PBIS for Teachers: School-Wide and Classroom Implementation · Misc. Page 1 •Team Member Roles • PBIS Coach • Team Leader • Administrator • Behavior ‘expert’ • Data

This product was developed by the Florida

Positive Behavioral Interventions and

Support Project, a project funded by the

State of Florida, Department of Education,

K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through

federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

PBIS for Teachers:

School-Wide and Classroom

Implementation

NM RDA conference

July 18-19, 2016

Don Kincaid, Ed.D.

Positive Behavior Interventions and

Support

• The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures

Training Objectives

Participants will

• Understand PBIS implementation within a Multi-Tiered

System of Supports (MTSS)

• Have a global understanding of the core components of

Tier 1 PBIS

• Understand the application of those components in the

classroom

• Understand the teacher’s role in Tier 2 implementation

• Understand the teacher’s role in Tier 3 implementation

Tier 1 PBIS

• Foundation for a Multi-Tiered System of Support (MTSS)

• Adapted to fit your school

• Coexists with most school-wide programs

• Consistent with research-based principles of behavior

• Builds effective environments

• Collaborative, assessment-based approach

• Over 25,000 schools across the country and almost 1,700 in Florida are implementing PBIS

Highly Effective Practices Research

• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)

Multi-Tiered System of Supports

and Problem-Solving

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions

and SupportsThe most intense instruction and intervention based upon

individual student need provided in addition to and

aligned with Tier 1 & 2 academic and

behavior instruction and supports.

Tier 2: Supplemental Interventions

and SupportsTargeted instruction and interventions and supplemental

support in addition to and aligned with the core academic and

behavior curriculum.

Tier 1: Core Instruction & Supports General academic and behavior instruction and support

provided to all students in all settings.

Florida’s State Transformation Team on RtI (2009)

PBIS Tiers of Support

Tier 1: Core Curriculum - Procedures and processes intended for all

students and staff, in specific settings and across campus

Tier 1 & 2: Classroom - Processes and procedures that reflect Tier 1

expectations, coupled with pre-planned strategies applied

within classrooms

Tier 2: Supplemental Supports: Processes and procedures that

reflect Tier 1 expectations, designed for groups of

students with similar behavior problems or behaviors that

seem to occur for the same reasons (i.e. attention, escape)

Tier 3: Intensive Supports - Processes and procedures that reflect

Tier 1 expectations, coupled with team-based strategies

to address problematic behaviors of individual students

Teaming

Benchmarks of Quality Items # 1-3

PBIS is a Collaborative Approach

• The school-based problem-solving team is responsible for

reviewing all Tier 1 data (academics & behavior)

• Multi-disciplinary team representing all stakeholders

• PBIS is data-based problem-solving for behavior

• PBIS Team may be a sub-group, responsible for

• Developing behavioral curriculum (what & when)

• Designing & overseeing Tier 1 interventions

• Evaluating progress (review behavior data)

• Training school staff

Importance of the Team Process

• Higher functioning PBIS teams have higher Tier 1

implementation scores

• Cohen, 2006. Dissertation, University of South

Florida

• Clear team mission and goals

• Enhance productivity, morale and increase

effectiveness

• DeBevoise, 1984; McLaughlin & Schwartz, 1998

• Decrease teachers’ sense of isolation

• Ashton & Webb, 1986

• Ground rules support effective collaboration

PBIS Team MembersMisc. Page 1

•Team Member Roles

• PBIS Coach

• Team Leader

• Administrator

• Behavior ‘expert’

• Data Specialist

• Recorder

Each role/responsibility should be covered,

but there is flexibility in assignments

• Timekeeper

• Communications

• Snack Master

• Family/Community Liaison

• Student Liaison

Team Membership

• Examine individual skills, strengths, and preferences prior to finalizing team membership and roles

• What skills do I bring to the team?

• What skills will each member bring to the team?

• Are the appropriate people on the team?

