Post on 01-Jan-2016
T R I C I A HA G E RT Y & L O R I LY N A S S N W P B I S
W W W. P B I S N E T W O R K . O RG
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS – TIER 2
WARM-ACTIVITY
• Group yourselves by where you grew up. What impact did the place you grew up have on your life?
• With one other person in your group discuss the reason(s) you decided to become an educator.
10 Minutes
THE CHALLENGE
• Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)
• Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)
• Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)
THE RESPONSE
“Schools that are safe, effective, and controlled are not accidents.”
(Sugai, Sprague, Horner & Walker, 2000)
• Need • a prevention focus• to build school capacity to support all
students• a continuum of behavior support
TIER I - UNIVERSAL
• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule
violations• Procedures for monitoring & modifying procedures
TIER II - SECONDARY
Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive
reinforcement• Home-school connection• Individualized academic accommodations for academic
success • Planned social skills instruction• Behaviorally based interventions
TIER III - TERTIARY
Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior
support planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a
wraparound process
ACTIVITY: WHAT IS OUR NEED?WHAT DATA CONFIRMS THIS?
• What Percentage of Students Are Responsive to Tier 1?
• What Percentage of Students Are In Need of Tier 2?
• What Percentage of Students Are In Need of Tier 3?
15 Minutes
TIER 2 INTERVENTIONS(HAWKEN, VINCENT, & SCHUMANN, 2008).
• Assumes Tier 1 School wide PBIS is in place – SET, BOQ• Involves a problem-solving focused behavior support
team• Screening to identify a % of students non responsive to
Tier 1• Readily available and easily accessible• Very low time commitment from teaching staff• Adequate resources allocated (admin, team)• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry, progress monitoring & exit criteria, with
non-responders moving to Tier 3
GOAL OF TIER 2 INTERVENTIONS
To Make the Problem Behavior:• Ineffective• Inefficient • Irrelevant • Unstable
* Some of this occurs through changes to the environment.
WHO IS APPROPRIATE FOR SECONDARY VERSUS TERTIARY INTERVENTION?
APPROPRIATE– Low-level problem
behavior (not severe)
– 2-5 referrals or internalizing issues
– Behavior occurs across multiple locations
– Examples talking out minor disruption work completion
INAPPROPRIATE– Serious or violent
behaviors/ infractions– Extreme chronic
behavior (6+ referrals)– Require more
individualized supportFBA-BIP Wrap Around Services
TIER 2: SMALL GROUP INTERVENTIONS
• Social Skills Groups (Redefining Counselor Groups)
• Check In/Check Out, Check, Connect & Expect• Executive Functioning Skill Groups
• Academic Support Groups• Self-Monitoring
IMPORTANT THEME
Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
CHALLENGES TO TIER 2/TIER 3
• Students• Problem behaviors are high intensity &/or frequency• Too many students display significant problem behavior
at any one time• Problem behaviors are disrupting learning & teaching
environments• Problem behaviors are difficult to understand• Interventions are ineffective
CHALLENGES TO TIER 2/TIER 3
• Schools• Not enough minutes in the day to collect information and
develop interventions• Administrative leadership & support is lacking,
unavailable, or underdeveloped• Staff are unable or untrained to implement interventions• Overemphasis on form, policy, or regulation rather than
on process• Lack of continuum of positive behavior support
CONSIDERATIONS FOR TIER 2 & TIER 3
• Behavior must be considered within context in which it is observed
• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process
ARE WE READY FOR TIER TWO?
• For Tier Two supports to be most successful, basic components of Tier One should be in place.
* Check Classrooms• Time must be dedicated
for Tier Two to be implemented.
• Support from staff and admin must be available.
• Professional development must occur.
IS TIER ONE IN PLACE IN THE CLASSROOMS?
• Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations
• Teaching classroom routines & cues taught & encouraged
• Ratio of 4-5 positive to 1 negative adult-student interaction
• Do Staff Agree with and Understand Classroom and Office Managed Behaviors
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent pre-corrections for chronic errors• Effective academic instruction & curriculum
READINESS ASSESSMENT & POSTER ACTIVITY
• Complete Tier 2 portion of the TFI, then On Your Poster List:• Ways We Are Ready For Tier 2• Readiness Steps That Need to Occur• Barriers to Tier 2 Implementation• Promoters to Tier 2 Implementation
20 Minutes
“CAN’T DO VERSUS WON’T DO”
• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit
• Won’t Do- Function of Behavior
CAN’T DO: SKILLS BUILDING
• Social Skills Groups• Assertion Skills, Anger Management, Friendship Skills,
Empathy Skills
• Executive Function Skills Groups• Organization Skills, Emotional Control, Time Management
• Academic Skills Groups• Context Reading Skills, Math Skills
26
BEHAVIOR HAS 2 MAJOR FUNCTIONS
Research has shown that the more often a behavior meets it’s function, the more often it will occur.
WHY IDENTIFY FUNCTION?MANN & MUSCOTT (2005)
Behavior occurs to meet a need It serves a valued purpose for the individual
The most effective interventions occur when function is identified and plan is guided by the function of the behavior
Identifying function helps us to see children with strange, angry, annoying, exasperating, scary, unkind, avoidant behavior as real human beings
WE ALSO HAVE TO THINK FUNCTIONALLY WHEN CHOOSING INTERVENTIONS
• “Problem Behaviors” are functional skills• Interventions must consider the purpose of behavior (from
student’s perspective)• Seek a match from intervention menu for the needs of each
individual student
TIMBERLINE HIGH SCHOOLS’ INTERVENTIONS
Blazer CheckAdult MentorCounselor Check InBECCA504 PlanOutside ResourcesMilitary Support Group Lunch Bunch*Ripple Effects*
THS TARGETED INTERVENTION QUICK SORT
Function of Behavior
/Student NeedsBlazer Check Mentoring
Academic Seminar/ Boot
CampBehavior Contract
Small Group Counseling Ripple Effect
Adult Attention X X X X X
Peer Attention X X
Encouraging Adult Relationship
X X X X
Learn Replacement Behavior
X X X X X
Prompts for Behavior Expectations
X X X X X X
Monitor Risk Factors X X X
Learn Problem Solving Skills X X X X
School/Home Communication System
X X X X
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WHAT IS THE DIFFERENCE?
• Check and Connect
• Check, Connect and Expect
• Check-In and Check-Out Variations
• Behavior Education Program
• Academic Behavior Education Program
CHECK, CONNECT, & EXPECT (CC&E) PROGRAM
• Secondary-level intervention (Expanded CICO) implemented by a paraprofessional.
• Includes four program phases:• Basic • Self-Monitoring• Graduates• Basic Plus (Social Skills & Problem Solving)
Graduation
Self-Monitoring
Basic Plus Program (as needed)
Program Phases Daily Program Routine
Student Meets CC&E Criteria
Morning Check-in
ParentFeedback
Basic Program
Teacher Feedback
AfternoonCheck-out
ORGANIZATION AND STRUCTURE OF CCE
• Coordinator • Facilitates meetings, makes faculty
contact• CCE Specialist/Coach
• Check-in, check-out, data entry, problem solving
• 10-15 hours/wk• Meeting 45 min at least every other week
• Coordinator, Specialist, Psych, Counselor, Related Services
• All staff commitment and training• Simple data collection and reporting
system
BASIC PROGRAM
• Student check-in and check-out with coach• Teacher Feedback/Daily Progress Report• Problem solving if needed• Parent communication• Reinforcement & Criterion Shift for non-
responders
COACH ROLE
• Serve as a positive role model & connect with student• Monitor progress of students with the Daily Progress Report • Inform parents of student progress • Complete daily data entry • Provide social skills instruction, problem solving instruction,
and academic support as needed• Review student progress with school coordinator
COACH DAILY SCHEDULE
• 8:45-9:15 Check-in • 9:15-9:45 Data entry or Problem Solving• 9:45-11:00 Learning Support (Special Education)• 11:00-12:00 Problem Solving• 12:00-12:30 Lunch• 12:30-2:45 Library Assistant• 2:45-3:15 Check Out• 3:15-3:45 Data entry & Prep
COACHES DAILY SCHEDULE
• 8:45– 9:15 Check-in • 9:15 – 9:45 Data entry/collection• 9:45-10:15 Class visits/ Parent Communication• 10:15 –10:30 Recess. Teacher communication/ Preparation time• 10:30 –10:45 Break• 10:45-12:00 Academic Tutoring/ Social Skills/ Problems Solving• 12:00-12:30 Lunch • 1:00-2:00 Academic Tutoring/ Social Skills/ Problems Solving• 2:00 – 2:15 Recess: Informal Connection, observations• 2:15-2:45 Classroom Visits/Teacher/Parent Contacts• 2:45 – 3:15 Check Out• 3:15- 3:45 Data summary and entry
BASIC CCE: CHECK-IN
• Convenient location; consistent routine; efficient
• Students receive the DPR with a goal• Coach collects signed DPR• Coach and students review expectations• Materials/Homework Check• Receive reinforcement for check-in• Positive Relationship building with students• Provide reminders of expectations, social
skills, and problem solving skills
BASIC CCE: CHECK-OUT
• Convenient location; consistent routine; efficient
• Positive end to the school day• Coach gives behavioral feedback• Coach totals DPR ratings• Coach collects DPR copy and sends one
copy home• Coach provides praise & reinforcement for
meeting goal
CHECK-IN AND CHECK-OUT
• Where might check-in and check out occur within your school?
