Tier 2 Behavior Interventions

1
Tier 2 Behavior Interventions

• Building Leadership Teams
• March 2, 2009

2
Behavior Expectations Matrix
3
(No Transcript)
4
Review of Tier 1

• Teamwork Activities

5
www.hcesc.org
6
(No Transcript)
7
(No Transcript)
8
We know that

• Schools employing high quality instructional
  practices that are responsive to the needs of
  students from diverse backgrounds demonstrate
  student achievement that is well above average
  despite high representation of culturally diverse
  students from economically disadvantaged
  backgrounds.
• - National Research Council

9
Three Tiers of Response to Intervention
Academic Systems
Behavioral Systems
Adapted from OSEP Effective School-Wide
Interventions
10
Definition of Positive Behavior Support

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior.
• PBSs key attributes include proactivity,
  data-based decision making, and a problem-solving
  orientation.

Horner, 2000 Lewis Sugai 1999 Sugai, et al.,
2000 Weigle, 1997
11
Guiding Principles

• Student misbehavior can be changed.
• Environments can be created to change behavior.
• Changing environments requires change in adult
  behavior.
• Adult behavior must change in a consistent and
  systematic manner.
• Systems of support are necessary for both
  students and adults.

12
(No Transcript)
13
What Are Targeted Interventions?

• The purpose of the targeted tier is to identify
  students who are at risk for not reaching
  behavior standards and provide sufficient and
  appropriate systematic instruction so that
  students performance rapidly reaches or exceeds
  established standards thereby preventing school
  failure.
• Targeted supports are part of a continuum of
  services available to all students.

14
What Makes Something a Targeted Intervention?

• Matches the needs of the school
• Should be able to be implemented within 3-5 days
• Similar across students
• Staff trained in the intervention
• Materials are on hand
• Function-based
• Data collected to monitor outcomes
• Formal system exists for informing parents/family
  of progress

15
Which Targeted Interventions?

• Matching students to appropriate targeted
  supports is the key to success
• Define the problem
• Generate a functional hypothesis as to why the
  problem is occurring
• Access a standard supplemental program or
  customize a targeted intervention that is linked
  to the hypothesis

16
Who Receives Targeted Interventions?

• Schoolwide data or teacher reports indicate
• Schoolwide PBS are not sufficient to impact
  student behavior
• Student is on the verge of failure
• Behavioral problems consistently distinguish a
  student from his or her peers

17
Who Receives Targeted Interventions?

• Students are selected for targeted supports based
  on
• School-wide indicators (e.g., office referral
  data)
• Direct assessment procedures (e.g., teacher
  nomination, sociograms, observations, checklists,
  interviews)
• Insufficient practice through core instruction
• Data-based decision making
• Pre-established decision rules
• Validation of data

18
Who Receives Targeted Interventions?

• Small groups of students with relatively
  homogenous behavior (skipping class, bus
  referrals) which may be location specific
• Students are expected to have a rapid response to
  intervention

19
Students with 2 or more office referrals
20
More than 50 of referrals coming from one
location (non-classroom)
21
Why establish team decisions?

• Building-based system
• ensure supports are provided to students for whom
  school-wide practices have not facilitated
  success.
• Structured problem solving process
• ensure effective intervention practices are
  implemented for each student or issue brought to
  the team.

22
Targeted Interventions Building Blocks

• Teach/build pro-social replacement behaviors
• Build maintenance and generalization strategies
  to promote use
• Attend to possible function of the problem
  behavior

23
Develop a Specific Plan

• Include
• What will happen
• Who is involved
• When it will happen
• Progress monitoring plan

24
What Should Targeted Interventions Include?

• Collaborative Problem Solving
• Decision Rules for Selecting Students
• Checks for Adherence to Intervention
• Predetermined Decision Rules for Moving Between
  Tiers
• On-going, High Frequency Progress Monitoring and
  Graph of Student Data

