Effective Tier II Systems: From Classroom to Small Group Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports

Today Overview of basic process Work time – Classroom Universals – Data Decision Rules – Classroom problem solving structure – Tier II Team structure Next steps

School-wide Positive Behavior Support SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

Academic SystemsBehavioral Systems 1-5% 5-10% 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 Designing School-Wide Systems for Student Success

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

Universal Strategies: School-Wide Essential Features Statement of purpose Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making (swis.org) Family Awareness and Involvement

I am….All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton Elementary

Universal Strategies: Nonclassroom Settings Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies

Universal Strategies: Classroom Use of school-wide expectations/rules Effective Classroom Management – Behavior management – Instructional management – Environmental management Support for teachers who deal with students who display high rates of problem behavior

Tier II (III) Process

Teams (Data, Practices, Systems) School-wide PBS – Universals – Connect points to Tier II & III Classroom Problem Solving – Review data – Develop function-based interventions Tier II (III) (e.g., CARE, SAT, TAT) – Partner with Classroom Problem Solving Lead/Coordinator – Coordinate and monitor tier II supports

During Work Times Today you = “The Build Team” Follow team roles/process Work efficiently Assign names and dates to tasks

Remember…. We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

Big Ideas  Understand interaction between behavior and the teaching environment Behavior is functionally related to the teaching environment Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors Create environments to support the use of pro- social behaviors (practice, practice, practice) – School-wide – Classroom – Small Group / Individual

Basic Steps 1.School-wide, including classroom, universals in place 2.Identify students who need additional supports 3.Identify what supports student needs – Environment – Intervention 4.Monitor & evaluate progress

Starting Point Work within current formal and informal systems Develop missing steps of efficient process Provide training and technical assistance to facilitators – Classroom Problem Solving Teams (partnership) – Tier II Team Guided process with templates for environmental modifications and interventions Goal = fluency among all faculty and staff

Student Continuum of Positive Behavior Supports

RRKS Team STAT Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly Core Team Representative SAT Partner Core Team Teachers *Meets Weekly Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist

Tier II Support Process Step 1 – Insure Universals, including Classroom, in place Step 2 – Student Identification Process – Decision Rules – Referral – Screen Step 3 – Classroom Problem Solving – Classroom supports (function-based) – Progress monitor Step 4 - Tier II supports – Non-responders to grade level supports – Match function of student behavior to intervention – Progress monitor Step 5 - Evaluate Process

1. Classroom Universals in place Review of essential feature Implementation Plan

Essential 1.Classroom expectations & rules defined and taught (all use school- wide, create classroom examples) 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5.Students are actively supervised (pre-corrects and positive feedback) 6.Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

Systems Teach – Brief in-service, single topic focus Practice (performance feedback) – Peer coaching – Principal “walk throughs”

Your First Task: Classroom Universals Develop a plan to: – Identify strengths and areas of need – Provide training for all staff on key features – Identify a strategy to assess use – Identify a strategy to provide performance feedback For Example – All self-assess – Identify areas of need – “Mini-modules” during faculty meetings (pbismissouri.org) – Peer observe and count (performance feedback)

Peer Coaching with Performance Feedback 4 teacher mini-lessons on: – instructional talk – prompts – feedback – wait time Implemented school-wide – provided a tip sheet and mini in-service on each – weekly reminders from administrators

Peer Coaching with Performance Feedback 2 schools – one high SES, one low SES 4 teacher “cool tools” on instructional talk, prompts, feedback, and wait time Implemented school-wide; provided a tip sheet and mini in-service on each, weekly reminders from administrators

2. Identifying students Current data – Confidence in numbers – Consistency across data points Teacher Referral Screening Approximately 10% of total students

Data Decision Rules Office Discipline Referral (ODR) – Major – Minor Time out of Instruction – Buddy Room – Safe Seats – “Discipline” Room

RRKS TOC (front side) RRKS – Time Out of Class Code: _____ Student: _________________________ Date:______________________ Incident Time: ____________________# of min. out of rm.: __________ Teacher: _______________________Subject: ____________________ What did you do/not do that got you sent out of class? ___________________________________________________________________ _____________________________________________________ Circle the RRKS expectation that was not followed: Respect Responsible Kind Safe What will you do differently next time?______________________________________

RRKS TOC (back side) Processing Checklist: Processing data & time: Review with the student reason he/she was sent out. Teach & practice replacement behavior. Provide positive reinforcement for replacement behavior. Check the setting in which the behavior occurred. Whole group instruction Small group instruction Individual work Working with peers Alone 1-on-1 instruction Interacting with peers Other: Please identify below Minor List: Circle the appropriate code (MDD) Defiance/Disrespect/Non- compliance (MDS) Disruption (MI) Inappropriate Verbal Language ( MO) Other(MPC) Phys. Contact (MP) Property Misuse

Other Strategies to Identify Students Teacher Referral – Questions to discuss: Who completes When What data must be used/cited Focus on externalizing and internalizing Screening – What instrument – Schedule

Work Time Review your current social behavior data sources Identify weaknesses or inconsistencies Develop plan to collect additional data Draft decision rules – For Example: 2 Major ODRs within trimester 5 Minor ODRs within trimester 5 absences within trimester 60 minutes out of instruction per week

3. Classroom Problem Solving Grade level / combinations Once a week focus of meeting = social behavior concerns when decision rule met Standard problem solving steps

Classroom Problem Solving Process leader – Classroom teachers, Specialist teachers Tier II Team partner – School Psychologist, Counselor, Administrator Process – Data-based decision making Guiding questions – Function-based intervention Teach replacement Environmental alterations / supports – Monitor progress

