Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Tier 2 Academy
Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1 Susannah Everett and Lindsay Fallon with support from Brandi Simonsen, Jen Freeman, Adam Feinberg, Lindsay Fallon, Susannah Everett, & George Sugai Add trainer names for your event

Advance Organizer Overview of NEPBIS Tier 2 Academy Overview of Tier 2
Why Tier 2? What are the critical features of Tier 2? Are you ready for Tier 2? Getting started steps 1-3 Action Planning

MAIN TRAINING OBJECTIVES
Establish Tier 2 leadership team Establish staff agreements Build working knowledge of Tier 2 outcomes, data, practices, and systems Develop individualized action plan for Tier 2 Organize for implementation

Tier 2 Leadership Team & Technical assistance
WHAT WHO 4 days of Team Training Tier 2 Team: representative from Tier 1 team, coach, staff with behavioral expertise, administrator, intervention coordinator 2 days of TA per school Coach, Coordinator, Behavior Support Staff Modify as appropriate to match your training approach (e.g., change number of TA days, but not training days)

Team Training Overview
Day 1: Tier 2 overview, revisiting readiness, Tier 2 getting started steps 1-3 Day 2: Getting started steps 4-6 Day 3: Getting started 7-8 Day 4: Getting started steps 9-10, advanced understanding of behavior, preview of Tier 3

Acknowledgements Michigan’s Integrated Behavior & Learning Support Initiative Dr. Heather George & FLPBS Missouri PBIS Drs. Leanne Hawken, Deanne Crone, and Rob Horner Midwest PBIS Network

Tools! nepbis.org pbis.org

pbis.org nepbis.org

Tools! nepbis.org pbis.org Evaluation Plan Action Plan

Training Organization
Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

Training Expectations:
RESPECT… Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation Maintain student and staff confidentiality OTHERS Recycle Maintain neat working area ENVIRONMENT

Activity: Introductions
15 min Please introduce yourself Name School & District Position/Role in your School Role on the Team

Activity: Please Enter Attendance
1 min Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

Overview of Tier 2

Why Tier 2?

Why Tier 2 Context matters for prevention at Tier 2
Part of a continuum of supports Efficient use of resources for groups of students Tier 2 works! School-wide factors influence our ability to implement what we know with accuracy, consistency, & durability for individual students.

SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)

Prevention Logic For All
Redesign of teaching environments…not students Biglan (1995); Mayer (1995); Walker et al. (1996) Biglan (1995); Mayer (1995); Walker et al. (1996) Prevention Objectives Prevention Actions Decrease development of new problem behavior Prevent worsening & reduce intensity of existing problem behavior Eliminate triggers & maintainers of problem behavior Add triggers & maintainers of prosocial behavior Teach, monitor, & acknowledge prosocial behavior Incidence Prevalence

Part of a continuum of supports Efficient use of resources for groups of students Tier 2 works!

Continuum of School-Wide Instructional & Positive Behavior Support
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior The three tiered prevention logic organizes practices and systems along a continuum of increasing intensity and/or complexity. A student’s behavioral response to intervention strategies is matched by the intensity of the intervention. Tier 2 interventions and supports are more intensive and specialized practices and systems for students whose behaviors have been documented as non-responsive at the primary tier. Interventions are generally provided in a common or standardized manner in small student groupings, which provides increased supervision, monitoring, interactions, corrective feedback, and positive reinforcement with and by adults and peers . ~80% of Students

Continuum of Support for ALL
Universal Targeted Intensive Few Some NOTICE GREEN GOES FOR “ALL” All (Sugai, Dec 7, 2007)

Continuum of Support for ALL
Universal Targeted Intensive Math Science Spanish Reading NOTICE GREEN GOES IS FOR “ALL” Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

MTSS Integrated Continuum Academic Continuum Behavior Continuum
Insert appropriate state model (this is an example with MA) Mar

What are Tier 2 Supports? Tier 2 supports are one component of a continuum of behavioral supports, and their features and systems reflect the structure of SWPBIS. They are evidence based, utilize teams to make data-based decisions, require systems-level support, and emphasize prevention. These targeted systems and practices focus on both school-wide and individual student outcomes. In addition to preventing the development or decreasing the frequency and/ or intensity of students’ problem behaviors, Tier 2 supports provide standardized interventions that effectively and efficiently support students yet do not require the time and resources needed to develop individualized plans.

Tier 2 Designed to: Use data to identify students who are at-risk for or currently experiencing emotional and/or behavioral difficulties Prevent the development or decrease the frequency and/ or intensity of students’ problem behaviors Provide standardized interventions that effectively and efficiently support students yet do not require the time and resources needed to develop individualized plans

Secondary Supports: Who Benefits?
Students who continue to demonstrate challenging behavior despite school and classroom supports being in place at 80% implementation or better Approximately 10 to 15% of the student population Likely to be students with both academic and behavioral difficulties Without effective school-wide prevention, we cannot reliably identify students who benefit from secondary supports

Research Says… Implementing Tier 2 SWPBS interventions with fidelity is associated with the following positive outcomes: Increases in prosocial behavior Increases in academic engagement Decreases in office discipline referrals Tier 2 outcomes are better when Tier 1 is implemented with fidelity (e.g., Campbell & Anderson, 2011; Crone, Hawken, & Horner, 2010; Fairbanks et al., 2007, McIntosh et al., 2009; Wolfe et al., 2016)

What are the Critical Features of Tier 2?

