1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Tier 2/3 Advanced Behavior Supports: Session 1 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

2. Participant Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

3. Welcome and Introductions On the tent card on your table, put the following information:  School Name  Number of Students Served  Grade Range  One Word to Describe Your Efforts with Tier 2 Behavior Select a spokesperson to introduce your team to the group

4. Introduction to Tier 2/3 Training Tier 2/3 Advanced Behavior Supports is a 4-day training for your entire PBIS Behavior Support Plan (BSP) Team The person designated as BSP Leader will attend one additional day of training this year During Tier 2/3 training, your Team will learn about and begin to implement  6 benchmarks of Tier 2 implementation  3 benchmarks of Tier 3 implementation

5. “My mom told me to tell you that I am the educational challenge you were told about in college.”

6. Benchmarks for Advanced Tiers (Tier 1 Review and Tier 2) A. Tier 1: Implementation of School-wide PBIS B. Tier 2/3: Commitment C. Tier 2/3: Student Identification D. Tier 2/3: Monitoring and Evaluation E. Tier 2: Support Systems F. Main Tier 2: Strategy Implementation (group intervention) G. Main Tier 2: Strategy Monitoring and Evaluation

7. Benchmarks for Advanced Tiers (Tier 3) H. Tier 3: Intensive Support Systems I. Tier 3: Assessment and Plan Development J. Tier 3: Monitoring and Evaluation

8. Overall Goals for Tier 2/3 Training Develop and implement systems of support for all students that address the following steps:  Predict which students will fail with only universal prevention and support  Prevent this failure  Maintain consistent intervention  Know if it is working

9. Training Sequence Session 1: Introduction and group interventions Session 2: First two parts of function- based assessment Session 3: Last part of function-based assessment and development of a Tier 2 individual support plan Session 4: Development of a Tier 3 individual support plan

10. Objectives for Session 1 1. Overview of Tier 2/3 2. Teaming 3. Identify potential Tier 2/3 students 4. Group interventions overview 4. System/process for using group interventions 5. Self-assessment of Tier 2 and 3 behavior support practices using the Benchmarks of Advanced Tiers (BAT)

11. Overview of Tier 2 and Tier 3 Problem Solving team members should have a solid understanding of the basic principles of multi-tiered systems of support, function-based assessment and RTI

12. Our Potential Role Change the behavior of adult human service professionals – “Systems don’t change, people do” – Change organizational structures, cultures, and climates – Change the thinking of system directors and policy makers Successful and sustainable implementation of evidence-based practices and programs always requires organizational change (Fixsen, 2009)

13. Academic-Behavior Message Good Teaching Behavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Systems, and Practices

14. Creating an Efficient Process: Integrating PBIS and RtI Hallmarks of the PBIS process are efficiency and effectiveness Therefore, PBIS schools consider ways to braid initiatives in order to maximize efficiency and effectiveness Schools should integrate systematic responses to both behavior and academics (i.e., PBIS and RtI initiatives) Do schools need separate teams to address behavior and academic concerns?

15. Possibilities of Behavior/Academic Concerns Around Function of Problem Academic Problems Behavior Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

16. Why Look at an Integrated Behavior and Academic Support Model? Both are critical for school success Share critical feature of data-based decision- making Utilize three-tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than a reading-only model (Stewart, Benner, Martella, & Marchand- Martella, 2007)

17. High quality instruction engages students and leads to reductions in problem behavior (McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press; Preciado, Horner, & Baker, 2010 )

18. Improving the social behavior of students results in more minutes spent in academic instruction ( Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

19. Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

20. Remember the importance of “firming-up” the Schoolwide and Strategic Behavior and Academic Supports Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels

21. Children who fall behind academically will be more likely to Find academic work aversive Find escape-maintained problem behaviors reinforcing McIntosh, 2008

22. Distribution of Elementary Reading Intervention Level: Michigan Example (based on DIBELS assessment) 33% 43% 56% 24% 20% (n = 201) 24% (n = 4074)

23. Team Time What does this information mean in regards to the team you brought today? Do you have an established RtI Team? Can your PBIS and RtI teams be combined? What are the advantages and disadvantages?

24. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems HSC-T, RD-T, EI-T Group Interventions -Check in/Check-Out -Behavior Education Program (BEP) Group Intervention with Individualized Feature (e.g., Check and Connect – CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

25. PBIS/RTI Basics The process is consistent at all three levels of intervention The same basic questions get asked for the same basic reasons Consistency of process reduces the confusion of where are we and what are we to do Scott, 2009

26. The Basic Questions 1. What are the predictable failures for this group of students? 2. What do we do to prevent failure? 3. How will we maintain consistency? 4. How will we know if it is working? Scott, 2009

27. Tier 1 Interventions and Supports for All 1. What are the predictable failures for students in this school? 2. What do we do to prevent failure? school-wide strategies 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Secondary Level of Support

28. Tier 2 Interventions and Supports for Some 1. What are the predictable failures for small groups or individuals ? 2. What do we do to prevent failure? group or individual support plans 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Tertiary Level of Support

29. Tier 3 Interventions and Supports for Few 1. What are the predictable failures for students? (individuals) 2. What do we do to prevent failure? individual support plans 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful w/tertiary - modify and/ or redesign intervention using data.

30. Team Time Answer the Basic Questions in regards to your Tier 1 PBIS implementation: 1. What are the predictable failures? 2. What do we do to prevent failure? 3. How do we maintain consistency? 4. How will we know if it’s working?

31. Teaming at Tier 2 and Tier 3 The behavior support plan team should include administrative staff, teachers, and members with excellent knowledge of academic and behavior interventions. Meetings should be efficient and effective with an emphasis on data outcomes.

32. To Ensure Readiness to Move to Tier 2/3 Administrator support is essential for Tier 1 Communication systems are in place between Tier 1 PBIS Team and:  Staff members  Teams  Administration and faculty Tier 1 team-based problem solving is working effectively

33. Tier 1 Teaming and Leadership PBIS systems and content  Fidelity of implementation  Data-based decision making  Progress monitoring Effective layers of professional development  Ongoing across the year  Provides opportunities for reflection and collaboration  Considers adult learning strategies

34. Why is it Important for a Team to be Ready to Move from Tier 1 to Tier 2? Reduce Office Discipline Referrals (ODRs) to decrease the number of Tier 2 referrals Fidelity of intervention implementation at Tier 1 creates stability for systems change  Tier 2 systems build upon the Tier 1 foundation  Avoids “shallow implementation” Ensure school faculty are prepared to move forward with additional efforts  Motivation  Education of key principles  Celebration of successes

35. Moving from Tier 1 to Tier 2: Systems Support PBIS Leadership Team  Tier 1/Universal School-wide Systems  Monthly meetings Tier 2 Teams (BSP, STAT, SIT, SST, etc.)  Tier 2 targeted interventions  Practical (i.e., school-based) FBA and plans Tier 3  Tier 2 team PLUS district person with behavioral expertise  Support Tier 2 team for students with intense needs

36. Who Should Be On the Tier 2/3 Team? Administrator/Counselor Special Education Teacher Reading and Math Teachers Someone with behavior/FBA background Coordinator for each targeted intervention

37. Parent Involvement If your child was considered by the school to need additional interventions or supports would you want to be involved? Parent notice is needed Parent permission is not required with interventions at this stage unless it is clear that the child is in the evaluation process or has a current IEP Check with DoSE and district policy

39. Team Roles Team roles are necessary to create efficiency and effectiveness  Essential roles  Coach/Facilitator  Data Analyst  Recorder  Additional roles  Communicator  Time Keeper  Keeper of the Manual

40. Regular Team Meetings The team meets regularly and consistently even if no new referrals Team membership is considered a valuable contribution to the school Team meets to evaluate the process as a whole Team membership rotates year to year retaining some experienced members The team meets every two weeks The team gathers and analyzes data The team keeps minutes and uses an Action Plan

41. Critical Element Action/ActivityWho is responsible?When will it be started? When will it be completed? How will it be monitored? When will we evaluate it? #_____ 1.Tier 1: Implementation of School-wide PBIS 2.Tier 2-3: Commitment 3.Tier 2: Student Identification 4.Tier 2: Monitoring and Evaluation 5.Tier 2: Support Systems 6.Tier 2: Strategy Implementation 7.Tier 2: Strategy Monitoring and Evaluation 8.Tier 3: Intensive Support Systems 9.Tier 3: Assessment and Plan Development 10.Tier 3: Monitoring and Evaluation Positive Behavior Supports: Advanced Tiers Action Plan School Year: _______________School Name:___________________

42. Team Time What will your Tier 2 Team look like? 1. What will you call it? 2. How will it be organized? 3. When and how often will you meet? 4. What team roles need to be defined?

