1 tier 2 school-wide positive behavior support dawn miller mtss facilitator lea ann pasquale and...

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Tier 2 School-wide Positive Behavior Support

Dawn Miller

MTSS Facilitator

Lea Ann Pasquale and Jamie Wolfe

PBS Facilitators

Tier Two Coaches Day Agenda

• Revisit the Triangle – Combining Academic/Behavioral Data

• Developing Precision Statements– Table Tent using SWIS Data

• Forming Tier II Intervention Groups– Card Sort using SWIS Data

2

Tier Two Coaches Day Agenda

• SWPBS Self-Assessment and On-Going Monitoring– Storyboard Activity

• School Planning Team– Team Initiated Problem Solving TIPS

3

4

Purpose of Training

• Celebrations • Review of Progress• Revisit the Triangle • Strengthen Data-Based Decision Making• Develop Function-Based Targeted

Interventions– Check in/Check out

• Utilizing School-Wide Data to refine Action Plan

5

Focus for Training This Year

• Kick-Off Training – Annual Plan reports, Function-Based Intervention planning, Introduction to targeted interventions, embedding PBS into the SIT team, Check in/Check out and SWIS

• Follow-up Training # 1 – Updates on targeted interventions, Simple functional behavioral assessment, competing behavior diagrams & PBS Planning, community planning

• Follow-up Training # 2 – Team updates, advanced wraparound and tertiary PBS planning

12

Share Tier One Interventions and Activities

• Expectations– How are you teaching? How often?

• Recognition Systems– How are you recognizing students and staff

for exhibiting the expectations?– What is the frequency of recognition?

15

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response• Group or individual

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Revisit the Triangle

Developing an integrated Behavior and Academic support model• Both are critical for school success

• Share critical feature of data-based decision making

• Both utilize three tiered prevention model

• Both incorporate a team approach at school level, grade level, and individual level

• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

– (Stewart, Benner, Martella, & Marchand-Martella, 2007)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior

(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing

(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

Relationship between behavior and reading

Children of the Code: A Social Education Project

http://www.childrenofthecode.org/

Integrated Functions Across All Tiers of Support

Team approachTeam approach

Beh

avio

r S

uppo

rt Reading S

upportUniversal ScreeningUniversal Screening


Progress monitoringProgress

monitoring

Evidence-based practices

Evidence-based practices

Beh

avio

r S

uppo

rt Reading S

upport

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic Problems

Summary

• Academic and Behavior supports are symbiotic.

• Academic and Behavior supports can be implemented together

• The common functions provide the framework for implementing Academic and Behavior supports at all three tiers.

Reading• All Students• Open Court + Workshop• K 70 min. of core

1-3 90 min. core + 30 min.

4-6 60 min. core + 30 min. workshop + 30 min. LA

• DIBELS K-6 F/W/Sp

• MAP 3-6 F

Behavior• All school settings• Teach 3-5 expected

social behaviors determined by staff

• Encourage positive behaviors systematically

• Clear and consistent response to problem behavior

• SWIS data system

• Library selections to support expectations

• Explicit awareness and connections during core subject areas

• Explicit support and training around classroom routines

• Combined data review process

• Combined data walls

Combined

Book List

Crosswalk Open Court with building expectations

•Distributive review opportunities

•Develop mini-lessons to use whole class or with small groups

Data-Based Decision Making


Academic

Building-Level Team

Grade-Level Team

Behavior

Building-Level Team

Grade-Level Team

FALL

Adequate Progress

# %

Needing Adjustment

# %

September

October

November

December

Question: What percentage of students receiving interventions in

reading are showing adequate progress?

Of the 11 – 82% are demonstrating adequate progress

Jerome Rocky Delonda

Jesus Michael Owen

Travis

18% may need an intervention change

Lizbeth Alia

Marcus Teyrone

Try it on for size….