Critical Features of Tier 2 PBIS
Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions

How do we develop Tier 2 outcome statements?
Focus on Outcomes OUTCOMES How do we develop Tier 2 outcome statements?

Guidelines for Outcomes
Based on data Locally important and meaningful Applicable to all students in Tier 2 (culturally equitable) Students’ social competence and academic achievement Staff implementation of Tier 2 supports with fidelity Observable and measurable Written as a goal

Activity: Develop Tier 2 Outcomes
Work as team for 10 min Begin to draft 1-3 observable and measurable Tier 2 outcome statements for your school. Add outcomes to your workbook (page 14) Present 2-3 “big ideas” from your group (1 min. reports)

What is Tier 2 data-driven decision making?
Focus on Data What is Tier 2 data-driven decision making?

Data at Tier 2 Data-based decision-making guides selection and modification of interventions and practices, evaluation of progress, and enhancement of systems. At Tier 2, data-driven decision making includes: Formal process for screening and identifying students in need of more than Tier 1 support Data-based decision rules for selecting practices that match student need Increased precision in data collection related to intervention implementation fidelity and student progress monitoring (including accessing, monitoring, and fading interventions)

Continuous Quality Improvement
Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions. We can do this by building a system for improved decision making. Develop solution(s) Implement solution(s) with integrity and fidelity SWIS Facilitator Certification Training - Module 1

DATA Guidelines for Data At Tier 2, data collection should be more frequent and precise, and teams should use data for the following: Identifying students in need of additional support (e.g., screening) Selecting and adopting contextually appropriate Tier 2 supports Matching students’ need with interventions Monitoring student progress and developing rules for accessing, adjusting, and exiting interventions Evaluating intervention fidelity and intervention effectiveness Monitoring school-wide level of use

CICO SWIS Readiness Requirements

CICO SWIS: Monitoring Individual Student Progress

CICO SWIS: Monitoring Progress Program-Wide

What are the critical features of evidence-based Tier 2 interventions?
PRACTICES Focus on Practices What are the critical features of evidence-based Tier 2 interventions?

Critical Features of Tier 2 Practices
Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectations and interventions

Common Elements of Tier 2 Practices
Targeted and explicit skill instruction Acknowledgements of appropriate behavior Increased adult support Frequent performance feedback for targeted behaviors Plans for generalization and maintenance (Crone, Hawken, & Horner, 2010)

Examples of Empirically-Supported Tier 2 Interventions
Check-in Check-out Social Skills Groups Class-wide Function-Based Intervention (CW-FIT) Check, Connect, and Expect First Steps to Success Mentoring Check and Connect Freshman Success

Guidelines for Evaluating Practices
An advantage of the SWPBIS framework is the opportunity to develop a continuum of practices that are aligned with the characteristics of a school. However, the selection and organization of these practices at Tier 2 should answer the following: Is the Tier 2 intervention aligned with our Tier 1 systems and practices? Do students receiving additional supports have full access to all Tier 1 supports? Is the Tier 2 intervention developmentally, contextually, and culturally appropriate and adaptable? Is the intervention empirically and educationally defendable? Does the intervention align with the culture of our school, our current priorities, and the needs of our students? Do we have the capacity and have we developed the systems to support this intervention (e.g., personnel, training, cost)?

Identify the Tier 2 Interventions in place in your school
Tier 2 Intervention Grid Support Description School-wide Data: Entry Criteria Data to monitor Fidelity Data to monitor Progress Exit Criteria (Decision Rules) Identify the Tier 2 Interventions in place in your school Trainer Notes: This is an animated slide. Have participants open to this page in their participant workbook and read through the information on that page. Provide 5 minutes for participants to complete this task before moving on to presenting the slide. Then have participants flip to the next page of slides to follow along with the information on this slide and the next two slides. This is a screen shot of the Tier 2 Intervention Grid which teams will work on throughout the rest of this training. When you advance the slide, the blue box surrounds the first column on the left hand side and prompts teams with directions on how to complete this column – identify the Tier 2 interventions in place in their school.

Provide a description of each Tier 2 intervention
Tier 2 Intervention Grid Support Description School-wide Data: Entry Criteria Data to monitor Fidelity Data to monitor Progress Exit Criteria (Decision Rules) Provide a description of each Tier 2 intervention Trainer Notes: This is an animated slide. Have participants open to this page in their participant workbook and read through the information on that page. Provide 5 minutes for participants to complete this task before moving on to presenting the slide. Then have participants flip to the next page of slides to follow along with the information on this slide and the next two slides. This is a screen shot of the Tier 2 Intervention Grid which teams will work on throughout the rest of this training. When you advance the slide, the blue box surrounds the first column on the left hand side and prompts teams with directions on how to complete this column – identify the Tier 2 interventions in place in their school.