43. Identifying Students Who May Benefit from Tier 2/3 Interventions Behavior support plan teams should use multiple methods to identify students who may need Tier 2/3 behavior and/or academic supports

44. Identify Potential Tier 2/3 Students Early Warning Indicators/ Universal Screening Teacher Referral Multiple methods to ensure no student gets overlooked Students that are identified as potential Tier 2 students may not receive any intervention

45. Early Warning Indicators Pre-determined data points that are regularly analyzed to identify potential Tier 2/3 students Determine in advance who will gather the early warning indicators information prior to the meeting (Ideally) Should not flag more than 15% of total student population

46. Early Warning Indicators Tardiness Skipping Absenteeism Behavior referrals Detention In-school suspension Out-of-school suspension Failing classes Behind in credits Life-altering events Much of this data can be located in an Infinite Campus report called Persistence to Graduation

47. Early Warning Indicators GPACreditsK-PREPAttendance Office Discipline Referrals Additional Factors On-Track Indicators Low Risk 2.5 or higher Meeting credit graduation requirement for grad plan year 4% or less absences per quarter or semester 1 or less major ODRs per year  Disengagement  No extracurricular involvement  Substance use/ abuse  High mobility  Mental health issues  Free-reduced lunch  Foster/group home  Homeless  Recent traumatic event  Family stressors  Court involvement  Changes in behavior or appearance  Alternative school placement At-Risk 2.0 to 2.49Behind 1 credit 5% -9% absences per quarter or semester 2-5 major ODRs per year High Risk 1.51 to 1.99Behind 2-3 credits 10%-14% absences per quarter or semester 6 or more major ODRs per year

48. Team Time Review the Early Warning Indicators document for your level Decide who will gather the Early Warning Indicators data prior to meeting  Document on your Action Plan

49. Teacher Referral Teachers should be encouraged to refer students of concern who:  Are exhibiting behaviors that moderately disrupt the learning environment despite use of sound interventions  May not get identified for behavior, grades, attendance, etc. Make the form easy to complete Train teachers on using the form Inform teachers when referrals will be reviewed

50. Team Time Create a teacher referral form/plan to use a district- generated form for your Tier 2 problem solving process. Document when you plan to introduce to/train teachers on your Action Plan

51. Tier 2: Group Interventions Use multiple group interventions to support students showing emerging patterns of behavioral and/or academic challenges

52. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems HSC-T, RD-T, EI-T Group Interventions -Check in/Check-Out -Behavior Education Program (BEP) Group Intervention with Individualized Feature (e.g., Check and Connect – CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

53. The Challenge Limited time for teams to meet Competing responsibilities of team members Inefficient use of resources Where to start?? GROUP INTERVENTIONS!

54. A Systematic Approach to Tier 2 Group Interventions Operationally defined problem behavior and replacement behavior Data/assessment criteria used to match student to appropriate intervention Clearly defined objectives Documented procedures Regular data-based progress monitoring Formative decisions based on data Criteria to determine when to fade

55. Benefits of Tier 2 Group Interventions Improved structure Student is “set-up” for success Increase in contingent feedback Applied across school settings Increased reward for appropriate behavior Evolve to self-management Supportive response to teachers

56. Critical Features of Tier 2 Group Interventions Continuously available Rapid access to intervention Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Function-based Student chooses to participate Continuous monitoring

57. Critical Features of Tier 2 Group Interventions  Focus on changing environments not children  Match type of support to level of challenge Academic Social/Behavioral Emotional

58. Academic Concerns Who? Students who have difficulty mastering material or with organization/completing assignments Performance Deficits BEP Check and Connect Organizational Skills Homework Club Skill Deficits Organizational Skills Homework Club

59. Social/Behavioral Concerns Who? Students with 2 to 5 ODR; students with behavior that interferes with their success Performance Deficit BEP Self- monitoring Skill Deficit Social Skills Training

