1. SWPBS Building Tier 2/3 Systems Adapted from Lucille Eber Ed.D. Illinois PBIS Network www.pbisillinois.org 1

2. Outcomes Understand Tier 2 System infrastructure and needed resources Acquire and understanding of Tier2/3 Teaming (Conversations) necessary to match presenting problems with interventions Determine how to integrate, blend, or collaborate with other school & community student support teams Use a structured process for conducting Team meetings 2

3. Outcomes Use appropriate tools to identify students with emerging social, emotional and academic skill deficits Provide an array or menu of Tier 2 level supports for identified students Collect data with appropriate tools and analyze data to progress monitor student response and the effectiveness of the Tier 2 system 3

4. Agenda Welcome Tier II and Tier III: The Big Ideas Tier II and Tier III: Systems Development Tier II Intervention: Check In Check Out 4

5. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm 5

6. Adapted from University of South Florida An Essential Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” But “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell 6

7. Tier 2 Essentials Tier 1/Universal is implemented with high fidelity Staff implement Universal consistently Data system is in place 7

8. Tier 2 Defined Tier 2/Targeted interventions are intended to impact the behavior of large numbers of students with similar behavior problems or causes for their behavior. Adapted from: University of South Florida 8

9. Big Ideas about Tier 2 1.At risk students benefit from (a) clearly defined expectations, (b) frequent feedback, (c) consistency and (d) positive reinforcement that is contingent on meeting goals. 2.Problem behavior and academic success are often linked. 3.Behavior support begins with the development of effective adult-student relationships. 9

10. Big Ideas about Tier 2 ALL students get access to SWPBS; ALL students should receive constant positive feedback Administrators “need to know” the system, the data/tools, and the practices well enough to guide/lead any “corrections” needed. 10

11. Administrators Need to… – Know what the practices look like when implemented with fidelity; – Be aware of data on the tracking tool; help decide what needs to change; – Be active/visible on teams; – Apply high-level problem-solving skills troubleshooting systems level issues. 11

12. Dealing with the Tough Issues Adult response to problem behavior. – Adults need to model being respectful in their communications with students around behavior. – Non-examples that need correcting? School personnel should not get to choose NOT to give students evidenced based interventions. 12

13. Student “Need” or System “Need”? There is a high use of restrictive settings for students with emotional behavior disorder (EBD); and the outcomes for these students are not good. There is no self-contained classroom nor one-to-one aide for students with EBD in life/society after high school; just jail. Students removed from general education due to emotional/behavioral factors, are more likely to go to jail than to have good “life” outcomes. 13

14. Student “Need” or System “Need”? 14

15. Some “Big Picture” Challenges Low intensity, low fidelity interventions for behavior/emotional needs Habitual use of restrictive settings (and poor outcomes) for youth with disabilities High rate of undiagnosed mental health problems Changing the routines of ineffective practices (systems) that are “familiar” to systems 15

16. Examples: Ineffective Secondary Structures Referrals to special education seen as the “intervention” FBA seen as required “paperwork” vs. a needed part of designing an intervention Interventions the system is familiar with vs. ones likely to produce an effect 16

17. Mental Health Partnerships: Why are mental health partnerships necessary? Poor access to treatment Excessive referrals to Juvenile justice system Under-identification High rates of suicide among young adults 17

18. What’s Different: A Systems Change Process Goal is to establish host environments that support adoption, sustained use & expansion of evidence-based practices (Zins & Ponti, 1990) 18

19. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior STUDENT OUTCOMES Social Competence & Academic Achievement 19

20. Systems Change Focus: Team-based Problem Solving – Efficient use of time, other resources Expedited application of innovation – Fidelity and sustainability – Student outcome focus Data-based Decision Making – system & practice levels Accountability-based staff development – Quality linked to student outcomes Community/Family Collaborations 20

21. System Structures Needed 21

22. Tier 2 Team Essentials Administrative commitment and support Effective and efficient group processes One or more strong leaders Behavioral Expertise Academic Expertise Family Engagement Expertise Mental Health Expertise Data-based Decision Making Expertise 22

23. Tier 2 Team Responsibilities Identify and prioritize students in need of Tier 2 supports Match student needs to interventions Monitor/coordinate implementation of interventions Monitor student progress Evaluate data and make decisions Communicate with all stakeholders Identify staff professional development needs Monitor Tier 2 system 23

24. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support 24

25. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support 25

26. 26

27. Building Level Action Plan Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 27

28. Continuum of Teaming Functions: Systems & Student-Specific District Secondary/Tertiary Leadership Team Tier 2/3 Building-based Team Functions – Secondary Systems Planning – Secondary (Generic) Problem Solving – Tertiary Systems Planning – Individual Student FBA/BIP – Wraparound (Person Centered) 28

