A14 Tier II Readiness, Data-Decision, and Practices

Na#onal PBIS Leadership Forum October 27 & 28, 2016 O www.pbis.org A14 Tier II Readiness, Data-Decision, and Practices Tim Lewis & Barbara Mitchell Key Words: Tier II; PBIS Founda6ons; Training

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 Missouri SW-PBS pbismissouri.org

Star6ng 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

SW- Posi6ve Behavior Support Social Competence & Academic Achievement OUTCOMES Suppor6ng Staff Behavior Suppor6ng Decision Making PRACTICES Suppor6ng Student Behavior

Designing School- Wide Systems for Student Success Academic Systems Behavioral Systems 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 Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

Universal School- Wide Features Clearly define expected behaviors (Rules) All SeUngs Classrooms Procedures for teaching & prac6cing 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 effec6ve way to iden6fy at- risk students Screen Data decision rules Teacher referral Informal assessment process to match interven6on to student need Small group Social Skill Instruc6on Self- management Academic Support Progress Monitoring Part of a con6nuum must link to universal school- wide PBS system

Tier III Non response to Tier II When problem intense and chronic Driven by Func6onal Behavioral Assessment & other individualized assessments Connec6ons to Mental Health and Community Agencies (Integrated Framework Monograph) Part of a con6nuum 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 SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team Representative SAT Partner Core Team Teachers *Meets Weekly School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication RRKS Team Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly

Data Determine When Your SWPBS Team is Ready to Build Supports Beyond Universals

Readiness for Tier 2 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 SWPBS Universal System Outcomes Data indica6ng 80% of students with 0-1 ODR or within na6onal 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

Baseline Behavior Data Spring 57 students with 9+ Referrals 15% Tier 3 Goal 5% 16% Tier 2 Goal 15% 69% Tier 1 Goal 80% 6+ Referrals 2-5 Referrals 0-1 Referral 1712 referrals

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 516 Referrals

Readiness for Tier 2 Evidence of implementa6on of Classroom Essen@al Prac@ces & a process developed for ongoing training faculty/staff.

Classroom Universal Essen6al Prac6ces 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 Effec6ve Prac6ces

hip://pbismissouri.org/educators/ effec6ve- class- prac6ce

Typical School Day 17% Direct Instruc6on 33% Seatwork 20% Transi6ons 30% Discipline & Other Non- Instruc6onal Ac6vi6es 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 seung 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 expecta6ons Categorize rules within schoolwide expecta6ons

Training Components Effec6ve Professional Development OUTCOMES (% of Par6cipants who: Demonstrate Knowledge, Demonstrate New Skills in a Training SeUng, 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 Demonstra6on in Training Plus Prac6ce 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 Prac6ce (performance feedback) Peer coaching Principal walk through Direct observa6on / data collec6on

Universal/Pre Tier II Classroom Example

The Beginning Background Info. 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 implementa6on of Tier 1 with higher levels of fidelity.

Baseline Data Collec6on Classroom- Level Observa6ons of Effec6ve Classroom Prac6ces Expecta6ons & Rules Procedures & Rou6nes Encouraging Expected Behavior Discouraging Inappropriate Behavior Ac6ve Supervision Opportuni6es to Respond Ini@al ra@o of posi@ve specific feedback to correc@ves: 1.85:1 Based on data, team iden6fied 1 prac6ce to improve upon.

Professional Development Process & Data October 2013 Ini#al Observa#ons, Ra#o at 1.85:1 January 2013 Staff Professional Development on Posi#ve Specific Feedback February 2013 Follow- up Classroom Observa#ons, Ra#o at 2.44:1 March 2013 Addi#onal Staff Professional Development with Increased Prac#ce and Supports May 2007 Final Classroom Observa#ons of the School Year, Ra#o at 6.55:1

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)

Iden6fying Students

Data Decision Rules Office Discipline Referral (ODR) Major Minor Time out of Instruc6on Buddy Room Safe Seats Discipline Room

RRKS TOC (front 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 expecta#on that was not followed: Respect Responsible Kind Safe What will you do differently next #me?

RRKS TOC (back side) Processing Checklist: Processing data & 6me: Review with the student reason he/she was sent out. Teach & prac6ce replacement behavior. Provide posi6ve reinforcement for replacement behavior. Check the seung in which the behavior occurred. Whole group instruction Small group instruction Individual work Working with peers Alone 1-on-1 instruction Interacting with peers Minor List: Circle the appropriate code Other: Please identify below (MDD) Defiance/Disrespect/Noncompliance (MDS) Disruption ( MO) Other (MPC) Phys. Contact (MI) Inappropriate Verbal Language (MP) Property Misuse

Other Strategies to Iden6fy Students Teacher Referral Ques6ons 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 Prac6ces and Supports