• Consider peripheral teams and membership rotations

• Student PBIS teams (secondary)

• Family teams

• “Go-To” committees

Critical Elements of Tier 1 PBISAs measured by the Benchmarks of Quality (BoQ)

• PBIS Team, Administrative Support

• Faculty Commitment, Participation

• Effective Discipline

• Data Entry & Analysis

• Expectations & Rules

• Reward/Recognition Program

• Lesson Plans for Teaching Behavior

• Implementation Planning

• Classroom PBIS Systems

• Evaluation

(Kincaid, Childs & George, 2005, 2010)

Action Plan

aligned with

low-scoring

BoQ items

Expectations & Rules

Benchmarks of Quality Items # 17 - 21

Core Curriculum for Behavior

• Reflects School and Community Values

• Defines the school culture

• Provides a common language

• Becomes the school’s identity

• Solicit staff and family ideas

• Supports

• School’s mission statement

• Quality citizenship

• Academic Enablers: Nonacademic skills that contribute to academic success (Gresham & Elliott, 1990; Wigfield & Karpathian, 1991, Wentzel, 1993; Malecki, 1998)

• Interpersonal and study skills

• Motivation and engagement

Tier 1 Expectations

•Definition

• Broad, positively stated behaviors that are desired of all staff, students, and families

• Align with the school’s mission statement

Tier 1 Rules for Unique Settings

•Definition

• Specific skills students should exhibit

• Detailed procedures students need to

follow in particular settings

Elementary School Matrix

Hall

Rules

Cafeteria

Rules

Recess

Rules

Be safe Walk to the right. Tell an adult if

someone is bullied.

Be

prepared

Have planner signed. Have lunch money

ready.

Be

respectful

Keep hands, feet &

objects to self.

Keep hands, feet,

objects and food to

self.

Face forward & keep

the line moving.

Use polite language

and respectful tone

of voice.

Tier 1 Expectations in the Classroom

• Tier 1 expectations apply to classroom

behavior

• Post expectations in all classrooms

• Teach throughout the year

• Embed expectations into academic lessons

• Lesson plans will be addressed in the next section

• Solicit teacher input on the final version of

the expectations

Establishing your Classroom System

Do your classrooms:

� Have rules defined for each of the school-wide

expectations and are posted in classrooms?

� How do you know?

� How many classrooms have done this?

USE YOUR DATA

to identify and analyze the problems

SW Expectations in the Classroom

� Are the SW expectations posted in all

classrooms?

� Are they taught throughout the year?

�How do the expectations apply to classroom behavior?

�How can lessons about the expectations be embedded into

academic subject areas?

� Did teachers have input on the final version of

the school-wide expectations?

USE YOUR DATA


Classroom Rules

� Were the rules decided individually by the classroom teachers?

� Or, did your team develop a consistent set of classroom rules to be used across classrooms?

� Do they follow the training guidelines?�Aligned to the school-wide expectations?

�Positively stated, observable & measurable?

�Limited in number (maximum 5)?

�Classroom procedures (which are also aligned to the expectations) alleviate the need for many rules?

USE YOUR DATA


Teaching Appropriate

Behavior


Teaching Behavior

• Cultural differences

• Staff and families

• School and home context

• Fear of academic failure may drive students to avoid stressful situations

• Appropriate alternative behaviors must be identified & taught

• Time out of classroom for behavior issues negatively impacts a student’s

academic engaged time (AET)

• Skiba, R. & Peterson, R. (2003). Teaching the Social

Curriculum: School Discipline as Instruction. Preventing School

Failure, 47(2), 66-73. (Available on FLPBIS Website,

Resources, Research)

Reasons for Teaching Behavior

• Problem behaviors often occur due to• Skill deficits

• Performance deficits

• Skills are not taught in context

• Skills are not rewarded and encouraged consistently

• To learn a new behavior, it needs to be repeated an average of 8 times

• To unlearn an old behavior and replace it with a new behavior, it must be repeated an average of 28 times

• - Harry Wong

Behavior Curriculum Development

• Examine existing initiatives• Bullying prevention

• Character education

• Drug prevention

• Dropout prevention

• Embed with academic lessons• Language Arts, Social Studies, Math

• Misc. Page 13

• Incorporate lessons with the discipline process

Monitoring Fidelity

• Lesson times on master schedule• Administrators make behavior curriculum a priority

• Formal & informal strategies on walkthroughs

• Samples of permanent products• Posters, essays, pictures, etc.

