Tier 2 Behavior Interventions Building Leadership Teams March 2, Behavior Expectations Matrix Be RespectfulBe ResponsibleBe Safe Complete registration process, credit verification forms and/or evaluation forms on time. Set cell phones to vibrate/silent mode. Keep your phone with you at all times. Accept calls in hallways only. Pass notes during presentations. Clean up your table area at the end of the program and discard trash. Take care of personal needs. Contact a consultant so that we can provide any needed assistance. Wear a nametag. Use the restrooms in Reading Central ES only with permission. Use the entrances & exits across from the Receptionist area. Notify a photographer or videographer if you wish to avoid being photographed. 2 3 Are you ready for targeted instruction and supports? Review of Tier 1 Teamwork Activities 4 5 6 7 We know that Schools employing high quality instructional practices that are responsive to the needs of students from diverse backgrounds demonstrate student achievement that is well above average despite high representation of culturally diverse students from economically disadvantaged backgrounds. - National Research Council 8 Three Tiers of Response to Intervention Academic SystemsBehavioral Systems Adapted from OSEP Effective School-Wide Interventions 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School-Wide Interventions 9 Definition of Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. PBSs key attributes include proactivity, data-based decision making, and a problem- solving orientation. Horner, 2000; Lewis & Sugai 1999; Sugai, et al., 2000; Weigle, Guiding Principles 1.Student misbehavior can be changed. 2.Environments can be created to change behavior. 3.Changing environments requires change in adult behavior. 4.Adult behavior must change in a consistent and systematic manner. 5.Systems of support are necessary for both students and adults. 11 12 Are you ready for targeted instruction and supports? What Are Targeted Interventions? The purpose of the targeted tier is to identify students who are at risk for not reaching behavior standards and provide sufficient and appropriate systematic instruction so that students performance rapidly reaches or exceeds established standards thereby preventing school failure. Targeted supports are part of a continuum of services available to all students. 13 What Makes Something a Targeted Intervention? Matches the needs of the school Should be able to be implemented within 3-5 days Similar across students Staff trained in the intervention Materials are on hand Function-based Data collected to monitor outcomes Formal system exists for informing parents/family of progress 14 Which Targeted Interventions? Matching students to appropriate targeted supports is the key to success Define the problem Generate a functional hypothesis as to why the problem is occurring Access a standard supplemental program or customize a targeted intervention that is linked to the hypothesis 15 Who Receives Targeted Interventions? Schoolwide data or teacher reports indicate: Schoolwide PBS are not sufficient to impact student behavior Student is on the verge of failure Behavioral problems consistently distinguish a student from his or her peers 16 Who Receives Targeted Interventions? Students are selected for targeted supports based on: School-wide indicators (e.g., office referral data) Direct assessment procedures (e.g., teacher nomination, sociograms, observations, checklists, interviews) Insufficient practice through core instruction Data-based decision making Pre-established decision rules Validation of data 17 Who Receives Targeted Interventions? Small groups of students with relatively homogenous behavior (skipping class, bus referrals) which may be location specific Students are expected to have a rapid response to intervention 18 Students with 2 or more office referrals 19 More than 50% of referrals coming from one location (non-classroom) 20 Why establish team decisions? Building-based system ensure supports are provided to students for whom school-wide practices have not facilitated success. Structured problem solving process ensure effective intervention practices are implemented for each student or issue brought to the team. 21 Targeted Interventions: Building Blocks Teach/build pro-social replacement behaviors Build maintenance and generalization strategies to promote use Attend to possible function of the problem behavior 22 Develop a Specific Plan Include: What will happen Who is involved When it will happen Progress monitoring plan 23 What Should Targeted Interventions Include? Collaborative Problem Solving Decision Rules for Selecting Students Checks for Adherence to Intervention Predetermined Decision Rules for Moving Between Tiers On-going, High Frequency Progress Monitoring and Graph of Student Data 24 How Are Targeted Interventions Selected? Selecting supplemental programs that are scientifically based. Scientifically-Based Research is research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs (NCLB). Customized targeted intervention that is linked to the hypothesis Targeted interventions that incorporate culturally responsive practices 25 What Could Targeted Interventions Look Like? Behavioral contracts Social skills training Check-in/ Check-out Mentors Re-teaching school- wide expectations in small groups/ targeted