pbis tier 2 training - rti center · •define the six features of tier 2 interventions and their...

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The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this

document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

PBISTier2TrainingDay 1: Essential Features

ObjectivesforToday

Teams will…• Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the principles of behavior

• Define the six features of tier 2 interventions and their connection to tier 1

• Analyze current interventions and articulate where they match features of tier 2 interventions

RtI = Response to Intervention

PBIS = Positive Behavior Intervention Supports

CRP = Culturally Responsive Practices

MLSS/MTSS = Multi-level (tiered) System of Support

AcronymsintheField

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www.wisconsinrticenter.org/tier2v2

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction (DPI) in the development of this presentation and for the continued support of this federally‐funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI

and support of federal funds when copying all or part of this material.

TeamRoles

• Keeps team time bound in

the process• Shares out to whole group

• Documents work, and decisions for team

• Keeps group on track, makes sure all voices are heard

Facilitator Recorder

Time‐keeper

Spokes‐person

Equitable, Multi-level System of Supports

+ CRP RtI (reading/math)

+ PBIS(behavior)

Systematicallyprovidingequitableservices,practices,andresourcestoALLstudentsbasedupontheirresponsivenesstoeffectiveinstructionandintervention.

PuttingitAllTogetherinWisconsin

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PutWisconsin’sVisionofCollegeandCareerReadinessINTOACTIONbyImplementinganEquitable,Multi‐levelSystemofSupports

KNOWLEDGE: Students receive equitable access to the academic content

SKILLS: School‐ and classroom‐wide behavioral expectations promote the application of these skills

HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

Equitable,Multi‐levelSystemofSupports

KeyFeaturesofan

All of these key features inform and impact each other.

Use of EVIDENCE‐BASED PRACTICES to ensure that school and district efforts positively impact learner outcomes

STRONG SHARED LEADERSHIP and POSITIVE CULTURE to provide the context necessary for schools and districts to grow and sustain implementation

SYSTEMIC IMPLEMENTATION throughout the district, schools, teams, and classrooms to promote consistency and effectiveness across the system of supports;

…starting with a strong UNIVERSAL LEVEL OF SUPPORT as the base;

A CONTINUUM OF SUPPORTS for learners…

…among staff, learners, families, and communities

COLLABORATION to make the complex work of system change possible….

We believe in the STRATEGIC USE OF DATA for CONTINUOUS IMPROVEMENT

Through HIGH QUALITY INSTRUCTION, academic, behavioral, social, and emotional teaching and supports are delivered.

EQUITY is at the center of the framework and is embedded into all other key features.

EQUITY is at the center of the framework and is embedded into all other key features.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools.

We want to challenge and change inequitable access, opportunity, and outcomes experienced by learners currently underserved in Wisconsin schools.

PositiveCulture

A collective sense of purpose and commitment to ensure the well‐being, sense of belonging, safety, and success of every learner.

All stakeholders demonstrate an unwavering belief in every learner to achieve success and a shared commitment to the vision of success for all.

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PositiveCulture

Learners, staff, and families feel physically, socially, emotionally, intellectually, and

culturally validated,safe, and supported.

What does this really mean for:

Learners?Families?Staff?

Discussion

What’s Your Why?

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StrongUniversalLevelofSupport

Instruction, assessment, and collaborative systems and practices are accessible, effective, and reflective of every learner.

Universal practices are culturally responsive to, and reflective of, families and the community.

The universal level is based on high standards and school‐wide expectations.

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DoesYourUniversalServeAll?

Tier 1/Universal • Prevention• 80‐90% • 0‐1 ODRs

Tier 2/Selected • Early identification• Reduce risk• 5‐15%• 2‐5 ODRs

Tier 3/Intensive• Reduce severity• 1‐5%• 6+ ODRs

READ&DISCUSS

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Anytown’sUniversal System

ACTIVITY

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Your School’sUniversal System

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Liang, X., & Zhang, G. (2009). Muhammad, A., & Hollie, S. (2012). State of Washington Professional Educators Standard Board. (2009).

