Using Data at the Secondary Level to Using Data at the Secondary Level to Build a Pyramid of Behavior SupportBuild a Pyramid of Behavior Support

GA Pyramid- The Foundation for GA Pyramid- The Foundation for School ImprovementSchool Improvement

SSTAGESSTAGE Conference ConferenceSeptember 2007September 2007

Dr. Paula FreerDr. Paula Freer Karen HodnetteKaren HodnetteProgram SpecialistProgram Specialist System Lead SST ChairSystem Lead SST ChairMetro West GLRS/RESAMetro West GLRS/RESA Troup County SchoolsTroup County Schools

Session Goals:Session Goals:

• Data and Support at each TierData and Support at each Tier• Using Data to Identify NeedsUsing Data to Identify Needs• What We Know WorksWhat We Know Works• Developing FBA/BIP as a Support Developing FBA/BIP as a Support

Process at Tier 3/SST Process at Tier 3/SST

Begin with the End in Mind:Coordinating a Framework for Change

Opportunities For Learning

and Recognition of Practice

Teach Behavior Competencies

• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making

GreaterAttachment,

Engagement, & Commitment

to School

Less Risky Behavior, More

Assets, &Positive

Development

Better Academic

Performanceand Success

in School and Life

Evi

den

ce-B

ased

Beh

avio

rP

rog

ram

min

g

Safe, Caring, Cooperative,

Well-Managed Learning

Environments

Solution Focused Framework

http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf

Framework for Student Success: Social Emotional Behavioral Instruction

social emotional behavioral

Self-awareness

Social awareness

Relationship Skills

Responsible decision-making

Self-management

Forming positive relationships, working in teams, dealing

effectively with conflict

Making ethical, constructive

choices about personal and social behavior

Managing emotions andbehaviors to

achieve one’s goals

Showing understanding and empathy for others

Recognizing one’s emotions and values as well as one’s strengths

and limitations

Implementation and Sustainability Process

E. Nurturepartnerships

with families &communities

A. Provide ongoing

professionaldevelopment

B. Monitor and

evaluate for continuous

improvement

C. Develop infrastructure

to support behavior

D. Integrate behavior

framework school-wide

5. Develop action plan

6. Select evidence-

basedprogram

4. Conduct needs and resources

assessment

3. Develop and articulateshared vision

7. Conduct initial staff

development

8. Launch SEB instruction in classrooms

9. Expand instruction

and integrate school-

wide

10. Continue cycle of

implementing and improving

2. Engage stakeholders

and form steering

committee

1. Principal commits

to school-wide beh plan

F. Communicatew/stakeholders

(marketing)

Leadership

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

School-Wide Instructional Support

Positive Behavior Support (Scott, 2002)

Universal

School-Wide AssessmentTIER 1

School-Wide Prevention Systems

TIER 2

Targeted

TIER 3

Intensive

TIER 4

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Observations FBA/BIP

Multi-Disciplinary Assessment & Analysis

Specific Student Interventions

Group Interventions

Individualized Interventions

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

ent

What is the Positive Behavior Support Process ?

• A data-driven team approach with built-in accountability– Follows a carefully look at the context of the problem behavior – Hypothesizes why the behavior is occurring. – Develops a plan to teach the student a replacement behavior

and new skills– Changes environments to match student needs– Involves people who really care about the student– Develops a written plan capturing the team’s decisions and

methods

Positive Behavior Supports

• What can we expect?– Reductions in discipline problems– Improved academic achievement– Deviant peer groups less likely to form– Prevent the onset, or slow the trajectory of

alcohol, tobacco and other drug use, and delinquency

What Works: TIGARD-TUALATIN K-5 Effective BEHAVIOR Support – 2003-04 Practices by Levels

EBIS Planning Process Meaningful Work Program

ELL Parent Nights After School Scholarships

Skills Groups Lunch Bunch

H.U.G. Program Behavior Contracts and

Interventions Holiday Family Support Parent-School Meetings

Tigard High Lunch Buddies School Needs Grants

EBIS Screening Good News Post Cards

Family Nights Celebrate Cards Classroom Presentations

Grade Level Buddy Programs After School Activities

Life Skills Second Steps Red Ribbon Week

“Caught Ya’s” – “Gotcha’s” Attendance Program

New Student Orientation Relationship Connection

Organized Recess Activities Cafeteria Behavior Management

}80-90%

15-20% {

First Step to Success Functional Behavior

Assessments Positive Support Plans

504 Evaluations & Plans

Special Education Referrals & Plans

}1-5% INTENSIVE, INDIVIDUAL LEVEL

SELECTED GROUPS LEVEL

UNIVERSAL LEVEL

Targeted Intervention •BEST•LEAG•Response to Intervention•Why Try: Curriculum/Training•Parent Training: Targeted

