Tier 2 Advanced School-wide Positive Behavior

Intervention and Supports Dawn Miller

MTSS FacilitatorLea Ann Combs and Jamie Wolfe

PBIS Facilitators

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Training Topics• Team Orientation – TIPS• Implementation Efforts: Monitor, Evaluate, Modify

– Self-Assessment Survey– Benchmarks of Advanced Tiers– Take TIC

• Utilize School-Wide Data to refine Action Plan for Tier One Interventions– SMSD Student Discipline Reporting System– Table Tent

• Revisit Function-Based Tier Two Targeted Interventions– Evaluate Tier Two Intervention Groups– Evaluate Check in/Check out System– Progress Monitor CICO Students– Customize Tier Two Interventions

• Revisiting SIT– Expand scope and clarifying purpose– Application of problem-solving process-whole group to individual– Illustration of problem-solving process – tertiary level

• Revisiting SIT Logistics

ACTION PLAN

Elements of School-wide PBIS

• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify • Refine consequences

Revisit the Triangle

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Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response• Group or individual

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Evaluating Your PBIS Team

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Important Structural Components• Regular meetings & regular attendance• The “right” people• The right roles

– Facilitator– Minute Taker– Data Analyst– Active Team Members

• The right information for problem solving & decision making

• Accomplishments – Products of successful meeting– Meeting Minutes (record of decisions & tasks concerning

administrative/general issues)– Problem-Solving Action Plan (record of decisions & tasks

concerning problems identified by team)

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7

Organizing for an effective problem solving conversation

Problem

SolutionOut of Time

Use Data

A key to collective problem solving is to provide a visual

context that allows everyone to follow and contribute

Identify Team Roles and Responsibilities• Coach- facilitates meetings, reviews past meeting minutes, keeps

focus of group on agenda, update Action Plan • Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be spent

on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)

• Data Analyst- trained to enter and access office referral data and brings the data to the meetings, may need analyst for Tier One and Tier Two

• Behavior Specialist- a person who has received training in individual positive behavior support

• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBIS Trainers, and coaches

Norms for PBIS Team MeetingsSafe •Maintain confidentiality of student

information

Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBIS outside of team meeting

Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff

SW-PBIS Survey Data

• Conduct Safety Survey in the fall (All staff, students, and community)

• Conduct a Self-Assessment Survey in the spring (All staff)

• Conduct a Team Implementation Checklist twice yearly (PBIS team)

• Benchmark for Advanced Tiers (BAT) yearly (PBIS Team)

• Use data to implement and evaluate efforts (action plan)

ACTION PLAN

SW-PBIS Self-Assessment & Ongoing Monitoring

Four Categories of Self-Assessment Survey

• School-Wide Status• Non-Classroom Status• Classroom Status• Individual Student Support Status

Self-Assessment

• Office Referral Data• Policies and procedures• Physical surroundings• Resources• Staff development• School culture• Values and beliefs• Relationships• Initiatives

School-wide Systems

PBIS Self-Assessment Survey:

March Window

Team Implementation Checklist (TIC)

www.pbisassessment.org

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter(otherwise known as question 5 on the TIC)

Committees at Overland ParkMembers Duties SIP Responsibility

Building Leadership Team Guide the building-wide MTSS and SW-PBIS initiatives Problem solving Coordinating activities and communication between

committees Conduct annual staff development needs assessment

Guide the building-wide School Improvement Plan

Problem solving Coordinating activities and communication

between committees Guide Staff Development for the SIP Plan

Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for SW-PBIS morning announcements

Assist with Tier II and III instructional/behavioral support for students

Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide

Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for

At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the

next year

Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III

instructional/behavioral support for students

Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new

ideas for rewards Plan student and teacher incentives Plan social events, support staff in births, illnesses/deaths,

retirements, etc. Plan and coordinate the end-of-the-year theme and

activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award

Guide Staff Development for the SIP

Benchmarks for Advanced Tiers

• There is an updated spreadsheet this year, which will be sent to you to complete in April.

