Connecting the Dots: Linking Tier 2/3 Systems Data and Practices … PBIS 2014... · 2017. 12. 4. · CONNECTING THE DOTS: LINKING TIER 2/3 SYSTEMS DATA AND PRACTICES TO THE CORE

CONNECTING THE DOTS:

LINKING TIER 2/3 SYSTEMS

DATA AND PRACTICES TO THE

CORE BEHAVIOR CURRICULUM

Lucille Eber, Director Midwest PBIS Network

[email protected]

10th Annual New England Positive Behavior Support Forum PBIS: Research to Practice

May Institute and National TA Center for PBS

THIS SESSION WILL DESCRIBE:

• How all Tiers in MTSS need to be linked and layered with a specific focus on Tier 2/3 development.

• Examples of how tools and interventions can be applied to ensure higher tiered interventions are can be more rapidly and effectively delivered by building on a solid Tier 1 foundation will be provided.

QUESTION #1

• Behavior support is the redesign of environments, not the redesign of individuals.

• Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

What steps can be taken to ensure ALL staff understand the

context for SW-PBS?

What steps can be taken to ensure students in need of Tier 3 supports are

accessing and benefitting from Tier 1 and Tier 2 supports?

Tier 3 supports are most efficient, effective and ‘doable” when scaled up from a ‘core curriculum” of behavior (i.e. Tier 1 and tier 2 supports)

QUESTION #2

School-wide PBS systems must be adapted for the specific population of each school.

Tier 1 may need to be adapted so that what happens Routinely everyday is ‘enough’ for 85% of all students, regardless of your setting. All teachers should expect that 10-15% of kids in every class every day will need a ‘scaled up’ version of Tier 1 (e.g. scheduled, higher frequency of positive contact via CICO)

How can your system be ‘tweaked’ to ensure that 85% of students every day do well with only Tier 1 &

10% are successfully accessing Tier 2?

QUESTION #3

QUESTION #1

What steps can be taken to ensure ALL staff understand the context for SW-PBS?

QUESTION #2

What steps can be taken to ensure students in need of Tier 3 supports are accessing and benefitting from Tier 1 and Tier 2

supports?

QUESTION #3

How can your system be ‘tweaked’ to ensure that 85% of students every day do well with only Tier 1

& that 10% are successfully accessing Tier 2?

MORE STUDENTS ACCESS TIER 2/3

INTERVENTIONS WHEN TIER 1/UNIVERSAL

IS IN PLACE

7.94%

4.95%

0%

2%

4%

6%

8%

10%

Partially Implementing

(n=26)

Fully Implementing

(n=125)

% s

tud

en

ts

FY09 School Profile Tool: Students Accessing Tier 2/Tier 3 Interventions

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

PROBLEM

• Innovative practices do not fare well in old organizational structures and systems

• Organizational and system changes are essential to successful use of innovations

Expect it

Plan for it

• Exploration-Adoption

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

IMPLEMENTATION OCCURS

IN STAGES:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

IT TAKES A SYSTEM…

District Level Structures are Critical…

TIER 2/TIER 3 READINESS

• District-level support is necessary for successful building-level Tier 2 & 3 implementation

– District commitments should be in place before Tier 2/Tier 3 training occurs

• Building-level leaders should be aware and supportive of what Tier 2/Tier 3 requires

TERTIARY LEVEL SYSTEM

COMPONENTS INSTALLATION STAGE

1. District Planning Team to address the system challenges and address the data trends to be changed.

2. Building level tertiary systems planning team to monitor progress of tertiary plans and address challenges at building level.

3. Tertiary Coaching (District level).

4. Facilitators identified and “positioned” to facilitate Tier 3 teams and plans for 1-5% of students.

5. Comprehensive training and technical assistance plan.

6. Data system/tools to be integrated into tertiary practices.

LET’S DO THE MATH

1) What is your total building population? 2) What would 5% of your building population be? What would 15% be?

Consider these two numbers for a range of students who should be receiving Secondary Interventions

3) What would 1% of your building population be? 3%? Consider these two

numbers for a range of students who should be receiving Tertiary Interventions.

4) Using these calculations, what are the potential number of students your

building could be serving at each Tier 2 and Tier 3 intervention?

5) What are some steps can your building take to prepare to serve these students?

COMPONENTS OF TIER 2/3

MODEL

• Differentiated Teaming Structures – Across all 3 Tiers – Assigned roles for Coordination/Facilitation

• A Full Continuum of Interventions – Scaling up and down the continuum

• Universal Screening – Beyond ODRs

• Ongoing Use of More Specified Data – Tools for Monitoring Systems and Outcomes

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in

Check-out (CICO)

Group Intervention with

Individualized Feature

(e.g., CICO with ind. features

and Mentoring)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Person Centered Planning:

Wraparound/RENEW

Family Focus

ODRs,Credits,

Attendance,

Tardies, Grades,

DIBELS, etc.

Daily Progress

Report (DPR)

(Behavior and Academic Goals)

Competing Behavior

Pathway, Functional

Assessment Interview,

Scatter Plots, etc.