Intensive Intervention•Behavior Specialists//Psychologists•BEST/Coaches•Building Crisis Teams•Emergency Response Plan •Expulsion Intervention Counselor•Threat Assessment Protocol• The Opportunity Center

•Parent Outreach Coordinator•Vocational Education Teacher•Parent Training Curriculum

Universal Intervention•Positive Behavior Support Systems

•Staff Training (subs, meals)•Community Partnership•Bully Proofing Programs•PBS District Coaches•Parent Training: Universal•PBS District Coach Training•Student Incentives

Mesa District #51 Colorado

Positive Behavior Support:

A District Wide Continuum of behavior support

Mesa School District Colorado

Decision Rules for School-Wide Tigard Tualatin Schools, Oregon-TTS

K-12 • If more than 20% of all students received 2 or more

referrals: revisit the CORE.• If more than 30% of referrals occur in a specific area

besides classroom (i.e., hallways): revisit CORE for that area.

• If more than 40% of referrals occur in classrooms: have teachers re-teach school rules and associated classroom expectations.

• More than 30% of referrals for similar reasons (e.g., aggression & fighting), re-teach school rules specific to that area and acknowledge positive behavior.

K-5• Office Discipline Referral Data reviewed monthly. If

more than 1 referral per day per month for every 250 students, revisit the CORE.

6-12• Office Discipline Referral Data reviewed monthly. If

more than 1 referral per day per month for every 200 students, revisit the CORE.

Progress Monitoring

K-12: Behavior Data from Check & Connect Programs

K-12: More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period

K-12: Progress on individual behavior goals or Behavior Support Plan (TTS, Oregon)

Intensifying Interventions

Students who receive 2 – 5 referrals should receive CORE + Second Tier Interventions

If progress is below the expected rate after 6 to 8 weeks of Second Tier Intervention, students move to Third Tier Intervention

If a student receives 6 behavior referrals, perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan (TTS, Oregon)

What works with at-risk What works with at-risk youth?youth?

• Universal screening, needs assmt, and tiers of Universal screening, needs assmt, and tiers of support support

• Social and life skills instruction and supportSocial and life skills instruction and support• Adult mentoring and case managementAdult mentoring and case management• Specialized school and classroom supports Specialized school and classroom supports

– AcademicAcademic– Function-based behavior support (FBA/BIP)Function-based behavior support (FBA/BIP)

• Alternative discipline Alternative discipline • Parent collaboration or parent trainingParent collaboration or parent training• Service coordination with community agenciesService coordination with community agencies• Service learning or Community ServiceService learning or Community Service

Persistent Problems:Academic versus Behavioral

• Academic: Assume the student learned the wrong way to do it or has been taught (inadvertently) the wrong way to perform the action.

• Behavioral: Presume that all students are capable of behaving correctly. Assume that this youngster consciously “chooses” to misbehave and be uncooperative.

Teaching Behavior

• Teach ‘em what they don’t yet know

• …but what and how (behaviorally speaking)?

– Reflective decision making

– Problem solving

– Social skills

– Anger management

– Conflict resolution

– Character education, in order to:

• Provide a solid foundation on which to base the newly acquired social-behavior skills

• Prevent a self-serving display of appropriate behavior

How is teaching behavior like teaching academics?

• Determine the current level of knowledge/skill.

(questioning, observation)

• Make the learning relevant & useful to the learner.

• Make use of present knowledge/skills.

• Instruct, model, & provide guided practice.

• Provide more guided practice (at least 20 successes to ingrain in memory bank) with progressively more “pressure”.~

• Recognize effort & progress.

• Re-teach parts with which s/he has difficulty.

(PENT, Wright-Browning; Mary Beth Hewitt, What Changes Behavior? Punishment or Remediation. Choices)

3 Elements of Data-based Decision Making

1. High quality data from clear definitions, processes, & implementation (e.g., sw behavior support)

2. Efficient data storage & manipulation system (e.g., SWIS)

3. Process for data-based decision making & action planning process (e.g., team)

Kinds of DataKinds of Data

• Office discipline reportsOffice discipline reports• Behavioral incidentsBehavioral incidents• AttendanceAttendance• Suspension/DetentionSuspension/Detention• ObservationsObservations• Self-assessmentsSelf-assessments• Surveys, focus groupsSurveys, focus groups• Etc.Etc.

Office Discipline ReferralOffice Discipline Referral

•Reflects 3 factorsReflects 3 factors–StudentStudent–Staff memberStaff member–OfficeOffice

General Approach: “Big 5”

• # referrals per day per month

• # referrals by student

• # referrals by location

• #/kinds of problem behaviors

• # problem behaviors by time of day

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

Is action needed?

