Tier II Supports

Tier II Supports

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org

Today• Introductions• Overview of basic process• Work time

– Classroom Universals– Data Decision Rules– Classroom problem solving structure– Tier II Team structure

• Next steps

School-wide Positive Behavior Support

SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

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

Continuum of Supports

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respectful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Elementary

Universal Strategies: Nonclassroom Settings

• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and

Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies

Universal Strategies:Classroom

• Use of school-wide expectations/rules• Effective Classroom Management

– Behavior management– Instructional management– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Tier II (III) Process

Teams(Data, Practices, Systems)

• School-wide PBS– Universals– Connect points to Tier II & III

• Tier II (III) (e.g., CARE, SAT, TAT)

– Data Decision Rules– Match intervention to need

• Classroom Problem Solving– Review data – Develop function-based interventions

During Work Times

• Today you = “The Build Team”• Follow team roles/process• Work efficiently• Assign names and dates to tasks

Remember….

• 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

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)– School-wide– Classroom– Small Group / Individual

Basic Steps

1. School-wide, including classroom, universals in place

2. Identify students who need additional supports

3. Identify what supports student needs– Environment– Intervention

4. Monitor & evaluate progress

Starting Point

• Work within current formal and informal systems• Develop missing steps of efficient process• Provide training and technical assistance to

facilitators– Classroom Problem Solving Teams (partnership)– Tier II Team

• Guided process with templates for environmental modifications and interventions

• Goal = fluency among all faculty and staff

Student

School-Wide Universal Supports

Classroom Supports

Tier II / Small Group Supports

Continuum of Positive Behavior Supports

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 Team

AdministratorCounselorBehavior Specialist

Tier II Support Process• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 – Classroom Problem Solving– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II supports– Non-responders to grade level supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

1. Classroom Universals in place

• Review of essential feature• Implementation Plan

Essential1. Classroom expectations & rules defined and taught (all use school-wide, create

classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate behavior in place and

used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior in place and used

per established school-wide procedure5. Students are actively supervised (pre-corrects and positive feedback)6. Students are given multiple opportunities to respond (OTR) to promote high

rates of academic engagement7. Activity sequence promotes optimal instruction time and student engaged time8. Instruction is differentiated based on student need

pbismissouri.org

Systems

• Teach– Brief in-service, single topic focus

• Practice (performance feedback)– Peer coaching– Principal “walk throughs”

Your First Task: Classroom Universals

• Develop a plan to:– Identify strengths and areas of need – Provide training for all staff on key features– Identify a strategy to assess use– Identify a strategy to provide performance feedback

• For Example– All self-assess– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)

– Peer observe and count (performance feedback)

2. Identifying students

• Current data– Confidence in numbers– Consistency across data points

• Teacher Referral• Screening

Approximately 10% of total students

Data Decision Rules

• Office Discipline Referral (ODR)– Major– Minor

• Time out of Instruction– Buddy Room– Safe Seats– “Discipline” Room

RRKS TOC (front side)

RRKS – Time Out of Class Code: _____

Student: _________________________ Date:______________________

Incident Time: ____________________# of min. out of rm.: __________

Teacher: _______________________Subject: ____________________

What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________

Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe

What will you do differently next time?______________________________________

RRKS TOC (back side) Processing Checklist:Processing data & time:

• Review with the student reason he/she was sent out.

• Teach & practice replacement behavior.

• Provide positive reinforcement for replacement behavior.

• Check the setting in which the behavior occurred.

Whole group instruction

Small group instruction

Individual work

Working with peers

Alone

1-on-1 instruction

Interacting with peers

Other: Please identify belowMinor List: Circle the appropriate code

(MDD) Defiance/Disrespect/Non-compliance

(MDS) Disruption

(MI) Inappropriate Verbal Language

( MO) Other (MPC) Phys. Contact

(MP) Property Misuse

Other Strategies to Identify Students

• Teacher Referral– Questions to discuss:

• Who completes• When• What data must be used/cited• Focus on externalizing and internalizing

• Screening– What instrument– Schedule

Work Time

• Review your current social behavior data sources• Identify weaknesses or inconsistencies• Develop plan to collect additional data• Draft decision rules

– For Example:• 2 Major ODRs within trimester• 5 Minor ODRs within trimester• 5 absences within trimester• 60 minutes out of instruction per week

3. Tier II Supports

• Students who do not respond to classroom / informal supports

• Student brought to Tier II Team– Classroom problem solving plan – Progress data

• Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports

• Centralized• Each has a coordinator• Placed in support by Tier II Team• Classroom supports continued / modified• ALL in building aware of their role in

supporting students in Tier II Supports

Tier II Supports

• Check in / Check Out• Social Skill Groups• Academic Supports

Logistics for Setting up a CICO program

1. Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?

– More than 5 students need extra support– CICO is designed to work with 10-12% of kids in a school– CICO typically “works” (50% reduction) with 67% of students.– CICO does NOT replace need for individualized supports.

