Session Information Session 7E Rooms 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 Elementary Salem 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) MO SW-PBS

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) MO SW-PBS

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) MO SW-PBS

The Good News! Interventions for successfully intervening are available. – National Registry of Evidence Based Programs & Practices (NREPP) – Institute of Education Sciences What Works Clearinghouse (WWC) – Evidence Based Intervention Network (EBI) (NRC & IOM, 2009, p. 16) MO SW-PBS

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

Implement Universals Identify Students Clarify Problem Identify Function Select & Provide Intervention Evaluate Outcomes Collect & Review Data BAT – A BAT – C, D, E BAT – F, G

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 MO SW-PBS

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 MO SW-PBS

1.Clearly Defined Expectations & Rules 2.Clearly Defined Procedures & Routines 3.Continuum of Strategies to Acknowledge Appropriate 4.Continuum of Strategies to Respond to Inappropriate 5.Active Supervision 6.Multiple Opportunities to Respond 7.Activity Sequence & Offering Choice 8.Academic Success & Task Difficulty Effective Classroom Practices MO SW-PBS

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? MO SW-PBS

Existing School Data Teacher nomination Universal screening instrument Allows for early intervention? Identifies internalizing & externalizing? Identify Students MO SW-PBS

Externalizing Behavior Examples… Aggression to others or things Hyperactivity Non-compliance Disruptive Arguing Defiance Stealing Not following directions Calling out Identify Students MO SW-PBS

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 MO SW-PBS

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 MO SW-PBS

Identify Function MO SW-PBS

Select and Provide Intervention MO SW-PBS

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 MO SW-PBS

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 MO SW-PBS

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 MO SW-PBS

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? MO SW-PBS

Establishing a Tier 2 System What did we do with the results? How did teachers feel about the process? Lessons learned? Future plans? MO SW-PBS

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! Resources Available 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