4/6/2010
Building A Tier Two System In An Elementary
School: Lessons Learned
Tina Windett & Julie Arment
Columbia Public Schools, Missouri
Tim Lewis, Ph.D. & Linda Bradley
University of Missouri
www.pbismissouri.org
Our Partnership
Center for SW-PBS
College of Education
University of Missouri
Session Overview
• Overview of Tier Two Systems
• Derby Ridge Elementary Tier 2 System
• Lessons Learned
• District Support for Tier Two Systems
4/6/2010
Overview of Tier Two Systems
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Universal Interventions
•All settings, all students
•Preventive, proactive
Designing School-Wide Systems for Student Success
SYST
EMS
PRACTICES
DATASupporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
Positive
Behavior
SupportOUTCOMES
Social Competence &
Academic Achievement
4/6/2010
It Sounds SO Easy!
• Few Exemplars to Follow in Columbia,
Missouri or Nationally
BUILDING BLOCKS OF A TIER 2 SYSTEM
1. Provide Adequate Instruction
–School-wide System
–Non-classroom System
–Classroom System
BUILDING BLOCKS OF A TIER 2 SYSTEM
2. Student Identification Process
– Teacher Nomination
– Data Decision Rules
– Universal Screening Instruments
4/6/2010
BUILDING BLOCKS OF A TIER 2 SYSTEM
3. Function Based Matching Process
– Data Collection and Review
– Identify Problem Behavior, Hypothesis and Replacement
– Select Interventions Based on Function
• Targeted Environmental Interventions (Classroom)
• Academic Support
• Check In/Check Out
• Mentoring
• Social Skills Club
BUILDING BLOCKS OF A TIER 2 SYSTEM
4. Evaluate Outcomes and Make Decisions
–Ongoing Progress Monitoring
–Fidelity of Implementation
–Social Validity
Derby Ridge Elementary
Tier Two System
4/6/2010
Derby Elementary School
• PS-Grade 5 Elementary School in Columbia, MO
• 705 students
• 62% of students on free/reduced lunch
• 30% minority, mostly African American
• Full range of special education services
• Involvement with PBS for 8 years
• 2nd Year building Tier 2 System
• Evidence of Tier 1 Implementation with Fidelity
Derby Ridge Elementary
Tier 2 Systems
Derby Ridge Core Student Teacher
Assistance Team (STAT)
1. Guide the Development of the Tier 2 System
2. Develop Targeted Small Group Interventions
and Connect with Schoolwide Expectations
3. Support Grade Level Team Process
4. Communicate with Faculty and Staff About
Tier 2 Process and Interventions
5. Provide Professional Development
4/6/2010
Tier Two Development Team
• Includes a teacher representative from each grade
level and the Core STAT Team (Student / Teacher
Assistance Team)
• Participate in training to support the development
and implementation of the Tier Two process
• Guide grade level teams through function based
decision making process.
• Serve as a resource to assist teachers with students’
concerns.
Grade Level Teams
• Meet Weekly to Discuss Students Who Meet Data Decision Criteria
• Use Function Based Decision Making– Review Data (Minors, ODRs, Attendance, Academics)
– Define Problem Behavior
– Match Classroom / Environmental Interventions to What the Student is Trying to “Get” or “Avoid”through Misbehavior.
– Progress Monitor
• Collaborate and Generalize for Similar Students’Behavior and Function
Teacher Expectations
• Implement Tier 1 with Fidelity
– PBS Checklist and Self Assessment
– Classroom Universal Checklist
• Review Student Data Regularly to Identify
Students Who Need Tier 2 Support
• Communicate With Family and Staff
• Implement Interventions with Fidelity
4/6/2010
Building Blocks for Derby Ridge
1. Provide Adequate Instruction
2. Student Identification Process
3. Function Based Matching Process
4. Evaluate Outcomes and Make Decisions
Provide Adequate Instruction
• Review Tier 1 Implementation of Schoolwide and Classroom Universals with PBS Checklist:– DRE Expectations Matrix is our Social Curriculum
– All Staff Teach All Students Weekly “Super Skills”
– All Staff Give All Students Specific Performance Feedback Using “Braggin’ Dragon” Cards
– All Staff Give Effective Responses and Follow Continuum of Responses to Behavior Errors
• Review Using PBS Checklist, Classroom Universal Inventory and Administrative Walk-Through
Student Identification: Screen for Risk
• Data Decision Rules:
– 2 major ODRs from Beginning of Year
–Minor Incidents Persist---5 after Sept 30
– Attendance / Tardies a Concern—8 per trimester
– Academic Concerns
– Concern for Students with Internalizing Behavior
• Teacher Nomination
• Universal Screening
4/6/2010
Function Based Matching Process
Begins at the Grade Level Team Meeting
• Teacher Collects Student Information– Majors (Office) & Minor (Classroom)– Academics & Attendance– Function– Strengths
• Grade Level Team Determines:– Summary of Problem – Replacement Behavior– Student Goal
• Grade Level Team Select Classroom Intervention– Antecedent, Behavior OutComes format– Progress Monitoring Method– Action Plan– Follow Up Date
Small Group Interventions
• In Process of Developing:
–Social Skills Groups (Redefining
Counselor Groups)
–Check In/Check Out
–Academic Support
Evaluate Outcomes
• Progress Monitoring for Individual Students in
Tier 2:
–Determine Student Goal and Progress
Monitor
–Review Data in Two Weeks and Share with
Grade Level Team
4/6/2010
4/6/2010
Lessons Learned at Derby Ridge
• Teachers need to consistently implement classroom
universals
• Grade level teams may need training on team process (PLC)
• Protect meeting time, use an agenda and keep minutes
• Build in time for professional development
• New teachers may have no background knowledge regarding
this process
• Grade level teams need instruction about how to collect,
analyze and make data decisions
• It is hard to stick to Tier 2 data rules and not “jump” to Tier 3
• Teachers see “Support” as Outside Classroom
• Communication, communication, communication!
Integrating
Best Practice
Efforts
District Support for Tier 2
• Expertise
• Funding
• Staff Development
4/6/2010
Presentation is Available
www.pbismissouri.org