Secondary PreventionTier II Supplemental Interventions

Reading small-group supplemental

instruction (3-5 in group)

30 additional minutes of instruction 3-5x per week

Progress monitoring 2x monthly to inform instructional changes

Diagnostic process as necessary

Behavior Implemented quickly

Low effort by teachers

Consistent with school-wide expectations

Student chooses to participate

Simple FBA

Reading All students

demonstrating need for strategic assistance

Workshop time (30 min.) with front-line intervention 3-5x per week in groups < 5

DIBELS progress monitoring every 2 weeks

Diagnostic data as necessary

Behavior Students with 2-5 ODR

Working from existing structures first

FBA using existing data sources with diagnostic data as necessary

Determining Area of Concern

FOCUS:

Multiple Areas

DATA:

Low ORF

Low Accuracy

Low Retell

Low MAP

ESM

FOCUS:

Fluency

DATA:

Low ORF

O.K. Accuracy

O.K. Retell

O.K. MAP

FOCUS:

Comprehension

DATA:

High ORF

Low retell

Low MAP

ESM

FOCUS:

Differentiated Workshop

DATA:

High ORF

O.K. Retell

O.K. MAP

Frontline Interventions

Strategic Intensive

Phonemic Awareness

Open Court Intervention

K-Pals

PALS

EIR

Voyager

Kaleidoscope

Alphabetic Principle


K-Pals

PALS

REWARDS

EIR

Voyager

Kaleidoscope

Fluency Open Court Intervention

Read Naturally

REWARDSEIR

Voyager

Kaleidoscope

Vocabulary Open Court Intervention EIR

Voyager

Kaleidoscope

Comp. Open Court Intervention

Cars & Stars

EIR

Voyager

Kaleidoscope

Diagnostic Continuum:

Most Efficient More in depth

Quick Diagnostics• Quick Phonics Screener• Rasinski Fluency Rubric• CBE phonological awareness• CBE comprehension• Comprehension Thinking Strategies

Observations

Existing data sources

Curriculum-Based Evaluation

ODR’s by Students

Targeted InterventionCheck In

Check OutSocial Skills

GroupOrganization

SkillsAmbassadors

Adult attention X X X X

Peer attention X X

Relationship building

X X

Choice of activities

X

Teaching of behaviors

X X X X

Precorrect/ Feedback on expectations

X X X

Diagnostic Continuum:

Most Efficient More in depth

Quick FBAObservations

Existing data sources Curriculum-Based Evaluation

Combined• Explicit link between reading interventions in the core with function of behavior

• Intentional opportunities to reinforce during core

• Expanding literacy interventions

Targeted Interventions


KPALS PALS REWARDS Cars & Stars

Read Naturally

EIR

Adult attention

X X X X X

Peer attention

X X X

Excellent way to reinforce any skill in only minutes a day.

• Program with skills practice

Teacher practices multiple times a day

Could be done as a peer activity.

Desktop Distributive Practice

name week of

pre dis un able fulname week of

said were what into was

Weekly Clipboard Practice•Teacher creates a clipboard with the targeted reading practice skill

•Students take the clipboard and visit three “friends” in the building to practice the skill

•Repeat 2-3 times a week

We Think While We Read……

While students are whisper reading or silent reading◦ “When I tap your arm/shoulder I want for you to read

aloud for me.”

Have a specific skill in mind as you listen

Praise and Prompt◦ Fluency

“Nice job reading with expression. I noticed you didn’t stop at this period. Read it again for me and this time take a breathe at the period.”

◦ Comprehension “You are a very accurate reader. We’ve been practicing

visualizing. Can you tell me what you were visualizing as you read?”

Teacher Tapping In

Jamari

Enhancing Story Scripts

http://www.amazon.com/gp/reader/0061119741/ref=sib_dp_pt

Tertiary PreventionTier III Intense Customized Interventions

Reading Intensive, specifically

designed, and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II.

Progress monitoring 4x month (or more)

Behavior Functional behavioral

assessment and PBS plan

More intensive supports needed

Team-based approach Person-centered

planning/wraparound

Reading• All students demonstrating need for intensive assistance

• Workshop time (30 min.) + 30 additional min. with front-line intervention 5x per week in groups < 3

• DIBELS progress monitoring weekly

• Diagnostic data as necessary

• Problem-Solving Team likely expanded

Behavior

• Students with 5 or more ODR’s or needing more intense problem-solving

• More intensive supports addressing function of behavior

• More frequent and specific monitoring

• Problem-Solving Team likely expanded

Frontline Interventions

Strategic Intensive

Phonemic Awareness


K-Pals

PALS

EIR

Voyager

Kaleidoscope

Alphabetic Principle


K-Pals

PALS

REWARDS

EIR

Voyager

Kaleidoscope

Fluency Open Court Intervention

Read Naturally

REWARDSEIR

Voyager

Kaleidoscope

Vocabulary Open Court Intervention EIR

Voyager

Kaleidoscope

Comp. Open Court Intervention

Cars & Stars

EIR

Voyager

Kaleidoscope

Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Student Profile Example: Eddie


Data-based decisions

Data-based decisionsB

ehav

ior

Sup

port R

eading Support

Goals for Assisting Teams with Data-Based Decision Making

• Define logic for data use

• Define “problem statements”

• Define standards

• Define core elements of behavioral solutions

Problem-Solving Process

Strengths/Concerns Identified

What’s the problem?