• What are you initial thoughts about who can serve in the role of a coach?
15 Minute
s
TEACHER’S ROLE• Score Students On The Daily Progress Report
Card At Designated Times• Give Student Behavioral Reminders about
Expected Behavior When Misbehavior Occurred
• Reminders Linked to Expectation, with a Description of the Problem Behavior and Desired Behavior.
• Give Positive And Corrective Feedback To Students At Each Scoring Period
• Work With Coach to Schedule Services
Student: __________________________________ Date: ____________ M Tu W Th F Goal: ______
ExpectationsMorning to Recess Recess to Lunch Lunch to Recess Recess to End Total
Tough Time
So-So
Good AWE some
Tough Time
So-So Good AWEsome
Tough Time
So-So Good AWEsome
Tough Time
So-So Good AWE some
Safe 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Honest 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Accountable 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Respectful 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Kind 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Totals
Comments: 4 = AWESOME: Met expectations with positive behavior; worked independently without any corrections/reminders.
3 = GOOD: Met expectations with only 1 reminder/correction
2 = SO-SO: Needed 2-3 reminders/corrections
Parent/Guardian Signature: ___________________________ 1 = TOUGH TIME: Needed 4 or more reminders/corrections
Note: Parent comments can be included on the back of this form
Checked in YES NO
Checked out YES NO
Has Materials YES NO
Parent Signature YES NO
Basic Plus
Student:___________________ Date:____________ Goal:_________
Reading Math
Way to Go! (4): Met expectations with positive behavior. DAILY TOTAL_______Good (3): Met expectations with only 1 reminder or correction. OK (2): Needed 2-3 reminders or corrections.Tough Time (1): Needed 4 or more reminders or corrections.
Parent Signature:______________________Comments:
Teacher: ___________ Comments:
Checked in Yes No
Checked out Yes No
Parent Signature
Yes No
Expectation
Tough Time
OK Good
Way to Go!
BeSafe
1 2 3 4
ShowRespect
1 2 3 4
BeResponsib
le
1 2 3 4
Social Studies/Science/Art Specialist
Expectation
Tough Time
OK Good
Way to Go!
BeSafe
1 2 3 4
ShowRespect
1 2 3 4
BeResponsibl
e
1 2 3 4
Expectation
Tough Time
OK Good
Way to Go!
BeSafe
1 2 3 4
ShowRespect
1 2 3 4
BeResponsib
le
1 2 3 4
Expectation
Tough Time
OK Good
Way to Go!
BeSafe
1 2 3 4
ShowRespect
1 2 3 4
BeResponsib
le
1 2 3 4
SCHEDULE OF REINFORCEMENT
• Daily - daily goal• 5 day - meets daily goal 5 times• 15 day - meets daily goal 15 times• Periodic Celebrations• Graduate celebrations - at graduation from the
program
Maintaining Consequence
Wants Attention Wants something
Wants to escape attention
Wants to avoid something
100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess
Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess
Computer time by self
Short breakAlternative activity
250 pts Computer with a friendExtra sharing time
More time for selected activityFree ticket to sporting event
Time aloneIndependent work space
Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party
New school /art supplies
Get out of school early
CICO Trading Post
THINGS ARE GOING WELL… WHAT NOW?
