Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation Tim Lewis, Ph.D. , Barbara Mitchell, Terry Bigby, Ph.D. and Linda Bradley University of Missouri Missouri Schoolwide Positive Behavior Support <pbismissouri.org> OSEP Center for Positive Behavioral Interventions & Supports <pbis.org>
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Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation
Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation. Tim Lewis, Ph.D. , Barbara Mitchell , Terry Bigby , Ph.D. and Linda Bradley University of Missouri Missouri Schoolwide Positive Behavior Support < pbismissouri.org > - PowerPoint PPT Presentation
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Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation
Tim Lewis, Ph.D. , Barbara Mitchell, Terry Bigby, Ph.D. and Linda Bradley
University of Missouri
Missouri Schoolwide Positive Behavior Support <pbismissouri.org>
OSEP Center for Positive Behavioral Interventions & Supports
<pbis.org>
Session Overview
• Part One– Overview/ Basics– “Model” process and essential features
• Part Two– School examples highlighting systems for adults,
practices for students, and data used to guide the process
Matched to needs of student but not highly individualized
Systems (how we support adults)
• Evaluate Current systems • Allocate/reallocate resources• Develop process/model and forms (adult & student)• Training / information dissemination• On-going support (adult & students)• Develop formative evaluation process (student outcomes, adult use,
success and barriers)
• Provide frequent positive & instructional feedback to staff
All staff aware of entrance/exit and purpose plus follow-along activities
Data (how we make decisions)
• How to identify students / Data Decision rules• Progress along the way– Student outcomes– Adult perceptions
• System analyses / Cost benefit
Staff aware of DDR and process to place students in tier II supports
Policy (how to maintain change)
• Create standard processes• Codify within existing policy• Dissemination to multiple audiences
Create Tier II handbook and review annually
Small Group Starting PointsPre-requisites• Universals firmly in place including classrooms• Data used consistently in team meetingsRequisites• Data decision rules to identify students who need additional
supports supports– Environment– Student
• Progress monitoring plan developed• Equal attention to practices (student support) and systems
(adult support)
Student Support Model Phases of Implementation
Phase 1: Provide Adequate Instruction
Phase 2:Identification Process
Phase 3:Function-based Intervention
Phase 4:Evaluate Outcomes & Make Decisions
Academic Support(s)
Check In/ Check Out
Mentoring Social Skill Club
Targeted Environmental Interventions
Avoid Tasks?
Obtain Attention?
Skill Deficit?
Step 2: Teacher & Team synthesize data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention
Step 1: Teacher and Team Partner collect data.
Teacher/Parent Nomination
Data Decision Rules
Universal Screening Instrument
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is
Identification process accurate and durable?
– Classroom System – Nonclassroom System– Schoolwide System
Tier 1 implemented with fidelity?
If Yes, then
Analysis and/or Full Assessment
Obtain Attention?
Student Support Model
• Phase 1 = Provide Adequate Instruction • Phase 2 = Identification Process • Phase 3 = Function-based Intervention
• Collect Student Information • Select Intervention• Implement Intervention
• Goal = Students have time to respond Teachers have time to know students
• Caveat = Students who can’t wait• Establish Criteria…• Serious/Chronic; Dangerous or violent
Phase 1 = Provide Adequate Instruction
Effective Classroom Practice: 1. Expectations & Rules 2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate4. Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. High Rates of Engagement: OTR7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty
Phase 1 = Provide Adequate Instruction
Was Tier 1 Implemented with Fidelity?Did all students receive adequate instruction?
–SET = score (80/80) within past 18 months –SAS = 80% report systems are in place–Data indicating 80% or more of students
have 0-1 ODR–Classroom Walkthrough Observation Data
Student Support Model
• Phase 1 = Provide Adequate Instruction • Phase 2 = Identification Process • Phase 3 = Function-based Intervention
• Collect Student Information • Select Intervention• Implement Intervention
• Phase 4 = Evaluate Outcomes & Make Decisions
*Team based support throughout each phase
Phase 2 = Identification Process
Externalizing Behavior Examples…• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out
Phase 2 = Identification Process
Internalizing Behavior Examples…• Exhibits sadness or depression• Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Self-injury (cutting, head banging)• Withdrawn
Phase 2 = Identification Process
• Teacher Nomination for Assistance–Short/simple–Designed for quick response
Identifies internalizing & externalizing ?Allows for early identification?