Social/Academic

Instructional Groups (SAIG)

POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS: A MULTI-TIERED SYSTEM OF SUPPORT MODEL (MTSS)

Adapted from T. Scott, 2004

Tier 2/

Secondary

Tier 3/

Tertiary

Individual Student

Information System (ISIS)

3-TIERED SYSTEM OF SUPPORT

NECESSARY CONVERSATIONS (TEAM MEETINGS)

Check-In

Check-Out

Skills

Groups

Group w.

individual

feature

Complex

FBA/BIP

Problem Solving

Team Meeting

Tertiary Systems

Team Meeting

Brief

FBA/BIP

Brief

FBA/BIP

Wraparound

Secondary

Systems Team

Meeting

Plans

schoolwide &

classroom

supports

Uses process data;

determines overall

intervention

effectiveness

Standing team; uses

FBA/BIP process for

one student at a time

Uses process data;

determines overall

intervention

effectiveness

Rev. 11.19.2012

Universal

Team

Meeting

Universal

Support

Illinois PBIS Network

DAILY PROGRESS REPORT (DPR) SAMPLE

NAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS

1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken


NAME:______________________ DATE:__________________


EXPECTATIONS


Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials


“Social &

Academic

Instructional

Groups”

Walk to class

Keep hands to self

Use appropriate

language

Raise hand to speak

Bring materials

Fill out assignment

notebook



NAME:______________________ DATE:__________________


EXPECTATIONS


Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials


Use your words

Use deep breathing

Keep arm’s distance

Use #2 voice level

when upset

Ask for breaks

Self-monitor with

DPR

“Individualized Student Card

After FBA/BIP"


QUICK REFLECTION

• Where is your state/district/school(s) with regards to development or use of Tier 3 readiness criteria?

EXPONENTIAL GROWTH IN

TIER 3 TRAINING

• Over 300 people from 80 LEAs. • 25 Tier 3 events during the Fall 2013. • 30 more LEAs (+60%) and 87 more people than all of last year

combined.

COACHING BUILDS FLUENCY

• Important component for implementing

interventions with fidelity (Rodriguez, Loman, & Horner,

2009).

Tier 2/ 3 interventions require more specific support for coaches.

Dosage to match complexity of interventions.

• Ongoing coaching provides strategies to: Stay “at-the-table” over time. Keep team, student, and family equally engaged. Emphasize student and family strengths.

COORDINATOR VS. FACILITATOR

Facilitator

• Directly provides intervention support services to youth/families

• Roles include: meeting with students for CICO, running groups

Coordinator

• Organizes and/or oversees the specific interventions such as CICO, S/AIG & Group with Individual Features

• Roles include: scheduling meetings, review & collect data to share during team meetings, etc…

REDEFINING THE ROLE OF THE

BEHAVIOR SPECIALIST

District Behavior

Specialist

Support

Teams

building

behavior

support

plans from

Assessment

information

Train 2-3

people per

school to

conduct

“Basic”

FBA/BSP

Train and

coach use of

EBP at the

school-wide

and

individual

student level

REFLECTION

• How would this model of rethinking District Behavior Specialist work within your district/state?

COACHING TIER 3

IMPLEMENTATION

Complex FBA/BIP

Wraparound

Wrap-based RENEW

TERTIARY INTERVENTIONS

PHASES OF TIER 3 COACHING

• Phase 1: Modeling - Coach models the desired skills and competencies

• Phase 2: Support and Feedback - Coach provides support and feedback

• Phase 3: Monitoring – Coach monitors to ensure fidelity

DO FOR – DO WITH – CHEER ON

IL COACHING PLAN FOR TIER 3

INTERVENTIONS

• Coaches & Facilitators participate in intervention specific training Facilitator/s begin implementing intervention immediately (i.e. identify youth within week or two of training)

• Coaches connect with Tier 3 Facilitators to answer questions, ensure youth are identified & Tier 3 processes are starting, and ensure Facilitators are signed up for Adobe Connect Tier 3 TA

• Within several weeks of training, Facilitators and Coaches participate in an Adobe Connect Tier 3 TA group call – Facilitators continue to participate in Adobe Connect Tier 3 TA group calls

monthly until fluent with the intervention – ECs continue to participate in Adobe Connect Tier 3 TA group calls monthly

until fluent with providing Tier 3 TA themselves

• ECs sustain process of providing intensive Tier 3 TA for their district/s • Facilitators & coaches may be invited to participate in a Tertiary Learning

Community (TLC)

LOGISTICS FOR TIER 3 TA

PROCESS/CALLS

• Trainers connect with Coaches • Coaches gather Tier 3 plans from Tier 3 Facilitators and forwards to

Trainers • Trainer uses track changes to highlight positive notes,

comments/questions, and corrections to each plan submitted and sends back to Coaches to give back to Facilitators – Coaches should review edited to plans to learn how to replicate this

process in future • Trainer selects 2-3 plans to review on each call

– Facilitators of those plans are on the call to receive the TA – Other Facilitators listen/observe to make or understand edits to their

own plans – Coaches listen/observe to learn how to replicate this process in future

• Process repeats for as many rounds as Coaches & Facilitators need

SAMPLE ?’S FOR WRAPAROUND

TA

• Have you chosen your first child/family, describe

• How did you engage the family? Where did you meet? What questions did they have? How did you describe wraparound?