Consider data systems currently in place
Tier 2 Intervention Grid Support Description School-wide Data: Entry Criteria Data to monitor Fidelity Data to monitor Progress Exit Criteria (Decision Rules) Consider data systems currently in place Trainer Notes: This is an animated slide. Have participants open to this page in their participant workbook and read through the information on that page. Provide 5 minutes for participants to complete this task before moving on to presenting the slide. Then have participants flip to the next page of slides to follow along with the information on this slide and the next two slides. This is a screen shot of the Tier 2 Intervention Grid which teams will work on throughout the rest of this training. When you advance the slide, the blue box surrounds the first column on the left hand side and prompts teams with directions on how to complete this column – identify the Tier 2 interventions in place in their school.

Activity: Identify & Evaluate Existing Tier 2 Interventions
Work as team for 20 min Complete Tier 2 Implementation Grid for existing interventions (workbook page 16) Step 1: Identify the practices (e.g., interventions, programs, strategies) available at Tier 2. Step 2: Provide a description of each support or practice. Step 3: For each intervention, evaluate for the following criteria: Evidence-based – Does experimental research evidence exist to support the selection and use of a practice to achieve the desired outcome? Data Systems: Are relevant school-wide data collected to identify students for this intervention? Are data collected to monitor student progress?

Activity: Identify & Evaluate Existing Tier 2 Interventions
Work as team for 20 min Complete Tier 2 Implementation Grid for existing interventions (workbook page 16) Step 3: continued For each intervention, evaluate for the following criteria: Are data-based rules available and used to modify intervention for students who do not respond to practice or discontinue the practice for students who do respond? Implementation Fidelity – Are data collected to assess and improve accuracy of practice implementation? Effectiveness – Have data demonstrated that practice is effective in achieving desired outcomes? Step 4: Based on the above results, decide whether to (a) eliminate or discontinue, (b) integrate with other practices, (c) modify and continue to integrate, or (d) sustain as is. Step 5: Based on the above results, do new or different practices need to be considered and adopted at Tier 2?

SYSTEMS Focus on Systems What are key systems features to support staff with Tier 2 implementation?

Critical Features: Tier 2 Systems
What are the key systems features to support staff at Tier 2? Similar to Tier 1! Team-based implementation Tier 2 leadership team including staff with behavioral expertise, led by a coordinator Clear action plan Staff buy-in Embedded professional development Staff recognition for implementation (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, October, 2015)

Key Systems Features: Same at Tier 2!
Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation Since teams will not be the same as tier 1 teams I think it is important to review some key tier 1 content in the context of tier 2

SWPBIS Systems Implementation Logic
To improve the adoption and accurate, sustained implementation of SWPBIS across all tiers of support, including effective and efficient Tier 2 supports, a comprehensive approach consisting of specific implementation drivers is used to guide action planning.

Basic SWPBIS Implementation
I.C.iv Basic SWPBIS Implementation SWPBIS practices, data, systems Policy, funding, leadership, priority, agreement District Behavior Team 2 yr. action plan Data plan Leadership Team meeting schedule School Behavior Team SWPBIS CWPBS Small group Individual student School Staff Academic Expectations & routines Social skills Self-management Student Benefit Regional/State Leadership Internal Coaching Support SWPBIS implementation at the school level is linked to support provided by district and state leadership, which includes competent training, coaching, and evaluation capacity. These systems are not only critical for Tier 1, but Tier 2 supports as well External Coaching Support Team Support

GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

Teaming Structures Across Tiers
I’m worried this will be hard to read…but cna’t modify colors easily.

Tier 2 Team Membership Team membership is shaped by individuals who would be responsible for specific functions or activities related to implementation and support of Tier 2 practices and systems including: Tier 2 Intervention Coordinator(s) School Administrator Behavior Specialists (e.g., school counselor, school psychologist, social worker, special educator) Representative from SWPBIS Leadership Team Teacher Representative This team functions to: establish systems and practices for students who require more intensive behavioral support. ensures access to interventions, evaluates the fidelity of systems and practices, and regularly utilizes data to monitor the progress of students.

Key Systems Features Team-based Implementation Clear Action Plan
Staff Buy-in Embedded Professional Development Staff Recognition for Implementation Build section numbers, color coding, and structure into ppt.

Action Planning Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes

Activity: Preview Action Plan Templates
Work as team for 10 min Preview Action Plan process principles, facilitating questions, and example worksheets in workbook (pp , Appendix B) Download the action plan template your team agrees upon, and begin to complete individualized content, starting with Tier 2 outcome statements developed in the prior activity. Present 2-3 “big ideas” from your group (1 min. reports) Align with district goals. Focus on measurable outcomes. Base and adjust decisions on data and local characteristics. Give priority to evidence-based programs. Invest in building sustainable implementation supports . Consider effectiveness, efficiency, relevance, and efficacy in decision making. Format help! The 6 is not blue!

Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

Effective Messenger(s)
Staff Buy-In Effective Messenger(s) Buy-in! Info & Drafts Effective Team… Staff Feedback …powered by Data Effective Leadership

Embedded Professional Development
Explicit Training Coaching/Prompting Performance Feedback Desired Outcomes

Staff Recognition for Efforts in Tier 2
For what activities/behaviors will you recognize staff? How will you acknowledge staff members? Share data Celebrate successes Tie into staff recognition system How often?

Guidelines for Systems
For each item in your action plan, ensure: Agreement by >80% faculty and staff to support all students (including those requiring Tier 2 support) Include procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Includes procedures for providing instruction to new faculty, staff, students, etc. Schedule continuous evaluation of effectiveness, efficiency, and relevance Include in school publications (e.g., handbook, posters, newsletters, etc.)

Cultural and Contextual Fit
Culture & Context Cultural and Contextual Fit How do you ensure cultural and contextual fit at Tier 2?

Guidelines for Culture & Context
For each item in your action plan, ensure: Involve staff, students, & families in development Contextually/culturally appropriate (e.g., age, level, language) Examine disaggregated data to ensure implementation of each feature works for all subgroups of students I.C.v

Putting it together… Culture & Context I.D OUTCOMES SYSTEMS DATA
PRACTICES DATA OUTCOMES Culture & Context I.D

Secondary Tier SYSTEMS OUTCOMES DATA PRACTICES
Secondary Intervention Team Weekly data-based program review … SYSTEMS ~15% of students with 2-5 major ODRs Increasing pro-social skills of targeted group (as measured by points earned for pro-social behavior) … OUTCOMES ODRs Point card FACTS Academic data (CMT, CBM, grades) … DATA Screening More intense and frequent social skills instruction & reinforcement … PRACTICES

An Overview of Two Common Tier 2 Systems of Support
CICO overview Social Skills Training Build in a couple of overview slides for each of these

Check-in Check-out Check-In, Check-Out (CICO) is a Tier 2, group-oriented intervention, designed especially for students whose problem behaviors (a) are unresponsive to Tier I practices and systems, (b) do not require more immediate individualized interventions, and (c) are observed across multiple settings or contexts. CICO Practice Features: Increased positive adult contact Embedded social skills training Direct link to school-wide behavioral goals and expectations Frequent feedback Daily home-school communication Positive reinforcement contingent on meeting behavioral goals

CICO Daily Activities Check in with a CICO coordinator (or their homeroom teacher) in the morning Carry a daily progress report that is based on school-wide expectations Receive frequent and regular feedback on their behavior from adults throughout the day Review their goals with the coordinator (or their homeroom teacher) at the end of the day Take their daily progress report home for parent signature and positive feedback

Check-in Check-out Cycle
Weekly Team Meeting 9 Week Graph Sent Program Update EXIT Develop Behavior Plan Morning Check-In Afternoon Check-out Home Check-In Class Check out Teacher Checks Class Check in

Social Skills Training
Social Skills Training: Social Skills Training includes direct instruction of appropriate social behavior. Instruction can be delivered to small targeted groups of students. Direct instruction includes modeling of appropriate behavior, feedback on behavior, and opportunities to practice appropriate behavior (Hawken et al., 2009). Social Skills Training Practice Features: Increased positive adult contact Direct social skills training Direct link to school-wide behavioral goals and expectations Frequent feedback (Daily or weekly) Increased home-school communication Positive reinforcement contingent on meeting skill based goals

Social Skills Training Process
Students grouped based on target skills by Tier 2 coordinator Students attend a regular (e.g., weekly) social skills lesson where skills are directly taught, practiced, and reinforced. Students receive feedback on their behavior from adults in small groups and throughout the day Target skills and examples for use at home are shared with parents

Are you Ready for Tier 2?

Do you have 3-5 positively stated expectations?
Tier 1 Practices Review If the answer is ‘No’ to any of these questions, address the environment before considering Tier 2 supports. Do you have 3-5 positively stated expectations? Are students taught the Tier 1 expectations in classroom and non-classroom settings? Are students regularly acknowledged for demonstrating the Tier 1 expectations? HEATHER’s SLIDE Rationale: This is another way to analyze whether the Tier 1 system on campus is effective (builds on the previous slide). These are questions the team needs to answer on an on-going basis to ensure their core (Tier 1) is healthy. Trainer’s Notes: All five boxes on the right side of the slide will each be introduced through animation with a click. You may want to have the teams talk amongst themselves for a seconds prior to moving onto the next box. Is there a plan and continuum of consequences for rule violations used consistently across staff? Are evidence-based classroom management practices consistently in place? 82