• Design lessons around a monitoring system• Example:

• Students create a checklist for “Being Prepared” in the classroom.

They fill out their checklists daily to assess their behavior, and graph

the results on a wall chart.

• Interview sample of students, staff and families


Do your classrooms:

� Have established routines and proceduresexplicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

� Teach expected behavior routines in classrooms� How do you know?

� How often did this occur?

USE YOUR DATA


Tier 1 Reward

Systems


Reward Appropriate Behavior

• Serves as a teaching tool

• Provide feedback on appropriate behavior

• Makes appropriate behavior more likely to occur

• Catch students in the act, create momentum

• Builds positive student/teacher relationships, school

climate

• Counteracts negative peer influences

• Increases internal motivation in un-motivated

students

Rewards

•Social• Time w/ friends

• Verbal praise

•Activity• Teacher assistant

• Art project

• School dance

• Staff/student games

•Sensory• Lights, temperature,

music, seating

•Escape• “1-Minute Ticket”

• Homework pass

• Library pass

•Tangible• Edibles

• Materials

• Praise notes, pencils,

notebooks, stickers,

photos, T-Shirt

• Tokens

Reward Recipients

• Students• Teach how rewards will be earned

• Every appropriate behavior will not be rewarded

• Solicitations will not result in a reward

• Staff• Reward for using the system

• Monitor fidelity of system use• Signatures, color coding, each staff assigned a number, etc.

• Solicit ongoing feedback

• Families• Reward for attending parent/teacher conferences

• Ensuring homework is completed

• Student attendance, on-time to school, dress code followed

• Solicit ongoing feedback

Guidelines for Providing Rewards

• When• Immediately after the target behavior occurs (expectation)

• Frequently after teaching an expectation

• In problem locations or situations

• Avoid• Long delays between the display of positive behavior and reward

• Only quarterly or semester events

• Use as part of the reward hierarchy

• General• Students should always be eligible to earn a reward

• ‘No’ parties should not be used in isolation • Tardies, referrals, dress code violations, etc.

• Some students may need shorter time intervals between rewards

• Name the behavior and expectation observed

Reward System Guidelines

• Teach • What behaviors will earn rewards

• How and when to reward

• Offer a variety

• Establish a hierarchy

• Survey students and families for ideas

• Make it as easy as possible

• Use and share data• Decrease in problem behaviors

• Increased participation in reward events


Do your classrooms:

� Have classroom teachers use immediate and behavior specific praise?� How do you know?

� Roughly, how many teachers engage in this?

� Acknowledge students demonstrating adherence to classroom rules and routines?� Do the acknowledgments occur more frequently

than acknowledgement of inappropriate behaviors?

USE YOUR DATA


Effective Discipline Procedures


Defining Behavior

• Behavior

• Anything we say or do (observable)

• Response to one’s environment (antecedents)

• Serves a function or purpose (‘why’)

• Results in a desired outcome (consequence/reinforcer)

• Predictable

• Learned (teach replacement behaviors)

• Can be changed

Clear Definitions of Problem Behaviors

• Behaviors that one teacher considers disrespectful, may not seem disrespectful to another teacher

• Clear set of definitions for all categories on the office discipline referral form exists • Clear agreement among staff for specific behaviors

that fall into each category

• The critical feature is that all staff agree and are trained on mutually exclusive and operationally defined behaviors

Defining Incident Levels

• Office-Managed Incidents (Majors)• Handled by the administration

• Physical fights, property damage, weapons, tobacco

• Teacher-Managed Incidents (Minors)• Handled quickly and efficiently

• Typically by the classroom teacher

• Handled where incident occurred

• Tardy, lack of materials, incomplete assignments, gum chewing

• Crisis Incidents• Require an immediate response from administration and/or crisis

response team• Bomb Threats, weapons alerts, intruder, fire evacuations, etc.