60. Emotional Concerns Who: Students who have experienced circumstances that impact performance (e.g. death in family, frequent moves, homeless); students that are disengaged, shy, unhappy or socially isolated Check and Connect 60

61. Examples of Tier 2 Group Interventions Classroom Management * Behavior Education Program* Check and Connect* Social Skills Club/Groups* Newcomer’s Club Organizational Skills* Academic Support* Homework Support

62. Targeted Group Intervention Social/ Behavioral Academic Emotional New Student Description Reference/ Resource Materials BEP (Attention)XX  Students identified and enrolled within a week  Check-in and check-out daily with adult at school  Regular feedback and reinforcement from teachers  Daily performance data used to evaluate progress  Family component Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: The Guilford Press www.guilford.com Breaks are Better (BEP for avoidance) X  Specific feedback for academic-related expectations  Incentives for positive academic behavior  Provide “replacement skills” to obtain brief break Academic Behavior CICOX  Increase structure and feedback around recording assignments  Specific feedback for academic-related expectations  Incentives for positive academic behavior  Student completes assignment tracker  Meeting with parent Evans, S.W., Schultz, B.K., White, L.C., et al. (2009). A school-based organization intervention for young adolescents with AD/HD. School Mental Health 1(2), 78-88 Mentoring X  Student matched with mentor  Mentor meets with student 10 minutes per week  Goal is to build a positive, non-judgmental relationship with the student

63. 63 Targeted Group Intervention Social/ Behavioral Academic Emotional New Student Description Reference/ Resource Materials Check and ConnectXXX  Students matched with mentor/monitor  Mentor monitors risk factors daily/weekly  Regular feedback and problem solving with mentor  Intensive intervention option if risk factors increase  Family component Christenson, S.L., Thurlow, M.L., Sinclair, M.F., et al. (2008). Check & connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN ici.umn.edu Social Skills TrainingX  Identify critical skills  Develop social skills lessons  Teach, practice, monitor, reinforce  Match language to school-wide expectations  Use generalization strategies  Provide clear and specific activities all staff follow to promote generalization Elliot, S., & Gresham, F. (2008). Social skills improvement system (SISS) intervention guide. Minneapolis, MN: Pearson PearsonAssessments.com Second Steps: A violence prevention curriculum www.cfchildren.org Homework Club X  Home partners assigned  Partners call each other to remind assignments are due  Homework support available before/during/after school  Reinforcers for students/teams showing improvement

64. 64 Targeted Group Intervention Social/ Behavioral Academic Emotional New Student Description Reference/ Resource Materials Newcomers Club X  Structured program that pairs new students with established students  Student is given orientation materials describing PBIS, tips for success, etc.  School-wide expectations and procedures are taught  Adults make extra effort to provide positive contact and positive reinforcement for new student  Family contact is made by school staff Zero’s Aren’t Permitted/ICU X  Incomplete assignments placed on assignment list  Teachers write up assignment  Lifeguard (mentor) meets with student and asks 4 questions  Student is provided with supports and extra time to complete assignment  Pre-established consequences for failing to completed assignments after being identified Hill, D. & Nave, J. (2009). Power of ICU: The end of student apathy…reviving engagement and responsibility. NTLB Publishing.

65. Current Tier 2 Group Interventions Intervention NameCoordinatorEntry CriteriaExit Criteria Data Collected/ Monitored

66. Team Time Review the Tier 2 Group Interventions on the provided handout. Which of these interventions do you want to make available for use in your school? Document on your Action Plan.

67. Create a System for Using Group Interventions Establish a system to appropriately match student need with interventions and develop decision rules to determine what success looks like

68. Intervention Decision Process 1. Prior to meeting, review new referrals and Early Warning Indicators 2. Complete the Student Review a. Identify reason for referral/nomination (social-behavioral, academic or emotional) b. Operationally define the behavior and briefly identify when and how frequently it occurs 3. Use Quick-Sort Matrix to determine appropriate Tier 2 intervention 4. Notify Coordinator of Targeted Intervention 5. If existing Tier 2 intervention does not address the problem behavior, conduct Practical FBA and develop simple function-based individual support plan