• The GOAL is always to “Graduate” students from our supports or Fade supports– Do so gradually and support the transition
1) Increasing student responsibility • Transition into a Self-Management/ Self-Monitoring program
2) Then, gradually remove or “Fade” components of the intervention
SELF-MONITORING (SM)• 6-8 weeks in Basic meeting criteria 80%
of the time• SM can be faded across 2-5 weeks• Students check-in and out and receive
DPR feedback from teacher• Students rate their own behavior on DPR• Teachers rate behavior on DPR• Coach determines partial agreement
(80%)• Coach reviews SM purpose with teachers
prior to starting
GRADUATION
• Celebrate each graduation
• Continue quarterly events
• Collect & enter monthly self-report DPR
• Consider Graduates as program assistants
Henry
Hammerhead
SHARK
Self Manager
Grade: 1
Teacher: Mr.
Haensel
Sunset
Elementary
Sunset Elementary
Tina TigerSHARK Self ManagerGrade: KTeacher: Mrs. Tran
VARIABLE OR UNSUCCESSFUL AT MEETING GOAL
• Problem Solve• Change Reinforcement• Change Criteria to 5% above current average
• Across 3 weeks Cecilia averages 55%, so her goal will be set at 60%. After 5 days of success at 60% her goal can be raised in 5-10% increments.
* BIG IDEA - Get Student to Experience Success!
TRACKING STUDENT CICO PROGRESS (NUMBER = % OF TOTAL DAILY POINTS)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 65
1/17/03 100 100 100 75 77
1/18/03 77 0 100 85 63
1/19/03 80 75 95 92 85
1/20/03 50 89 77 89 90
1/23/03 45 0 100 95 95
1/24/03 65 67 85 100 78
PARENT PARTICIPATION
• Orientation and introduction for parents
• Review DPR with child
• Provide positive feedback for success
• Discuss plans for meeting expectations in future
• Sign DPR and send with student in morning
• Communicate with Coach about CCE Program
• Surrogate parent can be used if needed
School Success is Dependant on being : RELIABLE RESPECTFUL
RESPONSIBLE
Franklin High Connect Club
Check Connect and Expect is…a positive approach to checking in with students as they arrive and before they leave school each day. Students are selected to be in CCE to improve their attendance and pro-social behavior each day in school and to build positive relationships with an adult at school.
Check & Connect is not…a disciplinary or negative response to student behavior. Your child, ______________________has been selected to participate in a Check and Connect group. He/she will be checking in everyday at the beginning of each day and again before going home at the end of theday. We ask that you as a parent/guardian be an active part of our Check & Connect process. Your child will bring home a dailygoal sheet for you to see. Please praise your child and recognize those positive choices he/she made regarding behavior and remind him/her on how to make better choices when goals were not met. The adult that your child will be checking in with is:
_______________________________
If you would like more information on PBIS or CCEplease contact: Ms. Smith; Principal
STAFF ORIENTATION
• How a students gets into check, connect and expect
• What time/support may be asked of staff• What can you expect to see from the CCE coach• What can you expect to see from the student
STUDENT ORIENTATION
• For all youth about the CCE intervention...‘some kids may have a card sometimes’
• For kids on intervention• Who, what, when, where• Precorrect: Teach students what to do when they
disagree with a score
• For youth who become CCE mentors/facilitators
FAMILY ORIENTATION
• All families...what is CCE• Inform during registration process• Address at open house, through newsletters,
newspaper and other…
• Families of kids on CCE...process for explaining/consent• Best if phone call is made directly to family • Followed by letter• Consent: check with your district’s decision makers
CCE FINAL DISCUSSION
• What do you see as the barriers to implementing CCE?
• What are your reservations about CCE?• What do you see that is needed to support CCE?• Can you identify 3-5 students to try this out with?
20 Minutes
ESTABLISHING THE TIER 2 TEAM
• May be part of the existing PBIS leadership team.
• May be an extension of the existing PBIS leadership team.
• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school - SIT
team, Care team, MDT team.