Tier II Supports Students who do not respond to classroom / informal supports (2-3 weeks) Student brought to Tier II Team Based on func6on of problem behavior and response to classroom supports, match student to Tier II interven6on

Tier II Supports Self Management Check in / Check Out (BEP) Check, Connect, & Expect Check & Connect Social Skill Groups Academic Supports

Monitor Student Progress and Evaluate Process Original data sources that lead to student iden6fica6on ODR Aiendance Academics 6me out of class Teacher percep6on Key = frequent and regular Celebrate success Adjust if student doesn t respond (or problems start reappearing) Cost Benefit Analysis of overall process

0.40 Office Discipline Referrals 0.35 0.30 0.25 0.20 0.15 Pre post 0.10 0.05 0.00

3 Time Out of Class 2.5 2 1.5 1 Pre Post 0.5 0

100 Student A 90 80 70 Percent Total Points 60 50 40 30 20 10 0 2/1/2010 2/8/2010 2/15/2010 2/22/2010 3/1/2010 3/8/2010 3/15/2010 3/22/2010 3/29/2010 Date

100 Student E 90 80 70 Percent Total Points 60 50 40 30 20 10 0 2/1/2010 2/8/2010 2/15/2010 2/22/2010 3/1/2010 3/8/2010 3/15/2010 3/22/2010 3/29/2010 Date

Designing Tier II Systems School- wide PBIS Tiered Fidelity Inventory

Tier II Supports Centralized Each has a coordinator Placed in support by Tier II Team Classroom supports con6nued / modified ALL in building aware of their role in suppor6ng students in Tier II Supports

Implementa6on Stages and Phases of Learning Systems Explora6on Installa6on Ini6al Implementa6on Full Implementa6on Innova6on Sustainability Individual Learning Acquisi6on Fluency Maintenance & Generaliza6on

2.1 Team Composi6on Feature 2.1 Team Composi#on: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral exper6se, (b) administra6ve authority, (c) knowledge of students, and (d) knowledge about opera6on of school across grade levels and programs. Data Sources School organiza6onal chart Tier II team mee6ng minutes Main Idea: Tier II team needs individuals with specific skills and perspec6ves to implement Tier II supports. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = Tier II team does not include coordinator or all 4 core areas of Tier II team exper6se 1 = Tier II team does not include coordinator and all 4 core areas of Tier II team exper6se OR aiendance of these members is below 80% 2 = Tier II team is composed of coordinator and individuals with all 4 areas of exper6se, AND aiendance of these members is at or above 80%

2.2 Team Opera6ng Procedures Feature 2.2 Team Opera#ng Procedures: Tier II team meets at least monthly and has (a) regular mee6ng format/agenda, (b) minutes, (c) defined mee6ng roles, and (d) a current ac6on plan. Data Sources Tier II team mee6ng agendas and minutes Tier II mee6ng roles descrip6ons Tier II ac6on plan Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = Tier II team does not use regular mee6ng format/agenda, minutes, defined roles, or a current ac6on plan 1= Tier II team has at least 2 but not all 4 features Main Idea: Tier II teams need mee6ng founda6ons in order operate efficiently and to implement effec6ve supports. 2 = Tier II team meets at least monthly and uses regular mee6ng format/agenda, minutes, defined roles, AND has a current ac6on plan

2.3 Screening Feature 2.3 Screening: Tier II team uses decision rules and mul6ple sources of data (e.g., ODRs, academic progress, screening tools, aiendance, teacher/family/ student nomina6ons) to iden6fy students who require Tier II supports. Data Sources Mul6ple data sources used (ODRs/ Time out of instruc@on, AVendance, Academic performance) Team Decision Rubric Team mee6ng minutes School Policy Main Idea: Timely selec6on of students for Tier II supports improves the effec6veness of Tier II implementa6on. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = No specific rules for iden6fying 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 mul6ple data sources for iden6fying students, and (b) ensures that families are no6fied when a student enters Tier II supports

2.4 Request for Assistance Feature 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. Data Sources School Handbook Request for Assistance Form Family Handbook Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = No formal process 1 = Informal process in place for staff and families to request behavioral assistance Main Idea: Faculty, staff, families should have a highly predictable, and low- effort strategy for reques6ng behavior 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 Interven6ons Feature 2.5 Sufficient Array of Tier II Interven#ons: Tier II team has mul6ple ongoing behavior support interven6ons with documented evidence of effec6veness matched to student need. Data Sources School Tier II Handbook Targeted Interven6ons Reference Guide Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = No Tier II interven6ons with documented evidence of effec6veness are in use 1 = Only 1 Tier II interven6on with documented evidence of effec6veness is in use Main Idea: A wide array of interven6on op6ons increases the likelihood that student needs are met and done so in a 6mely way. 2 = Mul6ple Tier II interven6ons with documented evidence of effec6veness matched to student need

