“One goal of the BEP [Behavior Education Program] is to help the student build positive relationships with adults in the school. A second goal is to help the student become independent in managing his or her own behavior.”
Crone, Hawkin & Horner, Guilford Press, 2010
5 min. Warm up
#1 readiness requirement for effective tier 2? Solid Tier 1!
Think of 1 or 2 things about your tier 1 implementation that your team would like Christine or Tracey to assist with during the team work times today. If you do not need assistance, think of 1 thing you would like us to know about your school’s implementation so far.
Please put your school name and items on an index card. We will collect them and stop by your team during the day to address your questions/needs.
For best outcomes for our time together
Be Respectful Active listening Phones on silent/vibrate One speaker at a time, especially during whole group Take calls in outer lobby – hallways have classrooms
Be Responsible Participate in learning Stay on task Contribute to group work
Be Safe Follow emergency procedures; stay in designated areas
School-Wide Positive School-Wide Positive Behavioral Interventions & Behavioral Interventions &
SupportsSupportsSWPBS SWPBS
Implementing Tier 1 & Getting Implementing Tier 1 & Getting Ready for Tier 2Ready for Tier 2
Year Two TrainingDAY TWO 2013-2014
November 22, 2013
Tracey Lamothe&
Dr. Christine PeckCooperative Educational Services
References
Tier 2 Interventions, School-wide Systems of Positive Behavior Support, University of Missouri, Lori Newcomer Ph.D, 2009
Moving Up the Continuum: Building Systems to Support Tier II and III Interventions, Tim Lewis, Ph.D, University of Missouri, 3/7/2013
School-wide Positive Behavioral Interventions & Supports, Implementation Guide, 2010; Michigan DOE
Crone, Hawken & Horner, BEP, second edition, 2010 [shown in opening slide]
PBIS Applications, CICO-SWIS, pbisapps.org
Time Content
Activities/Resources
8:30-8:45 Welcome, Sign In & Warm up
8:45-9:30Big Ideas of Tier II Systems of Support
Identify current targeted supports - practices handout
9:30-10:30Data Sources for Decision-making
[Build BREAK into team time]
SWPBS Workbook pages 71-73
– day 1 handouts
10:30-12:00 Specialized Behavior Support Team&
Introduction to Check-in/Check-out
Tier II Workbook; PBIS Apps; BEP video
12:00-12:45 LUNCH
12:45-1:00
1:00-2:45
2:45-3:00
YR 2 DAY 2
• Guidance for Team Work Time
TEAM WORK TIME • Review data and action plan• Consider Tier II readiness in general or CICO
intervention specifically
• Revisit Objectives – How did we do? Next Steps, feedback
Tier II Getting Started
Workbook; CICO Point Card
Samples; C.E.S wiki for
more examples, Michigan
DOE PBIS Handbook, links:
http://ces-pbis-
network.wikispaces.com/
http://www.michigan.gov/
documents/mde/SchoolwidePBS_264634_7.pdf
Objectives for today
Increase understanding of the critical features of tier II intervention systems
Review sources of data to drive team decision-making
Identify readiness tasks to build effective and efficient tier II system of support
Apply the implementation logic to Check-In Check-Out intervention example
Effective Tier 1 = fewer students who need tier 2 supports + better outcomes for those who do
1. Establish leadership team membership2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW
expectations5. Develop procedures for teaching class-wide
expectations6. Develop continuum for strengthening
appropriate behavior7. Develop continuum for discouraging violations of
expectations8. Develop data-based procedures for monitoring
Tier 2 Systems Preview
SCHOOL-WIDE TIER II INTERVENTIONS: CHECK-IN CHECK-OUT
GETTING STARTED WORKBOOK
Susannah Everett George Sugai Lindsay Fallon
Brandi Simonsen Breda O’Keeffe
Version: February 15, 2011 OSEP Center on Positive Behavioral Interventions and Supports
Center for Behavioral Education and Research University of Connecticut
SYST
EM
SPRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Integrated
Elements
Tier II PBIS Systems
Secondary Tier (II) – More specialized and intensive practices and systems for supporting students whose behaviors have been documented as unresponsive to Tier I practices and systems.
