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Schoolwide Positive Behavior Support: Systems Needed to Change Behavior at Tiers

2 and 3

Rachel FreemanMarch 1, 2012

The “White” Buffalo

Purpose of Presentation• Discuss developing effective systems at tiers 2 and 3

– Implementing & monitoring multiple Tier 2 targeted/group interventions

– Organizational district/school infrastructure– Examples of systems for data‐based decision making

• Evaluation and data‐based decision making• Describe the importance of professional development

– Creating layers within district/school– Provide both team, individual, and mentoring opportunities– Embed within district and school systems – Ensure incentives are available (CEUs, professional development

points, etc.)– Evaluate effectiveness of professional development over time

Key Issues Related to Sustainability

• Promote priority for a specific practice• Maximize contextual fit• Ensure efficacy of practices• Use data for continuous generation• Avoid over reliance on any one individual

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence,Academic Achievement, and Safety

Center for Positive Behavior Interventions and Supports (2002)

Implementing & Monitoring

Tier 2 Interventions

Team and Leadership• Administrator Support is Essential• Communication Systems Amongst:

– Staff members– Teams – Administration and faculty

• Team‐based problem solving• PBIS Systems and Content

– Fidelity of implementation – Data‐based decision making– Progress monitoring

• Effective Layers of Professional Development – Ongoing Across the Year– Provides Opportunities for Reflection, Collaboration– Considers Adult Learning Strategies

Communication Systems• Communication Systems Internal to School

– From PBS Teams to Administration– From PBS to Grade Level Teams– Information to Bus Drivers, Cafeteria Workers, Paraprofessionals, Coaches, etc.

• Communication Systems With Individuals Outside of the School– From PBS Teams to District Administration/Staff– to Parents, Interagency Partners, Community Members

Prioritizing SWPBS

• Mission and Vision Statement for SWPBS/RtI• School Improvement Plan Goals• Logic Model and Evaluation Plan for ongoing data‐based decision making

• Staff and student satisfaction surveys• Parent and community involvement

Office Discipline Referrals and Data‐based Decision Making

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Critical Features of Tier 2 Targeted Interventions

• Intervention is continuously available• Rapid access to intervention (less than a week)• Very low effort by teachers• Positive system of support

– Students agree to participate• Implemented by all staff/faculty in a school• Flexible intervention based on assessment

– Functional behavioral assessment

Elements of Tier 2 Systems

• Strategies for Identifying Targeted Interventions

• Addressing Function of Student Behavior for Each Student

• Meeting Minutes and Problem Solving• Documentation, Screening, and Tracking• Evaluation and Progress Monitoring

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Possible Targeted Interventions

1. Social and Behavioral Concerns2. Academic Concerns3. Emotional Concerns4. New Student (transition to new school)

Concerns

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Tier 2: Mapping the “Best Guess”

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION-Obtain-Escape

Evidence Based * Tier 2 Interventions

Classroom Management*

Check‐in/Check‐Out*

Check and Connect*

Mentoring*

Newcomer’s Club

Social Skills Club/Groups*

Organizational Skills*

Academic Support*

Homework Support

First Steps to Success*

Simple Function‐based Behavior Plans*

3/10/2011 Newcomer & Freeman, 2011 14

* Indicates research is available in this area supporting it as an evidenced based practice

Targeted Intervention Worksheet

Check In Check Out

Social Skills Group

Organization Skills

Newcomer’s Club

Adult attention X X X

Peer attention X X

Relationship building

X X X

Choice of activities

X

Teaching of behaviors

X X X X

Precorrect/ Feedback on expectations

X X X

Prevention and Integration:Organize Students Into Tier 2 Academic Interventions Prior to Problem Behaviors

Open Court Intervention

KPALS PALS REWARDS Cars & Stars

Read Naturally

EIR

Adult attention

X X X X X

Peer attention

X X X

(2010). Dawn Miller, Shawnee Mission School District, Kansas

Place students in academic activities where they will gain more peer attention vs. more adult attention

Lori Newcomer’s Tier 2 Module

Available at www.swpbs.org(Home Page)

Scroll Down the What’s New Section

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Possible Targeted Interventions: Newcomer Modules

1. Social and Behavioral Concerns2. Academic Concerns3. Emotional Concerns4. New Student (transition to new school)

Concerns

Critical Features of Tier 2 Group Interventions

Focus on changing environments not children Adopt a “functional approach” Match type of support to level of challenge

– Academic– Social / Behavioral– Emotional

3/10/2011 20

Indicators of Risk• Tardiness• Skipping• Absenteeism• Behavior referrals• Detention• In‐school suspension• Out‐of‐school suspension• Failing classes• Behind in credits