Capacity

Perceived abilities, skills, and expertise of staff needed to lead a continuous school improvement effort to grow, progress, or improve

Definition adapted from http://edglossary.org/capacity/

StrongSharedLeadership

• All members model cultural competency and advocate for equity

• All members promote a vision of success for every learner and foster a shared commitment to the vision across the school and district

Representative teams with responsibility to lead and oversee implementation of an equitable, multi‐level system of supports.

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Leadership teams work together with school and district leaders to make sure the system is implemented with fidelity and is sustainable.

• Determine needs, establish goals, celebrate successes• Plan and coordinate implementation fidelity and sustainability of system

• Ensure effective and reciprocal communication throughout the system

• Identify and support non‐negotiables• Action plan and progress monitor• Provide resources, professional development, and coordinate supports

LeadershipTeams

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Prior data + BIP PlanData

Data from T1+T2 and Individual Student Data

LeadershipTeams

Tier 3

Tier 1

Student‐centered

Tier 2

System Check In/Check Out (CICO)

Schoolwide Expectations, Rules & Routines; Lesson Plans; Reinforcement;

Behavioral Error Definitions; Classroom Rules & Routines; etc.

Major & Minor Office Referrals; Health Room

Visits; Attendance; Grades; etc.

Team: TFI or BoQStaff: SAS Aggregated Student Data

SAIGModified CICO Mentoring

Brief FBA/BIP

WraparoundRENEW

ComplexFBA/BIP

All data from Tier 1 + Daily Progress Report

Data

Team: TFI or BATStaff: SAS

Team: TFI or BATStaff: SAS Aggregated Student Data

Practice/InterventionStudentDataReviewed

SystemDataReviewed

Tier2Leadership

• Coordinate and sustain interventions

• Train and support stakeholders (staff, families, students)

• Provide and solicit feedback to and from stakeholders

• Determine adjustments needed based on individual and aggregate student outcome data

• Monitor intervention response rates and system assessment data

Team members are responsible for supporting staff in carrying out

interventions – not carrying them out!

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ConversationsatTier2

Systems• Examines health

of interventions• Responds to

stakeholder needs• Determines data rules• Monitors intervention

response rates

Student Centered• Student‐specific• Digs deeper into

individual student needs• Creates and monitors an

intervention plan

LeadershipatTier2

Leadership includes stakeholder voices.

*Classroom teacher is required

Systems• Administrator• General education

teacher(s)• Pupil services staff• Educational assistant• Special education

teacher

Student Centered• Family member• Classroom teacher*• Administrator• Pupil services staff• Student’s teacher(s)• Teacher from systems team• Content specialist• Student

DISCUSSION

Leadership and

Implementation

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StrategicUseofData

Ongoing, reflective, and collaborative

analysis of implementation and outcomes data in a problem‐solving process to inform improvement and achieve equity

ContinuousImprovement

PlanPlan

DoDo

StudyStudy

ActAct

DISCUSSION

Your School’s Strategic

Use of Data

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PrinciplesofBehavior

Tier 1/Universal 80‐90% • Prevention• Whole Group

Tier 2/Selected 5‐15%• Early identification• Reduce risk• Small Group

Tier 3/Intensive 1‐5%• Reduce severity• Individual

Behavior• Anything we say or do:Focus on what is observable rather than intentions

• How we react to our environment

• Behaviors are learned and continue because they serve a purpose or function

• We engage in behaviors because we have learned that a desired outcome occurs

Overview of Basic Behavior Principles [PDF Document]. Retrieved from: http://flpbs.fmhi.usf.edu/revision07/overview/general/Overview%20of%20Basic%20Behavior%20Principles%20Handouts.pdf

How do staff use the principles of behavior at the universal level to provide support for students?

