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Using Data at the Secondary Level to Using Data at the Secondary Level to Build a Pyramid of Behavior SupportBuild a Pyramid of Behavior Support
GA Pyramid- The Foundation for GA Pyramid- The Foundation for School ImprovementSchool Improvement
SSTAGESSTAGE Conference ConferenceSeptember 2007September 2007
Dr. Paula FreerDr. Paula Freer Karen HodnetteKaren HodnetteProgram SpecialistProgram Specialist System Lead SST ChairSystem Lead SST ChairMetro West GLRS/RESAMetro West GLRS/RESA Troup County SchoolsTroup County Schools
Session Goals:Session Goals:
• Data and Support at each TierData and Support at each Tier• Using Data to Identify NeedsUsing Data to Identify Needs• What We Know WorksWhat We Know Works• Developing FBA/BIP as a Support Developing FBA/BIP as a Support
Process at Tier 3/SST Process at Tier 3/SST
Begin with the End in Mind:Coordinating a Framework for Change
Opportunities For Learning
and Recognition of Practice
Teach Behavior Competencies
• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making
GreaterAttachment,
Engagement, & Commitment
to School
Less Risky Behavior, More
Assets, &Positive
Development
Better Academic
Performanceand Success
in School and Life
Evi
den
ce-B
ased
Beh
avio
rP
rog
ram
min
g
Safe, Caring, Cooperative,
Well-Managed Learning
Environments
Solution Focused Framework
http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf
Framework for Student Success: Social Emotional Behavioral Instruction
social emotional behavioral
Self-awareness
Social awareness
Relationship Skills
Responsible decision-making
Self-management
Forming positive relationships, working in teams, dealing
effectively with conflict
Making ethical, constructive
choices about personal and social behavior
Managing emotions andbehaviors to
achieve one’s goals
Showing understanding and empathy for others
Recognizing one’s emotions and values as well as one’s strengths
and limitations
Implementation and Sustainability Process
E. Nurturepartnerships
with families &communities
A. Provide ongoing
professionaldevelopment
B. Monitor and
evaluate for continuous
improvement
C. Develop infrastructure
to support behavior
D. Integrate behavior
framework school-wide
5. Develop action plan
6. Select evidence-
basedprogram
4. Conduct needs and resources
assessment
3. Develop and articulateshared vision
7. Conduct initial staff
development
8. Launch SEB instruction in classrooms
9. Expand instruction
and integrate school-
wide
10. Continue cycle of
implementing and improving
2. Engage stakeholders
and form steering
committee
1. Principal commits
to school-wide beh plan
F. Communicatew/stakeholders
(marketing)
Leadership
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
School-Wide Instructional Support
Positive Behavior Support (Scott, 2002)
Universal
School-Wide AssessmentTIER 1
School-Wide Prevention Systems
TIER 2
Targeted
TIER 3
Intensive
TIER 4
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Observations FBA/BIP
Multi-Disciplinary Assessment & Analysis
Specific Student Interventions
Group Interventions
Individualized Interventions
Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
What is the Positive Behavior Support Process ?
• A data-driven team approach with built-in accountability– Follows a carefully look at the context of the problem behavior – Hypothesizes why the behavior is occurring. – Develops a plan to teach the student a replacement behavior
and new skills– Changes environments to match student needs– Involves people who really care about the student– Develops a written plan capturing the team’s decisions and
methods
Positive Behavior Supports
• What can we expect?– Reductions in discipline problems– Improved academic achievement– Deviant peer groups less likely to form– Prevent the onset, or slow the trajectory of
alcohol, tobacco and other drug use, and delinquency
What Works: TIGARD-TUALATIN K-5 Effective BEHAVIOR Support – 2003-04 Practices by Levels
EBIS Planning Process Meaningful Work Program
ELL Parent Nights After School Scholarships
Skills Groups Lunch Bunch
H.U.G. Program Behavior Contracts and
Interventions Holiday Family Support Parent-School Meetings
Tigard High Lunch Buddies School Needs Grants
EBIS Screening Good News Post Cards
Family Nights Celebrate Cards Classroom Presentations
Grade Level Buddy Programs After School Activities
Life Skills Second Steps Red Ribbon Week
“Caught Ya’s” – “Gotcha’s” Attendance Program
New Student Orientation Relationship Connection
Organized Recess Activities Cafeteria Behavior Management
}80-90%
15-20% {
First Step to Success Functional Behavior
Assessments Positive Support Plans
504 Evaluations & Plans
Special Education Referrals & Plans
}1-5% INTENSIVE, INDIVIDUAL LEVEL
SELECTED GROUPS LEVEL
UNIVERSAL LEVEL
Targeted Intervention •BEST•LEAG•Response to Intervention•Why Try: Curriculum/Training•Parent Training: Targeted
Intensive Intervention•Behavior Specialists//Psychologists•BEST/Coaches•Building Crisis Teams•Emergency Response Plan •Expulsion Intervention Counselor•Threat Assessment Protocol• The Opportunity Center
•Parent Outreach Coordinator•Vocational Education Teacher•Parent Training Curriculum
Universal Intervention•Positive Behavior Support Systems
•Staff Training (subs, meals)•Community Partnership•Bully Proofing Programs•PBS District Coaches•Parent Training: Universal•PBS District Coach Training•Student Incentives
Mesa District #51 Colorado
Positive Behavior Support:
A District Wide Continuum of behavior support
Mesa School District Colorado
Decision Rules for School-Wide Tigard Tualatin Schools, Oregon-TTS
K-12 • If more than 20% of all students received 2 or more
referrals: revisit the CORE.• If more than 30% of referrals occur in a specific area
besides classroom (i.e., hallways): revisit CORE for that area.