Suited for students who are NOT currently engaging in dangerous or severely disruptive behavior
Reaching students before they are in crisis and before they develop patterns of problem behavior
Critical Features of Tier II Interventions
Match the needs of the schoolShould be able to be implemented within 3-5 days
Similar across students Staff trained in the intervention Materials are on hand
Function-basedData collected to monitor outcomesFormal system exists for informing parents/family of
progress“Standard treatment protocols”
Examples of Tier II Interventions
Check-in/Check-out: Behavior Education ProgramSocial skills instruction - small groupStructured recessAdditional SW expectations teaching & practiceMentoringCommercial programsBehavior contractsOrganizational skills instruction
• School-wide indicators (e.g., office referral data)• Direct assessment procedures (e.g., teacher
nomination, observations, checklists, interviews)• Evidence of Insufficient practice through core
instruction• Data-based decision making• Pre-established decision rules• Validation of data• BASED ON AGREEMENTS & COMMITMENTS
Students selected for tier II supports by:
Critical Points for Success
Part of a continuum – link to SWPBS systemEfficient and effective ways to identify studentsIntervention matched to problem but not highly
individualizedStaff implementing have skills and supportALL staff aware of interventions and their part in
promoting generalization
Tim Lewis, 2013
Activity: What does your school already have?
Using the previous slide descriptors and the Tier II Workbook, complete the tier 2 section of the practices worksheet
Data Sources for Decision-making
• Office Discipline Referrals (ODR or variation)• Attendance/Tardies• Academic data• Universal behavior screening Universal behavior screening • Staff observation data/request for assistance• Classroom Management Self-Assessment (SWPBS
Workbook p. 91)• Adult fidelity data – greeting students, supervision,
frequent & effective feedback, using reinforcement and error correction procedures etc.
• SWIS, PBIS Assessments
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 don’t
“Consider teacher request/nomination form as a “gate” for Tier 2 intervention group decision-making, in addition to ODR’s, so you don’t miss up to 20% of the students who may need more than the universal supports.”
Kincaid, Childs, & Putnam, October, 2007
18
The Importance of Systematic Screenings within
Comprehensive, Integrated, Three-tiered Models
Kathleen Lynne Lane, Ph.D., BCBA-D
University of Kansas
What screening tools are available?
Lane & Oakes
See Lane, Menzies, Oakes, and Kalberg (2012)
Systematic Screener for
Behavior Disorders
(SSBD; Walker & Severson, 1992)
SSBD Screening ProcessPool of Regular Classroom Students
TEACHER SCREENINGon Internalizing and Externalizing
Behavioral Dimensions
3 Highest Ranked Pupils on Externalizing and on Internalizing
Behavior Criteria
TEACHER RATINGon Critical Events Index and Combined
Frequency Index
Exceed Normative Criteria on CEI of CFI
DIRECT OBSERVATIONof Process Selected Pupils in
Classroom and on Playground
Exceed Normative Criteria on AET and PSB
PASS GATE 1
PASS GATE 2
PASS GATE 3
Pre-referral Intervention(s)Child may be referred to Child
Study Team
(Lane & Oakes, 2012)
Student Risk Screening Scale
(SRSS; Drummond, 1994)
Student Risk Screening Scale(Drummond, 1994)
The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior.
Uses 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently
= 3
Teachers evaluate each student on the following items- Steal - Low Academic Achievement- Lie, Cheat, Sneak - Negative Attitude- Behavior Problems - Aggressive Behavior- Peer Rejection
Student Risk is divided into 3 categoriesLow 0 – 3Moderate 4 – 8High 9 - 21 (SRSS; Drummond, 1994)
Student Risk Screening ScaleMiddle School Fall 2004 - Fall 2011
Fall Screeners
n = 12
n = 20
n = 507
Per
cent
age
of S
tude
nts
N=534
N=502
N=454
N=476
N=477
N=470
N=524
N= 539
Lane & Oakes
BACS2 Behavioral and Emotional Screening Scale (Kamphaus & Reynolds, 2007)
• Behavioral areas assessed include:
• Internalizing problems• Externalizing problems• School problems• Adaptive skills
• Includes 3 forms that can be used individually or in combination:
• Teacher- Preschool and Child/ Adolescent
• Student self-report- Child/ Adolescent
• Parent- Preschool and Child/ Adolescent
A brief, universal screening system for measuring behavioral
and emotional strengths and weaknesses in
children and adolescents.
