Tier 2 System Enhancing Implementation: Not everyone is responding

• Readiness – Every Year• Screening• Variations to a Check in Check out system

– Academic CICO – Break are Better– Travel Cards

• Effective Tier 2 Meetings– Team-based– Progress Monitoring – Data driven

Tricia HagertyNWPBIS Network & UWT Center for Strong Schoolsthagerty@pbisnetwork.org

School Readiness – Every Year!

– Tier I SW PBIS supports in place– Tier II Targeted interventions available

• Evidence based-address functions of student problem behavior (CCE, Second Step, Student Success Skills etc.)

– Classroom PBIS implemented/classroom support systems in place (Class set up and Coaching support available)

– TAT in place – Check SWIS data

• How many students have 6 or more major referrals?• How many students are not responding to tier II intervention

- SET, TIC, BOQ, BAT (PBISAssessment.org or PBIS.org)

School Readiness – Every Year!TFI - Tiered Fidelity Inventory

The Tiered Fidelity Inventory is a comprehensive coach-guided, self-assessment tool that allows school teams to progress monitor their implementation of Tiers I (Universal & Classroom), II (Secondary/Targeted Group Interventions) and Tier III (tertiary, individual, intensive) behavioral interventions & support systems within their school.

-Team Scoring Guide-Action Plan

Currently being piloted and will be available on pbisapps.org soon.

School ReadinessMATT Monitoring of Advanced Tiers Tool (MATT)

The Monitoring Advanced Tiers Tool (MATT) is a coach-guided, self-assessment tool that allows school teams to progress monitor their initial implementation of Tier II (secondary, targeted) and Tier III (tertiary, intensive) behavior support systems within their school.

-Team Scoring Guide-Action Plan

https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#matt

Establish Entry Criteria

Establish Entry Criteria

• A team agreed process should be established for how students enter Tier 2 programs. Common entry criteria:– Office Referrals– Teacher Nomination - Through Process– Counselor Nomination– Screening Results

How most schools determine student need for services

• Office discipline referrals & Teacher/Staff referrals are commonly used

• Only 2-5% of schools screen all children for mental heath reasons (Romer & McIntosh, 2005)

Screening for “At-risk” Students

Office Referral Information

But Who Are We Missing?

Screening

• Use of a Validated Screener:– Six-Eight (Oct-Nov) weeks after school begins & in

Spring– At the end of the year if desired (provides

information for planning)– As a new student enters if needed

* Academic Screening Data Also Considered

Choosing A Universal Screener

• Choose a Screener that:1. Is appropriate for its intended use and that is

contextually and developmentally appropriate and sensitive to issue of diversity

2. Has Technical Adequacy3. Useable - efficient, feasible, easy to manage

- Calderella,Young, Richardson & Young, 2008

Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)

• Originally normed K-6, recently normed for middle and Jr High (Calderella,Young, Richardson & Young, 2008)

• Multiple gating procedures following mental health & PBS model

• Externalizing and Internalizing dimensions• Evidence of efficiency, effectiveness, & cost benefits• Exemplary, evidence-based practice

• US Office of Special Education, Council for Children with Behavior Disorders, National Diffusion Network

Multiple Gating Procedure (Severson et al. 2007)

Teachers Rank Order 3 Ext. & 3 Int. Students

Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales

Gate 1

Gate 2

Pass Gate 1

Classroom & Playground Observations

Gate 3Pass Gate 2

Tier 2,3Intervention

Tier 3 Intervention or Special Ed. Referral

SSBD Screening Internalizing Behaviors

• Examples– Not talking w other children– Acting in a fearful manner– Not participating– Avoiding or withdrawing– Not standing up for one’s self

• Non-examples– Initiating social interactions– Having conversations– Joining in with others

Externalizing Behaviors

• Examples– Displaying aggression – Arguing– Defying the teacher– Being out of seat– Disturbing others

• Non-examples– Cooperating– Sharing– Working on tasks

Student Risk Screening Scale (Drummond, 1994)

• Originally normed at elementary level, recently normed at middle and high school (Lane, Kalberg, Parks, & Carter, 2008)– Classroom teacher evaluates and assigns a

frequency-based, Likert rating to each student in the class in relation to seven behavioral criteria

– Score indicates the level of risk (low, medium, high)• Scores predict both negative academic and behavioral

outcomes• Effective, Efficient and Free

SSBD: Sample Questions

• Critical Events (Behavioral Earthquakes):– Is physically aggressive with other students or adults– Steals– Damages others’ property

• Maladaptive Behavior– Pouts or sulks– Child tests teacher imposed limits.