• If more than 40% of referrals occur in classrooms: have teachers re-teach school rules and associated classroom expectations.
• More than 30% of referrals for similar reasons (e.g., aggression & fighting), re-teach school rules specific to that area and acknowledge positive behavior.
K-5• Office Discipline Referral Data reviewed monthly. If
more than 1 referral per day per month for every 250 students, revisit the CORE.
6-12• Office Discipline Referral Data reviewed monthly. If
more than 1 referral per day per month for every 200 students, revisit the CORE.
Progress Monitoring
K-12: Behavior Data from Check & Connect Programs
K-12: More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period
K-12: Progress on individual behavior goals or Behavior Support Plan (TTS, Oregon)
Intensifying Interventions
Students who receive 2 – 5 referrals should receive CORE + Second Tier Interventions
If progress is below the expected rate after 6 to 8 weeks of Second Tier Intervention, students move to Third Tier Intervention
If a student receives 6 behavior referrals, perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan (TTS, Oregon)
What works with at-risk What works with at-risk youth?youth?
• Universal screening, needs assmt, and tiers of Universal screening, needs assmt, and tiers of support support
• Social and life skills instruction and supportSocial and life skills instruction and support• Adult mentoring and case managementAdult mentoring and case management• Specialized school and classroom supports Specialized school and classroom supports
– AcademicAcademic– Function-based behavior support (FBA/BIP)Function-based behavior support (FBA/BIP)
• Alternative discipline Alternative discipline • Parent collaboration or parent trainingParent collaboration or parent training• Service coordination with community agenciesService coordination with community agencies• Service learning or Community ServiceService learning or Community Service
Persistent Problems:Academic versus Behavioral
• Academic: Assume the student learned the wrong way to do it or has been taught (inadvertently) the wrong way to perform the action.
• Behavioral: Presume that all students are capable of behaving correctly. Assume that this youngster consciously “chooses” to misbehave and be uncooperative.
Teaching Behavior
• Teach ‘em what they don’t yet know
• …but what and how (behaviorally speaking)?
– Reflective decision making
– Problem solving
– Social skills
– Anger management
– Conflict resolution
– Character education, in order to:
• Provide a solid foundation on which to base the newly acquired social-behavior skills
• Prevent a self-serving display of appropriate behavior
How is teaching behavior like teaching academics?
• Determine the current level of knowledge/skill.
(questioning, observation)
• Make the learning relevant & useful to the learner.
• Make use of present knowledge/skills.
• Instruct, model, & provide guided practice.
• Provide more guided practice (at least 20 successes to ingrain in memory bank) with progressively more “pressure”.~
• Recognize effort & progress.
• Re-teach parts with which s/he has difficulty.
(PENT, Wright-Browning; Mary Beth Hewitt, What Changes Behavior? Punishment or Remediation. Choices)
3 Elements of Data-based Decision Making
1. High quality data from clear definitions, processes, & implementation (e.g., sw behavior support)
2. Efficient data storage & manipulation system (e.g., SWIS)
3. Process for data-based decision making & action planning process (e.g., team)
Kinds of DataKinds of Data
• Office discipline reportsOffice discipline reports• Behavioral incidentsBehavioral incidents• AttendanceAttendance• Suspension/DetentionSuspension/Detention• ObservationsObservations• Self-assessmentsSelf-assessments• Surveys, focus groupsSurveys, focus groups• Etc.Etc.
Office Discipline ReferralOffice Discipline Referral
•Reflects 3 factorsReflects 3 factors–StudentStudent–Staff memberStaff member–OfficeOffice
General Approach: “Big 5”
• # referrals per day per month
• # referrals by student
• # referrals by location
• #/kinds of problem behaviors
• # problem behaviors by time of day
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
Is action needed?