Examining your screening data …
… implications for primary prevention efforts… implications for teachers… implications for student-based interventions
See Lane, Menzies, Bruhn, and Crnobori (2011)
Recommendationsto Consider
Recommendation #1: Build Stakeholders’ Expertise
Recommendation #2: Develop the Structures to Sustain and Improve Practices
Recommendation #3: Conduct Screenings in a Responsible Fashion
Recommendation #4: Consider Legal Implications- know your state laws
(Lane & Oakes, 2012)
Uses of Data• Identify problems early
– Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they intensify
• Refine a problem statement to a level of precision that will allow functional solutions
• Use data to identify possible solutions
CollectCollect and Useand Use
DataData
Review Status and
Identify Problems
Develop andRefine
Hypotheses
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
TIPS training materials from www.uoecs.org, ‘downloads’
Identifying problems
• What data to monitor– ODR per day per month– OSS, ISS, Attendance, Teacher report– Team Checklist/ SET (are we doing what we planned to do?)
• What question to answer– Do we have a problem?
• What questions to ask of Level, Trend, Peaks– How do our data compare with last year?– How do our data compare with national/regional norms?– How do our data compare with our preferred/expected status?
• If a problem is identified, then ask– What are the data we need to make a good decision?
Precision Problem Statements
• Precise problem statements include information about the five “W” questions.– What is problem, and how often is it happening– Where is it happening– Who is engaged in the behavior– When the problem is most likely– Why the problem is sustaining
Data Decision System for Office Discipline Referrals at G. Ikuma School
At G. Ikuma School, office discipline referral data are reviewed at least monthly by school administrators and the school-wide discipline leadership team. Data are entered in a web-based computer system for easy storage, manipulation, and reporting (School-Wide Information System).
Question Data Type
What is overall status of school-wide discipline in our school?# of office discipline referrals per day per month
What problem behaviors are we seeing?# & type of problem behaviors (minor, major, and illegal)
Where are problem behaviors being seen?# & location of problem behavior occurrences
When are problem behaviors being observed?# & time of day of problem behavior occurrences
Which students are displaying problem behaviors?# of office discipline referrals by student
Which grades/teachers are observing problem behaviors?# of office discipline referrals by grade and teacher
Sample school from SWPBS Appendices, Appendix A
School-Wide Information System (SWIS) is is a web-based information system designed to help school personnel to use office referral data
to design school-wide and individual student interventions. SWIS was developed and is managed by the OSEP Center for Positive
Behavioral Interventions and Supports at the University off Oregon. For more information about SWIS, go to www.pbisapps.org.
Precise Statement & Hypothesis Development
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention.
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13,14,and 18), and these behaviors appear to be maintained by escape.
Example: Solution Developmentfor disruption in hall and cafeteria
Prevention •Teach behavioral expectations in cafeteria•Maintain current lunch schedule, but shift classes to balance numbers.
Teaching
Reward •Establish “Friday Five”: Extra 5 mins. of lunch on Friday for five good days.
Extinction •Encourage all students to work for “Friday five”…make reward for problem behavior less likely
Corrective Consequence
Active supervision and precorrection
Data Collection Review ODRs by location weekly to confirm/adjust hypothesis
Team Time: Data Review
• Are we collecting all the right/necessary data for effective and efficient decision-making?
• What do our data patterns/trends tell us about which systems (SW, CW, groups of students, individual students) to focus on for collaborative problem solving?
37
Team Time – data • Revisit the Guidelines for step 8 in your SWPBS
Getting Started Workbook Identify sources of data available and/or regularly used by your team for effective & efficient decision-making
• Using the handout [10/2, p. 71-73, Step 8]:• identify key questions you want to be able to
answer and evaluate whether or not you have the data you need for either tier 1 adjustments OR tier 2 intervention planning. Are you easily able to identify students who may not be responding well to tier 1 systems alone?