• Adaptive Behavior– Is considerate of the feelings of others.– Produces work of acceptable quality

Student Risk Screening Scale (Drummond, 1994)

lies, cheats, sneaks, steals, behavior problems, peer rejections, low achievement, negative attitude, Aggressive.

Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)

SRSS

Student Internalizing Behavior Screener (SIBS, Cook et al. 2008)

• Normed K-12 Grade. Rates on 7 Items:• Nervous or Fearful• Bullied by Peers• Spends Time Alone• Clings to Adults• Withdrawn• Seems Sad or Unhappy• Complains About Being Sick or Hurt

– Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)

SIBS

BASC- Behavior and Emotional Screening Scale (BESS, Pearson Publications)

• Based on BASC by Reynolds & Kamphaus, 2002• Universal screener with norms for preschool & K-12, • Includes teacher, parent, and self-rating forms grades 3-

12. 3-5 minutes per form. Completed on all students in class.

• Hand scored and scannable forms (in spanish too), ASSIST software available

• Provides comprehensive summary of student scores and teacher ratings across the school

• Assessment of a wide array of behaviors that represent both behavioral problems and strengths, including internalizing problems, externalizing problems, school problems, and adaptive skills.

Sample of BASC-2/BESS Form

Administration & Scoring Criteria

• The BASC-2/BESS uses T-scores to communicate results relative to the average (mean=50)

• Identifiers and percentile ranks are provided for ease of interpretation

• Normal risk level: T-score range 10-60• Elevated risk level: T-score range 61-70• Extremely Elevated risk level: T-score range ≥

71

Questions to Consider

• When to do screening?• Who should prepare the forms?• Who should administer the screener?• Who should score them?• When and how should the results be

shared?

Screening & Entry Criteria

• Turn & Talk:– How do students get into current supports?– Is there a consistent process?– Based on what you have heard today, what

changes might need to occur?– Action Plan with Getting Started Workbook Pg. 3

10 Minute Coaches Corner

In Addition to Screening Consider:

• Teacher/Counselor/Parent Request Forms• Office Referral Data• Academic Data• Classroom Minor Data• Attendance

We Have Screened, Now What?

• Make Sure You Have A Plan For What to Do Once You Screen..

2009 Bridget Walker, Ph.D.

Sample List of Students Identified Through Schoolwide Screening

How could this information help you determine where your limited support resources should focus?

Bridget Walker, Ph.D.

We Have Our List of Students Now What? Picking the Right

Intervention.

• Check, Connect and Expect• Lunch Bunch & Home-Note Program• Social Skills Groups• Executive Functioning Groups• Self-Monitoring/Self Management Groups

Running Efficient and Effective Tier 2 and Tier 3 Meetings

Functions of The Tier 2 Team

• ENTRY, EVALUATE, EXIT

• Determine & Oversee Referral Process• Review Students Referred• Monitor Implementation Fidelity• Evaluate Outcomes and Make Decisions

– Ongoing Progress Monitoring– Fidelity of Implementation– Social Validity

Establishing the Tier 2 Team

• May be part of the existing PBIS leadership team.

• May be an extension of the existing PBIS leadership team.

• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school -

SIT team, Care team, MDT team.

Tier 2 Team Members

• Tier 2 Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals

Team Process and Pitfalls

• Problem-solving focus provides meeting agenda framework

• Avoid: – “Admiring the problem”– Analysis paralysis– Time management bog-downs

Tier 2 Tracking Form for Meetings

Sample Team Meeting AgendaPBIS Tier 2 Team Agenda

1/21/14

Review #s and Success in Each Tier 2 Intervention

Review Current Students Progress– Marsha Brady– Theo Huxtable– Bud Bundy

New Students to Discuss• Academic Concerns (2 or more failing grades)

– Vincent Barbarino– Arnold Horshack

• Student Screening Results– Lisa Simpson– Shirley Feeney

• Parent Referral– Danny Partridge

• Staff Referrals– Freddie “Rerun” Stubbs

What Basic Check, Connect, & Expect isn’t working?