Do you have school board/district/regional support?
Tier 1 Systems Review If the answer is ‘No’ to any of these questions, address Tier 1 systems before considering Tier 2 supports. Do you have school board/district/regional support? Do you have a representative SWPBIS Leadership Team, including an active Administrator? Do you have continuous, data-based professional development in place for your staff? HEATHER’s SLIDE Rationale: This is another way to analyze whether the Tier 1 system on campus is effective (builds on the previous slide). These are questions the team needs to answer on an on-going basis to ensure their core (Tier 1) is healthy. Trainer’s Notes: All five boxes on the right side of the slide will each be introduced through animation with a click. You may want to have the teams talk amongst themselves for a seconds prior to moving onto the next box. Do you have a system in place to recognize staff contributions and accomplishments? Do you have a school-wide data system that you use regularly for decisions? 83

Everything Builds on Tier 1
Data-Based Guiding Questions Is our Tier 1 system doing what it needs to do? Does the school have a ‘healthy’ triangle? Do 80% of students have ~0 -1 office referrals? Is SWPBIS being implementing with fidelity? SWPBIS Tiered Fidelity Inventory (TFI) = > 70% Are fewer than 60% of referrals coming from classrooms? Are only a ‘few’ students receiving referrals? Are only a ‘few’ staff writing referrals? Are effective instruction and behavior management occurring in the classroom? Rationale: Tier 1 is a building block for identifying students in need of Tier 2 supports. Essentially, Tier 1 data are your blueprint in identifying who, what and when supports need to be provided. By implementing Tier 1 with fidelity and using data for decision-making provides better information for effective and efficient planning and problem-solving. Trainer’s Notes: There are 6 guiding questions to assist participants in understanding if they are ready for Tier 2 supports on their campus. Remember, if your data show more than 15% of your students need Tier 2 supports, this indicates a Tier 1 issue! Each question will appear with an advanced click due to the animation.

What happens if schools do not have a solid Tier 1 foundation?
Lack of solid Tier 1 foundation Too many students identified Strain on resources Limited support options for students in need Staff frustration Reluctance to identify students in need Unmet student needs Rationale: Without a Tier 1 behavioral system on campus, too many students will be misidentified as needing more advanced supports (i.e., Tiers 2 & 3). It is essential that a Tier 1 system be implemented first with fidelity to truly identify the students that are not responding well to the universal interventions on campus. A campus will not have the resources to provide advanced supports to many or all students on their campus. It is also more cost effective to use a preventative approach and provide Tier 1 supports for all. Trainer’s Notes: There is no animation on this slide but it is important to walk the participants through each of the boxes to understand the consequences to not establishing a solid Tier 1 system on campus. Remember the following: Tier 1 is a building block for identifying students in need of Tier 2 supports Tier 1 data are your blueprint (2) Provides better information for planning & problem solving

The environment may be contributing to the student’s problem behavior
System or Student? If a student is referred for Tier 2 supports, but spends a lot of time in an environment where: a high rate of problem behavior occurs OR Appropriate behaviors are not taught or acknowledged The environment may be contributing to the student’s problem behavior Rationale: It is important that participants spend a few minutes understanding these questions. We want to be careful NOT to identify the problem behavior as a student issue if the environment has not been conducive to learning. Trainer’s Notes: All content on the slide will be introduced through animation with one click. However, the final stanza in red font will need an additional click to appear on the slide. In either case we can’t say the student had a “poor” response to Tier 1 (core curriculum)

Remember! If your data show more than 15% of your students need Tier 2 supports, this indicates a Tier 1 issue! Rationale: Just don’t forget this! Trainer’s Notes: This is the point in the training where you may have some teams realizing that they have a Tier 1 issue that needs to be addressed. Some teams may be hesitant to move forward with the Tier 2 Training. Other teams may elect to move forward but know that they have work to do on their Tier 1 prior to establishing their Tier 2 system on campus. This is why it is essential that the teams complete the prerequisite tasks (readiness checklist) and are truly “ready” to establish their Tier 2 system on campus.

Activity: Readiness Review
Work as team for 20 min Review the Tier 2 Readiness Checklist Locate and review the Tier 2 readiness checklist in Appendix A Using the questions in your workbook (p. 27), identify action plan items to solidify and sustain Tier 1 implementation

Getting Started with Tier 2

Establish an effective Tier 2 leadership team Develop a process for identifying students Select and Adopt Appropriate Tier 2 Practices for Your School Develop a process for Installing the Selected Practice(s) Develop a process for training staff and students & partnering with/educating families Develop a process for Matching Student Need to Practices Develop a process for Progress Monitoring, including Data-based decision rules Develop a process for adjusting or modifying implementation Develop evaluation routines for level of use, student progress, and fidelity of implementation Document procedures, policies, and practices and establish routines Day 1 Day 2 Day 3 Day 4

Establish an effective Tier 2 leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation SYSTEMS

Tier 2 Team: Critical Features
Step 1A: Membership Team Membership should include: One or more team members that have behavioral capacity (e.g., school counselor, school psychologist, social worker, special educator) Team member with a defined role as a parent liaison Tier 2 intervention coordinator Administrator, Teaching staff Representative of school/community