What?
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
What?
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Where?
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by LocationWhere?
Who?
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Students per Number of Referrals
Who?
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Students per Number of Referrals
When?
0
5
10
15
20
25
30 N
um
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
When?
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Time of Day
By Staff Member
By Staff Member
# Incident by Student w/ >3
CLEO-After Tier 2 Group Intervention
Tier 3: FBA-Functional Behavior Assessment prior to developing a
Behavior Support/Intervention Plan (BIP/BSP)
• Involves all those who know student• Looks for links between the environment and student
behavior (interactions in class, school, instruction, home)• Why problems occur-functions the behavior serves• Testable explanations (can’t do or won’t do?)• Purpose is to get the information necessary to create a
successful, measurable, documented support plan• May be developed in SST with assistance of school
psychologist, behavior specialist, ….
Tools to Develop and Implement a FBA and Behavior Support Plan
Download from www.pent.ca.gov or interventioncentral.org
Systems Approach1. Organize team
2. Review data
3. Analyze, describe, & prioritize problem within context
4. Specific measurable outcome
5. Select evidence based practice
6. Provide supports for accurate sustained adoption & implementation
7. Monitor practice implementation & progress toward outcome
Essential Questions• Where does the data identify needs?
• What programs do we know that are evidence based? Which of these will impact our students?
• What population do we target first?
• At what level should the intervention(s) focus?
– Analyze data
– Identify Target Areas for Intervention
– Develop Improvement Plan/Pyramid Tiers
– Implement, Monitor and Evaluate
Analyze Data• District and School Demographics
• Student Performance
– Graduation and Drop Out Rates
– Course completion
– AYP
• Assessment, Curriculum, Instructional Systems
• Current Initiatives and Partnerships
• Professional Development
• Parent/Family Engagement
Identify Target Areas for Intervention
• Academic Content
• Behavior (classroom mgmt, behavior support)
• Attendance/Truancy
• School Climate
• Self-management (self determination, problem solving)
• Mentoring (employment, service learning)
• Family Engagement
Develop Pyramid • Select evidence based practices
– Check & Connect Coca Cola Valued Youth Program– PBS/EBIS Project Coffee– FBA/BIP Teen Outreach Program
Career Academics Program
• Identify Level of Intensity- Let the Data Guide… Intensity- Let the Data Guide… – Tier 1-school wide– Tier 2-small group– Tier 3-small group/individual– Tier 4-individualized
Implement, Monitor and Evaluate
• Conduct baseline measures and progress monitoring at each tier
• Implement strategies: on-site coaching, consultation/feedback
• Manage data and evaluate outcomes
Recommended Web Resources
• SWIS data base for office referrals www.swis.org
• OSEP Center on Positive Behavioral Interventions and Supports www.pbis.org
• Oregon Social Learning Center www.oslc.org
• Whatworksclearinghouse.org
• National Drop Out Prevention Center www.ndpc.org
• National Assoc. School Psychologists Nasponline.org
• Hamilton Fish Institute on School and Community Safety www.hamfish.org
• Prevention Research Center www.psu.edu/dept/prevention
• Strong Teens http://orp.uoregon.edu
• ici.umn.edu/checkandconnect/publications/default.html check and connect program
• Institute on Violence and Destructive Behavior– http://darkwing.uoregon.edu/~ivdb/
Recommended Web Resources
Assessment Resources for Upper Grades
• Positive Behavior Supports (PBS); http://pbis.org; http://swis.org
• www.interventioncentral.org (charting student progress, interventions, staff development)
Conduct Needs Assessment • Incidence of Violence and Illegal Drug Use
– www.swis.org
– California Healthy Teens
• Risk and Protective Factors
– Communities that care survey (Hawkins and Catalano)
– Oregon School Safety Survey
• Systems assessment (what do we have in place?)
– SET (www.pbis.osg)
– Assessing Behavior Support in Schools Survey (www.pbis.org )
– PENT Tools to develop, implement, and score a behavior plan (http://www.pent.ca.gov/behBbsps.htm)
How do we find evidence that an assessment instrument is reliable and valid?
• Possible Sources of Information:
– Assessment Manual
– Technical Reports
– Peer Reviewed Research….but you have to know how to critique the technical adequacy of the measures!
• Expert Summaries and Analysis:
– National Center on Progress Monitoring
www.studentprogress.org
References
• PBIS
• McCook/LRP
• Wright/ RTI Tool Kit
• Browning-Wright/PENT Positve Network of Trainers, California DOE
• National Drop Out Prevention Center/Ok Transition Institute
• (Scott, 2002)
• Tigard-Tualatin Schools, Oregon
• Mesa #51 Schools, Colorado
• Collaborative for Academic, Social, Emotional Learning CASEL