*Consult district and school policies for crisis incidents

Preventing Problem Behavior

• Develop positive relationships with students

• Ongoing teaching & rewarding

• Active supervision

• Modify the environment

• Traffic flow, tempting materials, line of sight, organization, visual boundaries

• Change schedule

• Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, cell phone assignment, role play)

• Prompt students

• Provide choices

Responding to Problem Behavior• Identify consequences in advance

• Increase effectiveness

• Agreement on teacher- vs. office-managed behaviors

• Consensus on range of actions

• Improved data collection

• Multiple options address a variety of functions

• Administering consequences• Match the severity of the offense

• Include opportunities to learn & practice appropriate alternatives

• Be monitored to ensure they are effective

• Be aligned with

• Tier 1 expectations

• Clearly defined rules

• A system for teaching & rewarding expectations & rules

*Refrain from taking or threatening to take away an earned reward*

Responses to Problem Behavior

•Examples

• Eye contact

• Proximity control

• Remind/re-teach

expectation or rule

• Re-direct to task

• Reward around the

student

• Create opportunity for

active engagement

• Self-Monitoring

• Let the student save face

• Use cool-off pass

• Use (genuine) humor

• Change the student’s seat

• Give students choices

• Give the student a

responsibility

Referral Forms

•Major and Minor Forms• Meaningful information for data-based problem-solving

• Demonstrate patterns to change behavior

• Generate ideas for easy interventions

• Document disciplinary actions/interventions

• Align with district/state documentation requirements

• Efficiently record common disciplinary actions

• Adhere to the school’s disciplinary referral process

• Outline re-entry procedures

• Communicate with stakeholders• Consider limiting space for narrative description

• Include enough detail to support data-based problem-solving

Using Major and Minor Referrals

• Efficient and effective tools for data-based problem-solving to identify:

• Tier 1 problem behaviors

• Skills to be taught/rewarded

• Individual students

• One behavior at a time

• If multiple behaviors occur, record the most problematic

• Completed by staff who witnessed incident

• Documents impact on academic engaged time (AET)

• Time-Out

• Think Area or Problem-Solving Room

• Student sent home early

Referral Forms and

Effective Data-Based Problem-Solving

• Basic information • Who

• What

• Where

• When

• Why/Motivation (often missing)

• Additional information• Context: Activity/event occurring at the time of incident

• transition, whole group instruction, seatwork, small group

• Others involved: Peers, Adults

Discipline Referral Process

• Encompasses definitions, responses, & forms

• Implemented with fidelity to facilitate data-based problem-solving

• Facilitates consistency in discipline across campus

• Avoids long delays between the behavior and the disciplinary action

• Communicates with stakeholders

• Staff involved

• Families: inform families directly

• Students: remind them of their responsibilities

• Establishes re-entry procedures for staff and students to follow


Do your classrooms:

� Have procedures for tracking classroom behavior problems?� Does it work?

� Are problem behaviors in the classroom decreasing as a result of:� teachers gathering data?

� using these data to make decisions within their classrooms?

� Do all teachers use it?

USE YOUR DATA



Do your classrooms:

� Have a range of consequences/interventions for

problem behavior that are documented?

� Is the range of consequences/interventions for

problem behavior consistently delivered?

� How do you know?

� Are they delivered consistently across classrooms?

� Are they delivered consistently within classrooms?

USE YOUR DATA


Staff Commitment and

Implementation

Benchmarks of Quality Items #4-6 & 35-41

Keys to Staff Commitment

• Ensure staff ownership

• Make compelling reasons for change

• Give a clear vision of how changes will impact people personally

• Emphasize the benefits

• Modeling from leadership

• System of support

• Teach and reward

Ongoing Commitment

• Staff and administrator commitment is essential

• Maintain 80% buy-in

• Not a one shot deal, it needs to be a deliberate, ongoing process

• Expect 3-5 years for full implementation

• PBIS is not a packaged program

• Philosophical shift

• Expect some resistance

• Rewards help maintain and boost participation

Strategies for Staff Commitment

• Skits and role plays

• Staff surveys are an efficient way to• Obtain staff feedback

• Create involvement without holding more meetings

• Generate new ideas

• Build a sense of “whole school” ownership

• Videos

• Use existing technology to share• Survey results

• Share data easily, quickly and frequently using visuals

Sample Staff Survey Questions

• What behavior would you most like to see in students?

