Building a Tier II/III School Wide PBS System Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

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

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

Continuum of Supports Reading Science Math Soc skills Horses Spanish

Teams (Data, Practices, Systems) School-wide PBS – Universals – Connect points to Tier II & III Classroom Problem Solving Team – Review data – Develop function-based interventions Tier II (III) – Partner with Classroom Problem Solving Team Lead/Coordinator – Coordinate and monitor tier II supports

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

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

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 Team – Classroom supports (function-based) – Progress monitor Step 4 - Tier II supports – Non-responders to classroom supports – Match function of student behavior to intervention – Progress monitor Step 5 - Evaluate Process

Step 1. Universals In Place Specific Focus on Classroom – Review of essential features – Implementation Plan

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

Addressing 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 (pbis.org) – Identify areas of need – “Mini-modules” during faculty meetings (pbismissouri.org) – Peer observe and count (performance feedback)

Essential 1.Classroom expectations & rules defined and taught 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school- wide procedure 5.Students are actively supervised 6.Students are given multiple opportunities to respond (OTR) 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

Step 2. Identifying students Current data – Confidence in numbers – Consistency across data points Teacher Referral Screening Approximately 10-15% of total students

Data Decision Rules Office Discipline Referral (ODR) – Major – Minor Time out of Instruction – “Buddy Room” – “Safe Seat” – Discipline/ Detention Room

RRKS TOC (front side) RRKS – Time Out of Class Code: _____ 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?______________________________________

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. Whole group instruction Small group instruction Individual work Working with peers Alone 1-on-1 instruction Interacting with peers Other: Please identify below Minor List: Circle the appropriate code (MDD) Defiance/Disrespect/Non- compliance (MDS) Disruption (MI) Inappropriate Verbal Language ( MO) Other(MPC) Phys. Contact (MP) Property Misuse

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 (pbismissouri.org) – What instrument – Schedule Parent Referral??

Step 3. Classroom Problem Solving Team Grade level / combinations Once a week/every other week focus of meeting = social behavior concerns when data decision rule met Standard problem solving steps

Classroom Problem Solving Team Process leader – Classroom teachers (with partner) 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

Classroom Problem Solving Team Develop intervention based on function of behavior – Environment changes – Skills to teach/practice/reinforce Monitor progress – Same data that brought them to your attention – Problem and Appropriate behavior – Teacher observations

Classroom Problem Solving Team Student meets data decision rule Classroom teacher completes preliminary forms (documents student progress to date) Team leader 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

Step 4. Tier II Supports Students who do not respond to classroom / informal supports (classroom level 2-3 weeks) or those with more intense needs Student brought to Tier II Team – Classroom problem solving plan – Progress data Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports Centralized assignment Each strategy has a coordinator Classroom supports continued / modified ALL in building aware of their role in supporting students in Tier II Supports

Tier II Supports Check in / Check Out Social Skill Groups Academic Supports

Step 5. Monitor Student Progress and Evaluate Process Original data sources that lead to student identification – ODR (major / minor) – Attendance – Academics – “Time out of class” – Teacher perception Key = frequent and regular – Celebrate success – Adjust if student doesn’t respond (or problems start reappearing) Cost/Benefit Analysis of overall process

Building a Tier II/III School Wide PBS System Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org