Why is it happening?

What could we do about it?

How will we know ifit’s working?

Should we keep orchange the intervention?

Problem-Solving Process

• Define the problem behavior– What

• Clarify problem by identifying– Who

– When

– Where

• Develop a logical explanation– Why

Expectations of Building Data Review

IS…..• To evaluate current status

• To determine if an intervention is warranted

• To determine at what level to begin intervention: school-wide, specific location, or student(s)

• To determine details of intervention.

IS NOT…..• To discuss issues related

to status that we do not have any influence or control over.

Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000

FALL

Current Year Last Year at This Time

August

September

October

November

Question: What is our current status of office referrals

per day per month?

Provide a Summary of Data by Month:• Last year we had an average of ( %) ODR’s in (month).

• This year we had an average of ( %) ODR’s in (month).

• Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %).

Reflection for Later Analysis:• Be thinking about what is happening in these months, what has changed

since last year…..

Disrespect is our most frequent problem behavior.We also have incidents of fighting and harassment

What are next questions?

Who, When, Where, Why?

FALL

Disrespect Disruption Inapp. Language

Aggression/ Fighting

Other

August

September

October

November


by problem behavior?

Provide a Summary of Data by Behavior:• The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease)

trend of problem behavior by ( %).

Reflection for Later Analysis:• Be thinking about why these specific behaviors are occurring ….. our

teaching/reviewing….

Many problem behaviors in class

Many problem behaviors in unstructured settings

(hall, playground, parking lot, bathroom)

FALL

Class Hallway Recess Lunchroom Other

August

September

October

November


by location?

Provide a Summary of Data by Behavior:• The most frequent locations for problem behaviors are (top two locations) in

(month). • Compared to the previous month(s), this represents a (increase/decrease)

trend for location by ( %).

Reflection for Later Analysis:• Be thinking about why the referrals are happening in these particular

locations…. structure… supervision…

Most problems are occurring between

9:45-10:45.

Other problematic times are 8-8:45 and

11:30.

FALL

Time Time Time Time Time

August

September

October

November


by time?

Provide a Summary of Data by Behavior:• The most frequent time(s) for ODR’s are (times) in (month). • Compared to the previous month(s), this represents a (increase/decrease)

trend for time by ( %).

Reflection for Later Analysis:• Be thinking about why ODR’s are occurring at these times…. activities…

transitions….

Student # 121 needs individualized support.8 students are likely

candidates for some type of Tier II support.

87% of our students have received 0-1 ODR

Question: What is our current status of office

referrals by student?

Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease)

trend for students with ( ODRs) by ( %).

Reflection for Later Analysis:• Be thinking about why this percentage is changing……

% Students with ≥6 ODRs

% Students with 2-5 ODRs

% Students with ≤1 ODR

August

September

October

November

The problem behaviors are most likely maintained by task avoidance and

peer avoidance.We have many incidents with unknown

motivation

Problem behaviors appear to be maintained by peer and adult

attention

FALL

Obtain peer attention

Obtain adult attention

Obtain item Avoid task Avoid adult…

August

September

October

November

Question: What appears to motivation of the referrals?

Provide a Summary of Data by Behavior:• The most frequent motivation(s) for ODR’s are (obtain/avoid) in (month). • Compared to the previous month(s), this represents a (increase/decrease)

trend for motivation by ( %).

Reflection for Later Analysis:• Be thinking about explanations for the motivations…needs …. frustration….

Develop a Precision Statement for the Identified Concern

• Define the problem behavior– What

• Clarify problem by identifying– Who

– When

– Where

• Develop a logical explanation– Why

Developing Precision Statements

• Concerns– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statement– There are more ODRs for

aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Developing Precision Statements

• Concerns– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statement– There are more

ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Share Out

• Sunflower’s Precise Statement:

There is an increase in ODRs for aggression on the playground for April of 2010 as compared to 2009. The incidents are occurring at 9:45 and 2:15 during third grade recess involving a large number of students. The aggression is related to getting access to the new playground equipment.