Graduation

 

Self-Monitoring

Basic Plus Program (as needed)

Program Phases Daily Program Routine

Student Meets CC&E Criteria

Morning Check-in

ParentFeedback

Basic Program

Teacher Feedback

AfternoonCheck-out

Academic Behavior CICO(Turtura, Anderson, & Boyd, 2013)

• Builds off CICO• Modifications designed to

– Increase structure and feedback around recording assignments

– Provide specific feedback for academic-related expectations

– Decrease likelihood of being “set up” for a bad day– Provide incentives for positive academic behavior

• Designed especially for middle school students with difficulties with organization and study skills

Student Recommended for ABC

ABC is Implemented

Coordinatorsummarizes data

for decision making

Exit program

Regular coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

ABC in the Classroom

• Student engages in academic routine (e.g., participates in class)

• Student records assignments on homework tracker

• Student receives feedback (points) for– Meeting social behavior expectations– Meeting academic behavior expectations– Using homework tracker

Morning Check-in

Student meets with coordinator/mentor• Is student prepared?• Are assignments complete?• Review home note• Provide point card & trackerFidelity of Check In

– Creating a Positive Routine is key– Relationship & consistency is important

Morning Check-in Logistics

• Location• Materials available

– Minimum: pencils, paper, erasers, etc.– Consider individual items such as textbooks

• Homework completion– Complete now—get pass to be late to class– Complete later—receive homework pass– 3 or more incompletes in 2-week period: consider

new intervention

Daily Feedback Sessions

• Student keeps point card (or separate tracker and have student turn in to teacher)

• Student meets academic expectations• Student completes assignment tracker• Feedback at end of class period

– Academic expectations– Homework recorded accurately

Afternoon Check-out

Student meets with coordinator/mentor• Review point card--% points earned

– Provide incentives if using– Positive verbal feedback

• Review homework tracker—plan for work completion

• Complete home note• End with encouragement

Home Component

• Parent workshop first!• Parent reviews home note• Parent helps student problem-solve work

completion• Parent signs home note

Activity

Morning Check-in

Feedback

Homework Tracker

Afternoon Check-out

Points Possible

2

Up to 2 per expectation

1 per feedback session

2

How Points are Earned

Student has materials (1) and work is complete (1)

Meet behavioral and academic expectations

Assignments recorded correctly

Attend checkout (1) and have teacher(s)

signature (1)

Discussion –

• What student would respond to this ABC?

• What information do teachers need?• What are ways to collaborate & communicate

with parents?

5 Minute Coaches Corner

Breaks are Better (BrB): Brief Overview

Boyd, Anderson, & Turtura (2013)

• Builds off CICO• Modifications designed to:

– Provide specific feedback for academic-related expectations

– Decrease likelihood of being “set up” for a bad day– Provide incentives for positive academic behavior– Provide “replacement skill” to obtain brief break

Modifying DPR

BrB During Academic Routines

• Student engages in academic routines• Student can request a break

– 2 min break– Specific activities during break– Student returns to work after break

Resources

• Modifying CICO Webinar on www.pbisnetwork.org• For ABC and BrB Manuals and Templates:

– https://coe.uoregon.edu/ipbs/tier-ii/tier-ii-for-work-avoiders

• Turtura, J. E., Anderson, C. M., & Boyd, R.J. (2013). Addressing task avoidance in middle school students: Academic Behavior Checking-in/Check-out. Journal of Positive Behavior Interventions, 42 (6), 1-9.

• jhorwitz@uoregon.edu

Use a Standard Problem-Solving Format: Example

1. Define the problem(s)- Analyze the data

2. Define the perceived function of behavior3. Consider 2-3 options that might work4. Evaluate each option:

- Is it doable?- Will it work?

5. Choose an option to try6. Determine the timeframe to evaluate effectiveness7. Evaluate effectiveness by using the data

- Is it worth continuing? - Try a different option? - Revisit the function of behavior?

Example Tier 2 Team Meetings

Clackamas ESD PBIS Team

• https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/pbis-tier-2/iteam

DiscussionTier 2 Team

• What Tier 2 team format will work best?- What are the benefits and drawbacks of the various structures?

• Who would be on your Tier 2 team?• When could this team meet?• What needs to happen to create a Tier 2 team?

8 Minute Coaches Corner

Monitoring Effectiveness and Fidelity of Tier 2 Interventions

Fidelity Checklist

A good plan implemented poorly…is a bad plan.

