SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Session B4: Expanding Your Tier 2 Behavior Intervention Toolbox KY PBIS Network Coaches Training Institute 2012

Session Objectives Define Tier 2 group interventions and identify critical features and benefits Review a variety of group interventions Share successes and ask questions

Introduction The two most powerful ways to change student behavior are to _____ students what we want them to know and to ________ the desired behaviors when they are demonstrated Well implemented PBIS Tier 1 strategies should have a positive impact on the behavior of at least __% of students For students not responding as we would like, we must try something different Interventions for these students are provided along a continuum of simple to complex Today’s focus is expanding interventions at the Tier 2 Group level

Semantics In this presentation, BEP refers to the Behavior Education Program, which some schools informally call Check and Connect or Check In Check Out In this presentation, Check and Connect refers to an intervention strategy that is NOT the same as BEP Confused??

The Challenge Limited time for teams to meet Competing responsibilities of team members Inefficient use of resources Where to start?? GROUP INTERVENTIONS!

Tier 2: Group Interventions Purpose: the use of multiple group interventions to support students showing emerging patterns of behavioral and/or academic challenges

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems HSC-T, RD-T, EI-T Group Interventions -Check in/Check-Out -Behavior Education Program (BEP) Group Intervention with Individualized Feature (e.g., Check and Connect – CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

A Systematic Approach to Tier 2 Group Interventions Operationally defined problem behavior and replacement behavior Data/assessment criteria used to match student to appropriate intervention Clearly defined objectives Documented procedures Regular data-based progress monitoring Formative decisions based on data Criteria to determine when to fade

Current Tier 2 Interventions INTERVENTION NAME COORDINATORENTRY CRITERIA EXIT CRITERIA IMPLEMENTATION STEPS DATA COLLECTED / MONITORED

Benefits of Tier 2 Group Interventions Improved structure Student is “set-up” for success Increase in contingent feedback Applied across school settings Increased reward for appropriate behavior Evolve to self-management Supportive response to teachers

Critical Features of Tier 2 Group Interventions Continuously available Rapid access to intervention Low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty Function-based Student chooses to participate Continuous monitoring

Examples of Tier 2 Group Interventions Classroom Management * Behavior Education Program* Check and Connect* Mentoring Social Skills Club/Groups* Newcomer’s Club Organizational Skills* Academic Support* Homework Support Zero’s Aren’t Permitted/ICU* Breaks are Better Academic Behavior CICO

Tier 2 Group Interventions  Focus on changing environments not children  Match type of support to level of challenge Academic Social/Behavioral Emotional

Academic Concerns Who? Students who have difficulty mastering material or with organization/completing assignments Performance Deficits Breaks Are Better Check and Connect Organizational Skills Homework Club Tier 2 Classroom Zero’s Aren’t Permitted Skill Deficits Organizational Skills Homework Club Tier 2 Classroom

Social/Behavioral Concerns Who? Students with 2 to 5 ODR; students with behavior that interferes with their success Performance Deficit BEP Academic Behavior CICO Check and Connect Self-monitoring Skill Deficit Social Skills Training

Emotional Concerns Who: Students who have experienced circumstances that impact performance (e.g. death in family, frequent moves, homeless); students who are disengaged, shy, unhappy or socially isolated Mentoring Check and Connect

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Training and/or more detailed information on these interventions will be provided to schools

Stories and Questions