2. Team available / Coordinator available• Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)


3. School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior

4. Process for identifying a student who may be appropriate for CICO

• Student is not responding to SWPBS expectations– Request for Assistance

• Student finds adult attention rewarding• Student is NOT in crisis.


5. Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and

returning the card.

6. Home report process• Can be same as progress card• Can be a unique reporting form

CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total pointsComments:

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and objects

to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Recess 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

CICO Home Report

Name: _____________________________Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:


7. Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned

8. Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral for individualized interventions.

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9. Morning Check-in Routine• Teaching students when, when, how• Teaching check-in coordinator

» Assess» Reward» Set-up or Redirect

10. Teacher Check-in/Check-out Routine• Teach students when, when, how• Teaching staff/faculty

» Reward» Set-up for success, positive momentum» Evaluation


11. Afternoon Check-out Routine• Teach students when, where, how• Teach CICO coordinator data collection, acknowledge

success, encourage improvement.• Consider self-recording system for older students

12. Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign


13. Team Meeting Decision Making– Reporting of student status– Process for adjusting when CICO is not successful

14. Planning for success– Identifying success– Fading support– Embedding self-management


15. Planning for more intensive, individualized support.– Functional behavioral assessment– Tier III support team

16. Substitute Teacher routine– How to inform and orient new teachers

17. Playground, cafeteria, bus routines

Why does CICO work?• Improved structure

• Prompts are provided throughout the day for correct behavior.• System for linking student with at least one positive adult.• Student chooses to participate.

• Student is “set up for success”• First contact each morning is positive.• “Blow-out” days are pre-empted.• First contact each class period (or activity period) is positive, and sets up

successful behavioral momentum.

• Increase in contingent feedback• Feedback occurs more often.• Feedback is tied to student behavior.• Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO work?• Student recruits adult support

– Student uses card to recruit adult attention.– Very low “effort” for teacher

• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a supervisor)

• Elevated reward for appropriate behavior– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day

Why does CICO Work?• Linking behavior support and academic support

– For academic-based, escape-maintained problem behavior incorporate academic support

• Linking school and home support– Provide format for positive student/parent contact

• Program is organized to morph into a self-management system– Increased options for making choices– Increased ability to self-monitor performance/progress

Social Skills Instruction

Definition- Social Competence

“Social competence represents an evaluative term based on judgments (given certain criteria) that a person has performed a task adequately. These judgments may be based on opinions of significant others (e.g., parents, teachers), comparisons to explicit criteria (e.g., number of social tasks correctly performed in relation to some criterion), or comparisons to some normative sample.” (Gresham, 1986, p. 146)

Definition -Social SkillsSocial skills are defined as "those behaviors which,

within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).

a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations

Functional Perspective

“Inappropriate” social skills meet student need and until we teach an “appropriate” skill and

alter the environment, they will continue to use the inappropriate

Process {social skills}

Behavior

Social Competence

Outcome

Social Incompetence

Social Competence Assessment

T. Lewis, 1992

Effective ?

Judged Appropriate

?

Yes

No

Social Task Context

Yes

No

Functional Analysis

Rating Scales Direct Observation Self-Report

Adults Peers Self

Steps in Social Skill Instruction

• Assessment• Planning• Lesson Development• Teaching• Generalization

Assessment: Student Identification (Data, System)

Use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits

Assessment: Skill Selection(Data)

• Teacher Ratings• Ratings by others• Direct Observation

Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills

Assessment: Direct Observation

Outcomes:• Needed social skills• Problem type

– skill deficiency– performance problem– maintenance / generalization problems

• Examples for instruction and tests

Planning Requirements(practices, systems)

• Curriculum / Lesson Plans– Adapt/adopt

• Group procedures• Generalization strategies

Lesson Components(practices)

• rule for when to use the skill• set of useful skill variations

– teach the rule (TELL)– demonstrate the skill (SHOW)– students practice the skill (PRACTICE)– review and test the skill (PRACTICE)– assign homework (PRACTICE)

Teaching social skills follows the same format as teaching academic skills

Lesson Plans: Teach (tell)

• definition of essential rule• description of skill components and variations

Lesson Plans: Demonstrate (show)

• model / demonstrate the skill– select competent and respected students and

adults – only the teacher models incorrect responses– select examples from natural context – at least two positive demonstrations of each

example

Lesson Plans: Practice

• role play activities – focus on relevant features – have student "think aloud"– teacher can provide coaching during lesson– involve all members of the group by assigning tasks

/ questions– have student self evaluate after activity

Lesson Plans: Review & TestMore Practice

• review essential rule for the day• test on untrained examples through role plays• test each student as often as possible (daily)• request demonstration of skill whenever

possible (verbally or role play)• lesson homework

Group Procedures(practices, system)