25
How Are Targeted Interventions Selected?

• Selecting supplemental programs that are
  scientifically based.
• Scientifically-Based Research is research that
  involves the application of rigorous, systematic,
  and objective procedures to obtain reliable and
  valid knowledge relevant to educational
  activities and programs (NCLB).
• Customized targeted intervention that is linked
  to the hypothesis
• Targeted interventions that incorporate
  culturally responsive practices

26
What Could Targeted Interventions Look Like?

• Behavioral contracts
• Social skills training
• Check-in/ Check-out
• Mentors
• Re-teaching school-wide expectations in small
  groups/ targeted areas

27
Communication with Family

• Parents/Guardians should be aware of Tier 1
  supports
• Open House
• Family Nights
• Conferences
• Parents/Guardians must be involved in Tier 2
  intervention plans
• Informed of need and participation in Tier 2
• Update on progress

28
Why Do Implementation Checks?

• Research-based programs are only research-based
  IF implemented as planned.
• Support teacher implementation and effective
  instructional techniques
• Need to understand if the program is being
  implemented to understand outcome data
• Key piece when talking about need to increase
  intensity for an individual child. Need evidence
  of implementation across the tiers.
• This can be uncomfortable. Here are some things
  that can help. . .

29
How to Make Implementation Checks Viewed More
Positively

• Clear supportive purpose coaching tool, to make
  things better
• No surprises
• NOT connected to evaluation (clear it with the
  association)
• Clarity on who has access to the checks
• Clear expectations and procedures
• Have a discussion with teacher before hand
• Have teachers self rate before a 2nd person comes
  in

30
Decision Rules to Move Out of Tier 2

• Establish decision rules about when to fade
  support (back to Tier 1 only) or when to increase
  support (move to Tier 3)
• Need enough data to see a trend general rule is
  7 data points
• Three-Point Rule for increasing support
• 3 consecutive data points below the aimline to
  consider increasing support

31
Tier 2 Challenges

• Who Does Interventions?
• Scheduling around students rather than adults
• Insuring Integrity and follow-up support
• Training

32
Team Time

• What do we have in our building that looks like
  Tier 2 instruction/intervention?
• How could we modify current Tier 2 interventions
  and supports to increase efficiency and
  effectiveness?
• Whats the smallest change that will lead to the
  largest gain?

33
BREAK
34
Data-Based Decision Making for Tier 2
35
Building A Tiered System of Intervention Supports

• Examine Schoolwide Positive Behavior Supports
  System (Behavior Analysis Guide)
• Examine Schoolwide Data - Office Discipline
  Referral Data
• If the School Has the Big Ideas of PBS in Place
  and the Average ODR per day per month per student
  is above the system standard, consider
  supplementing the Schoolwide PBS System (Behavior
  Analysis Guide)

36
SWIS summary 07-08 (Majors Only)2,732 schools
1,385,191 students 1,244,026 ODRs
37
System StandardsSWIS Summaries (Sugai
Horner, 2005)
38
Consider School-wide Systems if

• gt40 of students received 1 ODR
• gt2.5 ODR/student

• Modify universal interventions (proactive
  school-wide discipline) to improve overall
  discipline system
• Teach, precorrect, positively reinforce
  expected behavior

39
Bullying Prevention Intervention in PBS

• Supplement to universal supports rather than an
  add-on.
• Embedded into existing school-wide expectations.

Ross Rossetto Dickey, October, 2007
40
Main Ideas

• Bullying is aggression, harassment, threats, or
  intimidation when one person has greater status,
  control, power than the other.
• Most bullying and harassment behaviors, although
  common and frequent, are exhibited outside of
  adult supervision.
• Bullying behavior typically becomes more likely
  because the victims or bystanders provide
  rewards for bullying behaviors.

