Module 12: Continuum of Multi-Tiered Systems of Support What does this look like for Tier 1, Tier 2 and Tier 3?

Transcription

1 Module 12: Continuum of Multi-Tiered Systems of Support What does this look like for Tier 1, Tier 2 and Tier 3? A Series of 12 Modules on Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring June 20, 2014 Satish Moorthy, Director of NYC PBIS Division of Specialized Instruction and Student Support

2 Series of 12 Modules on FBA Module 1. An Introduction to Functional Behavioral Assessment; Using D.A.S.H. to Define, Ask, See & Hypothesize about Behavior; and DEFINING Behavior Module 2. The ABCs of Understanding Behavior Antecedents, Behavior, Consequence, Function & Setting Events Module 3. D.A.S.H. ASKING about Behavior: Interviewing Staff, Student & Parent/Caregiver (INDIRECT DATA) Module 4. D.A.S.H. SEEING Behavior: Observing the Student (DIRECT DATA) 2

3 Series of 12 Webinars on FBA (cont.) Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing INDIRECT & DIRECT DATA Module 6. Choosing Data Collection Tools and Completing the Hypothesis Statement with Baseline Data Module 7. Introduction to Behavior Intervention Planning (BIP) and the Competing Behavior Pathway; Looking at Replacement vs. Desired Behavior Module 8. Function-Based Behavior Intervention Strategies for Antecedents, Setting Events and Consequences; Teaching New Behavior(s) 3

4 Series of 12 Webinars on FBA (cont.) Module 9. Using the Behavior Intervention Plan to Implement and Evaluate (WHO will do WHAT by WHEN and HOW?) Module 10. Progress Monitoring Checking for Success Module 11. Aligning the Functional Behavioral Assessment and Behavior Intervention Plan with the Individual Education Program Module 12. Continuum of Multi-Tiered Systems of Support What does this look like for Tier 1, Tier 2 and Tier 3? 4

5 Webinar Downloads Module 12 PowerPoint The THREE REQUIRED FORMS for FBAs and BIPs 1. Functional Behavioral Assessment (December 2013) 2. Behavior Intervention Plans (December 2013) 3. Considerations for Positive Behavior Support Form (December 2013) can be downloaded with this webinar or accessed at d/behavior.html 5

6 Module 12 Outcomes: To understand the context of FBA-BIP within Multitiered Systems of Support (MTSS) and School-wide and Class-wide Positive Behavioral Interventions and Supports (PBIS), the Shared Path Framework, and related DOE initiatives: Teacher Effectiveness, Career & College Readiness, Preventive Discipline. To brainstorm a school-based action plan for sharing information and building capacity for behavior supports at your school. 6

7 Module 12: Continuum of Multi-Tiered Systems of Support What does this look like for Tier 1, Tier 2 and Tier 3?

8 Why MTSS/PBIS? 8

9 IDEA 1997 (20 U.S.C. 1454(a)(3)(B)(iii)(I)). Legislated the establishment of a national Center on PBIS to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with emotional and behavioral challenges. The national Center on PBIS is now a virtual center with leadership and partners located in applied research centers at universities and institutes across the country. Each state, including New York State, has a leadership team supporting technical assistance on MTSS/PBIS. Oversight is provided by the US Department of Education, Office of Special Education Programs. 9

10 School-wide PBIS: Outcomes Examining the Evidence Base for School-Wide Positive Behavior Support 2010 Focus on Exceptional Children, 49, (8) Reduction in problem behavior Improved academic performance Improved school safety Reduction in staff turnover 10

11 What is MTSS/PBIS? 11

12 Three MTSS/PBIS Big Ideas The goal of MTSS/PBIS is to establish a host environment that supports, adopts & sustains the use of evidence-based practices. MTSS/PBIS is not a curriculum - it is a multi-tiered behavioral framework for prevention systems to identify needs, develop instructional strategies, and evaluate practice toward success. MTSS/PBIS is not a program, it is a practice and a philosophy that is the underpinning of leadership and decision making around the school s culture and environment. 12

13 School-Wide Systems for Student Success: Multi-tiered Support Systems Academic Systems Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Behavioral Systems 1-5% Tier 3/Tertiary Interventions FBA-BIP Parent Training and Collaboration Wraparound Systems of Care 5-15% Tier 2/Secondary Interventions Check In, Check Out Behavior Contracts Daily home/school notes Small group social skills training Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90% Tier 1/Universal Interventions Core Behavioral and SEL curriculum (School and Class-wide) Social Skills Teaching and Reinforcement Systems All Students/ All Environments Adapted from llinois PBIS Network, Revised May 15, Adapted from What is schoolwide PBS? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 13

14 Tiering Supports ` 14

15 Universal Intensive Targeted Few Some All Continuum of Support for ALL How do we make decisions on the intensity of student instructional supports? 15

16 Intensive Targeted Math Science RtI Continuum of Support for ALL Jack Universal Comprehension Soc skills Decoding Writing Soc Studies Spanish Technology Basketball Match intensity of support with assessed need (based on data). Label behavior not Dec 7, 2007 people 16

17 Universal Intensive Targeted Coop play Prob Sol. Technology Anger man. Adult rel. Self-assess Ind. play Attend. Homework Label behavior not Dec 7, 2007 people RtI Continuum of Support for ALL: Jill Peer interac Match intensity of support with assessed need (based on data). 17