• Who & how many in the group?– 5-8

• When & how long meet?– At least weekly over the school year

• Who teaches?– Combination

• Basic behavior management – Routines– Expectations– Attention signal– Incentives

Social skill outcomes, expectations, etc. must be connected to the school-wide/classroom PBS system

Maintenance & Generalization

Connect points to larger School-wide/ Classroom System (system, policy)

Promoting Maintenance and Generalization

Strategies To Use During Training (practices)

• Use naturally occurring examples within role plays

• Use naturally occurring reinforcers• Use language of school-wide/classroom PBS

system• Pinpoint activities students likely to engage


Strategies To Use During Training (practices)• Train in the targeted setting• During training, include peers the target

student(s) likely to encounter in the problem setting

• Use a number of trainers or other adults during training

• Continue training for a sufficient amount of time


Strategies to Use Within the Target Setting (system, policy)• Prompt students to display skill (Pre-Corrects)• Reinforce displays of skills in generalized settings using

language of school-wide/classroom PBS system• Enlist a variety of others to prompt and reinforce skills in

generalized settings• Individual contracts and behavior change plans• Group contingencies

Social Skills Club Student Selection

• Designed to meet the needs of repeat offenders

• Criteria for selection: 8 or more referrals across previous school year

Focus =

Social Skills Club

• Parent letters to extend “invitation”– Voluntary participation– Presented as prevention/support– Encouraged parent participation

Focus =

Social Skills ClubInstructors

• Special Educator with fluency in social skill instruction

• General Educator• Access to technical assistance and resources

Focus =

Social Skills ClubGroup Management

• Two adults!• Club expectations linked to school-wide expectations• Rules and expectations for group participation in role

play• Planned fun• Reinforcement system linked to school-wide systemFocus =

Social Skills ClubCurriculum & Delivery of Instruction

• Collected and prepared materials from a variety of sources.

• One hour per week after school for the academic school year

• Attention to pre-requisite skills for participating in lessons.

• Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework

Focus =

Social Skills ClubGeneralization

• Posters of each lesson given to classroom teachers to display in class and use as visual prompt.

• “Club” participants present weekly social skill lesson to from club to their class.

• Staff instructed on how to prompt and reinforce

Focus =

STUDENTS RECEIVING A "BEHAVIOR PLAN"EIGHT OR MORE REFERRALS

1999/2000 vs. 2000/2001

0

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A* B C D E F* G H I J * K L M N O PSTUDENT NAME

NUM

BER

OF R

EFER

RALS

REFERRALS 99-00 REFERRALS 00-01

AVERAGE PERCENT DECLINE IN REFERRALS

50%%

* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR

4. Monitor Student Progress and Evaluate Process

• Original data sources that lead to student identification– ODR– Attendance– Academics– “time out of class”– Teacher perception

• Key = frequent and regular– Celebrate success– Adjust if student doesn’t respond (or problems start

reappearing)• Cost –Benefit Analysis of overall process

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.00

0.05

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Office Discipline Referrals

Prepost

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0

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Time Out of Class

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0.5

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Grade Point Average

Prepost

Lessons Learned

• Effective classroom management must be in place

• All in building understand– Steps in process– “Science of Behavior” (function)– Purpose of Tier II strategy– Their role in supporting Tier II strategy

Lessons Learned

• Spend lots of time on systems– “Build Team”– Classroom Problem Solving Team– Tier II Team (with connects to universal team

• Progress monitor– Confidence in data– Efficient ways to collect (e.g., daily progress

reports)

Lessons Learned

• Continually assess for progress & success– Is it a system/process issue?– Is it a student who needs additional/different

supports?• Don’t be afraid to abandon, alter, tweak

processes or supports that are not leading to desired outcomes

Classroom Problem Solving

• Grade level / combinations• Once a week focus of meeting = social

behavior concerns when decision rule met• Standard problem solving steps


• Process leader– Classroom teachers, Specialist teachers

• Tier II Team partner– School Psychologist, Counselor, Administrator

• Process– Data-based decision making

• Guiding questions– Function-based intervention

• Teach replacement• Environmental alterations / supports

– Monitor progress

Classroom Problem Solving• Student meets data decision rule• Classroom teacher completes preliminary forms (documents

student progress to date)• Grade level lead walks team through problem solving process• Tier II Team partner attends if team is unable to identify

patterns leading to intervention or when significant concerns noted

• Plan put in place • Student progress monitored and reported at weekly

meetings

Operationally Define Problem and Replacement Behavior

Describe behavior such that it is observable and measurable

• Frequency – how often• Topography – what does it look like

– Force or intensity• Duration – how long does it last

• Focus on “groups” of common behaviors• Replacement tied to school-wide expectations


When no students meet decision rule or multiple students with similar behavior concerns:– Develop range of possible supports for different

functions of problem behavior– Develop range/bank of strategies

Tier II Supports

Documents

Transcript of Tier II Supports