41

• What does NOT work
• Identifying the bully and excluding him/her
  from school
• Pretending that the bullying behavior is the
  fault of the student/family/victim.
• What DOES work
• Define, teach, and acknowledge school-wide
  behavior expectations
• Teach all children to identify and label
  inappropriate behavior not respectful, not
  responsible, not safe
• Teach all students a stop signal to give when
  they experience problem behavior
• Teach all students what to do if someone delivers
  the stop signal

42
More Main Ideas

• All bully proofing skills are more effective if
  the school has first established a set of
  school-wide expectations.
• Focus on respectful behavior, NOT bullying

43
Teach Social Responsibility

• Teach school-wide expectations first
• Focus on non-structured settings
• Use same teaching format for Stop, Walk, Talk
• If someone directs problem behavior toward you
• If you see others receive problem behavior
• If someone tells you to stop

44
Staff Consistency

• Staff meeting to share curriculum and practice
• Includes How Adults Respond
• Data Collection for Evaluation

45
Consider Classroom System if

• gt60 of referrals come from classroom
• gt50 of ODR come from lt10 of classrooms

• Enhance universal /or targeted classroom
  management practices
• Examine academic engagement success
• Teach, precorrect for, positively reinforce
  expected classroom behavior routines

46
Consider Non-classroom Targeted Systems if

• Enhance universal behavior management practices
• teach, precorrect for, positively reinforce
  expected behavior routines
• increase active supervision (move, scan,
  interact)

• gt35 of referrals come from non-classroom
  settings
• gt15 of students referred from non-classroom
  settings

47
Consider Targeted Group Interventions if.

• gt10-15 students receive gt2 ODR

• Provide functional assessment-based, but
  group-based targeted interventions
• Standardize increase daily monitoring,
  opportunities frequency of positive
  reinforcement

48
Why ODRs May Not Be Enough

• May miss students in settings with persistent or
  violent behavior who may not generate office
  referrals
• May not identify students with severe
  internalizing behaviors
• May not identify students with many minors but
  few majors
• May not reflect that some teachers refer and some
  dont

Kincaid, Childs, Putnam, October, 2007
49
Now that We Identified the StudentsWhat
Interventions Should We Use?

• Interventions should be directly linked to the
  students area of concern
• Targeted interventions should be
  scientifically-based
• Intervention content should be linked to the
  school-wide systems (e.g. check-in check-out
  goals use same expectation language)

50
How Do We Tell if Tier 2 Interventions are
Working?

• School Level How many of our students are
  needing functional assessments and individual
  behavioral intervention plans?
• Targeted Intervention Level How many students
  are successfully exited from Tier 2?
• Individual Student Level How many students are
  reaching behavioral goals?

51
Troubleshooting Targeted Interventions

• Were the supports/interventions implemented as
  designed?
• Are students matched to appropriate
  supports/intervention?
• Do supports/interventions need to be modified?
• Does instruction need to be provided in a smaller
  group?
• Does instruction need to be provided more
  frequently or last longer?

52
Team Time Data Examination

• Are we collecting all the (right) data for
  effective and efficient decision-making?
• How do our school-wide data compare with
  standards for our schools grade range?
• What do our data patterns tell us about which
  systems to focus on for collaborative problem
  solving?

53
Tier 2 Targeted Interventions

• What to do? What to do?

54
Important Themes

• Part of a continuum must link to school-wide
  PBS system
• Efficient and effective way to identify students
• Assessment simple sort
• Intervention matched to presenting problem but
  not highly individualized

55
The Team

• Building leadership team, behavior support team,
  grade level team looking at behavior data, etc.
• Develops decision rules and reviews data to make
  decisions about who should receive targeted
  intervention support(s).
• Collaborative process
• Focuses on supporting students who require more
  support than is available for all students

56
Implementing Targeted Interventions

• Key features
• Continuously available
• Rapid access
• Low effort by teachers
• Consistent with school-wide expectations
• Implemented by all staff/faculty
• Perceived as acceptable and helpful in the
  cultures represented by your student body