• What do you think is the top behavior problem on campus?

• How do you typically respond to:

• Problem behavior?

• Appropriate behavior?

• How many referrals did our school have last year?

• How much time did our school lose to discipline issues?

• How do you feel at the end of the day?

• What are the 3 top locations where problem behavior

occurs?

http://flPBIS.fmhi.usf.edu/evaluations.asp

Time Regained with PBIS

http://www.pbismaryland.org .... “Cost/Benefit Worksheet”

Getting Everyone on the Same Page

• Communication is essential prior to and during implementation• Open dialogue for philosophical change

• Include staff and families as part of the change process

• Share data & feedback (use visuals)

• Substitute & volunteer packets• Expectations & rules

• Rewards (“sub-bucks”)

• Discipline flow chart

• Consequence grid

• Referral forms

Soliciting Family Input

• Input on PBIS Critical Elements• Tier 1 expectations• Rules for specific settings• Teaching strategies• Reward and reinforcement system• Discipline procedures

• Obtaining Family Input• Ask for communication and engagement preferences (method,

times, language, content)• ‘Ideal Student’ activity with families • Webpage/blog • Family Liaison

• Get family perspectives and input

Next Steps

• Meet as a team at least monthly

• Obtain staff, family, and student input, commitment

• Initial & ongoing

• Address all elements of PBIS (Action Plan)• Schedule work time, training, activities

• Assemble all activities and products (Coaching wristband)

• Teach everyone (FLPBIS website)

• Keep checking your progress

Tier 2

Supplemental Support

Systems in the

Classroom

Tiers 2 & 3 Implementation Fidelity Data

Tier 2 and Tier 3 Sections of the TFI –

Tiered Fidelity Inventory • Completed by the same team that

previously completed the BAT

• Completed at the end of the year

(but can be completed more often

if desired)

• 30-60 minutes to complete per tier

Administration of Inventory

Coach walkthrough

30-60 min per tier reviewed

Action Plan Development

May be done at same time or

at a later meeting

20 min per tier reviewed61

1. Primary purpose of the instrument is to help school teams

improve implementation

2. Primary audience for instrument results is the team, faculty,

families and administrators of the school.

3. Effective use of the instrument requires multiple

administrations (progress monitoring)

4. TFI results can be analyzed and interpreted to help teams

assess their current functioning, implementation, and

alignment of systems across all three tiers of support

SWPBIS Tiered Fidelity Inventory (TFI):A Team Self-Assessment

62

1. Formative Assessment

• Determine current PBIS practices in place and needed prior to launching implementation

2. Progress monitoring

• Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier

• Build action plan to focus implementation efforts

3. Self-Assessment

• Self-assess annually to facilitate sustained implementation of PBIS

Using the SWPBIS TFI

63

TFI Tier 2 Sub-Categorieshttp://usf.adobeconnect.com/p53b27c7c05

64

Teaming

• Composition

• Operating Procedures

• Screening

• Request for Assistance

Interventions

• Intervention Options

• Critical Features

• Matched to Student Need

• Access to Tier I Supports

• Professional Development

Evaluation

• Level of Use

• Student Performance Data

• Fidelity Data

• Annual Evaluation

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized

Interventions & Supports Intense instruction and intervention based upon

individual student need provided in addition to and

aligned with Tier 1 & 2 academic and behavior

instruction and supports.

Tier 2: Supplemental

Interventions & Supports

Targeted instruction/intervention and

supplemental support, in addition to and

aligned with the core academic and

behavior curriculum.

Tier 1: Core, Universal

Instruction & SupportsGeneral academic and behavior instruction and support

provided to all students in all settings.

Multi-Tiered System of Supports (MTSS)

FLRtI State Transformation Team, Dec. 2009 65

Tier 2Benefits of Supplemental Interventions

Implemented with Fidelity

1. Improves structures to prevent problems

from getting worse

2. Students “set up” for success (remediation)

3. Increases contingent feedback

4. Applied across school settings

5. Provides a continuum of supports

6. Provides sufficient and appropriate

interventions

66

For Tier 2 to be effective,

teams need to:

• Have processes and

procedures in place

• Consistently implement

school-wide expectations

• Design interventions for

groups of students

• Be systematic in aligning

interventions to support

behavior

Just tell us what interventions to do!