• Computerized and take as a team • When completed, submit to Lea Ann or Jamie• Walk-through will be scheduled

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BAT Order of Analysis

BAT Raw Data Scores – The Details

A report to analyze raw scores over time

BAT Subscale Results – Digging DeeperA graph with percent implemented for each of the subscales

Summary and Overall Implementation Scores – The Big PictureCompares performance across tiers and over time

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Team Time

• Review and adjust, if needed, Team Roles and Responsibilities• Consider a Tier One Data Analyst and a Tier Two Data

Analyst

• Review SW-PBIS Team Norms

• How are your what committees operating? Can you: eliminate? combine? provide more support?how can we embed SW-PBIS into other committees and activities?

• Take Team Implementation Checklistwww.pbisassessment.org

• Update PBIS Action Plan ACTION PLAN

Elements of School-wide PBIS

• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify (Tier One Data)• Refine consequences

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Progress monitoringProgress monitoring

Data-based decisionsData-based decisions

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upportUniversal ScreeningUniversal Screening

Integrated Behavior and Academic Support Model

• Both are critical for school success

• Share critical feature of data-based decision making

• Both 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 the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

Combined• Explicit link between reading interventions in the core with function of behavior

• Intentional opportunities to reinforce during core

• Expanding literacy interventions

Targeted Interventions

Open Court Intervention

KPALS PALS REWARDS Cars & Stars

Read Naturally

EIR

Adult attention

X X X X X

Peer attention

X X X

Discussion with Team

Evaluate the process of integrating academic data and support into your behavioral discussions.

– PBIS Monthly Team Meetings– Forming Intervention Group Sort– Progress Monitoring Reviews– SIT Team– PBIS Data Analyst role during SIT Team

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Data-Based Decision Making

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New and Improved Data Analysis ToolMonth Classroom Hallway Recess Lunchroom Other

August

September

October

November

December

January

February

March

April

May

Provide a Summary of Data by Location:The most frequent location(s) for problem behaviors are in _______________ and _______________.Compared to the previous month(s), this represents a _______________ trend for location.

Average Referrals Per Day Per Month

FALL

Current Year Last Year at This Time

August

September

October

November

Question: What is our current status of office referrals per day per month?

Provide a Summary of Data by Month:• Last year we had an average of ( %) ODR’s in (month). • This year we had an average of ( %) ODR’s in (month). • Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %).

Reflection for Later Analysis:• Be thinking about what is happening in these months, what has changed since last

year…..

Referrals by Problem BehaviorDisruption is our most

frequent problem behavior.We also have incidents of

disrespect.

Question: What is our current status of office referrals

by problem behavior? FALL

Disrespect Disruption Inapp. Language

Aggression/ Fighting

Other

August

September

October

November

Provide a Summary of Data by Behavior:• The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease) trend of

problem behavior by ( %).

Reflection for Later Analysis:• Be thinking about why these specific behaviors are occurring ….. our

teaching/reviewing….

Analyze:Referrals by Time

Analyze:Referrals by Location

Develop a Precision Statement for the Identified Concern

Overall Status Regarding Social Competencies

What

Where

When

Who

Why

Disruptive behavior

From classroom

Obtain adult attention

between 9:15-10:-45 which is during group instruction time

Several students

Increase in ODR’s in Sept. and Oct.

Develop a Precision Statement for the Identified Concern

Precise Problem Statement

We have seen an increase in ODR’s for disruptive behavior during Sept. and Oct. The ODR’s are coming from the classroom, with a large of them occurring between 9:15-10:45 which is during whole group instruction time at most grade levels. These ODR’s involve several students and the identified motivation is to obtain adult attention.

Solution Actions

Brainstorm ideas for providing adult attention during whole group instruction at a faculty meeting.

Each teacher identifies 2 strategies to implement consistently over the next month.

Share out at faculty in one month.

Review data at each meeting

Develop a Solution for the Identified Concern

Teaching Respect

• Kick-off Lesson Plan- Can be adjusted for all ages. Click Here

Activity Thirty

• Use the anniversary of September 11 to teach Respect.– Check out this website that has ideas for grades K-

12 on using September 11th as a “teachable moment”.

– Have students draw American Flags and write respectful words on all of the white stripes.