57
Implementing Targeted Interventions

• Key features (continued)
• Flexible intervention based on data
• Functional assessment (brief, group focused)
• Adequate resources
• Continuous monitoring of student behavior for
  decision-making

58
Why do Targeted Interventions Work?

• Improved structure
• Student is set up for success
• Increase in contingent feedback
• Program can be applied in all school locations
• Elevated reward for appropriate behavior
• Linking behavior support and academic support
• Linking school and home support
• Program is organized to morph into a
  self-management system

59
Questions to Consider when Planning Targeted
Supports

• Can the core curricular content be delivered in
  small group?
• Can we change the focus of content around the
  big ideas?
• Should we provide additional lessons resulting in
  more opportunities for practice?
• Can concepts be pre-taught?

60
Tier 2 Targeted Interventions

• Those using existing resources
• Those requiring additional resource support

61
1. Tier 2 Interventions Using Existing
Supports

• BEP / Check-in Check-out
• In-school Mentoring program
• Social skills training
• Character ed. Built into the curriculum as needed
• Pre-teaching / Re-teaching expectations
• Self-Management
• Positive Peer Reporting
• Behavior Contracts
• Academic skills (pre-teach re-teach small
  group)
• Structured peer tutoring
• Plans for new students

62
2. Tier 2 Interventions Requiring
Additional Resources

• Groups Social Skills, Anger management,
  Organization
• Mentoring (more intensive program)
• Homework Club
• Newcomer Club
• Peer Tutoring
• Academic Skill Groups

63
Interventions Review Activity

• Review your section of Intervention slides
• Using Existing Resources to
• Requiring Additional Resources to
• For those worth further investigation
• List Ahas
• List Question(s) for Clarification

64

• Tier 2
• Interventions
• Using Existing Resources

65
Behavior Education Program (BEP)

• Morning check-in (Get BEP Form)
• Give BEP form to each teacher prior to each
  period.
• End of day check-out
• Points tallied
• Reward
• BEP form copy taken home and signed.
• Return signed copy next morning.

66
Check-in

• Focus is on academic social compliance
• AM / PM
• Teach strategies/objectives to accomplish
• All staff must prompt/reinforce student use

67
BEP/Check In Check Out
68
(No Transcript)
69
(No Transcript)
70
Mentoring

• Focus on connections at school
• Developing at least one positive relationship
  with an adult 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
• It is important to be ready to meet with a
  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.

71
Social Skills Instruction

• Identify critical skills (deficit or performance
  problem)
• Develop social skill lessons
• Tell, show, practice
• Match language to school-wide expectations
• Generalization strategies
• Led by the classroom teacher
• Clear and specific activities for all staff to
  follow must be provided to promote generalization
  and make sure that staff use strategies.

72
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 checklist. You must teach and
  practice the skills until they are fluent. You
  must reinforce both accurate self-evaluation and
  appropriate behavior.

73
Positive Peer Reporting

• Train students with specific examples and
  modeling
• Tell students that they will earn points during a
  certain time period for reporting on the
  appropriate behavior of targeted peers
• Announce the start of the time period
• At the end of the time period, prompt students to
  report on the appropriate behavior of the target
  students
• Provide feedback and reinforcers to students for
  participating (making the positive comments)

74
Behavior Contracts

• With the student, collaboratively identify
• Behaviors to work on
• Attainable goals
• How appropriate behavior will be acknowledged

75
(No Transcript)
76
Academic Support

• Homework
• Is there a way to build support within the school
  day? Homework check, homework buddy, time to
  start on homework at school.
• Remediation
• Direct instruction in addition to the current
  curriculum
• Accommodation
• Within instruction
• Pre-teaching / Re-teaching

77
Structured Peer Tutoring

• Within the classroom
• Monitored by the teacher
• Use of specific, structured intervention such as
  repeated readings, previewing, flashcards,
  cover-copy-compare, etc.
• Initially, students will need close and on-going
  teacher supervision to ensure success