Overall Status Regarding Social Competencies

What

Where

When

Who

Why

Disruptive behavior

From classroom

Obtain adult attention

between 9:15-10:-45 which is during group instruction time

Several students

Increase in ODR’s in Sept. and Oct.


Precise Problem Statement

We have seen an increase in ODR’s for disruptive behavior during Sept. and Oct. The ODR’s are coming from the classroom, with a large of them occurring between 9:15-10:45 which is during whole group instruction time at most grade levels. These ODR’s involve several students and the identified motivation is to obtain adult attention.

Building Data-Driven Solutions

Think…

• Prevention:– Schedule change, curriculum change, etc

• Teaching:– Teach or re-teach appropriate behavior

• Recognition:– Frequently acknowledge desired behavior

Solution Actions

Brainstorm ideas for providing adult attention during whole group instruction at a faculty meeting.

Each teacher identifies 2 strategies to implement consistently over the next month.

Share out at faculty in one month.

Review data at each meeting

Develop a Solution for the Identified Concern

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.

1. 2.

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and EvaluationPrecise Problem Statement, based on review of

data(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety)Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our RatingYes So-So No

1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Your Turn

112

Behavioral Systems

5-10%

Targeted Interventions•Some students (at-risk)•Function-based•High efficiency•Rapid response• Group or individual

Revisit the Triangle

114

Function-based Individualized Student Plans

Behavior increases….

• To obtain something (attention, items)

• To escape from something (people, activities)

115

Common Example

• Jane is sent to the office every time she engages in disruptive behavior

• Jane’s problem behaviors are increasing

• Is an office referral a punishment or a reinforcer?

116

Quick Sort Matrix

Check-In

Check-Out

Check & Connect Social Skills Group

Organizational Skills

Newcomers Club

Adult Attention X X X X X

Peer Attention X X

Choice of alternatives/activities

* X

Teach replacement behavior

X X X X

Teach problem-solving skills

X X

Increase precorrects and prompts for behavior expectations

X X X

*Design reinforcement strategy that allows for escape/avoidance

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Quick Sort Matrix

Check-In

Check-Out

Adult Attention X

Peer Attention

Choice of alternatives/activities

*

Teach replacement behavior

X

Teach problem-solving skills

Increase precorrects and prompts for behavior expectations

X

*Design reinforcement strategy that allows for escape/avoidance


Forming Intervention

Groups

Forming Intervention

GroupsBeh

avio

r S

uppo

rt Reading S

upport

Behavioral Card Sort

119

Students Warranting a Closer Look

120

Sort First:

• By School-wide Expectation– Safety trumps

• By Motivation

• By Other

Then:

• Match identified need with appropriate Tier II intervention

121

Evaluating Your School Planning Team

PBS Implementation

LogicLEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Identify Team Roles and Responsibilities

• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda

• Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be

spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)

• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings

• Behavior Specialist- a person who has received training in individual positive behavior support

• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBS Trainers, and coaches

Coaches’ Roles & Responsibilities• Facilitates meetings and is point of contact • Active school planning team member• Coaches attend all trainings and team meetings• Ensures action plan is completed and active• Receives ongoing technical assistance from KU• Reports to the District Coordinator• Provides school data to the District for evaluation

purposes

Before the Meeting…

• Room reserved• Previous meeting agenda reviewed• “New business” items solicited for agenda• Agenda produced • Team member roles determined/ backup as needed• Data (e.g., tables/graphs/reports) produced• Data reviewed by Data Analyst

– Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems

• Computer reserved & access to online database assured• LCD projector reserved & set up to project meeting minutes & data• Team members have individual notebooks to bring to meeting

At Close of and After Meeting…

• At closing– Meeting Minutes and Action Plan completed– Team self-assessment of…

• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings

• Success at actually completing the solution-related tasks you agreed on at previous meetings

• Success of completed tasks (implemented solutions) at resolving student problems

• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.

Norms for PBS Team Meetings

Safe •Maintain confidentiality of student information

Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting

Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff

1 tier 2 school-wide positive behavior support dawn miller mtss facilitator lea ann pasquale and...

Documents

school level

behavior diagrams pbs

apache elementary

problem behavior filter

academic support modelboth

elements of school

increased academic

team updates