What?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

What?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Where?

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by LocationWhere?

Who?

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals

Who?

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals

When?

0

5

10

15

20

25

30 N

um

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

When?

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

                                                                              

            

Time of Day

By Staff Member

By Staff Member

# Incident by Student w/ >3

CLEO-After Tier 2 Group Intervention

Tier 3: FBA-Functional Behavior Assessment prior to developing a

Behavior Support/Intervention Plan (BIP/BSP)

• Involves all those who know student• Looks for links between the environment and student

behavior (interactions in class, school, instruction, home)• Why problems occur-functions the behavior serves• Testable explanations (can’t do or won’t do?)• Purpose is to get the information necessary to create a

successful, measurable, documented support plan• May be developed in SST with assistance of school

psychologist, behavior specialist, ….

Tools to Develop and Implement a FBA and Behavior Support Plan

Download from www.pent.ca.gov or interventioncentral.org

Systems Approach1. Organize team

2. Review data

3. Analyze, describe, & prioritize problem within context

4. Specific measurable outcome

5. Select evidence based practice

6. Provide supports for accurate sustained adoption & implementation

7. Monitor practice implementation & progress toward outcome

Essential Questions• Where does the data identify needs?

• What programs do we know that are evidence based? Which of these will impact our students?

• What population do we target first?

• At what level should the intervention(s) focus?

– Analyze data

– Identify Target Areas for Intervention

– Develop Improvement Plan/Pyramid Tiers

– Implement, Monitor and Evaluate

Analyze Data• District and School Demographics

• Student Performance

– Graduation and Drop Out Rates

– Course completion

– AYP

• Assessment, Curriculum, Instructional Systems

• Current Initiatives and Partnerships

• Professional Development

• Parent/Family Engagement

Identify Target Areas for Intervention

• Academic Content

• Behavior (classroom mgmt, behavior support)

• Attendance/Truancy

• School Climate

• Self-management (self determination, problem solving)

• Mentoring (employment, service learning)

• Family Engagement

Develop Pyramid • Select evidence based practices

– Check & Connect Coca Cola Valued Youth Program– PBS/EBIS Project Coffee– FBA/BIP Teen Outreach Program

Career Academics Program

• Identify Level of Intensity- Let the Data Guide… Intensity- Let the Data Guide… – Tier 1-school wide– Tier 2-small group– Tier 3-small group/individual– Tier 4-individualized

Implement, Monitor and Evaluate

• Conduct baseline measures and progress monitoring at each tier

• Implement strategies: on-site coaching, consultation/feedback

• Manage data and evaluate outcomes

Recommended Web Resources

• SWIS data base for office referrals www.swis.org

• OSEP Center on Positive Behavioral Interventions and Supports www.pbis.org

• Oregon Social Learning Center www.oslc.org

• Whatworksclearinghouse.org

• National Drop Out Prevention Center www.ndpc.org

• National Assoc. School Psychologists Nasponline.org

• Hamilton Fish Institute on School and Community Safety www.hamfish.org

• Prevention Research Center www.psu.edu/dept/prevention

• Strong Teens http://orp.uoregon.edu

• ici.umn.edu/checkandconnect/publications/default.html check and connect program

• Institute on Violence and Destructive Behavior– http://darkwing.uoregon.edu/~ivdb/

Recommended Web Resources

Assessment Resources for Upper Grades

• Positive Behavior Supports (PBS); http://pbis.org; http://swis.org

• www.interventioncentral.org (charting student progress, interventions, staff development)

Conduct Needs Assessment • Incidence of Violence and Illegal Drug Use

– www.swis.org

– California Healthy Teens

• Risk and Protective Factors

– Communities that care survey (Hawkins and Catalano)

– Oregon School Safety Survey

• Systems assessment (what do we have in place?)

– SET (www.pbis.osg)

– Assessing Behavior Support in Schools Survey (www.pbis.org )

– PENT Tools to develop, implement, and score a behavior plan (http://www.pent.ca.gov/behBbsps.htm)

How do we find evidence that an assessment instrument is reliable and valid?

• Possible Sources of Information:

– Assessment Manual

– Technical Reports

– Peer Reviewed Research….but you have to know how to critique the technical adequacy of the measures!

• Expert Summaries and Analysis:

– National Center on Progress Monitoring

www.studentprogress.org

References

• PBIS

• McCook/LRP

• Wright/ RTI Tool Kit

• Browning-Wright/PENT Positve Network of Trainers, California DOE

• National Drop Out Prevention Center/Ok Transition Institute

• (Scott, 2002)

• Tigard-Tualatin Schools, Oregon

• Mesa #51 Schools, Colorado

• Collaborative for Academic, Social, Emotional Learning CASEL