78
Newcomer Students

• Have a systematic plan to orient new students and
  teach expectations
• Orientation packet
• Orientation program led by students
• and/or teachers
• Video that shows the expectations
• Peer or adult buddy

79
Tier 2 Interventions Requiring Additional
Resources
80
Support Groups

• Classwide or small group
• Led by school psychologist, counselor, social
  worker, teacher or administrator
• Social Skills
• Anger Management
• Organization
• Study Skills

81
Mentoring

• Regular contact in school (11 adult and
  student)-at least 10 minutes per week
• Monthly/quarterly out-of-school events (picnic,
  Reds Game, etc.)
• More intensive program including out-of-school
  activities will require leadership and
  coordination

82
Homework Club

• Students remain after school (everyday 1/2 hour)
  or 1 day per week (1-2 hours) to complete work
• Students are paired up with reminder buddies
  who check in on work completion
• Provide monitoring of completion and incentives
  for meeting goals

83
Newcomer Group

• Club for students who are new to the school or
  returning after an extended absence.
• Place to review expectations, monitor progress,
  connect with other students

84
Peer Tutoring

• Tutors must be taught how to teach
• Tutors must be taught what to do if tutee does
  not comply
• Tutors must be given the option to drop out at
  any time without penalty
• Monitoring to make sure that the intervention is
  being implemented as planned

85
Academic Skills Groups

• Led by Instructional assistant, teachers,
• support staff, parent volunteer
• 2-3 times per week
• Small-group reading (PALS, Repeated Readings,
  6-Minute Solution)
• Small-group math skill review
• Other

86
Data-based Decision Making

• There is a menu of targeted interventions
  available.
• How do you choose the one that matches your data?

87
Data ?Intervention

• If data show Location is a concern (i.e.. All
  referrals are occurring in Cafeteria) ? What
  targeted intervention addresses this need?
• If data show a disproportionate percentage of
  referrals are from new students ?What targeted
  intervention addresses this need?
• If data show most referrals are for fighting ?
  What targeted intervention addresses this need?

88
Data Indicate Social-Behavior Concerns

• If inappropriate behavior has potential to
  interfere with friendships and/or academics, you
  might consider implementing and monitoring
• ? Social Skills Training
• ? Self-Management
• ? Positive Peer Reporting
• ? BEP / Check-in

89
Data Indicate Emotional Concerns

• If students have circumstances that may impact
  performance (death, frequent mobility) or feel
  alone, are shy, unhappy, isolated, you might
  consider implementing and monitoring
• ? Adult Mentoring
• ? Showcasing talents

90
Data Indicate Academic Concerns

• If students have difficulty mastering
  academic material, difficulty with organization,
  or referrals occur in class when trying to
  avoid difficult work, you might consider
  implementing and monitoring
• ? Academic skill groups
• ? Peer tutoring
• ? Pre-teaching / Re-teaching concepts
• ? Organizational or homework group
• ? BEP / Check-in

91
Data Indicate New Student Concerns

• If students who have recently enrolled or
  have been away for an extended period of time are
  having difficulty, you might consider
  implementing and monitoring
• Student Orientation
• ? Newcomer Club

92
Examples and Practice

• Team Time

93
You Can Do It K-12 School

• Using data to make decisions regarding the need
  for targeted supports.
• Read through the description of You Can Do It
  School.
• As the PBS team, review the attached data and use
  the questions to guide your discussion around
  targeted supports.

94
You Can Do It School

• Designing targeted supports
• Your PBS team must now design a strong targeted
  intervention. Use the information from the
  presentation and questions on the activity sheet
  to guide your discussion.
• Select a reporter to share out for your group.

95
Useful Resources
www.pbis.org
www.pbismaryland.org
www.interventioncentral.org
www.successfulschools.org
96
Evaluation Wrap Up

• Schedule your next leadership team meeting
• Complete 3-2-1 Ticket Out the Door