Phase 2 = Identification Process
• Data Decision Rules–ODR/Classroom Minors–Attendance–Academic Indicators/Grades
Identifies internalizing & externalizing ?Allows for early identification
Phase 2 = Identification Process
• Universal Screening Instruments– Systematic Screening for Behavior Disorders (K-6)
Checklist for Individual Student Systems (CISS)• Part I. Foundations– Establish & Maintain a Behavior Support Team– Strategies for Meeting the Needs of Students–Monitoring & Evaluation
• Part II: Targeted Interventions• Part III: Intensive Individual Interventions
System Level Evaluation
Benchmarks of Advanced Tiers (BAT)• Implementation of SW PBS• Foundations for Tiers II & III– Commitment– Student Identification–Monitoring & Evaluation
• Tier 2 Support Systems• Tier 2 Strategy Implementation
Essential Features
Emphasis is on continuum and interrelated components of data,
practices, systems
Targeted/Small Group Interventions: Building Blocks
• Teach/build pro-social replacement behaviors• Attend to possible function of the problem
behavior• Build maintenance and generalization
strategies to promote use– Connect points to universals
Targeted/Small Group Interventions
Consider• Not fixed group of students• Student’s needs vary across continuum over
time and within academic/social area• Least intrusive but matched to student need• Response may be environmental changes
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.
High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent
Important ThemesCommon 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 – Important to stress that these interventions will require high level of involvement among ALL staff within the school building
Data: Assessment• Focus is on sorting student for service, not “diagnosis and
placement.”
• Social-Behavioral Concerns– Social skills– Self-management
• Academic Concerns– Peer Tutors– Check in– Homework club
• Emotional Concerns– Adult mentors
Practices: Building Blocks
• Teach/build pro-social replacement behaviors• Build maintenance and generalization
strategies to promote use• Attend to possible function of the problem
behavior
Small Group / Targeted Practices
Social Skill Training Self-Management Mentors Check-in Peer tutoring / Peer Network Academic support
Social Skills• Identify critical skills (deficit or performance problem)
• Develop social skill lessons– “Tell, show, practice”
– Match language to school-wide expectations• Generalization strategies
Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies
STUDENTS RECEIVING A "BEHAVIOR PLAN"EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
0
2
4
6
8
10
12
14
16
18
20
A* B C D E F* G H I J* K L M N O P
STUDENT NAME
NUMBER OF REFERRALS
REFERRALS 99-00 REFERRALS 00-01
AVERAGE PERCENT DECLINE IN REFERRALS
50%%
*STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
Self-Management• Teach self-monitoring & targeted social skills simultaneously• Practice self-monitoring until students accurately self-monitor
at 80% or better• Periodic checks on accuracy
It is not simply giving students a self-evaluation check-list, must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior
Figure 4. Eddy's percentage of intervals on-task across functional analysis and functionalreplacement intervention
Mentoring• Focus on “connections” at school
– Not monitoring work– Not to “nag” regarding behavior
• Staff volunteer– Not in classroom– No administrators
• Match student to volunteer– 10 minutes min per week
Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student
43
23
0
5
10
15
20
25
30
35
40
45
Number of Behavior Referrals
YR2 YR3
Pals - Combined Discipline ReferralsSept-J an
YR2 vs. YR3
46%
Average5.38
Average2.88
AMOUNT OF TIME PER WEEKSPENT WORKING DIRECTLY WITH STUDENT
9
6
3
0
0
0
10 minutes or less
10 to 20 minutes
20 to 30 minutes
30 to 40 minutes
40 to 60 minutes
More than 60 minutes
NUMBER OF TEACHERS
Check-in• Focus is on academic & social compliance
– AM / PM• Teach strategies to enter work /objectives to accomplish
– Agendas• All staff must prompt/reinforce student use
Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day
Time Out of Class
00.51
1.52
2.53
3.54
4.5
1 2 3 4 5 6 7 8Student
Min per day attended
Pre Post
Office Discipline Referrals
0.000.020.040.060.080.100.120.140.160.18
1 2 3 4 5 6 7 8Student
Ave. ODR per day
attended
Pre post
Schools ImplementingTier 2 Support
MO SW-PBS
Center for PBSCollege of EducationUniversity of Missouri
Feature 1: Tier 2 TeamFeature Evaluation Yes No
A tier 2 team is identified to develop T2 process, interventions, & make decisions about students
List of Team Members
Team roles & responsibilities are designated
Team members with assigned roles
Tier 2 team meets at least every 2 weeks Team Meeting Schedule
Meetings are organized and employ a standard format
Copies of agenda
Tier 2 team is provided info about systems, data, practices required for implementation of T2 supports
PD Calendar; Attendance at MO SWPBS coach mtgs
Team conducts an audit to determine existing interventions available
Copy of audit
Team provides support for staff who implement T2 interventions
PD Schedule; faculty meeting agenda
Tier 2 Team Membership
• Principal or Asst. Principal• Universal SW-PBS team member• Faculty with expertise in behavior assessment
and interventions• General Educator with expertise in academic
assessment and intervention
Team Roles & Responsibilities
1) Chairperson/Facilitator
2) Recorder/Secretary
3) Data-base Manager
4) Communication Coordinator
Team Meetings
• The Tier 2 Team meets once every two weeks.• The team utilizes an agenda and follows a
standard format:– Data check for students with multiple minors or majors– Assign additional data collection for students who
meet data decision rule– Update on student progress
• Fidelity of Implementation– Faculty support
2. Student Identification ProcessFeature Evaluation Yes No
School uses data-based process for identifying students
Check each process used: Screening
All school staff are trained in and know process for initiating additional support
Written procedures and PD Schedule
Tier 2 Team systematically schedules time for review of data decision rules and/or screening results to identify
Team meeting minutes
Students identified for additional support have full access to Tier 2 supports
Written procedures
Process for access to intervention is designed for students to get assistance within 3-10 school days of identification
Advanced Tier Data Collection Spreadsheet
Identify/Screen Non-Responders
• Data Decision Rules– ODR/Classroom Minors– Attendance– Grades
• Teacher Nomination/Request for Assistance– Short/simple– Designed for quick response
3. Matching Process
Feature Evaluation Yes No
System for collecting, reviewing, and documenting student data is established.
