1. Tier 2 Interventions: Systems, Practices, Data, and Outcomes Lori Lynass, Ed.D. Tricia Robles, M.Ed.

3. Tier 2 Interventions (Hawken, Vincent, & Schumann, 2008). Assumes a Tier 1 School wide PBIS is in place – Review Benchmarks of Quality Handout Involves a problem-solving focused behavior support team Screening to identify a % of students non responsive to Tier 1 Readily available and easily accessible Uses efficient, available evidence based practices Includes data-based progress monitoring & decisions Have an entry & exit criteria, with non-responders moving to Tier 3

4. Tier 2: Small Group Interventions In Process of Developing: – Social Skills Groups (Redefining Counselor Groups) – Check In/Check Out – Executive Functioning Skill Group – Academic Support Group

5. Are We Ready for Tier Two? For Tier Two supports to be most successful, basic components of Tier One should be in place. Time must be dedicated for Tier Two to be implemented. Support from staff and admin must be available. Professional development must occur.

6. Tier 2 Team May be part of the existing PBIS leadership team. May be an extension of the existing PBIS leadership team. May be a stand alone team, often these teams look at Tier 2 & 3. * Such a team may already exist in your school - SIT team, Care team, MDT team.

7. Tier 2 Team Members Tier 2 Coach PBIS Coordinator Counselor Psychologist Teachers Administrator Other Para-professionals

8. Functions of The Tier 2 Team Determine & Oversee Referral Process Review Students Referred Monitor Implementation Fidelity Evaluate Outcomes and Make Decisions – Ongoing Progress Monitoring – Fidelity of Implementation – Social Validity

9. Tier Two Team Analyzing Possible Team Structures: Making the Pieces Fit

10. RTI/PBIS Team Structure Developed by The School District of Osceola County

11. 3-Tiered System of Support CICO SSG Exec Func Skills Complex FBA/BIP Problem Solving Team Tertiary Systems Team 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 Sept. 1, 2009 Universal Team Universal Support

12. Derby Ridge Elementary Teaming Structure Special Education Team Tier 3 Team Tier Two Team CORE PBIS Team Grade Level Teams

13. Discussion – Tier 2Teams With a partner(s) discuss possible Tier 2 team formats. - What are the benefits and drawbacks of the various structures? Who would be on your Tier 2 team? When could this team meet? What needs to happen to create a Tier 2 team? * Add items to your action plan. 20 Minutes

14. Establish Entry Criteria A team agreed process should be established for how students enter Tier 2 programs. Common entry criteria: – Screening Results – Office Referrals – Teacher Nomination - Through Process – Counselor Nomination

15. Screening Use of a Validated Screener: – Six-Eight (Oct-Nov) weeks after school begins & in Spring – At the end of the year if desired (provides information for planning) – As a new student enters if needed * Academic Screening Data Also Considered

16. How most schools determine student need for services Only 2% of schools screen all children for mental heath reasons (Romer & McIntosh, 2005) Office discipline referrals & Teacher/Staff referrals are commonly used

17. Why Universal Screening benefits schools Establishes a schools risk level and allows for monitoring of responsiveness through shifts in this risk level (Lane, Kalberg, Bruhn, Mahoney & Driscoll, 2008) Informs the use of Tier 2 & 3 interventions - where to target limited funds Preventative supports reduce the need for more intensive supports later (Cheney & Stage, in press; Walker, Cheney, Stage, & Blum, 2005) Monitor overall effectiveness of the three-tiered model

18. Promotes early intervention in place of “wait to fail” (Glover & Albers, 2007); – Of the 20% of school-aged children who experience mental health difficulties, only 30% receive services (US Public Health Service, 2000). – 65% of students identified for EBD are 12 years or older (US Dept of Ed, 2001) A reduction in over-representation of children of color – African American students are twice as likely to be identified as EBD than White students (Alliance for Excellence Education, 2009) Addresses the issue of under-identifying girls and students with internalizing issues (Hosp & Reschly, 2004) Why Universal Screening benefits students.

19. Choosing A Universal Screener Choose a Screener that: 1.Is appropriate for its intended use and that is contextually and developmentally appropriate and sensitive to issue of diversity 2.Has Technical Adequacy 3.Useable - efficient, feasible, easy to manage - Calderella,Young, Richardson & Young, 2008

20. Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) Originally normed K-6, recently normed for middle and Jr High (Calderella,Young, Richardson & Young, 2008) Multiple gating procedures following mental health & PBS model Externalizing and Internalizing dimensions Evidence of efficiency, effectiveness, & cost benefits Exemplary, evidence-based practice US Office of Special Education, Council for Children with Behavior Disorders, National Diffusion Network

21. SSBD: Sample Questions Critical Events (Behavioral Earthquakes): – Sets Fires, – Vomits after eating, – Exhibits painful shyness Maladaptive Behavior – Requires punishment before s/he will terminate behavior. – Child tests teacher imposed limits. Adaptive Behavior – Is considerate of the feelings of others. – Is socially perceptive.