Tier II Workbook, p. 11
[p. 17, Tier II Workbook]
Functions of Behavior Support Team
AdministrationTier II coordination/staff trainingBehavior support specializationData analysisCoordinate with
SWPBS leadership teamSWPBS coaches
Activity: Specialized Behavior Support Team
Review pages 17-20 in the Tier II Getting Started Workbook.
If your school already has a specialized behavior support team that meets the roles, responsibilities, functions and representativeness features, record members on page 21.
If your school does not already have this in place, discuss possible members or overlap with existing teams, and draft a possible team list on page 21.
Use the Working Smarter Matrix [handout] if needed.
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective, efficient, & relevant, doable
Prepare & support implementation
ImplementationFidelity
MaximumStudent
Outcomes
Increase frequency, intensity of Tier I Supports = Tier II Supports
“One goal of the BEP [Behavior Education Program] is to help the student build positive relationships with adults in the school. A second goal is to help the student become independent in managing his or her own behavior.”
Crone, Hawkin & Horner, Guilford Press, 2010
How are these goals different than our desired outcomes of Tier I systems?
Check-in/Check-out (CICO) Example
Small group intervention to provide…
Daily organization and behavioral support
Systematic performance feedback
High rates of adult attention
Mechanism for making data-based decisions
Communication link between school and home
Intervention Overview
Research supported practiceSchools can successfully implement
Decreases problem behavior
Effective for 60-75% of Tier II, at-risk students
Ineffective for students who do not find adult attention reinforcing
(Crone, Horner, & Hawken, 2004, pp. 9-10)
CICO within SW-PBIS
All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation. A
LL—
ALL—
ALL—
ALL—
ALL—
ALL
Some
Few
Program can be applied in all school locationsClassroom, playground, cafeteria
Anywhere there is a supervisor
Elevated recognition for appropriate behaviorAdult attention delivered each target periodAdult attention (and tangible) delivered at end of day
Links school and home supportProvide format for positive student/parent contact
Organized to fade into a self-management systemIncreased options for making choicesIncreased ability to self-monitor performance/progress
Improved structurePrompts are provided throughout the day for correct behavior.System for linking student with at least one positive adultStudent chooses to participate.
Student is “set up for success”First contact each morning is positive.“Blow-out” days are pre-empted.First contact each class/activity period is positive.
Increase in contingent feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded
More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et. al., 2009; Campbell & Anderson, 2008)
Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011)
Students who do not respond to CICO may benefit from function-based, individualized interventions
(Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)
Let’s take a closer look -- video
Time for LUNCH!
45 Minutes
Handout – Tier II Interventions chart; link to full document on agenda
Recap: Critical Features of Tier II Interventions
Intervention is continuously availableRapid access to intervention (72 hr)Efficient, low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolFlexible intervention based on assessment
Consider functions of behaviorAdequate resources (admin, team, data system)
weekly meeting Continuous monitoring for decision-making
CICO Organizer
1. Assess school-wide readiness for CICO (pg. 35)
2. Develop CICO program to align with individual school context/culture (e.g., age, grade, demographics) (pg. 36)
3. Develop screening, referral, and progress monitoring procedures and materials (pg. 37)
4. Develop student appropriate daily progress report(pg. 38)
5. Develop student appropriate reinforcement plan(pg. 39)
6. Develop student appropriate daily CICO procedures(pg. 40)
7. Develop implementation readiness and orientation for CICO (pg. 41)
8. Develop program review procedures (pg. 42)USE APPENDICES PGS. 44-61 TO GUIDE YOUR WORK
Team Time - Choices
Consideration/Action planning for tier 2 systems in general – team, resources, data gaps, data review in context of current practices and teams [practices eval. sheet and committee matrix from am.; Tier II Workbook]
Consideration/Action planning specifically for CICO, resources above, plus CICO Point Card Examples.
School-specific Tier 1 priority tasks for teamIf you would like us to stop by to answer questions or
assist, please put the pink card over your tent card. 2:45: Be prepared to share 1 decision or lingering question from your work
today.
How did we do? Please complete 1 feedback sheet per team to assist with planning for January 10th
Increase understanding of the critical features of tier II intervention systems
Review sources of data to drive team decision-making
Identify readiness tasks to build effective and efficient tier II system of support
Apply the implementation logic to Check-In Check-Out intervention example
