PROVIDING TIER II AND TIER III SUPPORT TO SECONDARY STUDENTS

Teri LewisOregon State University

Brief Organizer• Secondary School Context and Issues

• Review the purpose of secondary interventions

• Provide examples of Tier II and Tier III interventions

Prerequisites

• Effective & proactive universal system as foundation

• Evidence Based Practices

• On-going data-based decision-making

• Teach basic (general case) before specialized skills

“Values”• Student centered, team-based planning• Strength-based• Unconditional support• Culturally competent, individualized accommodation & planning

• Environmental enhancements for success for all• Data-based decision making• School-based, systems perspective

NCES 2007/8 • During the 2007-08 school year, 85% of public schools

recorded that one or more crime related incident• About 2.0 million crimes or 43 crimes per 1,000 students

• In 2006, about 1 out of every 14 students (or 7%) was suspended from school at least once during the year

• Schools reported that the major limitations to reduce or prevent crime were:• Inadequate alternative placements for disruptive students• Inadequate funds• Policies related to disciplining special education students

However,

• In 2007/8 a smaller percentage of teachers reported being threatened by a student• 7% compared to 12% (93-94) and 9% (99-00)

• And, the percent of students who feared attack or harm at school decreased to 5% • From 12% (1995)

Common Response

• Increase monitoring and Supervision• Restate rules & sanctions • Pay more attention to problem behavior • Refer disruptive to office, suspend, expel

ODR Suspension Drop Out

Punishment works in the short-term

• Remove student • Relieve ourselves and others • Attribute responsibility for change to student &/or others (family)

However, not in the long-term• Punishment-induced Aggression

• Punishment practices, when used alone, promote more antisocial behavior (Mayer,1991; Skiba &Peterson, 1999)• Vandalism, aggression, truancy, dropout • Impairs child-adult relationships and attachment to

schooling • Weakens academic outcomes and maintains antisocial

trajectory

Why students disengage from schooling?

• Problems with teacher relationships • Chronic suspension or expulsion • Punitive discipline practices • Poor grades • Not liking school • Peers dropping out • Can’t get into desired programs • Pregnancy/parenthood • Need to support family

Questions to ask of your discipline policy.

• Encourage students to accept responsibility for their behavior?

• Teach alternative ways to behave? • Place high value on academic engagement and achievement?

• Focus on restoring the environment and social relationships in the school?

Secondary school challenges

• Some Student less prepared (academics and behavior)• Class disruption and non-compliance• Attendance, tardy and drop-out rates• Bullying and harassment• Depression, suicide, substance use/abuse• Students report feeling unsafe while at school• Parents do not feel their children are safe while at school

or in surrounding neighborhoods

Common Challenges• “Buy-in”, • Scheduling or the ability to get people together • Establishing consistency across staff • Lack of data on high schools • Funding. This impacted scheduling, as schools were not able to fund release time for staff to meet and develop materials, or have teams meet

Function-based Approach• A systematic process for developing statements about factors that

• contribute to occurrence & maintenance of problem behavior, &

• more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

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

3-Tiered Prevention Model

The Dragon Way

SWIS DATA – Office Discipline Referrals (No Minors)

SWIS DATA –Minors Only

SWIS DATA – Office Discipline Referrals (No Minors)

Promoting: Pulling in the Community

Educat ion

The Matrix

Setting Take Care of Self Take Care of OthersTake Care of Your

EnvironmentClassrooms * Expect to Learn

* Complete work on time * Be on Time * Appropriate Participation

* Be Courteous * don't interrupt others *Keep hands, feet, objects and comments to yourself

* Keep classroom clean * Respect school property * Use classroom materials correctly

Hallway * Pass respectfully and quickly * Maintain personal space * Keep noise level down

* Use appropriate language * Maintain personal space * report harmful behaviors

* Keep hallway free of garbage * Keep walls and lockers clean * Respect displays and bulletin boards

Commons Area

* Take only what you will eat * Keep noise to a minimum * No food out of the commons area

* Use appropriate table manners * Don't cut in front of others * Visit quietly with others

* Clean up after yourself * Throw all garbage in the garbage cans * Keep all food in the commons area

Field Trips * Represent your school in a positive and appropriate manner * Stay with your groups * Be on time and know your schedules * Dress appropriately

* Be respectful to presenters * Look after each other * Be courteous and helpful to others * Obey the rules and guidelines

* Pick up after yourself * Respect others property

Bathroom * Use facilities appropriately * Flush * Use good personal hygiene

* Be courteous of others * No harassment of other students

* Keep the bathrooms clean * No graffiti on the walls or stalls * Put all garbage in the garbage cans

Bus and Loading

Area

* Be on time for the bus * Stay seated in your assigned seat * Follow the drivers rules and requests

* Be a good role model * Be courteous to others * Help others if they need it

* Put garbage in the trash cans * Don't vandalize the bus

Assemblies * Use bathroom prior to assemblies * Be courteous to the presenters * Sit quietly and be respectful * Listen and pay attention

* Do not disturb others around you * Model positive behavior * Remain seated

* Don't bring food or drink into the gym * No graffiti on the walls or bleachers * Throw trash in the garbage

JH/HS 7-12

Behavior Intervention We developed a method of positively reinforcing expected

behaviors through the use of our “I Spy” pads.

Behavior Intervention“I Spy” slips can be accumulated by the students and redeemed by the students for prizes.