18 Teaching Behavioral Expectations Using an Instructional Approach Define Observable, measurable Teach Identify, prior knowledge, model, structured practice, acknowledge Remind Pre-correct, prompt behaviors/rules prior to entering natural context Monitor Supervise, feedback/acknowledgement, data Evaluate Data, adaptations needed, non-responders needing more support LESSON PLANS AT ALL TIERS FOR ALL STUDENTS 18

19 Cultural Values/ Expectations Teaching Matrix ENTRY CLASSROOM- Routines/ Tasks GROUP WORK INDEPENDENT WORK EXIT Respect Greet others by saying hello Use polite and courteous language Raise hand quietly for teacher assistance Wait for teacher to dismiss class Safety Slowly enter the room and sit in assigned seat Keep hands and feet to self Stay in your seat Slowly gather personal belongings Responsibility Be prepared with class materials Work with your partner to complete assigned task Stay on task Plan for homework or finishing class work 19

20 Cultural Values/Expectations Teaching Matrix All Settings SETTING Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 20

21 Expectations Expectations & behavioral skills are taught & recognized in natural context 21

22 Re-design Learning & Teaching Environment 22

23 3-5 positive SW expectations defined, taught, & encouraged 23

24 How does MTSS/PBIS support the Shared Path Framework and and Improved Outcomes for Students with Disabilities? 24

25 Shared Path Framework 26

26 27

27 How does PBIS support/ align with DOE initiatives and policy? 28

28 College and Career Readiness Common Core Learning Standards Teacher Effectiveness Wraparound and Mental Health Preventive Discipline MTSS/PBIS Culturally Responsive Instruction 29

29 Danielson s Framework for Teaching Planning and Preparation Classroom Environment Instruction Professional Responsibilities What a teacher knows and does in preparation for teaching. All aspects of teaching that lead to a culture for learning in the classroom. What a teacher does to engage students in learning. Professional responsibilities and behavior in and out of the classroom. 30

30 Danielson Domain 2: Classroom Environment 2a- Creating an Environment of Rapport and Respect 2b- Establishing a Culture for Learning 2c- Managing Classroom Procedures 2d- Managing Student Behavior 2e- Organizing Physical Space 31

31 Domain 2d: Managing Student Behavior Indicators: Clear standards of conduct, possibly posted, and possibly referred to during a lesson Absence of acrimony between teacher and students concerning behavior Teacher awareness of student conduct Preventive action when needed by teacher Absence of misbehavior Reinforcement of positive behavior 32

32 College and Career Readiness 33

33 NYC DOE Discipline Code Each school is expected to promote a positive school culture and climate that provides students with a supportive environment in which to grow both socially and academically. Schools are expected to take a proactive role in nurturing students pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning. Establishing a school-wide tiered framework of behavioral supports and interventions guides the entire school community toward following the school s rules and expectations, as well as the delivery of consistent and appropriate consequences, e.g., PBIS (Positive Behavioral Interventions and Supports). 34

34 Discipline Code and SwD For students with disabilities whose behavior impedes the student s participation in school, a functional behavioral assessment (FBA) is an essential tool to understand the causes of the student s behavior. A behavioral intervention plan (BIP) after an FBA provides specific approaches to address the student s behavior. 35

35 Shared Path Framework 36

36 FBA-BIP in the Context of New York State Program Standards for Behavior Interventions The CSE or CPSE shall consider the development of a behavioral intervention plan, as such term is defined in section 200.1(mmm) of this Part, for a student with a disability when the student exhibits persistent behaviors that impede his or her learning or that of others, despite consistently implemented general school-wide or classroom-wide interventions. NY State Regulations Part (b)(1)(i). 38

37 Behavior Support Team Action Planning What? With whom? Who and by when? How will you share this information? How will you monitor progress and fidelity? How will you integrate this learning with school and classwide systems? 39

38 Behavior Support Team Action Planning What? With whom? Who and by when? How will you share this information? Faculty PD, Grade Level Meetings Principal, AP, Psych, SW, Guidance, CSE Behavior Support Team Schedule/ Summer, Fall How will you monitor progress and fidelity? Data collection tools, Academic and Behavioral Principal, AP, Psych, SW, Guidance, CSE Behavior Support Team Regularly Scheduled Meetings How will you integrate this learning with school and classwide systems? Related school Initiatives, e.g. PBIS, SEL, TE Restorative Approaches Principal, AP, Psych, SW, Guidance, CSE, SLT Behavior Support Team Schedule/ Summer, Fall 40

39 Acknowledgements We would like to acknowledge the resources and materials from the National Technical Assistance (TA) Center on Positive Behavioral Interventions and Supports from which many of the activities and materials are adapted. The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. 41

40 Positive Behavior Support Resources NYS Regulations NYSED memorandum Requirements relating to the Use of Behavioral Interventions and Supports NYS Quality Indicators related to FBA-BIP NYS PBIS Resources National PBIS Resources Required FBA, BIP and Consideration for Behavior Support Forms Division of Specialized Instruction and Student Support Shared Path to Success

41 Webinar Downloads Modules 1-12 PowerPoint Participant Handouts and Forms Resources can be downloaded and accessed at d/behavior.html 43