Tier 2 Team: Critical Features
Step 1B: Roles/Responsibilities/Routines Effective Tier 2 Team Functioning Critical Features: Team has adequate membership roles Administrator as active member Rules/agreements established Schedule for meeting at least weekly Schedule for training/presenting to whole staff at least monthly Integration with Tier 1 activities and systems Appropriate priority relative to school/district goals Schedule for annual self-assessments (see list) Coaching support (school/district/region)

Tier 2 Team Example Activities
Provide training and support to school staff regarding the program(s) Provide specialized behavioral assessment strategies, interventions, and supports Meet regularly (e.g., weekly or biweekly) to review the program, monitor individual student progress, and review new referrals Coordinate school-wide implementation of all Tier 2 practices and systems Develop screening procedures and data-based decision rules for referring students to intervention Develop data-based decision rules (including time frames) for placing students, monitoring progress, and fading the intervention

Tier 2 Team Data Routines
Summarize and review data to address the following questions: Are appropriate students being referred? Are students receiving support quickly? Has entire staff been trained? Are data reviewed on a regular basis? Have data-based decision rules been established for accessing, monitoring progress, and fading the intervention? Are interventions implemented as planned? Is adequate training provided to individuals who will implement interventions? Are students actively participating in the intervention? Is effectiveness of intervention and support being monitored?

SWPBIS Tier 1 and Tier 2 Team Responsibilities Compared
Addresses and prevents problem behavior for all students. Designs early interventions for the 10-15% of students who are at risk for academic or behavioral problems and do not respond to Tier 1 interventions. Determines areas of need within the school. Conducts proactive, regular student screening and coordinates and shares information with the school-wide team. Uses school-wide data to develop priorities within the school. Uses data to proactively determine which students need additional academic and/or behavioral support. Identifies needed strategies, current and on-going staff training, and resources. Identifies staff training, resources, and communication systems specific to Tier 2 interventions. Designs positive behavioral interventions and supports for all classrooms and the entire school. Designs positive behavioral interventions and supports for small groups of students needing additional assistance. Provides ongoing training and updates for staff members. Consults with and provides ongoing support for staff who have a student(s) with academic and/or behavior problems. Shares school-wide outcome data and makes program modifications as necessary. Shares intervention outcomes and provides ongoing support for students, teachers and families. Coordinates school and community school-wide services. Coordinates school and community services for groups of at risk students.

Teams AND Teachers are Critical for Success!
A 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 – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building (Lewis, 2009).

Communication Planning
Key Information to Communicate Audience & Frequency Status of Tier 2 supports Leadership Team At least monthly Number and progress of students receiving Tier 2 supports; program fidelity data All faculty At least quarterly Student progress and changes to interventions Teachers directly involved At least weekly Parent/Family From MiBlisi and BAT

Guidelines for Team Composition & Responsibilities
SYSTEMS Guidelines for Team Composition & Responsibilities Ensure team has behavioral capacity Tier 2 Coordinator(s) organizes intervention process for students and staff Administrator as active member Team is representative of school/community Rules / agreements established Current action plan Team creates and follows regular schedule for meetings and staff development Consider showing Tier 2-Tier 3 TIPS meeting video (more individual student focused…)

Activity: Team Profile and Agreements
Work as team for 15 min Complete Team Profile and Agreements (Workbook pp ), including dates for next two team meetings Review sample Tier 2 team meeting minutes (Workbook p ) Add items to your Action Plan as necessary Present 2-3 “big ideas” from your group (1 min. reports)

Establish an effective leadership team Develop a process for screening students Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation DATA

Process for Identifying Students in Need of Additional Supports: Critical Features
Selecting data sources for identifying students Data selected should be from multiple sources Include both academic and behavior domains Include both internalizing and externalizing behavior Considers motivation of student behavior A standardized request for assistance form is available to staff, students, and families

Process for Identifying Students in Need of Additional Supports: Critical Features
Establish decision rules for identifying students Clear routines for timely response to requests for assistance, data review, and decisions Team regularly evaluates school-wide level of use whereby 5%-15% of students have access tier 2 supports

Identifying Students in Need
Be Efficient Use existing data sources to identify students needing Tier 2 supports Early Warning Indicators Office referrals, Minor/teacher-managed referrals OSS, ISS Time out (in or out of class) Discipline Absences Tardies (school and/or class) Time/’visits’ with other staff (Nurse, Guidance, etc.) Attendance Grades Standardized test scores Academics Rationale: It is important to keep track of any time out of the room, even if it is to the Nurse’s office. This is lost instructional time and can be an indicator of a larger issue. Example: increased visits to the Nurse’s office may indicate school anxiety or some internalizing issues (function - escaping a task). Trainer’s Notes: These are examples of data sources. Have teams examine and discuss for 2-3 minutes what they already have in place. For example, an Early Warning System (EWS) will already include a lot of this information.

