1. PBIS Year 2, Day 4 Tier 2 Supports for Selected Students

3. Behavior Assistance Team Help a teacher in need of classroom management skills or instructional skills Help a teacher with a student who needs Tier 2 supports Let them know!

4. Structural Components Screening & Identification Intervention / Implementation Evaluation

5. Screening & Identification Routine review of individual student data Efficient teacher referral system Parent referral Student – Parent – Community data Assessment of risk factors Prioritize greatest affect for least effort using data Students identified using multiple data sources Data connected to school-wide expectations Individualized, daily progress monitoring

6. Tier Students Using Office Discipline Referrals School-wide system interventions if: More than 35% of students in school received one or more ODR, OR There are more than 2.5 office referrals per student Classroom system if: More than 50% of referrals come from classroom, OR More than 40% of referrals come from less than 10% of all classrooms

7. Tier Students Using Office Discipline Referrals Targeted Group if: More than 10-15% receive more than 10 office referrals Individual system if: less than 10 students receive more than 10 referrals, OR A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

8. Interventions Consider: is evidence of effectiveness how much does intervention cost how big an effect can be expected can it be replicated by when not conducted by researchers can teachers integrate into their daily routine

9. What Science says... Evidence-based best practice begins with identifying problems EARLY “One-shot” workshops with no follow –up coaching does not work Counseling students – especially in peer group context does not work Information dissemination using fear, moral appeal and affective education – Nope!

10. Overview of Teacher’s Encyclopedia of Behavior Management (TEBM) Teacher time is precious and scarce! Book of recipes, plans for behavior Tier 2 & Tier 3 Interventions Different factors = different interventions

11. Organization of TEBM INTRODUCTION COMMON CLASSROOM PROBLEMS o General Considerations o Up to 6 Model Plans o Suggested Steps for Developing and Implementing a Plan APPENDICES o Reinforcing appropriate behavior o Assigning job responsibilities or jobs o Responding to inappropriate behavior

12. Using the TEBM: Suggested Steps Make sure you have enough info about the situation: data collection Identify a focus for the intervention and labels for referring to the appropriate and inappropriate behaviors. Determine when to include family. Prepare for and conduct initial meeting about the situation. Give the student regular, ongoing feedback about his/her behavior. Evaluate the situation/plan.

13. Using the TEBM 1. Analyze the nature of the problem: early/Mid Middle stage Habitual Awareness Attention Power Escape 2. Develop and implement the intervention.

14. Case Study Activity Think of a Tier 2 student Prioritize Problem Behaviors Determine if the Problem is Mild/Middle/Habitual Use the TEBM to determine which Problem Behavior Topic to Utilize (there is an index of Problem Behaviors on Pgs.859-873) Look through the Plans offered and determine which one fits your scenario best and how you would implement it on your campus: Who is involved, is there additional training needed, how long, etc.

15. Types of Tier 2 Interventions Check in/ Check Out Systems Check and Connect Newcomers Club Homework Study Groups Anger Management Group Other Social Skills Groups “Support” Groups (divorce, grief, etc) Page 390 - 402

16. Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Daily Pictorial view of Check and Connect

17. Average ODRs for 12 Check In/Check Out Students Edison Elementary School, Danville CCSD 118  76%

18.  73% ODRs for Eight Students on Check & Connect Jefferson Middle School, Springfield District 186

19. More Intensive Intervention Avoided? (or sets stage for more efficient/ productive wraparound?) A student with four ODRs was not experiencing success with Check and Connect. After individualizing the intervention by allowing her to choose her Check and Connect person, she has received only one ODR, and teachers have observed improvement in her behavior. This student’s progress will continue to be monitored, to determine if more comprehensive support via w/a approach is needed.

20. Additional Tier 2 Intervention Examples Ants in the Pants Helpers Group – (Active students) Attendance and Tardy Group Blue Cards– (graduated steps asking students to make a change) Bus Riders School Free Birds Group – (Escape function intervention) “A” Status Celebrates Every Step– (New achievement celebrated) Check and Connect Good Behavior Game Homework Completion Group Life Transitions Group – Crisis Support Lunch Bunch Playground Playgroups Recess Club TALKS Mentoring Program – (Adult relationship support) The EAGLE Team – (Multiple office discipline referrals)

21. Secondary Interventions Work when: Program can be applied in all school locations Elevated reward for appropriate behavior Linking behavior support and academic support Linking school and home support Program is organized to become a self-management system

22. Secondary Interventions Work with: Improved structure Student is “set up for success” Increase in contingent feedback

23. Tier 2 Basic Programming Behavioral programming and contracting Self-management programming Specifically structured opportunities for success Regular & frequent opportunities for positive reinforcement Efficient and consistent data collection system

24. Critical Features Continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with schoolwide expectations Implemented by all staff/faculty Function based Student chooses to participate Continuous monitoring

25. Evaluation: Progress Monitoring Measurable student outcomes System to track students in targeted groups Regular review of data and modification of support as necessary Involve all key stakeholders

26. Primary Methods Systematic Direct Observation (someone other than the teacher) Behavioral Observation of Students in School Direct Behavior Rating Effective Behavior Instrument Support Office Discipline Referral

27. Process Monitoring Electronic Daily Behavior Report Card © e ‐ DBRC©: Individual Progress Monitoring Review 360 Software CBM

28. Behavior Education Program Example: Check and Connect

29. Universal Matrix

36. Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Checkout Intervention for Students at Risk. New York, NY: Guilford Press.

37. Is the intervention working? Progress monitoring occurs regularly and frequently Feedback from a teacher(s) Team feedback Data are used to guide decision-making Continue the intervention Modify the intervention Begin a new intervention Fade the existing intervention Page 403

38. Intervention Fidelity Percentage of intervention steps implemented Intervention manual Rating of intervention implementation Permanent products of intervention Task analysis of intervention School Fidelity Self-Assessment

39. Team Approach Universal Screeners Evidence Based Support Progress Monitoring Data Base Decisions Intervention Fidelity Pg. 379

40. Wrap-up o Keep up the energy for PBIS! o Take care of yourselves and faculty, so you can all take care of the kids! o Positive reinforcement works for adults and kids! o Focus on successes!!!