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Building a Comprehensive Tier II System: Lessons Learned Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org
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Building a Comprehensive Tier II System: Lessons Learned

Feb 22, 2016

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Building a Comprehensive Tier II System: Lessons Learned. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org. Academic Systems. Behavioral Systems. Intensive, Individual Interventions Individual Students Assessment-based - PowerPoint PPT Presentation
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Page 1: Building a Comprehensive Tier II System: Lessons Learned

Building a Comprehensive Tier II System: Lessons Learned

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Interventions and Supports

pbis.org

Page 2: Building a Comprehensive Tier II System: Lessons Learned

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

Page 3: Building a Comprehensive Tier II System: Lessons Learned

Teams(Data, Practices, Systems)

• School-wide PBS– Universals– Connect points to Tier II & III

• Classroom Problem Solving Team– Review data – Develop function-based interventions

• Tier II (III)– Partner with Classroom Problem Solving Team

Lead/Coordinator– Coordinate and monitor tier II supports

Page 4: Building a Comprehensive Tier II System: Lessons Learned

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

Page 5: Building a Comprehensive Tier II System: Lessons Learned

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT Team

AdministratorCounselorBehavior Specialist

Page 6: Building a Comprehensive Tier II System: Lessons Learned

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 Team– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II supports– Non-responders to classroom supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

Page 7: Building a Comprehensive Tier II System: Lessons Learned

Step 1. Universals In Place

• Specific Focus on Classroom– Review of essential features– Implementation Plan

Page 8: Building a Comprehensive Tier II System: Lessons Learned

Systems

• Teach–Brief in-service, single topic focus

• Practice (performance feedback)–Peer coaching–Principal “walk-throughs”

Page 9: Building a Comprehensive Tier II System: Lessons Learned

Addressing 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 (pbis.org)

– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)

– Peer observe and count (performance feedback)

Page 10: Building a Comprehensive Tier II System: Lessons Learned

Essential1. Classroom expectations & rules defined and taught2. Procedures & routines defined and taught3. 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 supervised6. Students are given multiple opportunities to respond (OTR)7. Activity sequence promotes optimal instruction time and

student engaged time8. Instruction is differentiated based on student need

Page 11: Building a Comprehensive Tier II System: Lessons Learned

Step 2. Identifying students

• Current data– Confidence in numbers– Consistency across data points

• Teacher Referral• Screening

Approximately 10-15% of total students

Page 12: Building a Comprehensive Tier II System: Lessons Learned

Data Decision Rules

• Office Discipline Referral (ODR)– Major– Minor

• Time out of Instruction– “Buddy Room”– “Safe Seat”– Discipline/ Detention Room

Page 13: Building a Comprehensive Tier II System: Lessons Learned

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?______________________________________

Page 14: Building a Comprehensive Tier II System: Lessons Learned

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 belowMinor List: Circle the appropriate code

(MDD) Defiance/Disrespect/Non-compliance

(MDS) Disruption

(MI) Inappropriate Verbal Language

( MO) Other (MPC) Phys. Contact

(MP) Property Misuse

Page 15: Building a Comprehensive Tier II System: Lessons Learned

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 (pbismissouri.org)

– What instrument– Schedule

• Parent Referral??

Page 16: Building a Comprehensive Tier II System: Lessons Learned
Page 17: Building a Comprehensive Tier II System: Lessons Learned

Step 3. Classroom Problem Solving Team

• Grade level / combinations• Once a week/every other week focus of

meeting = social behavior concerns when data decision rule met

• Standard problem solving steps

Page 18: Building a Comprehensive Tier II System: Lessons Learned

Classroom Problem Solving Team

• Process leader– Classroom teachers (with partner)

• 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

Page 19: Building a Comprehensive Tier II System: Lessons Learned

Classroom Problem Solving Team

• Develop intervention based on function of behavior– Environment changes– Skills to teach/practice/reinforce

• Monitor progress – Same data that brought them to your attention– Problem and Appropriate behavior– Teacher observations

Page 20: Building a Comprehensive Tier II System: Lessons Learned

Classroom Problem Solving Team• Student meets data decision rule• Classroom teacher completes preliminary forms

(documents student progress to date)• Team leader 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

Page 21: Building a Comprehensive Tier II System: Lessons Learned
Page 22: Building a Comprehensive Tier II System: Lessons Learned
Page 23: Building a Comprehensive Tier II System: Lessons Learned
Page 24: Building a Comprehensive Tier II System: Lessons Learned

Step 4. Tier II Supports

• Students who do not respond to classroom / informal supports (classroom level 2-3 weeks) or those with more intense needs

• 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

Page 25: Building a Comprehensive Tier II System: Lessons Learned

Tier II Supports

• Centralized assignment• Each strategy has a coordinator• Classroom supports continued / modified• ALL in building aware of their role in

supporting students in Tier II Supports

Page 26: Building a Comprehensive Tier II System: Lessons Learned

Tier II Supports

• Check in / Check Out• Social Skill Groups• Academic Supports

Page 27: Building a Comprehensive Tier II System: Lessons Learned

Step 5. Monitor Student Progress and Evaluate Process

• Original data sources that lead to student identification– ODR (major / minor)– 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

Page 28: Building a Comprehensive Tier II System: Lessons Learned

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

Office Discipline Referrals

Prepost

Page 29: Building a Comprehensive Tier II System: Lessons Learned

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0

0.5

1

1.5

2

2.5

3

Time Out of Class

PrePost

Page 30: Building a Comprehensive Tier II System: Lessons Learned

1 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0

20

40

60

80

100

Attendance

PrePost

Page 31: Building a Comprehensive Tier II System: Lessons Learned

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Grade Point Average

Prepost

Page 32: Building a Comprehensive Tier II System: Lessons Learned

2/1/2010

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Student A

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Perc

ent T

otal

Poi

nts

Page 33: Building a Comprehensive Tier II System: Lessons Learned

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2/1/2010

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Student H

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Page 35: Building a Comprehensive Tier II System: Lessons Learned

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

Page 36: Building a Comprehensive Tier II System: Lessons Learned

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)

Page 37: Building a Comprehensive Tier II System: Lessons Learned

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