67

Tier 2 Process

System for communicating progressStudents and staff Families

Monitors implementation fidelity

Pre-determined decision rulesSelecting and prioritizing students Making intervention changes Increasing/decreasing levels of support

Matches the needs of each school

Collaborative teaming and data-based problem-solving

Builds on the Tier 1 expectations (core curriculum)

68

Team Responsibilities

1. Identify students

2. Match student needs to interventions

3. Monitor/coordinate interventions

4. Implement data-based problem-solving

5. Communicate with all stakeholders

6. Identify staff professional development needs

7. Monitor effectiveness of Tier 2a. Number of students receiving support

b. Implementation fidelity

c. Student progress across interventions

d. Effectiveness of each Tier 2 intervention

8. Adhere to legal/ethical guidelines

69

Identifying and Grouping Students

Objectives1. Determine the fidelity of Tier 1 implementation

prior to identifying students needing additional support

2. Develop a process for identifying students in need of Tier 2 supports

3. Identify students in need of Tier 2 supports based on multiple sources of data

4. Identify effective grouping for delivering Tier 2 supports

70

Considerations at Tier 1

1. Tier 1 is a building block for identifying

students in need of Tier 2 supports

• Tier 1 data are your blueprint

2. Provides better information for planning &

problem solving

71

What happens if schools do not have a

solid Tier 1 foundation?

Lack of solid Tier 1

foundation

Too many students identified

Strain on resources

Limited support options for

students in need Staff frustration

Reluctance to identify

students in need

Unmet student needs

72

System or Student

Determine the IssueIf a student is referred for Tier 2 supports, but spends a

lot of time in an environment where,

1. a high rate of problem behavior occurs

OR

2. appropriate behaviors are not taught or

rewardedL

the environment may be contributing to the student’s

problem behavior!

In either case we can’t say the student had a “poor”

response to Tier 1 (core curriculum).

73

Identifying Students in Need

Be Efficient• Use existing data sources to identify students needing Tier 2 supports

• Early Warning Indicators

74

• Office referrals, Minor/teacher-managed referrals

• OSS, ISS

• Time out (in or out of class)

Discipline

• Absences

• Tardies (school and/or class)

• Time/’visits’ with other staff (Nurse, Guidance, etc.)

Attendance

• Grades

• Standardized test scoresAcademics

Multiple Sources are Needed

Rationale

• Identifies students with internalizing & externalizing concerns

• Helps to integrate academic & behavior interventions

• May inform motivation of students, leads to effective grouping/intervention

• Helps mediate teacher bias

• Provides varying viewpoints, information across multiple locations

75

Commercial Screening Tools

Systematic Screening for Behavior1. BASC 2- Behavioral and Emotional Screening System (PK-12)

2. SRSS: Student Risk Screening Scale (K-6)

3. SSBD: Systematic Screening for Behavior Disorders (K-6)

4. SSIS: Social Skills Improvement System (PK-12)

5. Strengths and Difficulties Questionnaire (ages 3-17)

Resources1. Systematic Screenings of Behavior to Support Instruction:

From Preschool to High School -‘Screening Tool Matrix’

2. Universal Screeners

http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm

76

Social & Emotional Behavior Screeners

77

Using Standardized Screeners

Considerations

1. District policies & procedures

2. Practicality (cost, time, feasibility)

3. Utility

a. Informs teams (i.e., What does it really tell you?)

b. Improves interventions and outcomes (i.e., Can it help

you improve the match or intensity of the

intervention?)

