Tier II Overview: Readiness, Data-Decisions, and Practices

Tier II Overview: Readiness, Data-Decisions, and Practices Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org Star+ng Point. We cannot make students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity Missouri SW-PBS pbismissouri.org SW-Posi+ve Behavior Support Social Competence & Academic Achievement OUTCOMES Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Suppor+ng Staff Behavior SYSTEMS DATA Suppor+ng Decision Making Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response PRACTICES Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive Suppor+ng Student Behavior 1

Universal School-Wide s Clearly define expected behaviors (Rules) All SeXngs Classrooms Procedures for teaching & prac+cing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement Tier II Efficient and effec+ve way to iden+fy at-risk students Screen Data decision rules Teacher referral Informal assessment process to match interven+on to student need Small group Social Skill Instruc+on Self-management Academic Support Progress Monitoring Part of a con+nuum must link to universal school-wide PBS system Tier III Non response to Tier II When problem intense and chronic Driven by Func+onal Behavioral Assessment & other individualized assessments Connec+ons to Mental Health and Community Agencies (Integrated Framework Monograph) Part of a con+nuum must link to universal school-wide PBS system SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly 2

Readiness for Tier 2 Data Determine When Your SWPBS Team is Ready to Build Supports Beyond Universals SWPBS universal systems are consistently implemented with fidelity School-wide Non-Classroom Classroom SWPBS Universal System Outcomes SET or BoQ score of 80% or higher within past 18 months SAS: 80% of staff report that School-wide, Non- Classroom & Classroom Systems are in place Readiness for Tier 2 Baseline Behavior Data Spring SWPBS Universal System Outcomes Data indica+ng 80% of students with 0-1 ODR or within na+onal average for the school s grade levels Consistent use of school-wide data for making decisions as evidenced by monthly Big 5 Data Reports System in place to collect classroom minor referrals 57 students with 9+ Referrals 1712 referrals 15% Tier 3 Goal 5% 16% Tier 2 Goal 15% 69% Tier 1 Goal 80% 6+ Referrals 2-5 Referrals 0-1 Referral 3

Post Intensifying Tier I + Classrooms 16 Students with 9+ Referrals 7% Tier 3 Goal 5% 10% Tier 2 Goal 15% 83% Tier 1 Goal 80% 6+ Referrals 2-5 Referrals 0-1 Referrals Readiness for Tier 2 Evidence of implementa+on of the Eight Classroom Essen<al Prac<ces & a process developed for ongoing training faculty/staff. 516 Referrals Classroom Universal Essen+al Prac+ces 1. Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) 2. Procedures & routines defined and taught 3. Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4. Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5. Students are actively supervised (pre-corrects and positive feedback) 6. Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7. Activity sequence promotes optimal instruction time and student engaged time 8. Instruction is differentiated based on student need Challenge: How to Insure All Staff Are Using Effec+ve Prac+ces 4

hip://pbismissouri.org/educators/ effec+ve-class-prac+ce Typical School Day 17% Direct Instruc+on 33% Seatwork 20% Transi+ons 30% Discipline & Other Non-Instruc+onal Ac+vi+es Cotton, 1995; Walberg, 1988 MO SW-PBS 324 Discussion: Importance of expectations & behaviors? Pair Up 2-Minute Frenzy Discuss: How has clarifying schoolwide/non-classroom sexng behaviors/rules impacted student behavior in our school? Why do you think it is important to clarify classroom behaviors/rules? Activity: Classroom Rule Writing Activity Option 1 List problem behaviors in your classroom List replacement behavior (what we want kids to do instead) List schoolwide expecta+ons Categorize rules within schoolwide expecta+ons 5

Effec+ve Professional Development Training Components OUTCOMES (% of Par+cipants who: Demonstrate Knowledge, Demonstrate New Skills in a Training SeXng, and Use New Skills in the Classroom) Demonstrate Knowledge Demonstrate New Skill in Training Use New Skills in Classroom Theory & Discussion 10% 5% 0% Plus Demonstra+on in Training Plus Prac+ce and Feedback Plus Coaching in the Classroom 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce and Showers, 2002 Classroom Systems Teach Brief in-service, single topic focus Prac+ce (performance feedback) Peer coaching Principal walk through Direct observa+on / data collec+on 6

The Beginning Background Info. Universal/Pre Tier II Classroom Example School used a universal screening instrument in October of 2012. Results indicated that 32.3% of students were in the at-risk or high-risk range. Team decided to focus first efforts on implementa+on of Tier 1 with higher levels of fidelity. Baseline Data Collec+on Classroom-Level Observa+ons of Effec+ve Classroom Prac+ces Expecta+ons & Rules Procedures & Rou+nes Encouraging Expected Behavior Discouraging Inappropriate Behavior Ac+ve Supervision Opportuni+es to Respond Ini<al ra<o of posi<ve specific feedback to correc<ves: 1.85:1 Based on data, team iden+fied 1 prac+ce to improve upon. Professional Development Process & Data October 2013 IniVal ObservaVons, RaVo at 1.85:1 January 2013 Staff Professional Development on PosiVve Specific Feedback February 2013 Follow-up Classroom ObservaVons, RaVo at 2.44:1 March 2013 AddiVonal Staff Professional Development with Increased PracVce and Supports May 2007 Final Classroom ObservaVons of the School Year, RaVo at 6.55:1 7

