2-3 OTRs for all students). Silent writing for 10 minutes, 1-2 students share what they wrote. Write or read for 7 minutes, use rubric to self-assess, share with peer and pick the “best”, share with the class

Dosing Behavior Specific Praise Purposeful, with a plan May have to reorganize routines, groupings, and incorporate more student-driven/ student lead activities. Identify the skills your kiddos possess Set them up for success: baby steps

Dosing Praise? How do you increase praise?

Positive Behavior Game: A Group Contingency A group contingency acknowledges students for performing a desired behavior, saves time and resources by designing a program for an entire classroom rather than individual students, and encourages positive social interactions between peers (Murphy et. al, 2007). Group reinforcement contingencies are employed when a common expectation is set for a group of learners and a common positive outcome is earned by engaging in the expected behavior.

Playing the Game Play for 10-20 minutes, or for the duration of an activity (such as lining up for recess), making sure to continually use Behavior Specific Praise when students have earned points. Reinforcement does increase the likelihood that the behavior will continue in the future. Play 2-3 times throughout the day (or as needed), or during the most challenging times (transitions/difficult material) of the day REMINDER ABOUT BEHAVIOR SPECIFIC PRAISE: A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of desired behavior. Specific praise should be delivered in a ratio of 4:1. There should be Four praise statements for every One redirecting statement: Example: “ James, your eyes are on me right now, that is great!” STUDENT NOT RESPONDING TO CLASS CORRECTION: it is also important to avoid singling students out “Johnny. If a student needs correcting, be sure to catch them engaged in the correct behavior as soon as possible. You may also have them show you what it looks like, as practice and then award a point., “Johnny, how can you show RESPECT? Very good, you just earned a point for the class”, or, “Johnny, I really liked how you remembers to show RESPECT by raising your hand, nice work there! Point for the class team.” DELIVERING CLASS POINTS: Identify a place on the board/wall where you will put class points. You want to display the points in a location that is visible to all students. Write the desired behavior at the top: RESPECT by raising our hand. The points serve as a reminder of their excellent behaviors! Every time you catch a student, provide behavior specific praise and put a point on the board. Aim for a minimum of 1 point per minute. Use a higher frequency of points if it is a difficult transition and/or activity.

Dosing Error Correction? Not really But we do dose the model, lead, test process More need = more OTRs

School-Wide Systems Professional development on teacher role when students are in Tier 2 interventions, specifically how it applies to teaching behaviors. Clear communication (which students are in Tier 2 and how are they doing) Coaching visits/ observations and self- assessment Pool of ideas from colleagues about how to increase use of the strategies. Tracking Tier 2 success rates and communicating with teachers Problem solving for classroom needs that focus on classroom practices.

Thank you! Jessica.swainbradway@midwestpbis.org