• What tools have you used to gather information ? (i.e. EI-T, HSC-T,) Describe your experience with the tools

• Describe the strengths inventory process.

• Share the big need, how did you determine the big need?

ADDITIONAL TIER 3 SUPPORT

• Tier 2/3 External Coaches Network meetings

– ECs may bring Tier 3 Facilitators & Internal Coaches

• External Coaches facilitating Network meetings in district for their Internal Coaches & Facilitators

• Participate in follow-up days of trainings, forums, and conferences

REFLECTION:

Does Implementation Strength of Tier 1/2 Impact a District/School’s Capacity to Effectively Implement Tier 3?

TEACHING & LEARNING EXAMPLE

Berwyn District 100 moves toward sustainability with increased coaching,

district-wide FBA/BIP and Wrap training, and district support of “new” FBA/BIP

process.

BERWYN D100 • District 100 (Berwyn) -District administrators attended the Tier 3

readiness webinar in 2012-13 and made necessary steps for Tier 3 training and implementation.

• The district increased external coaching capacity for 2013-14. • During 2013/14 they had 28 district staff trained in FBA/BIP

(includes 4 building admins and 1 district admin) and are currently training 24 district staff in Wraparound.

• During the FBA/BIP training series, the external coach ensured that everyone participated by attending trainings and monitoring the webinars.

• As a result of the FBA/BIP trainings series they have begun to change their FBA/BIP process to align it with the research-based training model (Strickland & Lohman).

• During the course of the training, they began using the team process and competing pathway templates with several students.

BOB

• 1st Grade student • Was in the district for Kindergarten and did not

present with any behavioral problems • During the fall of first grade, Bob, would run out

of the classroom and hide in the school. 911 had to be called on one occasion. The district also called MH Crisis Team (SASS-IL DMH) and the student was out of school for 10 days via SASS program

• Parents refused a partial day program. A referral for special education testing was made.

• Since staff was attending the FBA/BIP training series, they decided to begin a brief FBA/BIP process for this student while the case study was occurring.

• The district coach stated that the reasons for beginning this process was because the district was “ready to outplace the student”.

BOB SMITH’S FBA

BOB

• IEP was finalized in December – OHI for ADHD

• Parents refused medication

• Bob was moved to a co-taught classroom to start his day.

• He is in regular education 80% of his day.

PROGRESS DATA

• CICO DPR data – 80% of points except on 2 days

• Prior to the intervention and IEP – Out of school for 10 full days. Post – left early for 1 day due to behavior

• Academic information: Bob did not progress academically during the fall. After January he has started to make progress and complete assignments.

IMPACT OF PBIS ON STUDENTS

WITH DISABILITIES

• Nationally, students with disabilities suspended from school at TWICE the rate of non-disabled peers (Losen & Gillespie, 2012).

• At greater risk of academic failure and drop out of school.

MONITORING EQUITY

• To improve outcomes for ALL students, important to track the most vulnerable to determine effectiveness of multi-tiered systems of behavior support.

Ethnicity

Disability

Ethnicity & Disability

REDUCING SUSPENSIONS FOR

STUDENTS WITH DISABILITIES

• Data were analyzed from 166 IL

elementary schools over 3 years. Students with disabilities had a 72% reduction in OSSs ,

and

Students without disabilities also had substantial 59% reduction.

• Go to www.pbisillinois.org/publications/reports

REDUCED SUSPENSIONS FOR

STUDENTS WITH DISABILITIES IN

MIDDLE SCHOOLS

• A 72 % decrease in OSSs for students without disabilities, on par with a 68% decrease for students with disabilities .

Steadily reduced risk of suspensions for students with disabilities.

2 DANVILLE CCSD 118 MIDDLE

SCHOOLS SUCCESS FOR STUDENTS

WITH DISABILITIES

• OSSs declined by 56% for students with disabilities, and 27% for students without disabilities.

• Students with disabilities were less likely to be suspended than students without disabilities.

STUDENTS WITH IEPS

SUCCEED AS SCHOOLS BUILD

TIER 2 CAPACITY

QUESTION #1

What steps can be taken to ensure ALL staff understand the context for SW-PBS?

QUESTION #2

What steps can be taken to ensure students in need of Tier 3 supports are accessing and benefitting from Tier 1 and Tier 2

supports?

QUESTION #3

How can your system be ‘tweaked’ to ensure that 85% of students every day do well with only Tier 1

& that 10% are successfully accessing Tier 2?

Connecting the Dots: Linking Tier 2/3 Systems Data and Practices … PBIS 2014... · 2017. 12. 4. · CONNECTING THE DOTS: LINKING TIER 2/3 SYSTEMS DATA AND PRACTICES TO THE CORE

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