69. Student Review 69

70. 70

71. 71 Intervention Function/Focus Quick Sort Matrix BEP (Attention) Breaks are Better Academic Behavior CICO Check and Connect Social Skills Group Homework Club Newcomers Club Mentoring ZAP/ ICU Adult attention Peer attention Avoidance Encouraging adult relationships Choice of alternatives Teach replacement behavior Teach problem solving skills Increase prompts for behavior expectations Monitor risk factors School/home communication system

72. Team Time Review the Intervention Decision Process. What products need to be developed/ finalized in order to use this process (i.e., referral form, early warning indicators, student review, quick sort matrix, select interventions)? Document on your Action Plan.

73. Create a System for Using Group Interventions Establish a system to appropriately match student need with interventions and develop decision rules to determine what success looks like

74. What is the typical way we determine how a student responds to small group or individual intervention?

75. Decision Rules to Evaluate Student Response to Tier 2 Group Interventions 1. How are students identified as in need of the intervention (i.e., teacher referral, flagging criteria)? 2. What are the data sources used to identify the need? 3. How does the intervention get started? 4. How long will the student receive the intervention before data are reviewed? 5. How are data collected and tracked? 6. Who brings data summary to team meetings? 7. How will you know if the student is responding to the intervention?

76. Example: Decision Rules for BEP 1. How are students identified as in need of the BEP intervention?  Teacher referral and flagging criteria 2. What are the data sources used to identify the need?  Teacher referral indicates that the student misbehaves for attention  Flagging criteria suggest repeat misbehaviors

77. Example: Decision Rules for BEP 3. How does the intervention get started?  Tier 2 team trains staff on features of BEP and to implement with fidelity.  BEP Mentor obtains parent permission and then meets with the student to explain the intervention. The mentor shows the student how to check in, take the DPR to all teacher throughout the day, check out, and take a copy of the DPR home. 4. How long will the student receive the intervention before data are reviewed?  6 weeks

78. Example: Decision Rules for BEP 5. How are data collected and tracked?  DPR data are entered daily into CICO-SWIS by the BEP Mentor. Student progress is reviewed by the Mentor every week. 6. Who brings data summary to team meetings?  BEP Mentor 7. How will you know if the student is responding to the intervention?  Student has earned 80% of DPR points on average per day per week for 6 weeks

79. Team Time Complete the Decision Rules to Evaluate Student Response to Tier 2 Group Interventions for BEP

80. Monitor and Evaluate Tier 2/3 Systems Ensure that you have an annual process to systemically monitor and evaluate your Tier 2/3 interventions and supports

81. Monitor with Tier 2/3 Tracking Tool Increases accountability  Schools have to count # of kids in interventions  Data-based decision-rules are necessary (Identify, Progress-monitor, Exit)  Must define ‘response’ to each intervention type/level  Shows % of kids who responded to each intervention …..the tool assesses the success rate, or effectiveness of the interventions themselves Connects each level of intervention to the next level

83. Team Time Review the Tier 2/3 Tracking Tool in your handouts. Based on the work you just completed as a team to develop decision rules for BEP, do you think you could complete the tracking tool for BEP? Do you have questions regarding how to monitor your other group interventions?

84. Annual Evaluation Just as schools annually evaluate implementation of Tier 1 PBIS, they also need to evaluate implementation of Tiers 2 and 3 Results of assessment should be used to sustain practices and systems that are effective and to improve ones that are ineffective Benchmarks for Advanced Tiers is the self- assessment tool to be used in Kentucky

85. Team Time As a team, complete all sections of the BAT. Keep a copy for your team and turn in a copy before you go. Today’s BAT will serve as a baseline assessment of your Tier 2/3 implementation.

86. Next Time Review the Intervention Decision Process to decide between group intervention and Practical FBA  Teacher referral form  Early Warning Indicators  Student review  Quick sort matrix Learn the first two steps in the Practical FBA process  Describe the behavior  Ask questions

87. Before Our Next Session  Finalize team membership on the problem solving team  Train staff on referral form and Early Warning Indicators  Select group interventions you will plan to use as part of your Tier 2 system  Determine decision rules for all group interventions you plan to use  Bring students of concern identified by Early Warning Indicators and/or teacher referral