3/10/2011 21

Social‐Behavioral Concerns

• Who? Students with 3 to 5 ODR; students with behavior that interferes with their success

Performance Deficit

• Check in‐Check out

• Self‐monitoring

Skill Deficit

• Social Skills Training

3/10/2011 22

Academic Concerns• Who? Students who have difficulty mastering material

or with organization/completing assignments

Performance Deficits

• Check in‐Check‐out• Check and Connect• Organizational Skills• Homework Club

Skill Deficits

• Organizational Skills• Homework Club

3/10/2011 23

Emotional Concerns

• Who: Students who have experienced circumstances that impact performance (e.g. death in family, frequent moves, homeless); students that are disengaged, shy, unhappy or socially isolated.

Performance Deficit

• Check and Connect

3/10/2011 24

Intervention Decision Process

3/10/2011 25

1. Prior to meeting, review new referrals and/or nominationsa. Complete Cumulative Record Review

2. Complete the Student Reviewa. Identify reason for referral/nomination (social‐behavioral, academic or

emotional)b. Operationally define the behavior and briefly identify when and how

frequently it occurs3. Use Quick‐Sort Matrix to determine appropriate Tier 2

intervention.4. Notify Coordinator of Targeted Intervention5. If existing Tier 2 intention is does not address the problem

behavior, conduct brief FBA and develop simple function‐based support plan.

Area of Concern

3/10/2011 26

Area of Concern

Targeted Group

Intervention Social

Behavioral

Academ

ic

Emotional

New

Student

Description Reference / Resource Materials

Check in – Check out (performance deficit) X X

Students identified and enrolled within a week. Check‐in and check‐out daily with an adult at school. Regular feedback and reinforcement from teachers. Family component. Daily performance data used to evaluate progress

Crone, D.A., Horner, R.H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: The Guildford Press www.guilford.com

Check and Connect X X X

Students matched with mentor/monitor Mentor monitors risk factors daily/weekly Regular feedback and problem solving with mentor Intensive intervention option if risk factors increase Family component

Christenson, S.L., Thurlow, M.L., Sinclair, M.F., et al.(2008). Check & Connect: A comprehensive student engagement intervention manual. Minneapolis, MN: University of MN Ici.umn.edu

Social Skills Training (skill deficit) X

Identify critical skills Develop social skills lessons “Teacher, practice, monitor, acknowledge” Match language to school‐wide expectations Use generalization strategies Provide clear and specific activities all staff follow to

promote generalization

Elliot, S. & Gresham, F (2008). Social skills improvement system (SISS) intervention guide. Minneapolis, MN: Pearson. PearsonAssessments.com Second Steps: A violence prevention curriculum www.cfchildren.org/ssf/ssf/

3/10/2011 27

Targeted Group

Intervention Social

Beha

vioral

Acad

emic

Emotiona

l

New

Stud

ent

Description Reference / Resource Materials

Organization Check‐up X

Empty items out of the target area(s) and organize contents according to the Organizational Checklist

Teach daily assignment log process Weekly check‐in on the target area(s) using the

Organizational Checklist. Regular feedback and organization

Evans, S.W., Schultz, B.K., White, L.C., Brady, C., Sibley, M.H., VanEck, K. (2009). A school‐based organization intervention for young adolescents with attention deficit/hyperactivity disorder. School Mental Health 1(2), 78‐88.

Homework Club X

Home partners assigned Partners call each other to remind assignments are

due Homework support available after school Reinforcers for students/teams who show

improvements

Newcomers Club X

Structured programs that pairs new student with established students.

Student is given orientation materials describing “tips for success”, helpful contacts, etc.

School‐wide behavior expectations are taught Adults make extra effort to provide positive contact

and positive reinforcement for new student Family contact is made by school staff

3/10/2011 8th APBS International Conference 28

QUICK SORT MATRIX

CHECK IN

CHECK OUT

CHECK &

CONNECT

SOCIAL SKILLS GROUP

ORGANIZATION SKILLS

HOMEWORK CLUB

NEWCOMERS CLUB

INTE

RVEN

TION FUNCT

ION/FOCU

S

Adult attention

Peer attention

Encouraging adult relationship

Choice of alternatives/activities

Teach replacement behavior

Teach problem solving skills

Increase precorrects and prompts for behavior expectations

Monitor risk factors School/home communication system

Teaming at Tiers 2 and 3• Meetings to Monitor All Student Data

– Review data patterns across students– Student names are not included (anonymous discussions to protect confidentiality)

– Purpose: evaluate effectiveness of implementation at tiers 2/3 (group interventions/student plans)