Behavior Intervention

Behavior Intervention: Positive Parent ContactsParent/Gaurdian Name Phone # Reason for Contact Date

Teacher ____________________________________________

Comparing the Data3 Year Discipline Referral Comparision

0

25

50

75

100

125

150

175

200

225

250

Aug.

Sept.

Oct.Nov

.Dec

.Ja

n.Feb

.Mar

.Apr. May

Month of the Year

# of

Ref

erra

ls p

er M

onth

2003-20042004-20052005-2006Linear (2005-2006)

• 1,396 in 03/04• 875 in 04/05• 362 in 05/06

• Decrease of 74% in 2 years

Tier II and III Interventions:Important Considerations

• Part of a continuum – bridge between universal and tertiary

• Efficient and effective way to identify skills, students and groupings

• Incorporated within and across students day

TIER II - SECONDARY

Themes• Intervention is continuously available

• Rapid access to intervention (less than a week)

• Very low effort by teachers

• Efficient and effective way to identify students• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

However, • There is a difference between how to teach and what to teach

• How = EBP guidelines• Social skills, self-management, daily monitoring,

contracts, academic support

• What = skill identification, types and range of groups/programs

Basic Intervention Types• Social-Behavioral Concerns

• Social skills• Self-management

• Academic Concerns• Peer Tutors• Check in• Homework club

362 in 03/04

• Emotional Concerns• Adult mentors

Review existing options

Group Purpose Student Ident.

Skills/Outcome

Check & Connect

Increase reinforcement, structure

Teacher recommend

Predictable, consistent feedback

Anger management

More proactive problem solving

ODRs for fighting, ..

Calm down strategyProblem solving skills

Homework Club

Academic support

Teacher recommend

Focused support across topics

School Overview• Suburban Pacific Northwest• Students

• 9th-12th grades• 1080 students• 17% Minority• 10% Special Education• 17% Free/Reduced lunch

• Faculty• 31.5 general education, • 3.0 special education• 2.67 administration• 3. 0 Counselors,• 0.5 School to Career

Advisor Period• Establish school culture:

• Adult mentor/connection• Same advisor all four years• Teach expectations• Disseminate information • Once each week (20 minutes)

• Examples• Hallway (lesson plan)• Dress code

Hallways- Beyond the Lesson

• Opened a student lounge• Established eating and/or congregating areas

• Cafeteria, library, computer, lounge, student store, “food friendly classrooms

• Asked staff to supervise beginning and end of prep period• Administration and campus support increased

supervision• Posters of expectations and established areas

Lessons Learned• Didn’t get adequate student buy-in before

implementation

• Upper classman felt like their “lives were ruined”

• Staff supervision early (first month) was good, then dropped off

• Tardy remained one of their highest ODRs

Student Tardy Survey

Student/Social(talking, at locker, in cafeteria, illness, don’t sign in, overslept, off-campus lunch, skip, fight)

28.5%

Instructional(late leaving prior class, don’t like class)

17.5%

Routines/Environment(passing time, transportation, location, parking, start time, bells, traffic, bathroom)

54%

Students- Reported Tardies per Quarter

  School A (n=662)

School B(n=421)

0 153 961-5 395 186

6-10 105 4211-15 18 215+ 67 29

Staff – What counts as Tardy?

  School A (n=23)

School B(n=19)

10 minutes 48 94

15 minutes 24 0

Depends on circumstances

24 6

Other 4 0

TIER III - TERTIARY

WHY DO FBA?• To enhance effectiveness, efficiency, & relevance of

behavior support plan development & implementation

• Not to determine eligibility, placement, or manifest determination….at least directly

Problem

Many school districts view FBA as a legal mandate with which to comply, rather than an instructional process to ameliorate problem behavior.

One of the biggest challenges is the preparation of school-based teams. (Lane, Barton-Arwood, Spencer & Kalberg, 2007)

VanAcker, Boreson & Patterton (2005) found that most teams had less than required team members and often failed to take function into consideration when developing interventions

There is a strong resistance within general education to retain students with disruptive and/or inappropriate behavior. (e.g., Gale, Hendrickson & Rutherford, 1991; Lewis, 1994)

And when schools do address student problems behaviors they frequently rely on negative consequences(e.g., Colvin, Sugai & Kameenui, 1993)

However, FBA-indicated interventions, those that consider function,

are more effective than interventions that don’t(Ingram, Lewis-Palmer & Sugai, 2005).

And that schools are able to implement function-based support with technical assistance from consultants (Kamps, Wendland & Culpepper, 200); Lane, Barton-Arwood, Spencer & Kalberg, 2007

Necessary components

• Problem behavior• verbal aggression, profanity, compliance

• Triggering antecedent (before)• request related to difficult academic task

• Maintaining consequence (after)• avoid difficult task, get away from teacher making

request• Setting events

• lack of peer contact in previous 30 minutes

Steps in an FBA1. Collect Information to determine function.2. Develop testable hypothesis or summary statements

and indicate functions.3. Collect direct observation data to confirm summary

statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity

implementation. 7. Develop on-going monitoring system.

Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)

• Characteristics of person for whom plan is designed.

• Variables related to people who will implement plan.

• Features of environments & systems within which plan will be implemented. (p. 82)

Conclusions• By the time students reach high school they have a long

learning history

• Supporting staff and students is complicated by schedules, staff size, student diversity, number of student, etc…

• However, the same basic three-tiered proactive system approach is recommended• Takes longer to realize changes• But can incorporate students in the process