effective tier ii systems: from classroom to small group

Effective Tier II Systems: From Classroom to Small Group

Tim Lewis, Ph.D.University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org

Today• Overview of basic process• Work time

– Classroom Universals– Data Decision Rules– Classroom problem solving structure– Tier II Team structure

• Next steps

School-wide Positive Behavior Support

SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

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

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respectful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Elementary

Universal Strategies: Nonclassroom Settings

• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and

Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies

Universal Strategies:Classroom

• Use of school-wide expectations/rules• Effective Classroom Management

– Behavior management– Instructional management– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Tier II (III) Process

Teams(Data, Practices, Systems)

• School-wide PBS– Universals– Connect points to Tier II & III

• Classroom Problem Solving– Review data – Develop function-based interventions

• Tier II (III) (e.g., CARE, SAT, TAT)

– Partner with Classroom Problem Solving Lead/Coordinator

– Coordinate and monitor tier II supports

During Work Times

• Today you = “The Build Team”• Follow team roles/process• Work efficiently• Assign names and dates to tasks

Remember….

• We can’t “make” students learn or behave• We can create environments to increase

the likelihood students learn and behave• Environments that increase the likelihood

are guided by a core curriculum and implemented with consistency and fidelity

Big IdeasUnderstand interaction between behavior and the

teaching environmentBehavior is functionally related to the

teaching environment• Build Positive Behavior Support Plans that teach

pro-social “replacement” behaviors • Create environments to support the use of pro-

social behaviors (practice, practice, practice)– School-wide– Classroom– Small Group / Individual

Basic Steps

1. School-wide, including classroom, universals in place

2. Identify students who need additional supports

3. Identify what supports student needs– Environment– Intervention

4. Monitor & evaluate progress

Starting Point

• Work within current formal and informal systems• Develop missing steps of efficient process• Provide training and technical assistance to

facilitators– Classroom Problem Solving Teams (partnership)– Tier II Team

• Guided process with templates for environmental modifications and interventions

• Goal = fluency among all faculty and staff

Student

School-Wide Universal Supports

Classroom Supports

Tier II / Small Group Supports

Continuum of Positive Behavior Supports

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT Team

AdministratorCounselorBehavior Specialist

Tier II Support Process• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 – Classroom Problem Solving– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II supports– Non-responders to grade level supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

1. Classroom Universals in place

• Review of essential feature• Implementation Plan

Essential1. Classroom expectations & rules defined and taught (all use school-

wide, create classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate behavior in

place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior in

place and used per established school-wide procedure5. Students are actively supervised (pre-corrects and positive feedback)6. Students are given multiple opportunities to respond (OTR) to

promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and student

engaged time8. Instruction is differentiated based on student need

Systems

• Teach– Brief in-service, single topic focus

• Practice (performance feedback)– Peer coaching– Principal “walk throughs”

Your First Task: Classroom Universals

• Develop a plan to:– Identify strengths and areas of need – Provide training for all staff on key features– Identify a strategy to assess use– Identify a strategy to provide performance feedback

• For Example– All self-assess– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)

– Peer observe and count (performance feedback)

Peer Coaching with Performance Feedback

• 4 teacher mini-lessons on:– instructional talk– prompts– feedback– wait time

• Implemented school-wide– provided a tip sheet and mini in-service on each– weekly email reminders from administrators

Peer Coaching with Performance Feedback

• 2 schools – one high SES, one low SES• 4 teacher “cool tools” on instructional talk,

prompts, feedback, and wait time• Implemented school-wide; provided a tip

sheet and mini in-service on each, weekly email reminders from administrators

Instructional Talk for all Participants

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2. Identifying students

• Current data– Confidence in numbers– Consistency across data points

• Teacher Referral• Screening

Approximately 10% of total students

Data Decision Rules

• Office Discipline Referral (ODR)– Major– Minor

• Time out of Instruction– Buddy Room– Safe Seats– “Discipline” Room

RRKS TOC (front side)

RRKS – Time Out of Class Code: _____

Student: _________________________ Date:______________________

Incident Time: ____________________# of min. out of rm.: __________

Teacher: _______________________Subject: ____________________

What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________

Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe

What will you do differently next time?______________________________________

RRKS TOC (back side) Processing Checklist:Processing data & time:

• Review with the student reason he/she was sent out.

• Teach & practice replacement behavior.

• Provide positive reinforcement for replacement behavior.

• Check the setting in which the behavior occurred.

Whole group instruction

Small group instruction

Individual work

Working with peers

Alone

1-on-1 instruction

Interacting with peers

Other: Please identify belowMinor List: Circle the appropriate code

(MDD) Defiance/Disrespect/Non-compliance

(MDS) Disruption

(MI) Inappropriate Verbal Language

( MO) Other (MPC) Phys. Contact

(MP) Property Misuse

Other Strategies to Identify Students

• Teacher Referral– Questions to discuss:

• Who completes• When• What data must be used/cited• Focus on externalizing and internalizing

• Screening– What instrument– Schedule

Work Time

• Review your current social behavior data sources• Identify weaknesses or inconsistencies• Develop plan to collect additional data• Draft decision rules

– For Example:• 2 Major ODRs within trimester• 5 Minor ODRs within trimester• 5 absences within trimester• 60 minutes out of instruction per week

3. Classroom Problem Solving

• Grade level / combinations• Once a week focus of meeting = social

behavior concerns when decision rule met• Standard problem solving steps

Classroom Problem Solving

• Process leader– Classroom teachers, Specialist teachers

• Tier II Team partner– School Psychologist, Counselor, Administrator

• Process– Data-based decision making

• Guiding questions– Function-based intervention

• Teach replacement• Environmental alterations / supports

– Monitor progress

Classroom Problem Solving• Student meets data decision rule• Classroom teacher completes preliminary forms (documents

student progress to date)• Grade level lead walks team through problem solving process• Tier II Team partner attends if team is unable to identify

patterns leading to intervention or when significant concerns noted

• Plan put in place • Student progress monitored and reported at weekly

meetings

Classroom Problem Solving

When no students meet decision rule or multiple students with similar behavior concerns:– Develop range of possible supports for different

functions of problem behavior– Develop range/bank of strategies

A Classroom Example…

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.