2.6 Tier II Cri6cal Features Feature 2.6 Tier II Cri#cal Features: Tier II behavior support interven6ons provide (a) addi6onal instruc6on/6me for student skill development, (b) addi6onal structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report). Data Sources Universal lesson plans Tier II lesson plans Daily/weekly progress report School schedule School Tier II handbook Main Idea: Tier II supports should focus on improving the skills and context needed for student success. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = Tier II interven6ons do not promote addi6onal instruc6on/ 6me, improved structure, or increased feedback 1 = All Tier II interven6ons provide some but not all 3 core Tier II features 2 = All Tier II interven6ons include all 3 core Tier II features

2.7 Prac6ces Matched to Student Need Feature 2.7 Prac#ces Matched to Student Need: A formal process is in place to select Tier II interven6ons that are (a) matched to student need (e.g., behavioral func6on), and (b) adapted to improve contextual fit (e.g., culture, developmental level). Data Sources Data sources used to iden6fy interven6ons School Policy Tier II Handbook Needs assessment Targeted Interven6ons Reference Guide Main Idea: Tier II support strategies are evidence- based, and designed with preliminary assessment informa6on (or assump6ons) about student need. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = No process in place 1 = Process for selec6ng Tier II interven6ons does not include documenta6on that interven6ons are matched to student need 2 = Formal process in place to select prac6ces that match student need and have contextual fit (e.g., developmentally and culturally appropriate)

2.10 Level of Use Feature 2.10 Level of Use: Team follows wriien process to track propor6on of students par6cipa6ng in Tier II supports, and access is propor6onate. Data Sources Tier II enrollment data Tier II team mee6ng minutes Progress monitoring tool Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = Team does not track number of students responding to Tier II interven6ons 1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support Main Idea: Tier II supports that are used too liile (e.g. 1%) or too much (e.g. 20%) are not sustainable. 2 = Team defines criteria and tracks propor6on, with at least 5% of students receiving Tier II supports

2.11 Student Performance Data Feature 2.11 Student Performance Data: Tier II team tracks propor6on of students experiencing success (% of par6cipa6ng students being successful) and uses Tier II interven6on outcomes data and decision rules for progress monitoring and modifica6on. Data Sources Student progress data (e.g., % of students mee6ng goals) Interven6on Tracking Tool Daily/Weekly Progress Report sheets Family Main Idea: Tier II team needs regular access to informa6on about student success to be able to adapt and improve Tier II supports. communica6on Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 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 Feature 2.12 Fidelity Data: Tier II team has a protocol for on- going review of fidelity for each Tier II prac6ce. Data Sources Tier II coordinator training District technical assistance Fidelity probes taken monthly by a Tier II team member Main Idea: Fidelity assessments should always be included as part of implementa6on prac6ce. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = Fidelity data are not collected for any prac6ce 1 = Fidelity data (e.g., direct, self- report) collected for some but not all Tier II interven6ons 2 = Periodic, direct assessments of fidelity collected by Tier II team for all Tier II interven6ons

2.13 Evalua6on Feature 2.13 Annual Evalua#on: At least annually, Tier II team assesses overall effec6veness and efficiency of strategies, including data- decision rules to iden6fy students, range of interven6ons available, fidelity of implementa6on, and on- going support to implementers, and evalua6ons are shared with staff and district leadership. Data Sources Staff and student surveys Tier II handbook Fidelity tools School Policy Student outcomes District Reports Main Idea: Any strategy or procedure needs to be reviewed at least annually and revised to remain current and match changes in the school. Scoring Criteria 0 = Not implemented 1 = Par#ally implemented 2 = Fully implemented 0 = No data- based evalua6on takes place 1 = Evalua6on conducted, outcomes not used to shape the Tier II process 2 = Evalua6on conducted at least annually, and outcomes shared with staff and district leadership, clear altera6ons in process proposed based on evalua6on

Readiness Big Ideas Con6nued focus on Universals/ CLASSROOMS Phases of implementa6on Con6nue instruc6onal focus Strategic training and technical assistance Forma6ve and Summa6ve evalua6on of the process

Tier II Strand B13 Tier II Interven6on: A Class- wide Approach Wills, Friesen, & Casey B14 Tier II in High Schools: Same Features Different Needs Hershfeldt & Kiileman C14 Tier II Progress Monitoring: Using Data for Decision Making Bruhn & McDaniel D14 Tier II Evidence- based Prac6ces: Self- management Strategies Haion, Starkey & Adamson E14 Tier II Interven6on: Teaching Social Skills in Small Group SeUngs Scoi E15 Tier II Tools for Effec6ve Team Decision- Making: Go with the Flow Charts Maynard, Way, & Bradley

Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evalua6on form for this session. Forms are available: In our mobile applica#on by clicking on Evalua@on underneath the session informa6on. Online underneath the posted presenta6ons at www.pbis.org/presenta6ons/chicago_forum_16 Via paper form from your session facilitator