1. Building Tier II Interventions Teri Lewis, OR Director NW PBIS Network

2. INTRODUCTION

3. The Challenge Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998) Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000) Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)

4. Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992) Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996)

5. The Response “Schools that are safe, effective, and controlled are not accidents.” (Sugai, Sprague, Horner & Walker, 2000) Need a prevention focus to build school capacity to support all students a continuum of behavior support

6. PBIS PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior PBIS is the integration of (a) valued outcomes, (b) science of human behavior,(c) validated procedures, and (d) systems change

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

8. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Secondary Interventions Some students (at-risk) High efficiency Rapid response Primary Interventions All students Preventive, proactive Primary Interventions All settings, all students Preventive, proactive Designing School-wide Systems for Student Success

9. Tier I – Universal Key Features 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

10. Check-in Tier I – Universal How are you doing with Tier I? Successes Challenges Concerns Data sources TIC, ODR, SET, BoQ, … For any concerns or challenges, add an item toyour action plan

11. OVERVIEW OF INDIVIDUAL STUDENT SYSTEMS

12. Purpose To describe considerations & procedures for developing & sustaining individual student systems This system will expand Tier I supports to Tier II and Tier III systems

13. Challenges to ISS Students Problem behaviors are high intensity &/or frequency Too many students display significant problem behavior at any one time Problem behaviors are disrupting learning & teaching environments Problem behaviors are difficult to understand Interventions are ineffective

14. Schools Not enough minutes in the day to collect information and develop interventions Administrative leadership & support is lacking, unavailable, or underdeveloped Staff are unable or untrained to implement interventions Overemphasis on form, policy, or regulation rather than on process Lack of continuum of positive behavior support

15. Considerations Behavior must be considered within context in which it is observed As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

16. Individuals who develop & implement behavior support plans must be behaviorally competent & able to… conduct fluently FBA-BIP facilitate efficient development, implementation, evaluation of BIPs collect & analyze student performance data develop academic & social BIPs that are based on research validated practice.

17. The longer problem behavior has been occurring, the more resistant it may be to intervention Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior Efficient team-based approach & process to problem solving must be in place

18. Tier I - Universal School-wide discipline system for all students, staff, & settings that is effective for 80% of students Clearly & positively stated expectations Procedures for teaching expectations Continuum of procedures for teaching expectations Continuum of procedures for encouraging expectations Continuum of procedures for discouraging rule violations Procedures for monitoring & modifying procedures

19. Tier II - Secondary Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions Functional assessment based intervention decisions Daily behavioral monitoring Regular & frequent opportunities for positive reinforcement Home-school connection Individualized academic accommodations for academic success Planned social skills instruction Behaviorally based interventions

20. Tier III - Tertiary Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions Simple request for assistance Immediate response (24-48 hours Functional behavioral assessment-based behavior support planning Team-based problem solving process Data-based decision making Comprehensive service delivery derived from a wraparound process

21. General Process 1.Establish Behavior Support Team to guide/lead process 2.Secure & establish behavioral competence within school 3.Develop/strengthen three level system of school-wide behavior support: Universal Interventions Secondary Interventions Individual Interventions

22. 4.Establish data decision system for matching level of intervention to student Simple & direct request for assistance process for staff Data decision rule for requesting assistance based on number of major behavioral incidents 5.Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency Are students displaying improved behaviors? Are staff implementing procedures with high fidelity? What can be modified to improve outcomes? What can be eliminated to improve efficiency?

23. Check-in Individual Student Systems Do you have a team that supports teacherswith at-risk students? Available to all staff? Parents? How do teachers access support? Strengths, challenges for this team? Data sources Committee Review Worksheet, Staff Handbook,general knowledge…

24. OVERVIEW OF SECONDARY INTERVENTIONS

25. Purpose Provide an overview of Tier II/Secondary Interventions that are group systems for supporting students who are at-risk for significant problem behavior

26. Guiding Principles At-risk students benefit from: clearly defined expectations frequent feedback consistency positive reinforcement Problem behavior and academic success are often linked Behavior support begins to develop effective adult-student relationships

27. Important Themes Part of a continuum link to school-wide PBIS system Efficient and effective way to identify students Assessment allows you to make a simple sort match students to interventions Intervention matched to presenting problem but not highly individualized

28. However, There is a difference between how to teach and what to teach How = Evidence-Based Practices Social skills, self-management, daily monitoring What = Skill identification, Types and range of groups/programs

29. Consideration Not fixed group. Membership can change based on need Student’s needs vary across continuum over time and within academic/social area Least intrusive but matched to student need effective and efficient

30. Critical Features Intervention is continuously available Rapid access to intervention (less than a week) Very low effort by teachers Positive system of support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Function-based

31. Check-in, Check-out Basics Daily behavioral monitoring self- and/or adult Regular, frequent opportunities for positive reinforcement tangible to social external to internal predictable to unpredictable frequent to infrequent Home-school connection

32. Other Strategies & Groups Behavioral contracts Adult mentor/monitor Targeted social skills instruction problem solving conflict management Self-management programming Academic restructuring Lunch Buddies Friendship Circles Homework Club Focused Counseling Anger management grief and loss parent divorce ….