Consider: • Tier 1 team’s school‐wide planning • Classroom teacher’s classroom

management

TURN&TALK

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ABCs

• Antecedent: What happens right before the

behavior

• Behavior: Observable and measurable

description

• Consequence: What happens after the

behavior

FunctionofBehaviorWhat is reinforcing or maintaining the behavior?

Obtain Avoid

Attention (peer, adult)Tangibles/Activities

Sensory

(b)Behavior

Behaviors need to be defined in ways that are observable and measurable.

When students enter the room and are reminded to get started on the activator math problems, four students independently engage in tasks not associated with the math work (ask to go to the bathroom, ask to get a drink, ask to go to their locker, wander around the room). By the time they get to their seats the teacher has started class.

Behaviors need to be defined in ways that are observable and measurable.


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(a)Antecedent

What occurs right before a behavior.


What occurs right before a behavior.


(c)Consequence

What happens after the behavior.


What happens after the behavior.


Function

The reason the behavior occurred.


Function?

The reason the behavior occurred.


Function? To avoid (a task‐math problems)

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IdentifyAntecedent,Behavior,Consequence

During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.

IdentifytheFunction

During full group instruction, when the teacher asks the students questions, Rachel blurts out the answers without raising her hand and waiting to be called on. The teacher reminds Rachel to raise her hand next time, accepts the answer, and moves on to the next question.

Function? To Obtain (teacher attention)

REFLECT&DISCUSS

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Behavior 101

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Tier2Interventions• Targeted, group‐based support for some students

‒ Intervention is similar for all students based on need, not that all students receive intervention together

• Connected to tier 1

• Includes the six intervention features

• Team driven

• Potential examples include:‒ CICO‒ Social Skills (friendship groups, lunch bunches, etc.)‒ Academic Seminar‐type Class‒ Mindfulness Groups‒ Mentoring

Tier2InterventionFeatures

Anderson, Borgmeier (2010)Newcomer, Lori L.; Freeman, Rachel; and Barrett, Susan (2013)

Tier 1/Universal 80‐90% • 0‐1 ODRs per student• All students• Preventive, proactive

Tier 2/Selected 5‐15%• 2‐5 ODRs per student • Some students (at‐risk)• High efficiency, rapid response• Small group interventions• Limited individualizing

Tier 3/Intensive 1‐5%• 6+ ODRs per student • Individual students• Assessment‐based• High intensity

ContinuumofSupports

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EarlyIdentificationofRisk

• Tier 1 data determines– Adjustments needed schoolwide and in classrooms– Students who may benefit from additional support

• Intervening early, efficiently, and quickly minimizes potential of:– Staff frustration and confusion– Academic failure– Social and emotional behaviors escalating

Midwest PBIS NetworkFlorida PBIS Project

ScreeningforEarlyIdentification

A universal screening process uses data from multiple measures that are analyzed to determine whether each student is likely to meet, not meet, or exceed academic

benchmarks or behavioral expectations.

Strategic use of data is not limited to an assessment or rating scale, and should include

information already being collected.

Wisconsin RtI Center Glossary

ScreeningforEarlyIdentification

Internalizing behavior primarily affects the child’s internal psychological environment rather than the external world.

Externalizing behavior primarily affects the child’s external environment (i.e. people or things) and may manifest as a result of internalizing behavior.