Classroom Problem Solving Student meets data decision rule Classroom teacher completes preliminary forms (documents student progress to date) Grade level lead walks team through problem solving process Tier II Team partner attends if team is unable to identify patterns leading to intervention or when significant concerns noted Plan put in place Student progress monitored and reported at weekly meetings

Operationally Define Problem and Replacement Behavior Describe behavior such that it is observable and measurable Frequency – how often Topography – what does it look like – Force or intensity Duration – how long does it last Focus on “groups” of common behaviors Replacement tied to school-wide expectations

Classroom Problem Solving When no students meet decision rule or multiple students with similar behavior concerns: – Develop range of possible supports for different functions of problem behavior – Develop range/bank of strategies

A Classroom Example… Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30,

Study Basics Subject: – Seven years old – Identified with EBD and ADHD Setting – General education 2 nd grade classroom with 19 other students – One licensed teacher and one student teacher Concern – Student exhibits high rates of off-task – Student shouts out answers and questions and comments at high rates and often inappropriate

“Function of Behavior” Descriptive (interviews and teacher reported ABC/ Scatterplot data) – Function identified as Attention – Significant antecedents: multiple step direction and group settings – Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

“Environment Assessment” Significant variables: clarity of expectations & directions consistency of expectations accessibility of class schedules lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class)

Work Time Identify a possible Classroom Problem Solving configuration for your school Assign Tier II Team Partner to Classroom Problem Solving Team Coordinator Establish meeting time/day that will be allocated to focus on social behavior concerns

The Key to Intervention Planning Behavior is functionally related to the teaching environment

Function-Based Intervention Planning “Science of Behavior” – Why is the student misbehaving? – What should they do instead – How do we provide a consistent and predictable response to appropriate and inappropriate behavior

The Key Behavior is functionally related to the teaching environment

Moving beyond the form of behavior... Science of Behavior

The Basics Behavior is learned Every social interaction you have with a child teaches him/her something Children learn to use behaviors to reach a desired outcome

The Basics Behavior communicates need Children engage in behavior(s) to "get" what they find reinforcing or to "avoid" what they find aversive Need is determined by observing/noting what happens prior to and immediately after behavior

Teaching Environment Events that happen prior to school or class (Setting Event) Events that “trigger” or prompt a behavior (Antecedent) Events that follow a behavior (Consequent)

Functional relationships with the Teaching Environment Events that follow behavior Following a student behavior the environment “gives” something to the student and student behavior maintains or increases -- what ever was given is reinforcing to that individual

Functional relationships with the Teaching Environment Events that follow behavior Following a behavior the environment allows the student to stop an activity or is removed from the situation and the student behavior maintains or increases - - the event the student is avoiding is aversive to that individual

Functional relationships with the Teaching Environment Events that precede behavior Events in the environment can “trigger” challenging behavior - they serve as cues for the student to perform a behavior because the student can predict the outcome when the cue is present

What antecedent events reliably precede problem behavior? When does the problem behavior occur? – What activities are taking place? – What people are present? – How is the environment arranged? When is the problem behavior absent? – What activities are taking place? – What people are present? – How is the environment arranged?

Hypothesis When this occurs…. The student does…. To get/avoid...

Functional Assessment : Common Hypotheses Receive attention from adults & peers Receive tangible objects or access to preferred activities Avoids interaction with adults & peers Avoids tasks or responsibilities

Classroom Problem Solving Process Develop intervention based on function of behavior – Environment changes – Student skills to teach/practice/reinforce Monitor progress – Same data that brought them to your attention – Problem and Appropriate behavior – Teacher observations

4. Tier II Supports Students who do not respond to classroom / informal supports (grade level 2-3 weeks) Student brought to Tier II Team – Classroom problem solving plan – Progress data Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports Centralized Each has a coordinator Placed in support by Tier II Team Classroom supports continued / modified ALL in building aware of their role in supporting students in Tier II Supports

Tier II Team For now, primary role will be to: – Continue to build process – Assist with Grade Level Team Problem Solving Process Once Classroom Problem Solving in operation, your role will be to: – Review referrals and place students in appropriate tier II interventions – Serve as “coordinators” of tier II interventions – Monitor student progress – Monitor overall process

Tier II Supports Check in / Check Out Social Skill Groups Academic Supports

5. Monitor Student Progress and Evaluate Process Original data sources that lead to student identification – ODR – Attendance – Academics – “time out of class” – Teacher perception Key = frequent and regular – Celebrate success – Adjust if student doesn’t respond (or problems start reappearing) Cost –Benefit Analysis of overall process

Lessons Learned Effective classroom management must be in place All in building understand – Steps in process – “Science of Behavior” (function) – Purpose of Tier II strategy – Their role in supporting Tier II strategy

Lessons Learned Spend lots of time on systems – “Build Team” – Classroom Problem Solving Team – Tier II Team (with connects to universal team Progress monitor – Confidence in data – Efficient ways to collect (e.g., daily progress reports)

Lessons Learned Continually assess for progress & success – Is it a system/process issue? – Is it a student who needs additional/different supports? Don’t be afraid to abandon, alter, tweak processes or supports that are not leading to desired outcomes

Next Steps Follow-up on task assignments from today Develop a timeline to: – Assess classroom universals Implement training on common classroom concerns – Refine/adapt/develop data collection tools and process – Adapt Classroom Problem Solving Process for your school Identify needed training and technical assistance – Target a “start” date – Introduce overall Tier II process to faculty & staff

Effective Tier II Systems: From Classroom to Small Group Tim Lewis, Ph.D. OSEP Center on Positive Behavioral Intervention & Supports