Guiding HandFor Encouraging Appropriate and Discouraging Inappropriate Behavior

Proximal Praise

RedirectReteach

Provide Choice

Conference

The Power to Encourage is in the Palm of your Hand!Your approach throughout:Calm, Respectful, Consistent, Specific & Immediate

Team Time

• Analyze School-wide Discipline Data using the Table Tent and Worksheet

• Develop a precision statement for an area of concern

• Focus on School-wide Tier One Interventions• Celebrate data indicating an improvement

trend following intervention

Elements of School-wide PBIS

• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify (Tier 2 Efforts)• Refine consequences

Refining and Customizing Tier 2 Interventions

PBIS Journey has Provided…• School-wide Prevention Efforts

• Function-Based Intervention Responses

• Data-Based Routines– Building– Group– Individual Student

Our level of data analysis

Intensity or customization

of supports

As the magnitude of the problem increases...

Implement Universals with Fidelity

Student Identification

Function-based Intervention

Evaluate Outcomes &Make Decisions

Academic Support(s)

Check In/ Check Out

Mentoring Social Skill Club

Targeted Environmental Interventions

Avoid Tasks?

Obtain Attention?

Skill Deficit?

Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention

Step 1: Teacher and Team collect data.

Teacher/Parent Nomination

Data Decision Rules

Office Discipline Referral Data

Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate

and durable?

– Classroom System – Nonclassroom System– Schoolwide System

Tier 1 implemented with fidelity?

If Yes, then

Individualized Plan

Obtain Attention?

MO SW-PBIS Student Support Model 7.6.10

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IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

Understanding the Framework

If there isn’t a solid foundation of behavioral supports……

Example Tier 2 Small Group Interventions

• Check-in/Check-out (CICO)– PreK-12– Crone, Hawken & Horner, 2010– High rates of performance feedback

• Check & Connect Mentoring Program– K-12– Sinclair, Christenson, Lehr & Anderson, 2003– Drop-out prevention & school engagement

Example Tier 2 Small Group Interventions

• Small Group Social Skills Training– Second Step

• Attendance Clubs– Monitor, encourage & recognize high rates of

attendance• Newcomer Clubs

– Mentoring for new & transfer students

Referrals by Student

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Student # 121 needs individualized support.

8 students are likely candidates for some type of Tier II support.

87% of our students have received 0-1 ODR

Question: What is our current status of office

referrals by student?

% Students with ≥6

ODRs% Students with 2-5

ODRs% Students with ≤1 ODR

August

September

October

November

Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease) trend for

students with ( ODRs) by ( %).Reflection for Later Analysis:• Be thinking about why this percentage is changing……

Function-based Individualized Student Plans

Behavior increases….

• To obtain something (attention, items)

• To escape from something (people, activities)

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Referral by MotivationProblem behaviors appear to be mostly

maintained by adult attention

Problem behaviors appear to be maintained by peer attention

Referral by Motivation

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Referral by MotivationProblem behaviors appear to be

maintained by a variety of functions

First:• By School-wide Expectation

– Safety trumps• By Motivation/Function• By Other

Then:• Match identified need with appropriate Tier II

intervention62

Sort by Behavioral Expectation and Function

Sort by Behavioral Expectation and Function

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Color Codes

• Adult Attention• Peer Attention• Item• Task/Activity/Situation• Other/Unknown

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Quick Sort Matrix

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Check-InCheck-Out

Check & Connect Social Skills Group

Organizational Skills

Newcomers Club

Adult Attention X X X X X

Peer Attention X X

Choice of alternatives/activities

* X

Teach replacement behavior

X X X X

Teach problem-solving skills

X X

Increase precorrects and prompts for behavior expectations

X X X

*Design reinforcement strategy that allows for escape/avoidance

Team Discussion• Discuss your Tier Two Targeted Intervention Sort

– By School-wide Expectation– Safety trumps– By Motivation– By Other

• Match identified need with appropriate Tier II intervention• Discuss your current Tier 2 interventions in the following categories:

1. Check In/Check Out2. Academic Support3. Organizational Group4. Newcomer’s Club5. Social Skills Group

• Update your Action Plan66