3-Tiered System of Support
CICO
SSG
Exec Func Skills
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines
overall intervention effectiveness
Standing team; uses FBA/BIP
process for one youth at a time
Uses Process data; determines
overall intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
DERBY RIDGE ELEMENTARY TEAMING STRUCTURE
Special Education
Team
Tier 3 Team
Tier Two Team
CORE PBIS Team
Grade Level Teams
TIER 2/3 TEAM MEMBERS
• Tier 2 (Intervention)Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals
*FBA/BIP Knowledge
KEY TIER 2 TEAM ROLES
• Facilitator – runs the meeting• Time Keeper – on time and on task• Data Analysis – preps data ahead of time• Minute Keeper – records notes & decisions
* Not Your Administrator
COORDINATOR/FACILITATOR
• Takes care of requests for assistance – need to be in 48 hours ahead of meeting
• Organize and maintain records• Gather data & supplemental information
for meetings• Prioritize students for team meetings• Update teachers on student’s identified
goals and progress (initial, during, exiting)• Collaborate with coach(es) outside of team
meetings
TEAM MEMBERSHIP AND ROLES
• Review pages 8-11 in your workbook.
• Look over questions on page 8 with your team.
• Before your first team meeting lay out the roles and responsiblities of the team as shown on pages 10-11.
15 Minutes
BEFORE THE MEETING
• Referrals Are Gathered 48 Hours Prior• Facilitator Gathers Needed Data and Has It
Available Electronically If Possible• ODR Data• Screening Data• Academic Data• Absentee/Tardy Data• Health History• Other (Parent, Teacher, Student Input)
• Update student files for recheck• Populate the Meeting Minutes Form
REFERRAL FOR ASSISTANCE/REFERRAL FORM
• Using a standard process aids team to gather needed data for the meeting
• Encourages staff to use less intensive in-class supports before resorting to Tier 2
• Helps to assess the function of the behavior
IDENTIFYING STUDENTS FOR TIER 2/3:
• Behavioral Screening Data• Teacher/Counselor/Parent Request • Office Referral Data• Academic Data• Classroom Minors Data• Attendance• Mental Health Concerns• Drug/Alcohol Concerns
SET A STANDARD MEETING PROTOCOL
• To Do List From Last Meeting (5 Minutes)• New Student Referrals (25 Minutes)• Progress Updates/Rechecks (15 Minutes)• Meeting Analysis (5 Minutes)
* Once per month review intervention fidelity and outcomes
USE A STANDARD PROBLEM-SOLVING FORMAT DURING THE MEETING
1. Define the problem(s)
- Analyze the data2. Determine the function of behavior3. Consider 2-3 interventions that might work4. Evaluate each option:
- Is it doable?- Will it work?
5. Choose an option to try6. Determine the timeframe to evaluate
effectiveness7. Evaluate effectiveness by using the data
DURING THE MEETINGDiscuss students (Quick review of data)Determine function of behavior (Using Efficient
FBA process or other data)Match behavior to intervention (Interventions
should start within 1 week from referral)Determine check back timeline
BART SIMPSON – SAMPLE DATA
Link to Student Study Team Checklist• SWIS Data• Grades• Attendance• Confidential Teacher Report
WHAT IS THE FUNCTION OF THE
BEHAVIOR?
Seek Adult/Peer AttentionAvoid Adult/Peer AttentionAvoid Task/ActivityObtain an Item
THS TARGETED INTERVENTION QUICK SORT
Function of Behavior
/Student NeedsBlazer Check Mentoring
Academic Seminar/ Boot
CampBehavior Contract
Small Group Counseling Ripple Effect
Adult Attention X X X X X
Peer Attention X X
Encouraging Adult Relationship
X X X X
Learn Replacement Behavior
X X X X X
Prompts for Behavior Expectations
X X X X X X
Monitor Risk Factors X X X
Learn Problem Solving Skills X X X X
School/Home Communication System
X X X X
REGULAR RECHECKS FOR STUDENTS IN TIER 2/3 SUPPORTS
Transcripts Grades Behavior Monitor standardized testingWeekly follow up task list
MONITORING PROGRESS IN TIER 2
• Each Student Should Be Monitored At Least Twice Monthly to Determine :• If they are responding to the intervention• If the intervention is the correct intervention• If the intervention needs to be adjusted• If the student is ready to exit
MEETING STRUCTURE
• How Is This Different or The Same As Your Current Meeting Structure?
• Can You Set Your Tier 2 Team Meetings for The Year?
10 Minutes