areas 26 Communication with Family Parents/Guardians should be aware of Tier 1 supports Open House Family Nights Conferences Parents/Guardians must be involved in Tier 2 intervention plans Informed of need and participation in Tier 2 Update on progress 27 Why Do Implementation Checks? Research-based programs are only research-based IF implemented as planned. Support teacher implementation and effective instructional techniques Need to understand if the program is being implemented to understand outcome data Key piece when talking about need to increase intensity for an individual child. Need evidence of implementation across the tiers. This can be uncomfortable. Here are some things that can help... 28 How to Make Implementation Checks Viewed More Positively Clear supportive purpose: coaching tool, to make things better No surprises NOT connected to evaluation (clear it with the association) Clarity on who has access to the checks Clear expectations and procedures Have a discussion with teacher before hand Have teachers self rate before a 2nd person comes in 29 Decision Rules to Move Out of Tier 2 Establish decision rules about when to fade support (back to Tier 1 only) or when to increase support (move to Tier 3) Need enough data to see a trend: general rule is 7 data points Three-Point Rule for increasing support 3 consecutive data points below the aimline to consider increasing support 30 Tier 2: Challenges Who Does Interventions? Scheduling around students rather than adults Insuring Integrity and follow-up support Training 31 Team Time What do we have in our building that looks like Tier 2 instruction/intervention? How could we modify current Tier 2 interventions and supports to increase efficiency and effectiveness? Whats the smallest change that will lead to the largest gain? 32 BREAK 33 Data-Based Decision Making for Tier 2 34 Building A Tiered System of Intervention Supports Examine Schoolwide Positive Behavior Supports System (Behavior Analysis Guide) Examine Schoolwide Data - Office Discipline Referral Data If the School Has the Big Ideas of PBS in Place and the Average ODR per day per month per student is above the system standard, consider supplementing the Schoolwide PBS System (Behavior Analysis Guide) 35 SWIS summary (Majors Only) 2,732 schools; 1,385,191 students; 1,244,026 ODRs Grade RangeNumber of Schools Mean Enrollment per school Mean ODRs per 100 per school day K-61, (sd=.45) (1 /300 / day) (sd=1.41) (1/ 100 / day) (sd=.1.56) (1/105 / day) K-(8-12) (sd=1.85) (1/ 100 / day 36 System Standards SWIS Summaries (Sugai & Horner, 2005) Grade Range Number of Schools in Summary Average ODRs per 100 per school day K to to to K to (8-12) Alternative/ Juvenile Justice Consider School-wide Systems if >40% of students received 1+ ODR >2.5 ODR/student Modify universal interventions (proactive school- wide discipline) to improve overall discipline system Teach, precorrect, & positively reinforce expected behavior 38 Bullying Prevention & Intervention in PBS Supplement to universal supports rather than an add-on. Embedded into existing school-wide expectations. Ross & Rossetto Dickey, October, Main Ideas Bullying is aggression, harassment, threats, or intimidation when one person has greater status, control, power than the other. Most bullying and harassment behaviors, although common and frequent, are exhibited outside of adult supervision. Bullying behavior typically becomes more likely because the victims or bystanders provide rewards for bullying behaviors. 40 What does NOT work Identifying the bully and excluding him/her from school Pretending that the bullying behavior is the fault of the student/family/victim. What DOES work Define, teach, and acknowledge school-wide behavior expectations Teach all children to identify and label inappropriate behavior: not respectful, not responsible, not safe Teach all students a stop signal to give when they experience problem behavior Teach all students what to do if someone delivers the stop signal 41 More Main Ideas All bully proofing skills are more effective if the school has first established a set of school-wide expectations. Focus on respectful behavior, NOT bullying 42 Teach Social Responsibility Teach school-wide expectations first Focus on non-structured settings Use same teaching format for Stop, Walk, Talk If someone directs problem behavior toward you If you see others receive problem behavior If someone tells you to stop 43 Staff Consistency Staff meeting to share curriculum and practice Includes How Adults Respond Data Collection for Evaluation 44 Consider Classroom System if >60% of referrals come from classroom >50% of ODR come from 35% of referrals come from non- classroom settings >15% of students referred from non- classroom settings Enhance universal behavior management practices teach, precorrect for, & positively reinforce expected behavior & routines increase active supervision (move, scan, interact) 46 Consider Targeted Group Interventions if. >10-15 students receive >2 ODR Provide functional assessment-based, but group-based targeted interventions Standardize & increase daily monitoring, opportunities & frequency of positive reinforcement 47 Why ODRs May Not Be Enough May miss students in settings with persistent or violent behavior who may not generate office referrals May not identify students with severe internalizing behaviors May not identify students with many minors but few majors May not reflect that some teachers refer and some dont Kincaid, Childs, & Putnam, October, Now that We Identified the StudentsWhat Interventions Should We Use? Interventions should be directly linked to the students area of concern Targeted interventions should be scientifically-based Intervention content should be linked to the school-wide systems (e.g. check-in check-out goals use same expectation language) 49 How Do We Tell if Tier 2 Interventions are Working? School Level: How many of our students are needing functional assessments and individual behavioral intervention plans? Targeted Intervention Level: How many students are successfully exited from Tier 2? Individual Student Level: How many students are reaching behavioral goals? 