End of Year Outcomes ODRs decreased by 39.41% from 2011-2012 to 2012-2013. Minor referrals decreased by 34.8% from 2011-2012 to 2012-2013. Classroom minor referrals decreased by 33.5% from 2011-2012 to 2012-2013. PBIS TECHNICAL BRIEF ON CLASSROOM PBIS STRATEGIES Simonsen, Freeman, Goodman, Mitchell, Swain-Bradway, Flannery, Sugai, George, & Putnam (2015) Tier 2 Readiness Checklist *Place a check in the box that best reflects your school s status Data Indicators 1. SET score of 80/80 OR BoQ score of 80% or higher In Place Not In Place Notes 2. SAS Schoolwide 80% or higher 3. SAS Non-Classroom 80% or higher 4. SAS Classroom 80% or higher 5. 80% or more students in the 0-1 ODR range or within national range for school s grade levels 6. Consistent use of schoolwide data for making decisions as evidenced by monthly Big 5 Data Reports 7. System in place to collect classroom minor referrals 8. Tier 2 team includes administrator, crossover member, behavioral expertise or desire to develop, academic expertise 9. Eight Classroom Essential Practices taught to all staff and evident in all classrooms 10. Access to district level support MO SW-PBS Tier 2 Readiness Analysis 32 8

Data Decision Rules Iden+fying Students Office Discipline Referral (ODR) Major Minor Time out of Instruc+on Buddy Room Safe Seats Discipline Room RRKS TOC (front side) RRKS TOC (back side) RRKS Time Out of Class Code: Student: Date: Incident Time: # of min. out of rm.: Teacher: Subject: What did you do/not do that got you sent out of class? Circle the RRKS expectavon that was not followed: Respect Responsible Kind Safe What will you do differently next Vme? Processing Checklist: Processing data & +me: Review with the student reason he/she was sent out. Teach & prac+ce replacement behavior. Provide posi+ve reinforcement for replacement behavior. Check the sexng in which the behavior occurred. Minor List: Circle the appropriate code (MDD) (MDS) Defiance/Disrespect/Noncompliance Disruption ( MO) Other (MPC) Phys. Contact Whole group instruction Small group instruction Individual work Working with peers Alone 1-on-1 instruction Interacting with peers Other: Please identify below (MI) Inappropriate Verbal Language (MP) Property Misuse 9

Other Strategies to Iden+fy Students Teacher Referral Ques+ons to discuss: Who completes When What data must be used/cited Focus on externalizing and internalizing Screening What instrument (hip://pbismissouri.org/archives/ 2866) Schedule Tier II Supports Tier II Prac+ces and Supports Students who do not respond to classroom / informal supports (grade level 2-3 weeks) Student brought to Tier II Team Based on func+on of problem behavior and response to classroom supports, match student to Tier II interven+on 10

Check in / Check Out Social Skill Groups Academic Supports Tier II Supports Monitor Student Progress and Evaluate Process Original data sources that lead to student iden+fica+on ODR Aiendance Academics +me out of class Teacher percep+on Key = frequent and regular Celebrate success Adjust if student doesn t respond (or problems start reappearing) Cost Benefit Analysis of overall process Tier II Supports Designing Tier II Systems School-wide PBIS Tiered Fidelity Inventory Centralized Each has a coordinator Placed in support by Tier II Team Classroom supports con+nued / modified ALL in building aware of their role in suppor+ng students in Tier II Supports 11

Systems Explora+on Installa+on Implementa+on Stages and Phases of Learning Ini+al Implementa+on Full Implementa+on Innova+on Sustainability Individual Learning Acquisi+on Fluency Maintenance & Generaliza+on 2.1 Team Composi+on 2.1 Team ComposiVon: Tier II (or School combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral exper+se, (b) administra+ve authority, (c) knowledge of students, and (d) knowledge about opera+on of school across grade levels and programs. organiza+onal chart Tier II team mee+ng minutes 0 = Tier II team does not include coordinator or all 4 core areas of Tier II team exper+se 1 = Tier II team does not include coordinator and all 4 core areas of Tier II team exper+se OR aiendance of these members is below 80% 2 = Tier II team is composed of coordinator and individuals with all 4 areas of exper+se, AND aiendance of these members is at or above 80% 2.2 Team Opera+ng Procedures 2.2 Team OperaVng Procedures: Tier II team meets at least monthly and has (a) regular mee+ng format/agenda, (b) minutes, (c) defined mee+ng roles, and (d) a current ac+on plan. Tier II team mee+ng agendas and minutes Tier II mee+ng roles descrip+ons Tier II ac+on plan 0 = Tier II team does not use regular mee+ng format/agenda, minutes, defined roles, or a current ac+on plan 1= Tier II team has at least 2 but not all 4 features 2 = Tier II team meets at least monthly and uses regular mee+ng format/agenda, minutes, defined roles, AND has a current ac+on plan 2.3 Screening: Tier II team uses decision rules and mul+ple sources of data (e.g., ODRs, academic progress, screening tools, aiendance, teacher/family/ student nomina+ons) to iden+fy students who require Tier II supports. 2.3 Screening Mul+ple data sources used (ODRs/ Time out of instruc<on, ATendance, Academic performance) Team Decision Rubric Team mee+ng minutes School Policy 0 = No specific rules for iden+fying students who qualify for Tier II supports 1 = Data decision rules established but not consistently followed or used with only one data source 2 = Wriien policy exists that (a) uses mul+ple data sources for iden+fying students, and (b) ensures that families are no+fied when a student enters Tier II supports 12