33. Review of Existing Options (Adapted from Horner & Todd, 2002)

34. Working Example: Behavior Education Program (BEP) (March & Horner, 1998) Need 7% of students with chronic problem behavior Targeted, group based intervention needed Expected to work for most but not all students Interventions must be functional assessment based 24 students in Secondary Interventions

35. At-Risk Students Characteristics Disorganized Sensitive to change, stress History of low levels of reinforcement History of poor relationships Low self-esteem Example Behaviors Out of seat Disruptive Talks out/back Unprepared Tardy No work completion Low level aggression/horseplay …

36. Students Appropriate for Tier II Appropriate Low-level problem behavior (not severe) Low rate behavior (2-5 major referrals) Behavior occurs across multiple locations Inappropriate Serious or violent behaviors/ infractions Chronic behavior (6+ major referrals) Require more individualized support

37. Not Intended for Students with Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of major referrals Students who find adult attention aversive (Tier II may work with modified support) Students for whom the team believes need comprehensive and intensive support

38. Referrals per Student

39. Beyond ODRs May miss students in special education settings with persistent or violent behavior who may not generate ODRs May not identify students with internalizing behaviors May not identify students with many minors but few majors May not reflect that some teachers refer students to the office and some do not

40. BEP Features Students identified with multiple office referrals Student-parent-school contract formed Connection to school-wide expectations Individualized, daily monitoring

41. BEP Set-up Teach students, teachers, & parents routines Establish school & home reinforcers Establish data collection system Conduct abbreviated FBAs

42. BEP Daily Cycle 1. Check in office at arrival to school Reminder binder Pre-corrections Turn in previous days signed Daily Progress Report (DPR) form Pick-up new DPR form Review daily goals

43. Check-in Process Central location Greet students Collect yesterday’s signed DPR Check bags/backpacks Provide supplies Record names, preparedness, yesterday’s DPR Reward for completing requirements Prompt to have a good day If student is upset, have them stay to debrief/discuss

44. Example Check-in Record Date: Check-in Leader: Check-in Check -out Student Name Paper PencilNotebookDPR Parent Copy DPR School Copy % Daily Points John A. Richard C. Donald R.

45. Check-in

46. 2. At each class Student completes DPR card Teacher checks & initials 3. Check out at end of day Review the points & goals for the day Receive reinforcer if goal met Take successful day card home Pre-corrections

47. Classroom Feedback Review and explain DPR ratings calmly and objectively Be specific Do not engage student in debates over ratings Acknowledge concerns/feelings, then re-direct to next day’s/period’s/activity’s potential for more points. End conversation immediately Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”

48. Teacher Feedback

49. 4. Give successful day card to parent(s) receive acknowledgement from parent have parent sign card 5. Return signed card next day

50. Check-out Process Move quickly Recognize student for choosing to come to check out Collect a copy of the DPR Reward if daily goal has been met Prompt for a good day tomorrow

51. Check-out

52. Parent Feedback Review Daily DPR Give praise for positive Sign Give support for a positive next day Do not use DPR to reprimand. Focus on tomorrow is a new day

53. Parent Feedback

54. Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program

55. Daily Progress Report

56. Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/16/03 85951008065 1/17/03 100 7577 1/18/03 7701008563 1/19/03 4575959285 1/20/03 8889778990 1/23/03 79010095 1/24/03 95678510078

57. Daily Data-based Decision-Making

59. Evidence-Base Summary 1.Typical schools are able to implement the BEP/CICO successfully. 2.Use of the BEP/CICO is related to reduced levels of problem behavior, and, for some students, increased levels of academic engagement 3.The BEP/CICO is likely to be effective with 60-75% of at risk students. 4.Students who do not find adult attention rewarding appear least likely to respond successfully to the BEP/CICO.

60. Is My School Ready to Implement? School-wide system of behavior support in place Staff buy-in for implementation Administrative support Time & money allocated No major changes in school climate e.g., teacher strikes, administrative turnover, major changes in funding Implementation a top priority

61. Activity Readiness Checklist Tier I systems in-place? Yes No Staff buy-I for implementation? Yes No Administrative support? Yes No No major changes in school? Yes No Implementation a top priority? Yes No Decision Proceed with Tier II Implementation Develop action plan to improve Tier I Reconsider Tier II at this time