Study Basics• Subject:

– Seven years old– Identified with EBD and ADHD

• Setting– General education 2nd grade classroom with 19 other

students– One licensed teacher and one student teacher

• Concern– Student exhibits high rates of off-task– Student shouts out answers and questions and comments

at high rates and often inappropriate

“Function of Behavior”• Descriptive (interviews and teacher

reported ABC/ Scatterplot data)– Function identified as Attention– Significant antecedents: multiple step

direction and group settings– Very High rates of both problem behaviors

reported/ inconsistency in accuracy of data collection

“Environment Assessment”

Significant variables: • clarity of expectations & directions• consistency of expectations• accessibility of class schedules• lack of enforced procedures (especially

regarding to hand raising and verbalizations or entire class)

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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up

Mean Percent of Teacher Behavior

High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent

Work Time

• Identify a possible Classroom Problem Solving configuration for your school

• Assign Tier II Team Partner to Classroom Problem Solving Team Coordinator

• Establish meeting time/day that will be allocated to focus on social behavior concerns

The Key to Intervention Planning

Behavior is functionally related to the teaching environment

Function-Based Intervention Planning

• “Science of Behavior”– Why is the student misbehaving?– What should they do instead– How do we provide a consistent and predictable

response to appropriate and inappropriate behavior

The Key

Behavior is functionally related to the teaching environment

Moving beyond the form of behavior...

Science of Behavior

The Basics

Behavior is learned• Every social interaction you have

with a child teaches him/her something

• Children learn to use behaviors to reach a desired outcome

The Basics

Behavior communicates need• Children engage in behavior(s) to "get"

what they find reinforcing or to "avoid" what they find aversive

• Need is determined by observing/noting what happens prior to and immediately after behavior

Functional relationships with the Teaching Environment

Events that follow behavior • Following a student behavior the

environment “gives” something to the student and student behavior maintains or increases -- what ever was given is reinforcing to that individual

Functional relationships with the Teaching Environment

Events that follow behavior • Following a behavior the environment

allows the student to stop an activity or is removed from the situation and the student behavior maintains or increases -- the event the student is avoiding is aversive to that individual

Functional relationships with the Teaching Environment

Events that precede behavior• Events in the environment can “trigger”

challenging behavior - they serve as cues for the student to perform a behavior because the student can predict the outcome when the cue is present

What antecedent events reliably precede problem behavior?

• When does the problem behavior occur?– What activities are taking place?– What people are present?– How is the environment arranged?

• When is the problem behavior absent?– What activities are taking place?– What people are present?– How is the environment arranged?

Hypothesis

• When this occurs….

• The student does….

• To get/avoid...

Functional Assessment : Common Hypotheses

• Receive attention from adults & peers• Receive tangible objects or access to

preferred activities• Avoids interaction with adults & peers• Avoids tasks or responsibilities

Classroom Problem Solving Process

• Develop intervention based on function of behavior – Environment changes– Student skills to teach/practice/reinforce

• Monitor progress – Same data that brought them to your attention– Problem and Appropriate behavior– Teacher observations

4. Tier II Supports

• Students who do not respond to classroom / informal supports (grade level 2-3 weeks)

• Student brought to Tier II Team– Classroom problem solving plan – Progress data

• Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports

• Centralized• Each has a coordinator• Placed in support by Tier II Team• Classroom supports continued / modified• ALL in building aware of their role in

supporting students in Tier II Supports

Tier II Team

• For now, primary role will be to:– Continue to build process– Assist with Grade Level Team Problem Solving Process

• Once Classroom Problem Solving in operation, your role will be to:– Review referrals and place students in appropriate tier II

interventions– Serve as “coordinators” of tier II interventions– Monitor student progress– Monitor overall process

Tier II Supports

• Check in / Check Out• Social Skill Groups• Academic Supports

5. Monitor Student Progress and Evaluate Process

• Original data sources that lead to student identification– ODR– Attendance– Academics– “time out of class”– Teacher perception

• Key = frequent and regular– Celebrate success– Adjust if student doesn’t respond (or problems start

reappearing)• Cost –Benefit Analysis of overall process

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Lessons Learned

• Effective classroom management must be in place

• All in building understand– Steps in process– “Science of Behavior” (function)– Purpose of Tier II strategy– Their role in supporting Tier II strategy

Lessons Learned

• Spend lots of time on systems– “Build Team”– Classroom Problem Solving Team– Tier II Team (with connects to universal team

• Progress monitor– Confidence in data– Efficient ways to collect (e.g., daily progress

reports)

Lessons Learned

• Continually assess for progress & success– Is it a system/process issue?– Is it a student who needs additional/different

supports?• Don’t be afraid to abandon, alter, tweak

processes or supports that are not leading to desired outcomes

Next Steps

• Follow-up on task assignments from today• Develop a timeline to:

– Assess classroom universals• Implement training on common classroom concerns

– Refine/adapt/develop data collection tools and process– Adapt Classroom Problem Solving Process for your

school• Identify needed training and technical assistance

– Target a “start” date– Introduce overall Tier II process to faculty & staff

Effective Tier II Systems: From Classroom to Small Group

Tim Lewis, Ph.D.lewistj@missouri.edu

OSEP Center on Positive Behavioral Intervention & Supports

www.pbis.org