4. Research

a. Valid, Reliable

b. Time since normed

c. Matched to school population (age, demographics)

78

Nomination Process

• Identifies students who may never receive an office referral, but demonstrate problem behavior

• Teachers or grade-level teams nominate and rank-order students based on behaviors of concern

• Standard nomination form

• Completed 2 to 3 times/year

• Identify top 3 students

• Externalizers

• Internalizers

• Student supports are provided based on data

Nominations

79

What is Needed

1. Staff training

2. Decision rules

3. Procedures if teacher

requests for support

exceed resources

4. Staff notification of

students receiving

support

Timelines Determined

1. Nomination decisions

(~10 days)

2. Providing supports to

students (~30 days)

3. Family notification if

child is nominated

(who, what, how)

Nomination Process

80

81

Identifying Students

1. Area(s) of Concern

a. Behavior only

b. Behavior in conjunction with academic need

c. Emotional concerns

d. Emotional in conjunction with academic and

behavioral need

2. Possible function of the behavior

3. Groups of students based on instructional need

a. Students needing instruction in anger

management vs. students needing assistance

with organization

82

Student Identification ProcessGuiding Questions

What will be included in your school’s criteria to determine students at risk?

1. Cut off point of universal screener

2. Number of referrals (consider time of year)

3. Percentage of absences

4. GPA, grades, course failures

5. Early Warning System

6. Other83

Example of identifying students needing

Tier 2

Completed screening process in November

Student meets criteria for Tier 2 supports if

they have been taught expectations and rules

and have received reward but have two

or more of the following:

Two or more referrals

•Two or more of the sub-categories of the Strengths and Difficulties Questionnaire (SDQ) that indicates high-need

•Percent of instructional days absent

•Teacher nomination

84

Grouping Common Needs

Guiding Questions

1. Do the students have similar instructional

needs?

2. Do the students have both academic and

emotional/behavioral needs?

3. Are the students’ academic needs similar?

4. Are the functions of behavior similar across

students?

85

Function of Behavior at Tier 2

1. Behavior that occurs repeatedly serves a purpose

2. The same behavior may serve different functions

a. Disruptive behavior may be to gain peer attention or

avoid a non-preferred task

b. The same intervention for the same behavior may be

counter-productive if the behaviors serve different

functions (McIntosh, Campbell, Russell-Carter & Rosetto-Dickey, 2009)

3. Interventions are more effective when aligned with

function (Reinke et al, 2013)

4. At Tier 2, do NOT do an intensive functional-based

assessment

86

Social Skills Anger

Mgmt.Coping Skills

Organizing

SkillsAcademic

Conflict

ResolutionMath Reading

1

Ac.

CICO

Skill-

streaming

Avoid task

Reading

2

Avoid Peer

Attn.

Avoid

Adult

Attn.

Get Peer

Attn.

Get Adult

Attn.Get Task

T ier 1 Pos i t ive Psycho logy St rateg ie s

87

Evidence-Based Interventions

Objectives

1. Identify features of evidenced-based

interventions

2. Locate resources to help your school select

evidence-based interventions for Tier 2

3. Develop a schedule for providing Tier 2

interventions

88

Critical Features

1. Research and theory to

support the intervention

(i.e., similar population,

demographics, setting)

2. Method for progress

monitoring

3. Ongoing evaluation of

intervention fidelity

4. Validated by systematic

data collection

Avoid

1. “I think it might work”

(opinion) strategies

2. Interventions with few

studies/data to support

them

3. Studies with inconsistent

results


89


Levels of Evidence1. Randomized control group designs

2. Experimental studies

a. Quantitative: Intervention vs. non-intervention group

b. Single subject

3. Non-Experimental studies

a. Qualitative: Interviews, surveys, focus groups

4. Student outcomes/successes

B

E

S

T

90


1. Resources

• http://ies.ed.gov/ncee/wwc/

• http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_09230

8.pdf

2. Evidence-Based Behavioral Practices

• http://www.ebbp.org/

3. SAMHSA Registry of Evidence-Based Program and

Practices• http://nrepp.samhsa.gov/Index.aspx

4. Collaborative on Academic, Social and Emotional

Learning• www.casel.org 91

Tier 2 Interventions

1. Social Skills

a. Skillstreaming

b. LEAPS

2. Anxiety

a. Coping Cat

b. Friends

3. Teaching Problem-Solving

a. I Can Problem-Solve

b. Prepare

c. PATHS

d. Steps to Respect

92

Tier 2 interventions (continued)

4. Academic Behaviors

a. Behavior Education Program (BEP, CICO)

b. Academic Behavior Check-in/Check-out (ABC)

c. Homework, Organization and Planning Skills

(HOPS)

5. Anger Management

• Second Step

6. Classroom management

• CHAMPS

7. Mentoring

93

Evaluating Vendor Products

Guiding Questions

1. Has the strategy been reviewed and evaluated for ‘standards of evidence’ by an organization such as ‘What Works

Clearinghouse’?