22. Multiple Gating Procedure (Severson et al. 2007) Teachers Rank Order 3 Ext. & 3 Int. Students Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales Gate 1 Gate 2 Pass Gate 1 Classroom & Playground Observations Gate 3 Pass Gate 2 Tier 2,3 Intervention Tier 3 Intervention or Special Ed. Referral

23. Student Risk Screening Scale (Drummond, 1994) Originally normed at elementary level, recently normed at middle and high school (Lane, Kalberg, Parks, & Carter, 2008) – Classroom teacher evaluates and assigns a frequency-based, Likert rating to each student in the class in relation to seven behavioral criteria – Score indicates the level of risk (low, medium, high) Scores predict both negative academic and behavioral outcomes Effective, Efficient and Free

24. Student Risk Screening Scale (Drummond, 1994) – lies, – cheats, – sneaks, – steals, – behavior problems, – peer rejections, – low achievement, – negative attitude, – Aggressive. – Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)

25. SRSS

26. Student Internalizing Behavior Screener (SIBS, Cook 2008) Nervous or Fearful Bullied by Peers Spends Time Alone Clings to Adults Withdrawn Seems Sad or Unhappy Complains About Being Sick or Hurt – Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)

28.  2009 Bridget Walker, Ph.D.

29. Sample List of Students Identified Through Schoolwide Screening How could this information help you determine where your limited support resources should focus? Bridget Walker, Ph.D.

30. In Addition to Screening Consider: Teacher/Counselor/Parent Request Forms Office Referral Data Academic Data Classroom Minor Data Attendance

31. Discussion – Entry Criteria With your table discuss: – How do students get into current supports? – Is there a consistent process? – Based on what you have heard today, what changes might need to occur? * Add items to your action plan. 15 Minutes

32. 10 Minute BREAK

33. We Have Our List of Students – Now What? Picking the Right Intervention. Check-in and Check-out – BEP, Check, Connect and Expect Social Skills Groups Drug/Alcohol Groups Executive Functioning Groups

34. Knowing Function of Behavior to Determine Intervention

35. “Can’t Do versus Won’t Do” Can’t Do or Don’t Know When To Do - Skill Deficit - Performance Deficit - Perception Deficit Won’t Do - Function of Behavior

36. Can’t Do: Skills Building Social Skills Groups – Assertion Skills, Anger Management, Friendship Skills, Empathy Skills Executive Function Skills Groups – Organization Skills, Emotional Control, Time Management Academic Skills Groups – Context Reading Skills, Math Skills

37. Wont’ Do – Function of Behavior

38. Functions Pos ReinfNeg Reinf

39. Guiding Principles Behavior is predictable. Behavior changeable. Human behavior occurs within an environmental context, not in a vacuum. Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment Source: Crone, D.A. & Horner, R.H., 2003

40. Function Based Matching Process Information Collected & Reviewed by Tier 2 Team – Screening – Majors (Office) & Minor (Classroom) – Academics & Attendance – Function (Observations, Screening Data) – Strengths Tier 2 Team Determines: – Summary of Problem – Replacement Behavior – Student Goal Tier 2 Team Selects Intervention – Progress Monitoring Method – Action Plan – Follow Up Date

41. Discussion – What is happening? How does your school currently determine if a student has a can’t do or won’t do issue? Does your school consider this when deciding interventions? * Add items to your action plan. 10 Minutes

42. Monitoring Effectiveness and Fidelity of Tier 2 Interventions Fidelity Checklist A good plan implemented poorly… is a bad plan.

43. Monitoring Progress In Tier 2 Each Student Should Be Monitored at Least Twice Monthly to Determine : – If they are responding to the intervention – If the intervention is the correct intervention – If the intervention needs to be adjusted – If the student is ready to exit

44. Monitoring Fidelity of Tier 2 Interventions Core features of interventions should be adhered to. The fidelity of Tier 2 programs should be monitored by the Tier 2 team. Look over the Tier 2/3 Tracking Tool and Systems-Response Tool.

45. Discussion – Monitoring Student Progress How does your school currently monitor student progress in behavioral interventions? For your Tier 2 interventions, who will be monitoring the progress which should be done at least every two weeks? * Add items to your action plan. 10 Minutes

46. Tier 2 Assessment Complete the Tier Two Action Plan Checklist and Add Items to your Action Plan. 15 Minutes

47. Final Q & A