• Problem Solving TeamMeetings– Develop plans for individual students– Teachers, student, family, and others are typically invited – Data are reviewed and interventions are identified and evaluated

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Tier 2: When Modifications Are Needed

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION-Obtain-Escape

Gather additional information Add modifications to “Best Guess”

Tier 2: When Modifications Are NeededExamples of modifications include:• Change tasks during specific times on days when setting

events occur• Increase the power or frequency of the reinforcement given

to the student• Change the adult involved in mentoring, running CICO or

other intervention• Add an additional intervention to a CICO or other

intervention (add precorrections• prior to events associated with problem behavior)

Examples of information to be gathered: • FACTS Interview• Direct observation data, • Interviews with student and others

Simple and More Complex PBS Planning: The Continuum of Support

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Outcomes of a Functional Assessment

1. Clear description of the problem behavior2. Identify the events, times, and situations that

predict when problem behaviors both occur and do not occur

3. Identify the consequences that maintain a problem behavior

4. Develop a hypothesis about the function a problem behavior serves

5. Confirm the hypothesis using direct observation

Competing Behavior Diagram

Encouraging Team‐based Problem Solving (Katrina)

Complex PBS Planning

Adding Person‐centered Planning or Wraparound Planning to PBS

Team Membership at Level 3: Increases As Needed

• Someone skilled in function‐based assessment, behavior support planning & implementation

• Someone skilled in data‐based decision making for academic progress

• Administrator• Student• Staff who know the student• Family members• Mental Health representation• Psychiatrist• Juvenile Justice• Children and Family Services

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Person‐centered Planning (PCP) & Wraparound Planning Processes….

• Creates a vision for a high quality of life• Are driven by the child and family• Is a process for identifying ideal settings for a student

• Focus teams on the positive strengths and interests of a student

• Gather important information about what sets the stage for a student’s success

• Ensures services are coordinated and effective

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Most Intensive Individualized PBS Plans…

• Include interventions implemented across home, school, and community

• Are launched by facilitating wraparound or PCP meetings

• Include direct observation data– During FBA– Baseline and intervention data– Additional team surveys

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Wraparound: Steps Involved

• Step 1: Initial Conversation• Step 2: Start meeting with Strengths• Step 3: Develop a mission statement• Step 4: Identify Needs across Domains• Step 5: Prioritize Needs• Step 6: Develop Actions• Step 7: Assign Task/Solicit Commitments• Step 8: Document Plan: Evaluate, refine,• monitor & transition

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Wraparound/PCP Life Domains

• Medical/Health• Recreational • Cultural

• Education/Vocational

• Legal• Relationships• Other

• Spiritual• Social/Fun• Safety• Emotional/behavioral

• Basic Needs

Three Possible Decisions in Problem Solving Process

• Informal “Best Guess” Assessment

• Level 1: Targeted Interventions (Quick Hypothesis)

• Level 2:Modify Targeted Interventions or Simple PBS Plans

• Level 3: Full FBA and PBS Plan

• Level 4: Functional Analysis

Creating the Organizational Infrastructure that Works for Your

School/District

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• SWPBS Team– School‐wide interventions– Monitor “Big Five”

• Targeted Intervention Managers/CICO Managers (1‐2 people)– Coordinate the CICO program– Summarize data for targeted students– Report to SIT team on each student

• SIT Management Team– Monitor all student referrals– Monitor all student progress– Decide level of intensity of interventions needed– Establish individualized FBA teams for more intensive plans

• District Tertiary Team– Intensive an formal FBA and PBS planning – Wraparound and PCP planning– Monitor student progress

Tier Two Intervention Flow Chart:From Grade Level Meetings to

Tier 2 Intervention

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi): Retrieved February 29, 2012 http://miblsi.cenmi.org/

Example of a Teacher‐facilitated Problem Solving Team

New Principal

Survival-4 years after researcher departure

(2007). Tieghi, Miller, & Freeman. Association for Behavior Analysis

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Oregon Example: Team Responsibilities

SchoolPBS Team

CICOTeam

2‐3 members of School PBS Team

StudentSupport Team

School‐wide Systems

Universal Screening

CICO and SSTteam supervision

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE/ resources

Necessary Teaming Functions in a 3‐Tiered System of Support

CICO

SAIG

Group w. individualfeature

ComplexFBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class‐wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

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Organizing for Individual Student Supports

District Tier 3 Team

School

PBS TeamCICO Team Student Improvement Team

Evaluation of Systems in SWPBS• Evaluating Communication and Team‐based Problem

Solving– Are people satisfied with processes?– Can improvements be made?