Liu, 2004

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EarlyIdentificationDataSources

* Indicates to use data source with caution

Internalizing• Health room visits• Attendance• Dropout Early Warning

System (DEWS)• Request for assistance*• Grades or homework

completion*

Externalizing• Minors• Majors• Attendance• Dropout Early Warning

System (DEWS)• Grades or homework

completion*

EarlyIdentification:Caution

• Request for Assistance– Used for exceptions

• Grades and Homework Completion– Standardized system for grading established– Not an academic skill deficit as primary concern– Policies and practices examined for purpose– Instruction is meaningful and engaging

ACTIVITY

Early Identification and Entrance

Criteria (part 1)

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EntranceandExitCriteria

Entrance Criteria

• Determine when to provide additional supports

• Determine when adjustments at tier 1 are necessary

• Include family voice

Exit Criteria

• Determine when students are ready for self‐monitoring and fading of support(s)


ExamplesofEntranceCriteria

Internalizing

• Health room visits• Attendance• Request for assistance • Grades or homework completion: one D

Externalizing

• Minors: three in a month for the same behavior

• Majors: one in a month

• Attendance

• Grades or homework completion: one D

ExamplesofExitCriteria

• 6‐8 weeks of sustained improvement as evidenced through progress monitoring

• Improvement in original entrance criteria

Reading interventions are like this too. Students making progress via AIMSWeb and a reading intervention would also need to see a decrease in errors, increase in fluency, etc. in the classroom.

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CreatingaSuccessfulExit

• The goal of a tier 2 intervention is for a student to learn how to independently perform a specific skill

• Interventions provide layers of support to aid in skill acquisition and mastery

• As soon as a student consistently demonstrates mastery of the skill, layers of the intervention should be faded back

CreatingaSuccessfulExit

• Purposeful fading reduces the amount of support needed to perform the skill– Increased self‐monitoring – decreased reliance on intervention

• Methods may vary depending on intervention and will include carefully reducing frequency of:– Prompts– Explicit teaching– Adult feedback– Reinforcement

ACTIVITY

Early Identification and Entrance Criteria (part 2)

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IncreaseinTeachingwithOpportunities

toPractice

• Prompts and cues connected to tier 1 language

• Supported in all environments by all staff

• Use of skill in natural environments

• Skill must have been taught to fluency at tier 1


DEFINESimply*

MODEL

PRACTICE in setting

MONITOR &ACKNOWLEDGE continuously

ADJUST for

efficiency

Apply to school‐wide

and classroom

expectations

*Classroom and school‐wide matrices should reflect student, staff, and family values.

SkillDevelopmentModel

Newly Taught Skill or Strategy

Learn It With

Accuracy

Practice for Fluency/

Automaticity

Keep Practicing for Maintenance

Now Can Make Generalizations

Adapt/ Apply to New

Situations

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Activity

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Increase in Teaching with

Opportunities to Practice

IncreasedAdultFeedback

• Specific, proactive, positive

• Connected to skill‐building

• Specific

• Immediate

• Focuses on execution of skill (not absence of negative behavior)


Reinforcement&Feedback

Reinforcement and adult feedback increase the likelihood the behavior (pro‐social or behavioral error) is maintained or increased

• Can be natural or contrived• Used for a targeted pro‐social/adaptive skill that is

challenging or aversive (based on data)

We need to know that the student is able to demonstrate the skill!

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Reinforcement&Feedback

• Based on data and relevant skills– Reinforcement provided for progress and growth

• Think A‐B‐C• Reinforcement varies by student• Reinforcement is always paired with:

– High quality instruction – Specific positive feedback

• For most students, adult feedback alone will be sufficiently reinforcing

REFLECT&PARTNERSHARE

Increased Adult Feedback

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IncreasedHome‐SchoolConnection

• Throughout the intervention:

– Family members play an active role

– Ongoing communication with (not just to) includes discussing strengths and needs

• Refer to district policy for consent

– Consent is not the same as ongoing communication


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IncreasedHome‐SchoolConnection

Questions to consider:

• How can we best communicate with you about your child?

• What are your student’s strengths? Unique needs?

• Does your child feel connected to school?

• If previous interventions were tried do you think they were given a chance to work?

• How would you define progress?