Written procedures.
A brief process to identify function of behavior is established.
Written procedures or flow chart of process.
A set of research-based interventions, which can be matched to function of concern, is readily available.
Description of each intervention available.
Review of Student Data
• Each school utilizes a data collection spreadsheet.
• A member of the Tier 2 team is selected to work with the grade level team to complete the data collection spreadsheet.
• How to run Tier 2 Interventions/Tier II Data Collection Spreadsheet.xls
Identify Function & Match to Research-Based Intervention
• The schools utilize the Competing Pathway Model to identify the function of each student’s behavior.
• The schools have developed 2 interventions at this time– Academic Assistance Groups
– Check-In/Check-Out
4. Intervention ImplementationFeature Evaluation Yes No
Interventions are consistent with schoolwide expectations
Description of interventions and/or copy of DPR
Each intervention has written materials to describe the core features/purpose
Description of Interventions
Coordinator is designated for each intervention
Description of Interventions
Intervention includes formal process for teaching appropriate behaviors
Teacher Interview
Intervention includes regular opportunities for students to perform appropriate behaviors
Teacher Interview
Implementation requires no more than 10 minutes per day from staff
Teacher Interview
Process for teaching staff to implement P D Schedule
Monitoring Progress, Evaluating Progress and Making Decisions
Feature Evaluation Yes No
An information system is used to monitor the impact of interventions and the system allows for daily collection of behavior ratings.
Individual student behavior rating graphs
Each intervention uses accurate and objective data for monitoring student progress and making decisions
Individual student behavior rating graphs and/or written materials
5. Monitoring Progress, Evaluating Progress and Making Decisions
• Tier 2 team identifies goal(s) and timeline for implementation for each student.
• Record daily on Daily Progress Record (DPR)• Progress Monitor weekly using criteria for
placement in Tier 2 (monitor ODR, classroom minor, or behavior cited on nomination form)
• Team makes determination from progress review: maintain, fade, change intervention
Strategies for Communication Feature Evaluation Yes No
Teachers of students participating in an intervention receive progress updates at least monthly
Format for progress updates is identified.Teacher Interview
Faculty/staff is informed at least quarterly about the number of students receiving interventions and the progress of all.
Format for progress updates is identified.Faculty/Staff Interview
There is a documented process for notifying and routinely updating family/guardian when a student is identified for and receives additional support.
Format for progress updates is identified.Family Interview
6. Strategies for Communication
• Tier 2 team works with each student to develop graph of progress. The student shares the graph each week with teacher/MS team.
• Tier 2 reports numbers of students involved in interventions and response to intervention at each faculty meeting.
• Tier 2 team schedules professional development activities each month.
Derby Ridge Elementary
Derby Ridge Elementary• 700 Students• 80 Teachers and Certified Staff• 62% Free & Reduced• 10% Special Education• Implementation of Universal, Tier 1
Interventions for 6 Years. • 90/90 on SET
Tier 2 System
• Teacher Expectations• Grade Level Teams • Tier 2 Team Representatives• Tier 2 Team • Capacity Building
• All Staff• Grade Level Expertise• Tier 2 Team Expertise
• Review Student Data Regularly to Identify Students Who Need Tier 2 Support
• Communicate With Family and Staff• Implement Interventions with Fidelity
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.
• Collaborate and Generalize for Similar Students’ Behavior and Function
Tier 2 Grade Level Representatives
• Guides Grade Level Teams through Function Based Decision Making Process.
• Serves as a Resource to Assist Teachers with Students’ Concerns.
SchoolwideTier 2 Team
1. Developed Tier 2 System2. Develop 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
Phase 1 = Provide Adequate Instruction
• Review Tier 1 Implementation 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
Phase 2 = 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
Phase 3 = Function Based Intervention• 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 Club (Redefining Counselor Groups)– Check In/Check Out– Academic Support
Phase 4 = 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
Lessons Learned at Derby Ridge
• 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,