1. “Tiering” It Up Tier 2 & 3 Supports Lauren Feigel & LaThomas Willis The Lincoln Center Wyandotte, MI 1/17/2013

2. Tier Two - Targeted Interventions Critical Features ▪ Establish Criteria & Process for Referral ▪ Emergency Incident Reports ▪ Teacher/Parent recommendation ▪ Progress Monitoring ▪ Parent Permission ▪ Teachers are trained ▪ PBS teams & district coaches are the trainers ▪ Tailor training to your needs and situation

3. Quick Sort

4. Tier 2 Targeted Interventions ▪ Check-In/Check-Out (CICO) ▪ Social Skill Groups ▪ Men’s Club ▪ Lincoln Ladies ▪ Mentoring Program ▪ Staff ▪ Peer ▪ Teaching to Take a Break

5. Check In – Check Out ▪ Daily personal contact from an adult in the school ▪ Structured process of frequent feedback & recognition ▪ Instruction and reminders in needed skills ▪ School-home communication ▪ Built-in monitoring of student progress

6. Check-In / Check-Out

7. School-wide PBS Tier Two Targeted Instruction in Social Skills/Behavior Expectations List name of student(s): What skills/behaviors will be the focus of instruction? Where will the instruction occur? What time of day will it occur? How many times per week will instruction occur? Who will do the instruction? What other staff will be involved in teaching or reinforcing the skills/behaviors? For how long a period of time will the instruction take place? (Suggested between 4-8 weeks) What methods will be used to evaluate the effectiveness of the instruction? When will the data be reviewed?

8. School-based Mentoring ▪ Simplified Program ▪ School staff/Peers as mentors ▪ Parent permission ▪ Personal contact ▪ Each lunch together ▪ Stop in at beginning or end of day ▪ Sit and talk ▪ Play cards or basketball ▪ Help in your classroom ▪ Focus on connections – listening ▪ Not monitoring work ▪ Not to “nag” regarding behavior ▪ Match student to volunteer ▪ 1-2 times per week ▪ Write up a description of your program ▪ Mentor Michigan

9. Take a Break ▪ Not for rule breaking - for agitation, hyperactivity, explosiveness, anger ▪ Identify break area, procedure, & time limit ▪ Neutral reinforcement ▪ Calm down & focus ▪ Practice requesting “break” ▪ Monitor use

10. Break Materials

11. ▪ Intensive Functional Behavior Assessment ▪ Level III Behavior Intervention Plans ▪ Positive Support Team Tier 3 Interventions

12. Tier 3 PBIS Essentials ▪ Intensive FBA ▪ Direct methods such as observations, ABC & scatterplot ▪ Typically follows a Tier 2 intervention ▪ Outside agency, physician, court system involvement ▪ Scheduled review meetings 4-8 weeks ▪ Data-based ▪ Behavior Support Plan is multi-component ▪ Parent engagement

13. Wraparound “The team-based wraparound process is recommended for all students with intensive and comprehensive needs (1-7%) to ensure that the efforts of families, teachers, other caregivers and service providers are linked through one consistently implemented and carefully monitored plan.” Lucille Eber The Art and Science ofWraparound, 2003

14. Positive Support Team (PST) Mission: PBS is a proactive approach. If a student has reached the level of requiring a tier 3 intervention plan, then the team should assume that on-going proactive planning meetings will be necessary until substantial and durable behavior change has been achieved by the student.

15. Schedule reviews proactively Prepare for the meeting by reading, summarizing, and analyzing data Efficient agenda – solution-focused discussion Was the plan implemented reliably? Evaluate effectiveness Discuss changes Schedule next meeting Distribute minutes from meeting

16. What ▪ Regularly scheduled review meetings ▪ Pro-active ▪ Direct behavior support ▪ Administrator ▪ School Psychologist ▪ Behavior Specialist ▪ Social Worker ▪ Teacher and support staff ▪ OT ▪ PT ▪ Speech ▪ Nurse ▪ Parent/Guardian ▪ Agency Representative/Advocate Who

17. When ▪ After the building has utilized all resources available. ▪ Scheduled monthly meetings ▪ Bi-weekly follow-up meetings ▪ BIP Review ▪ Increase in seclusion/restraint ▪ Medications/Medical Concerns ▪ Home Concerns ▪ Agency Concerns ▪ Bussing Concerns Why

18. PST Process Receive Referral ▪ A positive support team referral form is completed. ▪ This can be conducted: ▪ By teacher request ▪ Due to an upcoming scheduled IEP ▪ Based on the data reports of the positive behavior support team, students with increased emergency incident reports will be selected ▪ A monthly meeting is scheduled with the necessary staff.

19. Wrap-around Mechanics  Build on tier 2 interventions  Start every meeting with a review of the data  CICO summary, mentoring  Emergency intervention incident reports, referrals, suspensions  Progress toward IEP goals & objectives  Attendance  Keep a tight agenda – minimize extraneous conversations  Be solution-focused  Documentation  Identified Team Member to guide the process

20. Follow-up Meeting ▪ A bi-weekly follow-up meeting will be scheduled with the school psychologist, behavior specialist and school social worker. ▪ Review the information from the initial meeting. ▪ Discuss any follow-up concerns, document any changes made to the BIP/interventions attempted. ▪ If an additional monthly follow-up meeting is required, all necessary staff will be notified and a meeting will be scheduled.

21. Forms ▪ Emergency Intervention Incident Report ▪ Informed Consent Form for Restrictive Behavior Intervention ▪ Behavior Review Form ▪ Peer Review Evaluation Form ▪ Human Rights Committee Review Form

22. Goal of the PST Criteria for success is not just the reduction/elimination of the problem behavior, it is the strengthening of the replacement behaviors that will bring long term change. The student needs to experience success in a sustained way.