Building A Tier Two System In An Elementary School: Lessons Learned

Building A Tier Two System In An Elementary School: Lessons Learned

Tina Windett & Julie ArmentColumbia Public Schools, Missouri

Tim Lewis & Linda BradleyUniversity of Missouri

www.pbismissouri.org

Our Partnership

Center for SW-PBSCollege of EducationUniversity of Missouri

Session Overview

• Overview of Tier Two Systems• Derby Ridge Elementary Tier 2 System • Lessons Learned• District Support for Tier Two Systems

Overview of Tier Two Systems

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

It Sounds SO Easy!

• Few Exemplars to Follow in Columbia, Missouri or Nationally

BUILDING BLOCKS OF A TIER 2 SYSTEM

1. Provide Adequate Instruction–School-wide System–Non-classroom System–Classroom System

BUILDING BLOCKS OF A TIER 2 SYSTEM

2. Student Identification Process– Teacher Nomination– Data Decision Rules– Universal Screening Instruments

BUILDING BLOCKS OF A TIER 2 SYSTEM3. Function Based Matching Process

– Data Collection and Review– Identify Problem Behavior, Hypothesis and

Replacement– Select Interventions Based on Function

• Targeted Environmental Interventions (Classroom)• Academic Support• Check In/Check Out• Mentoring• Social Skills Club

BUILDING BLOCKS OF A TIER 2 SYSTEM

4. Evaluate Outcomes and Make Decisions–Ongoing Progress Monitoring–Fidelity of Implementation–Social Validity

Derby Ridge Elementary Tier Two System

Derby Elementary School

• PS-Grade 5 Elementary School in Columbia, MO• 705 students• 62% of students on free/reduced lunch• 30% minority, mostly African American• Full range of special education services• Involvement with PBS for 8 years• 2nd Year building Tier 2 System• Evidence of Tier 1 Implementation with Fidelity

Derby Ridge Elementary Tier 2 Systems

Derby Ridge Core Student Teacher Assistance Team (STAT)

1. Guide the Development of the Tier 2 System2. Develop Targeted Small Group Interventions

and Connect with Schoolwide Expectations3. Support Grade Level Team Process4. Communicate with Faculty and Staff About

Tier 2 Process and Interventions5. Provide Professional Development

Tier Two Development Team

• Includes a teacher representative from each grade level and the Core STAT Team (Student / Teacher Assistance Team)

• Participate in training to support the development and implementation of the Tier Two process

• Guide grade level teams through function based decision making process.

• Serve as a resource to assist teachers with students’ concerns.

Grade Level Teams• Meet Weekly to Discuss Students Who Meet Data

Decision Criteria• Use Function Based Decision Making

– Review Data (Minors, ODRs, Attendance, Academics)– Define Problem Behavior– Match Classroom / Environmental Interventions to

What the Student is Trying to “Get” or “Avoid” through Misbehavior.

– Progress Monitor• Collaborate and Generalize for Similar Students’

Behavior and Function

Teacher Expectations• Implement Tier 1 with Fidelity

– PBS Checklist and Self Assessment– Classroom Universal Checklist

• Review Student Data Regularly to Identify Students Who Need Tier 2 Support

• Communicate With Family and Staff• Implement Interventions with Fidelity

Building Blocks for Derby Ridge

1. Provide Adequate Instruction2. Student Identification Process3. Function Based Matching Process4. Evaluate Outcomes and Make Decisions

Provide Adequate Instruction

• Review Tier 1 Implementation of Schoolwide and Classroom Universals with PBS Checklist:– DRE Expectations Matrix is our Social Curriculum – All Staff Teach All Students Weekly “Super Skills” – All Staff Give All Students Specific Performance

Feedback Using “Braggin’ Dragon” Cards – All Staff Give Effective Responses and Follow Continuum

of Responses to Behavior Errors• Review Using PBS Checklist, Classroom Universal

Inventory and Administrative Walk-Through

Student Identification: Screen for Risk

• Data Decision Rules:– 2 major ODRs from Beginning of Year– Minor Incidents Persist---5 after Sept 30– Attendance / Tardies a Concern—8 per trimester– Academic Concerns – Concern for Students with Internalizing Behavior

• Teacher Nomination• Universal Screening

Function Based Matching ProcessBegins at the Grade Level Team Meeting

• Teacher Collects Student Information– Majors (Office) & Minor (Classroom)– Academics & Attendance– Function– Strengths

• Grade Level Team Determines:– Summary of Problem – Replacement Behavior– Student Goal

• Grade Level Team Select Classroom Intervention– Antecedent, Behavior OutComes format– Progress Monitoring Method– Action Plan– Follow Up Date

Small Group Interventions

• In Process of Developing:–Social Skills Groups (Redefining

Counselor Groups)–Check In/Check Out–Academic Support

Evaluate Outcomes

• Progress Monitoring for Individual Students in Tier 2:– Determine Student Goal and Progress

Monitor – Review Data in Two Weeks and Share with

Grade Level Team

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Lessons Learned at Derby Ridge• Teachers need to consistently implement classroom universals• Grade level teams may need training on team process (PLC)• Protect meeting time, use an agenda and keep minutes• Build in time for professional development• New teachers may have no background knowledge regarding

this process• Grade level teams need instruction about how to collect,

analyze and make data decisions• It is hard to stick to Tier 2 data rules and not “jump” to Tier 3• Teachers see “Support” as Outside Classroom• Communication, communication, communication!

Integrating Best Practice

Efforts

District Support for Tier 2

• Expertise• Funding • Staff Development

Presentation is Available

www.pbismissouri.org