Monitoring Progress In Tier 2

• Each Student Should Be Monitored Twice Monthly to Determine :– If they are responding to the intervention– If the intervention is the correct intervention– If the intervention needs to be adjusted– If the student is ready to exit

Monitoring All Interventions

SWIS-CICO ReportDaily Points Graph

Monitoring Fidelity of Tier 2 Interventions

• Core features of interventions should be adhered to.

• The fidelity of Tier 2 programs should be monitored by the Tier 2 team.

• Look over the Tier 2/3 Tracking Tool and Systems-Response Tool.

Discussion – Monitoring Student Progress & Advanced Tiers

Team• Who will monitor the effectiveness of Tier 2

Supports & Interventions?• What data do you have?• What data is needed?• How often will you meet to assess student progress

and fidelity of the system?

• In what ways could you strengthen monitoring?

8 Minute Coaches Corner

Activity: Assess Current Practices

– Which current practices, programs, interventions in your school may fit into Tier 2 systems?

– Is there a consistent process for accessing these resources?

– Who are the people currently involved with these programs?

– What are some “next steps” for integrating existing practices into an organized Tier 2 system?

Tier 2: Summary of The Big Ideas

• Do the easy stuff first (efficiency is a major goal)• Processes are as important as practices• Use of Evidence Based Practices based on Behavioral

Science• Teaming is critical• Administrative support is critical• Data Based Decision Making

Tier I - Universal

• School-wide discipline system for all students, staff, & settings that is effective for 80% of students– Clearly & positively stated expectations– Procedures for teaching expectations– Continuum of procedures for teaching expectations– Continuum of procedures for encouraging

expectations – Continuum of procedures for discouraging rule

violations– Procedures for monitoring & modifying procedures

Tier II - Secondary Specialized group administered system for students who

display high-risk problem behavior & are unresponsive to universal interventions – Functional assessment based intervention decisions– Daily behavioral monitoring– Regular & frequent opportunities for positive

reinforcement– Home-school connection– Individualized academic accommodations for

academic success – Planned social skills instruction– Behaviorally based interventions

Tier III - Tertiary Specialized individually administered system for

students who display most challenging problem behavior & are unresponsive to targeted group interventions– Simple request for assistance– Immediate response (24-48 hours– Functional behavioral assessment-based behavior

support planning– Team-based problem solving process – Data-based decision making– Comprehensive service delivery derived from a

wraparound process

Functions of The Tier 2/3 Team

ENTRY, EVALUATE, EXIT

• Determine & Oversee Referral Process• Review Students Referred• Place Students in an Intervention• Monitor Implementation Fidelity• Evaluate Outcomes and Make Decisions

– Ongoing Progress Monitoring– Fidelity of Implementation– Social Validity

General Process

1. Establish Behavior Support Team to guide/lead process

2. Secure & establish behavioral competence within school

3. Develop/strengthen three level system of school-wide behavior support:

• Universal Interventions• Secondary Interventions • Individual Interventions

General Process

4. Establish data decision system for matching level of intervention to student• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number

of major behavioral incidents

5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency • Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?

Implement Solution with High Integrity

Identify Goal for Change

Identify Problemwith

Precision

Monitor Impactof Solution and

Compare against Goal

Make SummativeEvaluation

Decision

MeetingFoundations

Team-Initiated Problem Solving (TIPS

II) Model

IdentifySolution and

CreateImplementation

Plan with Contextual Fit

Collect and Use Data

What, Who, When, Where, and Why?

How do we want the problem to change?

What are we going to do to bring about desired change?Did we implement with

fidelity?

Has the problem been solved?

What next?

What makes a successful meeting?

1. Start & end on time2. 75% of team members present & engaged in topic(s)3. Agenda is used to guide meeting topics4. System is used for monitoring progress of implemented solutions (review

previous meeting minutes)5. System is used for documenting decisions6. Facilitator, Minute Taker & Data Analyst come prepared for meeting &

complete during the meeting responsibilities7. Next meeting is scheduled8. All regular team members (absent or present) get access to the meeting

minutes w/n 24 hours of the meeting9. Decision makers are present when needed10. Efforts are making a difference in the lives of children/students.

It Starts With The Team

Establishing the Tier 2 Team

• May be part of the existing PBIS leadership team.

• May be an extension of the existing PBIS leadership team.

• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school -

SIT team, Care team, MDT team.