29. Secondary/Tertiary Interventions 29

30. Continuum of Support for Tier 2/3 Level Systems 1.Small group interventions: Check-in Check-Out (CICO), social/academic instructional groups (SAIG), tutor/homework clubs, etc. 2.Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect (CnC), mentoring/tutoring, etc. 3.Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc. 4.Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community 5.Wraparound: A more complex and comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors Illinois PBIS Network, Revised Sept., 2008 30

31. Building Level Action Plan Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 31

32. Building Level Action Plan Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 32

33. Critical Features of Tier 2 Group Interventions Intervention is continuously available Rapid access to intervention (72 hr.) Very low effort by teachers Consistent with school-wide expectations All staff/faculty in school are involved/have access Flexible intervention based on descriptive functional assessment Adequate resources (admin., team) Continuous monitoring for decision-making 33

34. Why do Tier II/ Secondary Group Interventions Work? Improved structure Prompts throughout the day for correct behavior System for linking student with at least one adult Student chooses to participate Increased feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored or rewarded 34

35. Why do Tier II/ Secondary Group Interventions Work? Increased frequency of acknowledgment/ reinforcement for appropriate behavior Adult and peer attention Linking school and home support Organized to morph into a self-management system 35

36. 36 Check In Check Out Modified from: Bruce Stiller; Anne Todd, 2008 Jessica Swain-Bradway, 2009, University of Oregon

37. 37 Check-In/Check-Out Designed for Students with moderate problem behaviors Most appropriate when problem behaviors are maintained by adult/peer attention Students “check-in” with an adult at the start of each school day Students “check-out” with an adult at the conclusion of each school day Students get feedback from teachers throughout the day For more information, go to the CHECK IN CHECK OUT Module

38. Social Skills/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior Skills Use Daily Progress Report 38

39. Social Skills/Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report) 39

40. Critical Features Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization) Results in student receiving positive feedback from staff Includes a school-home communication exchange system at least weekly 40

41. Examples of Tier II Group Interventions Social Skills Training – For small group instruction Cooperation, responsibility, empathy, positive play… Self awareness, social awareness, self management, relationship skills, responsible decision making – For students with: Poor peer relations, poor teacher relations, referrals for fighting, disruption, abusive language, harassment, socially isolated students; referrals across several settings – Necessary components: Skill modeling, role play by student – Components for better outcomes: Discuss relevancy of skill, provide generalization, provide maintenance over time 41

42. Examples of Tier II Group Interventions Conflict Resolution Training – For small group instruction Negotiation, cooperation, listening, turn taking, perspective taking, positive attitude – For students with: Poor peer relations, poor teacher relations, referrals for fighting, disruption, abusive language, harassment Arguing, cursing, refuse to share, easily influenced by peers, make threats in response to conflict. Components for better outcomes: Discuss relevancy of skill, provide generalization, provide maintenance over time 42

43. Examples of Tier II Group Interventions Anger Management Training – For small group instruction/strategies taught: Self talk, cognitive restructuring, relaxation training, behavior rehearsal, exposure to opportunities to control and manage negative feelings – Anger Management Process Recognize when you are angry, identify situations that cause anger, recognize negative consequences from intense expressions of anger, learn appropriate ways to express anger, teach social skills as needed. – For students who are: Easily angered, physically aggressive, verbally abusive, react to disappointment with anger, demanding, withdraw when “thinkgs don’t go their : 43

44. Examples of Tier II Group Interventions Newcomers Club Homework Study Groups Lunch Bunch Bus Riders School Grief Group Others from today’s audience 44

45. Simple Tier II/ Secondary Interventions with Individual Features Review student’s progress in the group intervention. If support is not effective; can group intervention be tweaked to provide additional support? 45

46. Examples of individualized feature: Check & Connect Mentoring Attending anger management; add a family feature, separate assignment… 46

47. 47 Please list below how your school defines “responding” at each of the six levels: 1.Responding to CICO: 2.Responding to Social/Academic instructional groups: 3.Responding to Simple Tier 2 with Individualized Features (i.e. CNC): 4.Responding to Brief Function-Based Interventions: 5.Responding to Complex Function-based Interventions: 6.Responding to Wraparound Plans:

49. Core Features of a Response to Intervention (RtI) Approach Investment in prevention Universal Screening – “Screen to Intervene!” Early intervention for students not at “benchmark” Multi-tiered, prevention-based intervention approach Progress monitoring Use of problem-solving process at all 3-tiers Active use of data for decision-making at all 3-tiers Research-based practices expected at all 3-tiers Individualized interventions commensurate with assessed level of need 49

50. Universal Screening Office Discipline Referrals Other Data: – Teacher/ Parent referral – Attendance/ Tardy – Critical Behavior events – Review of school records of new students Commercially available screening tools 50

51. Why Do We Need to Go Beyond Use of ODRs? Over use of “Special Education” placement w/o adequate dosage of interventions. High rate of unidentified MH problems. Youth get identified only after “crisis” which makes it harder and more “costly” to intervene. 51