Moving up the Continuum: Building Systems to Support Tier II and III Interventions
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Transcript of Moving up the Continuum: Building Systems to Support Tier II and III Interventions
Moving up the Continuum: Building Systems to Support Tier II and III Interventions
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
Starting Point….
• We can’t “make” students learn or behave• We can create environments to increase
the likelihood students learn and behave• Environments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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 Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Across the Continuum• Teams - Administrator• Social behavior curriculum developed / adapted• Data-based decision making• Problem solving logic• Access to Technical Assistance• Working toward district/regional support• SW-PBS is a Marathon, not a sprint
Focus across is on what students should be learning versus what they should not be doing
Creating Environments
Environments that increase the likelihood are guided by a core curriculum and
implemented with consistency and fidelity
Creating Environments to Increase the Likelihood: Universals
• Annually:– Revisit your set of expectations and teaching
activities– Assess and address “problem spots” across school
environments– Assess effective instruction and management in
each classroom • High Rates of Positive Feedback
Teach & Practice……..
Post expectations across school settings…
4:1 Positive Ratio?
Creating Environments to Increase the Likelihood: Classrooms
• Keep in mind:– Most problem behaviors occur in the
classroom– Effective social and academic instruction is
essential for ALL classrooms– Classrooms are “personal”
Inverse relationship between increased probability of compliance induced by effective teaching on the rate of
disruptive behavior
(Gunter, Shores, Jack, Denny, & DePaepe, 1994)
Importance of Effective Instruction (Sanders, 1999)
• The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom.
• The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level.
• The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.
So one of our own is now blaming everything on the teacher!!
If classroom teachers are struggling, it is a systems issue NOT
an individual teacher issues
Creating Effective Classroom Environments
• Insuring ALL faculty and staff engaging in effective instruction and classroom management
• Align resources to challenges– Work within existing organization structure– Raze and rebuild
• Must build an environment that simultaneously supports student and adult behavior
Top Eight1. Classroom expectations/rules defined and taught 2. Classroom routines defined and taught 3. “4:1” positive feedback 4. Active supervision 5. Students actively engaged 6. Multiple opportunities to respond7. Minors are addressed quickly and quietly/privately 8. School wide procedures for majors are followed
Creating Environments
• Focus on socially important behaviors• Inviting atmosphere / Friendly & Helpful • Connections / relationships between:
– Staff-staff– Staff-students– Students- adults
Is your school a place where you would want your own child to attend?
Core CurriculumEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
Core Curriculum
• Based on local issues/problems – “What do you want them to do instead”
• Clear goal/purpose• Matched to student need• Research-based• Accompanying training and support for all staff to
implement– Mini-modules + “tip sheets”– Performance feedback
Meaningful PD Outcomes
StaffDevelopment
Change inTeacherPractice
Change in Student
Outcomes
Change inTeacher Beliefs
A Model of the Process of Teacher Change
Guskey, 1986
Peer Coaching with Performance Feedback
• 2 schools – one high SES, one low SES• 4 teacher “cool tools” on instructional talk,
prompts, feedback, and wait time• Implemented school-wide; provided a tip
sheet and mini in-service on each, weekly email reminders from administrators
• Each cool tool 4 weeks long - cumulative
Instructional Talk for all Participants
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Consistency and FidelityEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
Consistency & Fidelity
• On-going, sustained, and purposeful training• On-going access to technical assistance• Periodic checks
– Student outcomes– Student perceptions– Adult perceptions
• Working toward a District-Wide PBS initiative that will sustain over time
Assess for Fidelity of Implementation
Consistency & Fidelity
• Boosters based on data• Apply logic of SW-PBS to adult learners
– Tell-show-practice– Data / Feedback– Data Decisions
• Align Initiatives to SW-PBS work– Eliminate competing initiatives that do not
produce measurable outcomes
Aligning Initiatives
Tier II & III Essential Features
Emphasis is on continuum and interrelated components of data,
practices, systems
Are School Teams Ready?• Universals in place (80% or better on SET)• Action plan to maintain Universals• Use data in team meetings• Create a decision rule to identify students in need• Assessment to identify what supports students
need• Strategy to implement classroom-based supports• Equal emphasis on practices, data and system
supports
Tier II & III Basics
• Teach/build pro-social replacement behaviors• Attend to possible function of the problem
behavior• Build maintenance and generalization
strategies to promote use– Connect points to universals
Tier II & III Interventions
Consider• Not fixed group of students• Student’s needs vary across continuum over
time and within academic/social area• Least intrusive but matched to student need• Response may be environmental changes
without direct student intervention
Structural Analysis Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.
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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up
Mean Percent of Teacher Behavior
High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent
When Implementing Tier II & III Supports
Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Critical Points for Success
• Part of a continuum – must link to school-wide PBS system
• Efficient and effective way to identify students• Intervention matched to presenting problem but
not highly individualized• Staff implementing interventions have skills and
support• ALL staff aware of interventions and their part in
promoting generalization
Phase 1: Provide Adequate Instruction
Phase 2:Identification Process
Phase 3:Function-based Intervention
Phase 4: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: Teacher & Team synthesize data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention
Step 1: Teacher and Team Partner collect data.
Teacher/Parent Nomination
Data Decision Rules
Universal Screening Instrument
Nonresponder 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
Analysis and/or Full Assessment
Obtain Attention?
Process for Accessing Support
Gentry Middle School
RRKS Team
STAT Team
School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
*Meets Monthly
Core Team Representative
SAT PartnerCore Team Teachers
*Meets Weekly
Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT
SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans
SAT TeamAdministrator
CounselorBehavior Specialist
Process for Disseminating Practice
Provide Skills-Based Training
• Training Model– SAT members with behavior specialist
• Behavior basics and management• SAT process• Function-linked strategies
– SAT members with STAT team representative– SAT and STAT with core team teachers
Provide Tools
• Tools for Teachers– SAT flowchart– Pyramid to Success– RRKS TOC– AIS guide (Alternative Intervention Strategies)
Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language, Lack of
materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular breaks for exercise,
Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call,
Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems, Attendance,
Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic DisruptionsMethod for handling student behaviors
Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the student, Triage at lunch with
the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult, Fighting,
Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbalTeacher Method for handling student behaviors· Referral Form – send student to office with completed form
·Process with student before re-entryOffice Method for handling student behaviors
Proactive: RRKS Review, Parent ContactCorrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.
Pyramid to Success for All
Some Final ThoughtsOn Building a Continuum
of Supports
Remember, Building a Complete Continuum is a Marathon not a Sprint
All of us will have set-backs on the journey
Allow yourself plenty of time to get there
Remember to bring the kids along
No matter how tempting….. Stay Positive!
Teach & Practice, Teach & Practice, Teach & Practice……
Big IdeasUnderstand interaction between behavior and the
teaching environmentBehavior is functionally related to the
teaching environment• Build Positive Behavior Support Plans that teach
pro-social “replacement” behaviors • Create environments to support the use of pro-
social behaviors (practice, practice, practice)– Around individual student need / self-management– Classroom – School-wide
Moving up the Continuum: Building Systems to Support Tier II and III Interventions
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org