• Evaluating Tier 2/3 systems– Data‐based decision making– Fidelity of implementation– Outcomes and Impact

• Evaluating District and/or School Interagency Collaboration

• Creating a vision for implementation– Logic Models – Example from Michigan

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer‐based supports• Social skills club•

TERTIARY PREVENTION• Function‐based support• Wraparound/PCP••

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Tier II Interventions Assessment Tool

http://www.pbis.org/common/pbisresources/tools/TierII_Assessment_ActionPlan.pd

f

Note: Word Document is Availabel at: http://www.pbis.org/presentations/chicago_forum_11.aspx

Systems-ResponseTool

System Response Options

Total # of Students in Category for Timeframe: List date/year at top of column & total # of youth in each box

Totals from each of the following:

Date:

Date:

Date:

Date:

Date:

A. Students being monitored by Secondary Systems Team

CICO-

S/AIG- Mentoring-

Brief FBA/BIP-

B. Students being monitored by Tertiary Systems Team

Complex FBA/BIP-

WRAP-

C. Students moving to less restrictive environment or exiting Special Ed.

5c to 5b: 5b to 5a:

Exiting SpEd:

D. Students tested for Special Education (Initial Evaluations Only)

Eligible: Not Eligible:

E. Students suspended on only one occasion

ISS- OSS-

F. Students suspended on two or more separate occasions

ISS- OSS-

G. Students with Special Education process in progress (Initials only)

Academic- Behavior-

Other-

H. Students with IEPs that moved to a more restrictive setting

5a to 5b: 5b to 5c:

I. Students with IEPs placed outside their home school (ex. IAES, day treatment, alternative schools, self-contained programs)

J. Students placed outside their homes (i.e. hospital, residential, juvenile justice facility)

K. General education students placed (or at-risk of being placed) in separate setting or “Safe School” (ex. alternative to suspension program)

At-risk-

Placed-

L. Students with expulsion hearing in progress (Disciplinary Review)

M. Students expelled

Note: Word Document is Availabel at: http://www.pbis.org/presentations/chicago_forum_11.aspx

Illinois Tool Handouts

http://www.pbis.org/presentations/chicago_forum_11.aspx

Benchmarks for Advanced Tiers (BAT)Anderson, Childs, Kincaid, Horner, George, Todd & Spaulding, 2009

• The BAT is a self‐assessment that measures implementation of schools’ Tier 2 ‐ 3 behavior support systems.

• The BAT is completed by school PBIS teams with their PBIS coach.


Evaluating Implementation Efforts

Individual Student Systems Evaluation Tool (ISSET)

Assesses the implementation status of

1. Secondary (targeted)

2. Tertiary (intensive) systems within a schoolhttp://www.pbis.org/common/pbisresources/tools/ISSET_TOOL_v2.8_February_2011.pdf

Benchmarks for Advanced Tiers (BAT)1. Are the foundational elements in place for implementing secondary and tertiary

behavior support practices?2. Is a Tier 2 support system in place?3. Is a Tier 3 system in place? http://www.pbis.org/common/pbisresources/tools/BAT_v2.5.pdf

(2012). Steve Goodman, Personal Communication.

TA Center Professional Development Blueprint

http://www.pbis.org/common/pbisresources/publications/PBIS_PD_Blueprint_v3.pdf

Lesson Plan Calendar: Electronic Copy of Template on District Website for Easy Access

(2010). Dawn Miller, Shawnee Mission School District, Kansas

Four Levels of Integrated Training (From Missouri Statewide Schoolwide PBS)

1. Awareness Training in PBS2. Training for Professionals in PBS (inservice)

3. Training Facilitators to lead teams4. Training Experienced leaders who will provide training in areas 1‐3

Layers of Training Are Needed for Different Prevention Tiers

• Tier 1/Universal Interventions/Primary Prevention

(Example: Training for teams in systems to create positive environments, teach communication and social skills, and collect data and intervene early)

• Tier 2/Secondary Prevention/Specialized (Example: Trainings for teams to use data for early identification of problem behavior

and implementation of interventions that will support groups of individuals)

• Tier 3 or Tertiary Prevention(Example: Trainings for teams to create systems that address chronic and severe

problem behavior)

Four Levels of Integrated Training (From Missouri Statewide Schoolwide PBS)

1. Awareness Training in PBS– Tier 1– Tier 2 – Tier 3

2. Training for Professionals in PBS (Preservice/inservice)– Tier 1– Tier 2 – Tier 3

3. Training Facilitators to lead teams– Tier 1– Tier 2 – Tier 3

4. Training Experienced leaders who will provide training in areas 1‐3

– Tier 1– Tier 2 – Tier 3

Assess Training Needs At All Four Levels

• What are the current strengths of staff related to positive behavior support?