Two Team Format

Universal PBIS TeamTier 1

Intensive PBIS TeamTier 2 and Tier 3

3-Tiered System of Support

CICO

SSG

Exec Func Skills

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Derby Ridge Elementary Teaming Structure

Special Education Team

Tier 3 Team

Tier Two Team

CORE PBIS Team

Grade Level Teams

Tier 2/3 Team Members

• Tier 2 (Intervention)Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals*FBA/BIP Knowledge

Key Tier 2 Team Roles

• Facilitator – runs the meeting• Time Keeper – on time and on task• Data Analysis – preps data ahead of time• Minute Keeper – records notes & decisions

* Not Your Administrator

Coordinator/Facilitator

• Takes care of requests for assistance – need to be in 48 hours ahead of meeting

• Organize and maintain records• Gather data & supplemental information for

meetings• Prioritize students for team meetings• Update teachers on student’s identified goals and

progress (initial, during, exiting)• Collaborate with coach(es) outside of team meetings

Set A Standard Meeting Format

Before The Meeting

• Referrals Are Gathered 48 Hours Prior• Facilitator Gathers Needed Data and Has It Available

Electronically If Possible– ODR Data– Screening Data– Academic Data– Absentee/Tardy Data– Health History– Other (Parent, Teacher, Student Input)

• Update student files for recheck• Populate the Meeting Minutes Form

Referral For Assistance/Referral Form

• Using a standard process aids team to gather needed data for the meeting

• Encourages staff to use less intensive in-class supports before resorting to Tier 2

• Helps to assess the function of the behavior

Identifying Students For Tier 2/3:

• Behavioral Screening Data• Teacher/Counselor/Parent Request • Office Referral Data• Academic Data• Classroom Minors Data• Attendance• Mental Health Concerns• Drug/Alcohol Concerns

Set A Standard Meeting Protocol

• To Do List From Last Meeting (5 Minutes)• New Student Referrals (25 Minutes)• Progress Updates/Rechecks (15 Minutes)• Meeting Analysis (5 Minutes)

* Once per month review intervention fidelity and outcomes

Use a Standard Problem-Solving Format During the Meeting

1. Define the problem(s)- Analyze the data

2. Determine the function of behavior3. Consider 2-3 interventions that might work4. Evaluate each option:

- Is it doable?- Will it work?

5. Choose an option to try6. Determine the timeframe to evaluate

effectiveness7. Evaluate effectiveness by using the data

During the MeetingDiscuss students (Quick review of data)Determine function of behavior (Using

Efficient FBA process or other data)Match behavior to intervention (Interventions

should start within 1 week from referral)Determine check back timeline

Streamline Your Process

1000 Sheets Of Paper 1000 Sheets Of Paper

ALL DATA HYPER-LINKED

Bart Simpson – Sample Data

Link to Student Study Team Checklist• SWIS Data• Grades• Attendance• Confidential Teacher Report

What is the function of the behavior?

Seek Adult/Peer AttentionAvoid Adult/Peer AttentionAvoid Task/ActivityObtain an Item

Determine Tier 2 Interventions Through Streamlined Meeting

Process

Timberline High Schools’ Interventions

Blazer CheckAdult MentorCounselor Check InBECCA504 PlanOutside ResourcesMilitary Support Group Lunch Bunch*Ripple Effects*

THS Targeted Intervention Quick Sort

Function of Behavior

/Student NeedsBlazer Check Mentoring

Academic Seminar/ Boot

CampBehavior Contract

Small Group Counseling Ripple Effect

Adult Attention X X X X X

Peer Attention X X

Encouraging Adult Relationship

X X X X

Learn Replacement Behavior

X X X X X

Prompts for Behavior Expectations

X X X X X X

Monitor Risk Factors X X X

Learn Problem Solving Skills X X X X

School/Home Communication System

X X X X

Regular Rechecks for Students in Tier 2/3 Supports

Transcripts Grades Behavior Monitor standardized testingWeekly follow up task list

Monitoring Progress In Tier 2

• Each Student Should Be Monitored At Least Twice Monthly to Determine :– If they are responding to the intervention– If the intervention is the correct intervention– If the intervention needs to be adjusted– If the student is ready to exit

Monitoring Fidelity of Tier 2 Interventions

• Core features of interventions should be adhered to.

• The fidelity of Tier 2 programs should be monitored by the Tier 2 team.

• Look over the Tier 2/3 Tracking Tool and Systems-Response Tool.