50 Troubleshooting Targeted Interventions Were the supports/interventions implemented as designed? Are students matched to appropriate supports/intervention? Do supports/interventions need to be modified? Does instruction need to be provided in a smaller group? Does instruction need to be provided more frequently or last longer? 51 Team Time: Data Examination Are we collecting all the (right) data for effective and efficient decision-making? How do our school-wide data compare with standards for our schools grade range? What do our data patterns tell us about which systems to focus on for collaborative problem solving? 52 Tier 2 Targeted Interventions What to do? 53 Important Themes Part of a continuum must link to school-wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized 54 The Team Building leadership team, behavior support team, grade level team looking at behavior data, etc. Develops decision rules and reviews data to make decisions about who should receive targeted intervention support(s). Collaborative process Focuses on supporting students who require more support than is available for all students 55 Implementing Targeted Interventions Key features: Continuously available Rapid access Low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Perceived as acceptable and helpful in the cultures represented by your student body 56 Implementing Targeted Interventions Key features (continued) Flexible intervention based on data Functional assessment (brief, group focused) Adequate resources Continuous monitoring of student behavior for decision-making 57 Why do Targeted Interventions Work? 1.Improved structure 2.Student is set up for success 3.Increase in contingent feedback 4.Program can be applied in all school locations 5.Elevated reward for appropriate behavior 6.Linking behavior support and academic support 7.Linking school and home support 8.Program is organized to morph into a self- management system 58 Questions to Consider when Planning Targeted Supports Can the core curricular content be delivered in small group? Can we change the focus of content around the big ideas? Should we provide additional lessons resulting in more opportunities for practice? Can concepts be pre-taught? 59 Tier 2 Targeted Interventions: 1.Those using existing resources 2.Those requiring additional resource support 60 1. Tier 2 Interventions Using Existing Supports BEP / Check-in Check-out In-school Mentoring program Social skills training Character ed. Built into the curriculum as needed Pre-teaching / Re-teaching expectations Self-Management Positive Peer Reporting Behavior Contracts Academic skills (pre-teach; re-teach; small group) Structured peer tutoring Plans for new students 61 2. Tier 2 Interventions Requiring Additional Resources Groups: Social Skills, Anger management, Organization Mentoring (more intensive program) Homework Club Newcomer Club Peer Tutoring Academic Skill Groups 62 Interventions Review Activity 1.Review your section of Intervention slides: Using Existing Resources: # to Requiring Additional Resources: # to 2.For those worth further investigation: List Ahas List Question(s) for Clarification 63 Tier 2 Interventions Using Existing Resources 64 Behavior Education Program (BEP) Morning check-in (Get BEP Form) Give BEP form to each teacher prior to each period. End of day check-out Points tallied Reward BEP form copy taken home and signed. Return signed copy next morning. 65 Check-in Focus is on academic & social compliance AM / PM Teach strategies/objectives to accomplish All staff must prompt/reinforce student use 66 BEP/Check In Check Out Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation 67 68 69 Mentoring Focus on connections at school Developing at least one positive relationship with an adult at school Not monitoring work Not to nag regarding behavior Staff volunteer Not in classroom No administrators Match student to volunteer 10 minutes min per week It is important to be ready to meet with a student on a regular, predictable, and consistent basis. Goal is not to become a friend, but a positive adult role model who expresses sincere and genuine care for the student. 70 Social Skills Instruction Identify critical skills (deficit or performance problem) Develop social skill lessons Tell, show, practice Match language to school-wide expectations Generalization strategies Led by the classroom teacher Clear and specific activities for all staff to follow must be provided to promote generalization and make sure that staff use strategies. 