DISCUSSION

Increased Home‐School Communication

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ProgressMonitoring

Process used to:

• assess students’ academic and behavioral performance,

• measure student response to interventions/challenges, and

• evaluate the effectiveness of interventions/challenges


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ProgressMonitoringIncludes:• Tracking the presence of positive skill• Involving all staff that support the student • Collecting data daily• Assessing student response

– Positive progress within 3‐4 weeks– Improvement in original entry criteria

• Assessing intervention effectiveness– At least 70% of students are making progress– The intervention is delivered as intended

ProgressMonitoring:Student

ProgressMonitoring:Student

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DailyProgressReport(DPR)

• Used:– Throughout the intervention(s)–With student outcome data to make decisions

• Essential elements:– Aligned with school‐wide expectations– Scored at natural transitions during the day

• Elementary: 6‐8 blocks per day• Middle/High: Based on class periods (blocks broken up)

– Simple scoring recommended ex: 0, 1, 2

DPRExample

DISCUSSION

Progress Monitoring

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Fidelity

Fidelity gauges the extent to which practices and systems are in place and used in a way that is consistent with

how it is intended.


Fidelity:System

• Identify stakeholder perceptions, understanding, and needs to tailor professional development

– Determine how the team

will build staff capacity to

effectively implement

• Review annualassessments and action plan around results

– TFI, SAS, BAT

Fidelity:Practices

• Review each practice/intervention to make sure they are being implemented as designed

• Review student data regularly to ensure positive outcomes

• Outcome/Intervention‐ongoing review–Walkthrough tools

– Staff self‐assessment

– Family interview/assessment

– Student interview/assessment

– Aggregate student data such as ODRs, minors, etc.

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DISCUSSION

Fidelity

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Tier2InterventionFeatures


Tier2Interventions• Targeted, group‐based support for some students

‒ Intervention is similar for all students based on need, not that all students receive intervention together

• Connected to tier 1

• Includes the six intervention features

• Team driven

• Potential examples include:‒ CICO‒ Social Skills (friendship groups, lunch bunches, etc.)

‒ Academic Seminar‐type class‒ Mindfulness Groups‒ Mentoring

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ACTIVITY

CurrentTier 2

InterventionAudit

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Tier2CriticalThinkingTeams must:

– Act as critical thinkers and ask themselves:• Are the six intervention features evident and maintained?

• Does the intervention align with tier 1 practices?• Is there team oversight or is it person‐dependent?• How will we train and support all staff to be skilled in implementing?

– Remain cautious of quick fixes• Online resources• SOS: Shiny Object Syndrome

SOS negatives:Inability to finish,poor directives,costs resources,

and confuses

stakeholders

General Education and Special Education

Universal/Tier 1Social, Emotional, and Behavioral

Social/Academic Instructional

GroupsModified CICO

Mentoring

First: Check in/Check out (CICO)Then, select one intervention on next level up

Brief Function‐based Problem Solving

Tier2 Tier 3Centered Planning Complex FBA/BIP

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ReviewofToday’sObjectives

Teams will…• Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the principles of behavior

• Define the six features of tier 2 interventions and their connection to tier 1

• Analyze current interventions and articulate where they match features of tier 2 interventions

EvaluationandFeedbackt2d1.questionpro.com

On the lookout for your feedback!

CheckInandShareOut

Discuss with your team:

1. What was your one big “ah‐ha” from the day?

2. What are two things your team will accomplish before the next day of training?

3. What is one thing your technical assistance coordinator can do to support your team between today and the next day of training?

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ForNextTime

• When did the tier 2 team meet?

• How have you trained your staff on the features of tier 2 interventions?

• What action steps have been set and taken?

• Be prepared to share answers to the above with the rest of the training group!

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Resources

• Consent and Notification within a Multi‐Level System of Support: FAQ

• Family Interview for Culturally Responsive Practices• Request for Assistance• Daily Progress Report (DPR) Examples• Automated Tracking Tool for Tier 2 Interventions• Dropout Early Warning System (DEWS)• Screening within a Multi‐Level System of Support

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