Monitoring All Interventions

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

0

5

10

15

20

25

30

35

PBIS Schools in Highline 2013-2014 2.5 FTE District Coordination

Highline Elementary Schools OSS Data Per 100

# of Students, # of Events, # of Days of OSS

OSS Students OSS # Days OSS0

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

Highline K-12 Out of School Suspension Data

# of Events # of Students # of Days

2010-2011 2011-2012 2012-2013 2013-2014

Ongoing Training & Coaching is needed To Build Behavioral Expertise, Capacity & Sustainability for

Tertiary Systems

• “School professionals trained to conduct Practical FBAs may strengthen a school’s capacity to utilize research-based FBA technology in a pro-active manner.”

– -Sheldon Loman, PhD, Portland State University & Christopher Borgmeier, PhD, Portland State University

PBIS at Cedarhurst

Cedarhurst Elementary Office Discipline Referrals

Cedarhurst Elementary PBIS Reducing Risk Through Prevention, Screening and Early Intervention

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2005-2006 2013-2014

60%

87%

21%

9%

19% 4%

6+ ODR

2-5 ODR

0-1 ODR

Tier 2/3 Team Formation

– Coordinator– Active/participating administrator– Behavioral expertise (School Counselor, School

Psychologist, Special Ed Teacher, Teacher/Staff with behavioral knowledge, Behavior Specialist)

– Classroom Teacher– Other school staff that work with student– Additional supports for wrap around services

• Mental Health Professionals• Medical Services• Social Worker• Community Agencies

Team Information Form & TIPS Protocol for All Tiers

• Team member roles– Norms– Coordinator (Coordinator Roles)– Case Managers (Case Manager Roles)– Meeting Note Taker– Time Keeper– Data

Typical Reasons CICO may not be working for an individual student

1) Low fidelity of implementation2) The student needs more instruction

on how to use the program3) The rewards are not powerful or

desirable for the student4) The program does not match the

function of the problem behavior5) The student requires more intensive,

individualized support

AddressImplementation

Issue

Individualize Tier 2

Escalate to Tier 3 Support

Tier 2/3 Technical assistance Team Role

Data Analyst –Universal Screening & Parent Survey– Individualized Student Reports–ODR’s–Request for Assistance & FACTS–Attendance and achievement data–Student File Review

117

118

TAT Team Process

1. Identify target students2. Initial data collection

Universal Classroom Elements formCurrent Tier 2 Interventions & DataProblem solving

3. Functional Behavior Assessment (FBA)4. Intervention based upon the function of the

behavior5. Coaching & Monitoring

120

Implementing the ProcessExample from UW Scaling Up the Pyramid Using “Case Study: Mike”, match the

description to the Behavior Support Request for Assistance form.

Ms. Nice Ms. Nice

Mike Jan 7, 2010Regular ed.2nd

principal

x

x xx

xx

None

121

bolting, running away, hitting others, property destruction, spitting, throwing objects (e.g., chairs), repetitive questioning, and aggression towards adults

Re-direction, warnings, talking to, time-outs, go to office

Not very. Sometimes work for a little while.

When father is home, when upset, after playing with his cars or computer.

Mike’s father travels for work; when Dad is home problems are worse.

Help!!

122

123

Step 2: Initial Data Collection

How does a student enter PBIS Tier 3 services?Description of process:• Confirm universal elements in classroom• Confirm Tier 2 intervention in classroom

Complete based on observation. Supplement

with teacher report.

124

Score these items based on observation of and teacher comments about target

student.

125

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity

Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

126

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”

# Yes___

127

128

How did I do?

8-10 “yes” = Super5-7 “yes” = So So<5 “yes” = Improvement needed

129

Step 3: Functional Behavior Assessment

Why is the problem behavior occurring?Description of process:• Start by conducting a Brief FBA• If needed, consider a Comprehensive FBA

131

When to complete a brief FBA

When the team feels there is a need for a more complete picture of the function of the student’s behavior

When the team is unclear about the triggers and maintaining consequences of the student’s behavior

When Tier 1 interventions have been reliably implemented and the student continues to demonstrate behavioral concerns

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0% 60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002 132

133

Remember, a Coach is…

…not evaluating a teacher, but evaluating the effectiveness of the Teaching Strategies as evidenced by:

fidelity of implementation

impact on student outcomes

NEVER Underestimate the difference you can make in the life a child!

Final Q & A , Evaluation, & Thanks!!