PBIS Year 2, Day 4Tier 2 Supports for Selected Students

Behavior Assistance Team

• Help a teacher in need of classroom management skills or instructional skills

• Help a teacher with a student who needs Tier 2 supports

• Let them know!

Structural Components

• Screening & Identification

• Intervention / Implementation

• Evaluation

Screening & Identification

• Routine review of individual student data• Efficient teacher referral system• Parent referral• Student – Parent – Community data• Assessment of risk factors• Prioritize greatest affect for least effort using

data• Students identified using multiple data

sources • Data connected to school-wide expectations• Individualized, daily progress monitoring

Tier Students Using Office Discipline Referrals

School-wide system interventions if: More than 35% of students in school

received one or more ODR , OR

There are more than 2.5 office referrals per

student

Classroom system if: More than 50% of referrals come from classroom, ORMore than 40% of referrals come from less than 10% of all classrooms

Tier Students Using Office Discipline Referrals

Targeted Group if:

More than 10-15% receive more

than 10 office referrals

Individual system if: less than 10 students receive more than 10 referrals , OR

A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

Interventions

Consider: • is evidence of effectiveness• how much does intervention cost• how big an effect can be expected• can it be replicated by when not

conducted by researchers• can teachers integrate into their daily

routine

What Science says . . .

• Evidence-based best practice begins with identifying problems EARLY

• “One-shot” workshops with no follow –up coaching does not work

• Counseling students – especially in peer group context does not work

• Information dissemination using fear, moral appeal and affective education – Nope!

Overview of Teacher’s Encyclopedia of Behavior Management (TEBM)

• Teacher time is precious and scarce!

• Book of recipes, plans for behavior Tier 2 & Tier 3 Interventions

• Different factors = different interventions

Organization of TEBM

• INTRODUCTION• COMMON CLASSROOM

PROBLEMSo General Considerationso Up to 6 Model Planso Suggested Steps for Developing

and Implementing a Plan • APPENDICES

o Reinforcing appropriate behavioro Assigning job responsibilities or

jobso Responding to inappropriate

behavior

Using the TEBM:  Suggested Steps

• Make sure you have enough info about the  situation: data collection

• Identify a focus for the intervention and labels for referring to the appropriate and inappropriate behaviors.

• Determine when to include family.• Prepare for and conduct initial meeting about the

situation.• Give the student regular, ongoing feedback about

his/her behavior.• Evaluate the situation/plan.

Using the TEBM

1. Analyze the nature of the problem:    early/Mid       Middle stage      Habitual Awareness   Attention     Power         Escape

2. Develop and implement the intervention.

Case Study Activity• Think of a Tier 2 student • Prioritize Problem Behaviors• Determine if the Problem is

Mild/Middle/Habitual• Use the TEBM to determine which Problem

Behavior Topic to Utilize (there is an index of Problem Behaviors on Pgs.859-873)

• Look through the Plans offered and determine which one fits your scenario best and how you would implement it on your campus:  Who is involved, is there additional training needed, how long, etc.

Types of Tier 2 Interventions

• Check in/ Check Out Systems• Check and Connect• Newcomers Club• Homework Study Groups• Anger Management Group• Other Social Skills Groups• “Support” Groups (divorce, grief, etc)

Page 390 - 402

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Daily

Pictorial view of Check and Connect

Average ODRs for 12 Check In/Check Out StudentsEdison Elementary School, Danville CCSD 118

76%

73%

ODRs for Eight Students on Check & ConnectJefferson Middle School, Springfield District 186

More Intensive Intervention Avoided? (or sets stage for more efficient/ productive wraparound?) • A student with four ODRs was not experiencing

success with Check and Connect. • After individualizing the intervention by allowing

her to choose her Check and Connect person, she has received only one ODR, and teachers have observed improvement in her behavior.

• This student’s progress will continue to be monitored, to determine if more comprehensive support via w/a approach is needed.

Additional Tier 2 Intervention Examples

• Ants in the Pants Helpers Group – (Active students)• Attendance and Tardy Group• Blue Cards– (graduated steps asking students to make a change)• Bus Riders School• Free Birds Group – (Escape function intervention)• “A” Status Celebrates Every Step– (New achievement celebrated)• Check and Connect• Good Behavior Game• Homework Completion Group• Life Transitions Group – Crisis Support• Lunch Bunch• Playground Playgroups• Recess Club • TALKS Mentoring Program – (Adult relationship support)• The EAGLE Team – (Multiple office discipline referrals)

Secondary Interventions Work when:

• Program can be applied in all school locations

• Elevated reward for appropriate behavior

• Linking behavior support and academic support

• Linking school and home support

• Program is organized to become a self-management system

Secondary InterventionsWork with:

• Improved structure

• Student is “set up for success”

• Increase in contingent feedback

Tier 2 Basic Programming

• Behavioral programming and contracting• Self-management programming• Specifically structured opportunities for

success• Regular & frequent opportunities for

positive reinforcement• Efficient and consistent data collection

system

Critical Features

• Continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with schoolwide

expectations• Implemented by all staff/faculty• Function based• Student chooses to participate• Continuous monitoring

Evaluation: Progress Monitoring

• Measurable student outcomes

• System to track students in targeted groups

• Regular review of data and modification of support as necessary

• Involve all key stakeholders

Primary Methods

• Systematic Direct Observation

(someone other than the teacher)• Behavioral Observation of Students in School

• Direct Behavior Rating• Effective Behavior Instrument Support

• Office Discipline Referral

Process Monitoring

• Electronic Daily Behavior Report Card © e‐DBRC©: Individual Progress Monitoring

• Review 360 Software

• CBM

Behavior Education ProgramExample: Check and Connect

Universal Matrix

Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Checkout Intervention for Students at Risk. New York, NY: Guilford Press.

Manuals

Is the intervention working?

• Progress monitoring occurs regularly and frequently

• Feedback from a teacher(s)• Team feedback• Data are used to guide decision-making

• Continue the intervention• Modify the intervention• Begin a new intervention• Fade the existing intervention Page 403

Intervention Fidelity

• Percentage of intervention steps implemented

• Intervention manual• Rating of intervention implementation• Permanent products of intervention• Task analysis of intervention

• School Fidelity Self-Assessment

Team Approach

Universal Screeners

Evidence Based Support

Progress Monitoring

Data Base Decisions

Intervention FidelityRtI Behavior

Pg. 379

Wrap-upo Keep up the energy for PBIS!o Take care of yourselves and faculty,

so you can all take care of the kids!o Positive reinforcement works for adults and

kids!o Focus on successes!!!