If not, is there any evidence that the strategy has been researched? (e.g., journal articles, book chapter, report from developer)

2. Does the strategy have a manual describing the procedures for each step, so anyone would be able to implement the strategy?

3. Does the strategy include a method for evaluating fidelity of implementation?

4. Can the strategy be implemented without regular and/or intensive involvement from the developer?

94

Tier 2 Interventions

Features

1. Evidence-based

2. Matched to function of behavior

3. Aligned to Tier 1 expectations

4. Continuously available and easily accessible

5. Begin within 30 days of referral

6. Minimal time commitment for classroom teachers

7. Teachers easily trained on implementation

8. Provide data for progress monitoring

9. Consistent across most students, with some flexibility

10. Process for informing students and families, and

obtaining consent

95

Finding Time to Provide Supports

Determine common time for implementing the

intervention to allow for maximum staff availability

1. Be aware of non-negotiables

a. 90 min. Reading block

b. Core academics

2. Consider where time can be ‘borrowed’

a. 5-7 min shaved from 7 period day; 8-10 min from 4 period block

b. Reduced lunch or transition times

3. Schedule intervention or enrichment blocks

4. Use of A/B schedules, structured active lunch

5. Consider adding time to school day

6. Utilize before/after school programs and community-

based resourcesMTSS Project, June 2012

96

Monitoring Student Progress

• Assess specific skills/expectations

• Sensitive to small increments of change over time

• Administered efficiently and repeatedly (quick/easy)

• Easily summarized in teacher/family-friendly format for communication purposes (graphs)

• Able to compare progress across students

Tier 2 Monitoring

Tool Features

• Daily point sheets

• Behavior Report Card

• Checklists

Daily/Weekly Monitoring

Tools

97

Is this an efficient way to progress

monitor?

0

10

20

30

40

50

60

70

Pre-Intervention Mid-Point Post-Intervention

Pro

fici

en

cy S

core

Anger Management Survey - Johnny B. Goode

98

An Efficient Way To Measure Progress

1. Administered repeatedly & efficiently

2. Measures ‘specific’ goals

3. Sensitive to small changes

4. Summarized in graph format,

5. Able to compare progress across students99

• Monitor performance

throughout the day

• Teachers trained on how to

provide feedback/rating

• Rubric printed on bottom

half of sheet to clarify

scoring for teachers,

students, and family

Crews Lake MS

1 point (Respectful):

“I was somewhat

disrespectful to my

teacher or peers, but I

corrected my

behavior”100

Sensitive to Small Changes

101

Tier 3

Supplemental Support

Systems in the

Classroom

Tier 3 Process

System for communicating progressStudents and staff Families

Monitors implementation fidelity

Pre-determined decision rulesSelecting and prioritizing students Making intervention changes Increasing/decreasing levels of support

Matches the needs of individual student

Collaborative teaming and data-based problem-solving

Builds on the Tier 1 and 2 Implementation

103

Final Comments

• Classroom implementation of PBIS is critical to success for all students.

• Unless consistent and effective effort is applied to Tier 1, Tier 2 and 3 are not likely to be successful.

• Unless consistent and effective effort is applied to Tier 2, Tier 3 is not likely to be successful.

• As you provide more support in tiers 2 and 3 more training and expertise is required.

• The classroom teacher is where the “rubber meets the road” in directly impacting students academic and behavioral development.

Contact Information and Resources

• FLPBIS:MTSS Project• Phone: (813) 974-7684

• E-mail: [email protected]

• Website: http://flpbs.fmhi.usf.edu

• Facebook: www.facebook.com/flpbs

• Twitter: www.twitter.com @flpbs

• OSEP TA Center on PBIS• Website: www.pbis.org

• Association on PBS• Website: www.apbs.org