Session Information

• Session 7E• Rooms 62-64• Friday 8:00-9:15

Developing Effective Systems for Tier 2

Amber Toman- School Counselor Jessica Parker- Classroom Teacher

Kim Marlin – Special Educator

William Lynch ElementarySalem R-80 School District

Barbara S. Mitchell, Ph.D.MO SWPBS

MO SW-PBS

Session Outcome

By the end of this section you will be able to…

• Describe an effective Tier 2 system– Missouri Student Support Model

MO SW-PBS

The Challenge

• Approximately 14-20% of young people experience an MEB disorder at a given point in time (NRC & IOM, 2009, p. 15)

• Close to 40% of young people have had at least one psychiatric diagnosis by the time they are 16 (Jaffee et al., 2005)

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The Good News!

• Research has identified multiple factors that contribute to the development of MEB disorders.– Negative life events at family, school, peer and/or

community level– Poverty– Family dysfunction and disruption– Child maltreatment– Community factors– School factors

(NRC & IOM, 2009, p. 16)

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Risk & Protective Factors

• “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies”

(NRC & IOM, 2009, p.108)

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The Good News!

• Interventions for successfully intervening are available.– National Registry of Evidence Based Programs & Practices

(NREPP) http://www.nrepp.samhsa.gov/

– Institute of Education Sciences What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/

– Evidence Based Intervention Network (EBI) http://ebi.missouri.edu/

(NRC & IOM, 2009, p. 16)

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The Good News!

• There is great potential to reduce the number of new cases of MEB disorders and improve the lives of youth who experience these challenges.

• We are limited only by inefficient and ineffective systems!

(NRC & IOM, 2009, p. 16)MO SW-PBS

ImplementUniversals

Identify Students

Clarify Problem

Identify Function

Select & ProvideIntervention

Evaluate Outcomes

Collect & ReviewData

BAT

– A

BAT

– C,

D, E

BAT

– F,

G

Schoolwide, Nonclassroom and Classroom Systems

Tier 1 implementedwith fidelity?

Yes

No

Teacher/ParentNomination

Existing School Data

Screening Instrument

Teacher and Team collect data

Team synthesizes data:• Defines Problem • Identifies Replacement

Obtain Attention

Escape/AvoidTasks

Escape/Avoid Attention

Function?

Check & Connect

Check InCheck Out

AcademicSupport(s)

Small Group Social Skilsl

EnvironmentalInterventions

FBABIP

• Student Support Model– Implement Universals (ongoing)– Identify Students – Collect & Review Data, Clarify Problem & Identify

Function– Select & Provide Intervention – Monitor Progress & Make Decisions

Moving up the Continuum

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• Teach, Practice, Acknowledge, Respond Continuously– Schoolwide, Non-classroom, Classroom– Minimum 6-8 weeks – Caveat = Students who can’t wait• Establish Criteria…• Hurt self or others; Repeated major disruptions

• Goal = Students have time to respond Teachers have time to know students

Implement Universals

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1. Clearly Defined Expectations & Rules 2. Clearly Defined Procedures & Routines 3. Continuum of Strategies to Acknowledge

Appropriate4. Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. Multiple Opportunities to Respond7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty

Effective Classroom Practices

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Discussion: Classroom Practices

• The 8 Essential Classroom Practices:– Have all staff members been trained?– What is the system for staff to receive feedback

about implementation?– What is the system for staff to ask

questions/find out more information?– What are plans for maintenance of

implementation, including training new staff?

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• Existing School Data• Teacher nomination• Universal screening instrument

Allows for early intervention?Identifies internalizing & externalizing?

Identify Students

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Externalizing Behavior Examples…• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out

Identify Students

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Internalizing Behavior Examples…• Exhibits sadness or depression• Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Self-injury (cutting, head banging)• Withdrawn

Identify Students

MO SW-PBS

• Standard set of information collected for each student– Attendance; tardies– ODR; Classroom Minors– Academic Performance

• Standard system for collecting data– Advanced Tier Data Spreadsheet (excel file)

Collect and Review Data

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• Think Big 5 for individual student– Type of problem, when it occurs, where it occurs,

how often and under what conditions it occurs

• Observable & measurable– Can see it, can count it

Clarify Problem

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Identify FunctionProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

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Function Check-inCheck-out

Social Skills Group

Check & Connect

Academic Accommodation

Academic Skills Group

Adult Attention

X X X X

Peer Attention

X* X X X

Avoid Social Interaction

X X

Avoid Task/Activity

X* X X X X

Select and Provide Intervention

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• Use data to determine response to the intervention – Positive, Questionable, or Poor

• Make decisions– Fade supports– Maintain current supports– Modify current supports– Intensify supports

Monitor Progress & Make Decisions

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Tier 2 Team Reponsibilities

• Create a data based process to identify students for intervention.

• Develop a method for collecting relevant data to match student with appropriate intervention.

• Establish a bank of readily available interventions.

• Monitor student progress. MO SW-PBS

Implementation Example

• William Lynch Elementary, Tier 2 Team– Amber Toman – School Counselor– Jessica Parker – Classroom Teacher– Kim Marlin – Special Educator

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Establishing a Tier 2 System

• SWPBS at William Lynch Elementary– Years of implementation– Description of Tier 1– Readiness for Tier 2– Structure of Tier 2 Team– Administrative Leadership & Support

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Establishing a Tier 2 System

• How we trained staff• When are nominations completed?• What materials are required?• How long does it take?• Who receives the nominations?

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Establishing a Tier 2 System

• What did we do with the results?• How did teachers feel about the process?• Lessons learned?• Future plans?

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• MO SWPBS Tier 2 Team Workbook May 2014, • Chapter 1 Description of the Student Support Model• Chapter 3 – Example nomination forms– Existing school data inventory template– Student identification plan template

Wait until June 30 for most up to date versions!www.pbismissouri.org

Resources Available

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Session Outcome

By the end of this section you will be able to…

• Describe an effective Tier 2 system– Missouri Student Support Model

MO SW-PBS