Identifying Students in Need
What additional data will we consider? Teacher Recommendations Universal Screening Measures Parent/Student Requests

Rationale: Multiple sources of data
Internalizing & Externalizing concerns Varying Viewpoints DATA Lessens bias Rationale: One set of data may not be comprehensive enough to accurately and appropriately identify students needing Tier 2 supports. Trainer’s Notes: By using multiple sources of data, it is more likely that teams will accurately identify students needing advanced supports and provide the intervention that best addresses the function of their behavior. It’s important that teams fully understand WHY data are needed and HOW the data can impact success. Multiple data sources: Identifies students with internalizing & externalizing concerns Helps to integrate academic & behavior interventions May inform motivation of students, leads to effective grouping/intervention Helps mediate teacher bias Provides varying viewpoints, information across multiple locations Integrates academic & behavior interventions Motivation

Commercial Screening Tools
Systematic Screening for Behavior BASC 2- Behavioral and Emotional Screening System (PK-12) SRSS: Student Risk Screening Scale (K-6) SSBD: Systematic Screening for Behavior Disorders (K-6) SSIS: Social Skills Improvement System (PK-12) Strengths and Difficulties Questionnaire (ages 3-17) Resources Systematic Screenings of Behavior to Support Instruction: From Preschool to High School -‘Screening Tool Matrix’ Universal Screeners HEATHER’s SLIDE Rationale: There are many commercial screeners available on the market. Some are more costly than others. Trainer’s Notes: Refer participants to the MISC section of the training binder for information on Commercial Screening Tools (Table 8:1). You may want to refer teams to the book, Systematic Screenings of Behavior to Support Instruction: From Preschool to High School. This provides a case example that teams may want to review during a break in the training.

Considerations for Using Standardized Screeners
District policies & procedures Practicality (cost, time, feasibility) Utility Informs teams (i.e., What does it really tell you?) Improves interventions and outcomes (i.e., Can it help you improve the match or intensity of the intervention?) Research Valid, Reliable Time since normed Matched to school population (age, demographics) Rationale: If there are better matched interventions, there will be better student outcomes (improved match equals power of intervention). Screeners can help prevent students from falling through the cracks which can be more time consuming. However, there are many considerations that need to be addressed prior to engaging in commercial screeners (as the slide outlines). Trainer’s Notes: Each item will be individually introduced through animation with a click. Include any information and have District Coordinator review district policies and procedures regarding screening (information obtained through pre-YIP interview) to be prepared to answer questions from the school teams in the training. Schools may be very interested in purchasing their own screeners but may need answers on these questions prior to doing so. In this discussion with the District Coordinator: Consider what tools are already used for evaluations Timelines required by district Parent permission

Request for Assistance Forms
Student identifying information (gender, grade, IEP status) Academic performance data Information regarding problem behavior(s): including when, how often, and why (function) Office discipline and/or minor referral information Strategies used to address the problem behaviors and student response Teacher perceptions regarding acquisition or performance deficits

Request for Assistance Process
Timelines Determined What is Needed? Staff training Decision rules Procedures if teacher requests for support exceed resources Staff notification of students receiving support Nomination decisions (~10 days) Providing supports to students (~30 days) Family notification if child is nominated (who, what, how) Rationale: All staff (the stakeholders) need to be trained on the purpose of the nomination process, how to participate in the nomination process, and complete the nomination form. Trainer’s Notes: Ask the audience: What are going to be the decision rules for determining the how and what the student needs? This will be covered in more detail at the end of this training. How are staff going to be notified of students receiving supports? How will they support those supports? Does the district have a policy for family notification?

Lots of data do not always equal useful data
HEATHER’s SLIDE Rationale: No need to drown in data. Too much data can be overwhelming and not useful. It’s important to know what you want to know and collect data to answer those questions. Trainer’s Notes: Ask the audience these questions: What questions does your team have? Do your data answer those questions? If it doesn’t, how can you get the data you need?

Decision Rules: Entry Criteria
Decisions rules need to be established that work within your school given: Current context of the school Resources available to support interventions Current capacity to implement intervention Your school will have decision rules that address both entry criteria and exit criteria Remember - what works in one building may not work in another building – Context Matters! Trainer Notes: As teams are considering their decision rules regarding entry criteria, it is important to remind them that these will need to established within the context of their school. Each school has different resources available to support interventions, different needs, and different capacity to support implementation. This means that the entry criteria from building to building will look different.