2.4 Request for Assistance 2.4 Request for Assistance: Tier II planning team uses wriien request for assistance form and process that are available to all staff, families, and students. School Handbook Request for Assistance Form Family Handbook 0 = No formal process 1 = Informal process in place for staff and families to request behavioral assistance 2 = Wriien request for assistance process is in place and team responds to request within 3 days 2.5 Sufficient Array of Tier II Interven+ons 2.5 Sufficient Array of Tier II IntervenVons: Tier II team has mul+ple ongoing behavior support interven+ons with documented evidence of effec+veness matched to student need. School Tier II Handbook Targeted Interven+ons Reference Guide 0 = No Tier II interven+ons with documented evidence of effec+veness are in use 1 = Only 1 Tier II interven+on with documented evidence of effec+veness is in use 2 = Mul+ple Tier II interven+ons with documented evidence of effec+veness matched to student need 2.6 Tier II Cri+cal s 2.6 Tier II CriVcal s: Tier II behavior support interven+ons provide (a) addi+onal instruc+on/+me for student skill development, (b) addi+onal structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report). Universal lesson plans Tier II lesson plans Daily/weekly progress report School schedule School Tier II handbook 0 = Tier II interven+ons do not promote addi+onal instruc+on/ +me, improved structure, or increased feedback 1 = All Tier II interven+ons provide some but not all 3 core Tier II features 2 = All Tier II interven+ons include all 3 core Tier II features 2.7 Prac+ces Matched to Student Need 2.7 PracVces Matched to Student Need: A formal process is in place to select Tier II interven+ons that are (a) matched to student need (e.g., behavioral func+on), and (b) adapted to improve contextual fit (e.g., culture, developmental level). Data sources used to iden+fy interven+ons School Policy Tier II Handbook Needs assessment Targeted Interven+ons Reference Guide 0 = No process in place 1 = Process for selec+ng Tier II interven+ons does not include documenta+on that interven+ons are matched to student need 2 = Formal process in place to select prac+ces that match student need and have contextual fit (e.g., developmentally and culturally appropriate) 13

2.10 Level of Use: Team follows wriien process to track propor+on of students par+cipa+ng in Tier II supports, and access is propor+onate. 2.10 Level of Use Tier II enrollment data Tier II team mee+ng minutes Progress monitoring tool 0 = Team does not track number of students responding to Tier II interven+ons 1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support 2 = Team defines criteria and tracks propor+on, with at least 5% of students receiving Tier II supports 2.11 Student Performance Data 2.11 Student Performance Data: Tier II team tracks propor+on of students experiencing success (% of par+cipa+ng students being successful) and uses Tier II interven+on outcomes data and decision rules for progress monitoring and modifica+on. Student progress data (e.g., % of students mee+ng goals) Interven+on Tracking Tool Daily/Weekly Progress Report sheets Family communica+on 0 = Student data not monitored 1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support 2 = Student data (% of students being successful) monitored and used at least monthly, with data decision rules established to alter (e.g., intensify or fade) support, and shared with stakeholders 2.12 Fidelity Data: Tier II team has a protocol for on-going review of fidelity for each Tier II prac+ce. 2.12 Fidelity Data Tier II coordinator training District technical assistance Fidelity probes taken monthly by a Tier II team member 0 = Fidelity data are not collected for any prac+ce 1 = Fidelity data (e.g., direct, selfreport) collected for some but not all Tier II interven+ons 2 = Periodic, direct assessments of fidelity collected by Tier II team for all Tier II interven+ons 2.13 Annual EvaluaVon: At least annually, Tier II team assesses overall effec+veness and efficiency of strategies, including data-decision rules to iden+fy students, range of interven+ons available, fidelity of implementa+on, and on-going support to implementers, and evalua+ons are shared with staff and district leadership. 2.13 Evalua+on Staff and student surveys Tier II handbook Fidelity tools School Policy Student outcomes District Reports 0 = No data-based evalua+on takes place 1 = Evalua+on conducted, outcomes not used to shape the Tier II process 2 = Evalua+on conducted at least annually, and outcomes shared with staff and district leadership, clear altera+ons in process proposed based on evalua+on 14

Big Ideas Readiness Con+nued focus on Universals and Tier II Phases of implementa+on Behavioral Exper+se v. job +tle Con+nue instruc+onal focus Map external supports to school-wide PBS system Strategic training and technical assistance Forma+ve and Summa+ve evalua+on of the process 15