Tier 2 Behavior Interventions

1. Tier 2 Behavior Interventions

2. Are you ready for targeted instruction and supports?

3. Framework for the Tiers Tier 1 Review

4. Our Moral Purpose • The moral purpose of the highest order is having a system where all children learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society. - Michael Fullan, 2003

5. 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

6. Behavioral System 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions Adapted from OSEP Effective School-Wide Interventions Integrated Systems Model for Academic and Behavior Supports Academic System Decisions about tiers of support are data-based

7. Key Features of an Effective Integrated Model Academic & Behavior Supports Across 3-tiers Administrative Leadership Collaborative Strategic Planning (CPS) Culturally Responsive Practices Data-Based Decision Making Scientifically-Based Research

8. 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. PBS’s key attributes include proactivity, data-based decision making, and a problem-solving orientation. Horner, 2000; Lewis & Sugai 1999; Sugai, et al., 2000; Weigle, 1997

9. 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.

10. PBS “Big Ideas” • PBS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success • The goal of PBS is to establish host environments that support adoption & sustain use of evidence-based practices (Zins & Ponti, 1990) SST13 at SWOSERRC

11. teach. • “If a child doesn’t know how to read, we teach. • If a child doesn’t know how to swim, we teach. • If a child doesn’t know how to multiply, we teach. • If a child doesn’t know how to drive, we • If a child doesn’t know how to behave, we... teach?punish? • Why can’t we finish the last sentence as automatically as we do the others?” • John Herner (NASDE President ) Counterpoint 1998, page 2

12. The Challenge • Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. • Mayer, 1995 • Mayer & Sulzar-Azaroff, 1991

13. Impact of 491 Office Referrals in an Elementary School Administrative Time Lost 7,365 minutes 123 hours 20 work days * Based on 15 minutes per referral. Adapted from Barrett et.al. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days * Based on 45 minutes out of the classroom. *** $6,500 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

14. Impact of 3057 Office Referrals in a Middle School Adapted from Barrett et.al. Administrative Time Lost 45,855 minutes 764 hours 95 work days * Based on 15 minutes per referral. Student Instructional Time Lost 137,565 minutes 2,292 hours 382 school days * Based on 45 minutes out of the classroom. *** $35,000 or more spent per year for an instructional leader to process office referrals. * Based on an average salary of $70,000

15. Ineffective Instruction Sets the Occasion for Student Failure

16. “BIG IDEAS”... Positive Behavior Supports • Clear Expectations • Comprehensive Instruction in Expected Behaviors • Consistent Encouragement of Expected Behaviors and Correction of Behavior Errors • Community Connections

18. Tier 1: Schoolwide… • Purpose: • Maximize learning for all students • Strong, research-validated core curriculum; 80-90% of students are meeting performance indicators • Minimize need for interventions (number & intensity) • Use school-wide data to evaluate and improve the instruction for all students in reading/behavior

19. Schoolwide… (cont’d) • Characteristics: • Explicit, focused, differentiated, high-quality general education instruction in academic and social competencies • Based on concepts of universal design for learning, demonstrating understanding of importance of culture in teaching and learning • Core curriculum meets the needs of the student population • Family involvement • All students receive instruction in core curriculum

20. School-wide Positive Behavior Supports (PBS) • Establishing clearschool-wideexpectations • Providing comprehensive instruction in expected behaviors • Establishing System for providing consistent encouragement of expected behaviors and correction of behavior errors • Building community connections

21. 1. Clear Expectations • 3-5 Overarching behavioral expectations • Agreed upon • Clearly communicated with behavioral examples • Overtly taught in all settings (classroom & non-classroom) • Understood by all • Posted & distributed widely • Consistently implemented by all adults

22. 2.Comprehensive Instructionin Expected Behaviors • Determine all non-classroom settings • Describe what 3-5 school-wide expectations look like in each setting, including classrooms • Develop lesson plan to teach expectations by setting • Lesson components to include: modeling, examples, non-examples, practice, and feedback • Overtly taught in all settings • Understood by all • Posted & distributed widely • Consistently implemented by all adults

23. Effective Instruction • Model - Tell why - Show how - Explain rules This is a specific - SCIENCE-BASED - procedure for teaching • Lead - Guided practice • Assess - Can they do it

24. Maintaining Desired/Expected Student Behavior Encouraging Consequences • Free-reading time • Field trip • Behavior Contracts • Humor • Power of Choice • Food • Coupons for Restaurants • Verbal praise • Certificates • Displaying student work • Stickers • Tangible Rewards • Grades • Special Activities • Game

25. Consider Reinforcement How should we acknowledge appropriate behavior? When should we acknowledge appropriate behavior? What is the most natural manner? What backup reinforcers will we need? What are our goals for reinforcing? How will we monitor ourselves?

26. Consistent Consequences • Responding to negative behavior • Immediate and consistent • Try to keep with natural consequences • Use the least amount necessary to get desired behavior • Always set students up for reinforcement • Correction and re-teaching

27. Maintaining Desired/Expected Student Behavior Corrective Consequences • Loss of privileges • Redirection • Planned ignoring • Restitution • Confiscation • Re-teaching • Time-out • Behavior Contracts • Crisis Planning • Proximity & Movement • Modeling • Eye Contact • Cueing (verbal & nonverbal)

28. Consider Response to Problems How should we consequate inappropriate behavior? When should we consequate inappropriate behavior? What is the most natural manner? What backup consequences will we need? What are our goals for consequating inappropriate behavior? How will we monitor ourselves?

29. 4. Community ConnectionsRelationships • Relationships • Relationships • Within the school community • Within the broader community • School-based and school-linked supports

30. Community Connections • It’s important when designing Schoolwide Positive Behavior Supports, that ALL key stakeholders within your school community have input into the decision making at all levels • Input from students, parents, and staff is important in the establishment of schoolwide expectations • The support of the entire community, including families, for the reinforcement of expectations and correction of behavior errors will be needed for success

31. Community Connections • Creating respectful and caring relationships within your school community will enhance your PBS system • Student to student • Staff to student • Staff to parent • School to community at large • Community partners can be a critical piece of your PBS plan: mental health providers, social services, local businesses, etc.

32. . Creating the right conditions will raise the achievement of all students and close achievement gaps

33. Are you ready for targeted instruction and supports?

34. 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.

35. 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

36. 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

37. 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 SST13 at SWOSERRC

38. 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

39. Who Receives Targeted Interventions? • Students identified as “at-risk” for behavior problems by having 2-5 Office Referrals • 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

40. Students with 2 or more office referrals SST13 at SWOSERRC

41. More than 50% of referrals coming from one location (non-classroom) SST13 at SWOSERRC

42. 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. SST13 at SWOSERRC

43. 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

44. What Should Targeted Interventions Include? • Collaborative Problem Solving • Decision Rules for Selecting Students • Checks for Adherence to Intervention • Checks for Reliability of Data Collected • Predetermined Decision Rules for Moving Between Tiers • On-going, High Frequency Progress Monitoring and Graph of Student Data

45. 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

46. 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

47. 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

48. 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. . .

49. 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

50. 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