Guidelines for Screening
DATA Use multiple sources of data (e.g., ODRs, Teacher Requests for Assistance, formal Screeners) Consider practicality (cost, time, feasibility) Ensure screeners inform decision making, and are reliable and valid Ensure alignment with district policies and procedures Develop clear decision rules that address both entry and exit criteria and are matched to the current school context and resources And always remember to consider systems, culture, & context:

Activity: Identifying Students in Need of Additional Interventions
Work as team for 30 min Review data sources (see example screening tool matrix, in Appendix E) Review sample nomination forms and revise Discuss routines for screening (who, how often) Begin to develop decision rules (for access and exit) Discuss how you will get feedback from all staff on request for assistance form, decision rules, and routines. Update your action plan Present 2-3 “big ideas” from your group (1 min. reports)

Establish an effective leadership team Develop brief statement of behavioral purpose Select and Adopt Appropriate Tier 2 Practices for Your School Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation PRACTICES

Selecting and Adopting Tier 2 Practices for Your School: Critical Features
Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectation and interventions Must prompt and teach new/alternative behavior Can be modified based on assessment (i.e., function of behavior) Continuous monitoring (data-used for decision making) Plans for generalization and maintenance

Just tell us what interventions to do!
For Tier 2 to be effective, teams need to: Have processes and procedures in place Consistently implement school-wide expectations Design interventions for groups of students Be systematic in aligning interventions to support behavior Rationale: The goal of today’s training is to develop a Tier 2 system, NOT jump to interventions prior to establishing a system on campus. Trainer’s Notes: Emphasize that this may simply mean revising or improving on what is already being done. Schools do not have to start from scratch but instead build upon what works and add to existing systems.

Common Elements of Tier 2 Practices
Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectations and interventions Targeted and explicit skill instruction Acknowledgements of appropriate behavior Increased adult support Frequent performance feedback for targeted behaviors Plans for generalization and maintenance (Crone, Hawken, & Horner, 2010)

Examples of Empirically-Supported Tier 2 Interventions
Check-in Check-out Social Skills Groups Class-wide Function-Based Intervention (CW-FIT) Check, Connect, and Expect First Steps to Success Mentoring Check and Connect Freshman Success

Considerations for Implementation
Needs of Students Fit with current initiatives, priorities, structures and supports, and parent/community values Resources Availability Evidence Readiness for Replication of the program Capacity to Implement Needs of students; how well the program or practice might meet identified needs.  Fit with current initiatives, priorities, structures and supports, and parent/community values.  Resource Availability for training, staffing, technology supports, curricula, data systems and administration.  Evidence indicating the outcomes that might be expected if the program or practices are implemented well.  Readiness for Replication of the program, including expert assistance available, number of replications accomplished, exemplars available for observation, and how well the program is operationalized  Capacity to Implement as intended and to sustain and improve implementation over time. From Hexagon Tool

http://implementation. fpg. unc. edu/sites/implementation. fpg. unc

Guidelines for Selecting and Adopting Tier 2 Practices
Identify all current available practices Use the hexagon tool to explore and evaluate these practices Consider student needs, fit, resources, evidence, readiness, and capacity Consider how practice will address the problem behaviors by teaching new behaviors Plan for consistency across students, teachers and staff, and implementation Plan for continuous availability Consider how to use data to monitor student progress, and to plan maintenance and generalization Ensure all students receiving additional supports have access to, and are included in, Tier 1 supports.

Activity: Evaluating Tier 2 Interventions
Work as team for 30 min Review the list of evidence based Tier 2 Interventions Use your school data, the Hexagon Tool, and your table of existing Tier 2 interventions to review and evaluate potential new Tier 2 interventions Present 2-3 “big ideas” from your group (1 min. reports) We will need to post this list since we won’t have the workbook ready… Can take those pages right from the workbook draft

Activity: Complete Baseline TFI Tier 2 Subscale
Work as team for 15 min Go to PBISapps.org and log in with username and password Click on PBISAssessment to access TFI Open TFI Survey window Work as team to complete Tier 2 Subscale of TFI

Ready to Action Plan?

Activity: Action Planning
Work as team for 75 min Return to your Action Plan Update sections corresponding to: Present 2-3 “big ideas” from your group (1 min. reports) Reminder: We will be collecting team action plans at the end of day 2 in order to provide specific feedback for your team.

Review of Tier 2 Here add critical features, systems

Secondary Tier SYSTEMS OUTCOMES DATA PRACTICES
Secondary Intervention Team Weekly data-based program review … SYSTEMS ~15% of students with 2-5 major ODRs Increasing pro-social skills of targeted group (as measured by points earned for pro-social behavior) … OUTCOMES ODRs Point card FACTS Academic data (CMT, CBM, grades) … DATA Screening More intense and frequent social skills instruction & reinforcement … PRACTICES

Establish an effective Tier 2 leadership team Develop a process for screening students Select and Adopt Appropriate Tier 2 Practices for Your School Develop a process for Installing the Selected Practice(s) Develop a process for Matching Student Need to Practices Develop a process for Progress Monitoring, Data-based decision making Develop a process for training staff and partnering with/educating families Document procedures, policies, and practices and establish routines Develop a process for adjusting implementation Day 1 Day 2 Day 3 Day 4

Consider Tattoos! 4 SWPBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES DATA Supporting Staff Behavior Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Decision Making Classroom Non-classroom Family Student School-wide SWPBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1

Similar presentations

Presentation on theme: "Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1

Similar presentations

Presentation on theme: "Northeast PBIS (NEPBIS) Tier 2 Team Training Day 1"— Presentation transcript:

Similar presentations

About project

Feedback