71 Self-Management Teach self-monitoring & targeted social skills simultaneously Practice self-monitoring until students accurately self- monitor at 80% or better Periodic checks on accuracy It is not simply giving students a self-evaluation checklist. You must teach and practice the skills until they are fluent. You must reinforce both accurate self-evaluation and appropriate behavior. 72 Positive Peer Reporting Train students with specific examples and modeling Tell students that they will earn points during a certain time period for reporting on the appropriate behavior of targeted peers Announce the start of the time period At the end of the time period, prompt students to report on the appropriate behavior of the target students Provide feedback and reinforcers to students for participating (making the positive comments) 73 Behavior Contracts With the student, collaboratively identify: Behaviors to work on Attainable goals How appropriate behavior will be acknowledged 74 75 Academic Support Homework Is there a way to build support within the school day? Homework check, homework buddy, time to start on homework at school. Remediation Direct instruction in addition to the current curriculum Accommodation Within instruction Pre-teaching / Re-teaching 76 Structured Peer Tutoring Within the classroom Monitored by the teacher Use of specific, structured intervention such as repeated readings, previewing, flashcards, cover-copy-compare, etc. Initially, students will need close and on- going teacher supervision to ensure success 77 Newcomer Students Have a systematic plan to orient new students and teach expectations: Orientation packet Orientation program led by students and/or teachers Video that shows the expectations Peer or adult buddy 78 Tier 2 Interventions Requiring Additional Resources 79 Support Groups Classwide or small group Led by: school psychologist, counselor, social worker, teacher or administrator Social Skills Anger Management Organization Study Skills 80 Mentoring Regular contact in school (1:1 adult and student)-at least 10 minutes per week Monthly/quarterly out-of-school events (picnic, Reds Game, etc.) More intensive program including out-of-school activities will require leadership and coordination 81 Homework Club Students remain after school (everyday 1/2 hour) or 1 day per week (1-2 hours) to complete work Students are paired up with reminder buddies who check in on work completion Provide monitoring of completion and incentives for meeting goals 82 Newcomer Group Club for students who are new to the school or returning after an extended absence. Place to review expectations, monitor progress, connect with other students 83 Peer Tutoring Tutors must be taught how to teach Tutors must be taught what to do if tutee does not comply Tutors must be given the option to drop out at any time without penalty Monitoring to make sure that the intervention is being implemented as planned 84 Academic Skills Groups Led by: Instructional assistant, teachers, support staff, parent volunteer 2-3 times per week Small-group reading (PALS, Repeated Readings, 6-Minute Solution) Small-group math skill review Other 85 Data-based Decision Making There is a menu of targeted interventions available. How do you choose the one that matches your data? 86 Data Intervention If data show Location is a concern (i.e.. All referrals are occurring in Cafeteria) What targeted intervention addresses this need? If data show a disproportionate percentage of referrals are from new students What targeted intervention addresses this need? If data show most referrals are for fighting What targeted intervention addresses this need? 87 Data Indicate Social-Behavior Concerns If inappropriate behavior has potential to interfere with friendships and/or academics, you might consider implementing and monitoring: Social Skills Training Self-Management Positive Peer Reporting BEP / Check-in 88 Data Indicate Emotional Concerns If students have circumstances that may impact performance (death, frequent mobility) or feel alone, are shy, unhappy, isolated, you might consider implementing and monitoring: Adult Mentoring Showcasing talents 89 Data Indicate Academic Concerns If students have difficulty mastering academic material, difficulty with organization, or referrals occur in class when trying to avoid difficult work, you might consider implementing and monitoring: Academic skill groups Peer tutoring Pre-teaching / Re-teaching concepts Organizational or homework group BEP / Check-in 90 Data Indicate New Student Concerns If students who have recently enrolled or have been away for an extended period of time are having difficulty, you might consider implementing and monitoring: Student Orientation Newcomer Club 91 Examples and Practice Team Time 92 You Can Do It K-12 School Using data to make decisions regarding the need for targeted supports. 1.Read through the description of You Can Do It School. 2.As the PBS team, review the attached data and use the questions to guide your discussion around targeted supports. 93 You Can Do It School Designing targeted supports 1.Your PBS team must now design a strong targeted intervention. Use the information from the presentation and questions on the activity sheet to guide your discussion. 2.Select a reporter to share out for your group. 94 Useful Resources Evaluation & Wrap Up Schedule your next leadership team meeting Complete Ticket Out the Door 96