• Is everyone familiar with the basics of positive behavior support or would some benefit from awareness presentations?– Parents– Interagency Partners– Paraprofessionals– Bus Drivers

• Create a long‐term action plan that includes (district/school):– Opportunities for independent study– Build PBS components into all existing preservice and inservice– Build ongoing inservice options depending upon staff roles– Consider incentive systems for all four levels– Keep in mind that the community and agency partners may have

suggestions that could make this possible to achieve

Learn More About Logic Models

• General information with logic model templates and guidance on evaluation:– http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

• Review Michigan’s Evaluation Plan– http://miblsi.cenmi.org/MiBLSiModel/Evaluation.aspx– http://miblsi.cenmi.org/MiBLSiModel/Support.aspx– http://miblsi.cenmi.org/MiBLSiModel/ProfessionalDevelopment/PDLogicModel.aspx

Ideas for Building a Resource Base: Tiers 1‐3

• Share ideas with other school PBS Teams• Review www.apbs.org resources• Key other PBIS websites

– www.pbis.org– http://pbismissouri.org/class.html– http://pbismissouri.org/class.html– http://flpbs.fmhi.usf.edu/ProceduresTools.asp

• Use resources from this presentation

PBIS Library: Organizing Library Books by Expectations and Social Skills

• Shawnee Mission School Library System– McAuliffe Elementary– http://www4.smsd.org/positivebehaviorsupports/html31676.htm

• Materials Created: – Books are Labeled and Placed on Special Library Shelves for Easy Access

– Bibliography Listing– Information About Grade Level– Guiding Questions

All Staff Activity:Practice Hypothesis Statements

Facilitation Table Tent

System for Supporting data‐basedDecision making for Schools and Districts – All Tiers

(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.

Tier 2 Training Activity: Sort Students by Behavioral Expectation and Function

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Sort

First:• By School‐wide Expectation

– Safety trumps• By Motivation• By Other

Then:• Match identified need with appropriate Tier II intervention

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Sort by Behavioral Expectation and Academics

77(2010). Dawn Miller, Shawnee MissionSchool District. Kansas.

Grade Level Problem SolvingMeeting Prompts

Grade Level Meetings: Behavior WorksheetFacilitator Guide for Grade Level Meetings:

Behavior


Lori Newcomer’s Tier 3 Module is Coming Soon!

Lori Newcomer Recently Completed a Tier 3 Module for the State of Missouri and This Should Be Available Soon

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FBA or FAAssessment Terms Data Collection

InterventionPlanning

Tier 3 Training Resources: KIPBS Toolbox

http://www.kipbs.org/new_kipbs/fsi/modlinks.html

www.kipbsmodules.org

Link Multiple Types of Incentives to Completing Professional Development• How can we link individual and Group professional development outcomes to…..– CEUs, graduate credits– Professional Development Points– Annual Evaluation Feedback– Reinforcer Systems

• What can the state/district/school do that would increase the likelihood that PBS professional development will be seen as important and worth investing in over time

Inservice Resource Center: www.swpbs.org

Button on Left Side/Home Page

Resources: Tiers 1‐3

• Missouri Training Materials: http://pbismissouri.org/train.html

• Missouri Toolkit: http://pbismissouri.org/tier_2/t2tk.html

• Michigan Training Materials: http://miblsi.cenmi.org/MiBLSiModel/ProfessionalDevelopment/TrainingScopeandSequence.aspx

Other Useful Links: Tiers 1‐3

• Michigan Positive Behavior Support Manual: http://www.michigan.gov/documents/mde/SchoolwidePBS_264634_7.pdf

• http://serc.gws.uky.edu/pbis– Understanding Problem Behavior– University of Kentucky

• www.apbs.org– Member’s Site– Resources

Resources: Tiers 1‐3

• Missouri Mini Modules: http://pbismissouri.org/class.html

• KIPBS Modules: http://kipbsmodules.org/• SWPBS Network WIKI Site

– Susan Barrett, Lori Newcomer, Chairs– SWPBS Network (APBS) will have a WIKI site on apbs.org soon!

Interagency Resources:

Community Self Assessment Tool &Tier 2 and 3 Systems Assessment Checklistwww.swpbs.org• What’s New

PBS Kansas MonographInteragency Statewide Planning• http://pbskansas.org/files/PBS_Across_the_Lifespan_Monograph.pdf

Evaluation Tools

• Missouri’s Administrator and Teacher Staff Satisfaction Surveys– Administrator– Teacher

• Maryland Staff Satisfaction Survey– http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=423

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