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11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 1
This product was developed by Florida’s Pos i tive Behavior Support Project through the University of South Florida, Louis de la
Parte Florida Mental Health Institute funded by the State of Florida, Department of
Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
Scaling Up: Moving Towards Tier 2 Supports
Heather Peshak George, Ph.D.
University of South Florida
November 19, 2015
11th Annual New England PBIS Forum: Norwood, MA
What is PBIS?
Positive Behavioral Interventions
and Supports
The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school
cultures through a
multi-tiered behavioral framework
Core Principles of PBIS
• Team process with structured problem-solving
• Facilitated leadership
• School and district action planning
• Data-based problem-solving with integrated data system and ongoing progress monitoring of student outcomes and fidelity of implementation
• Flexibility with fidelity of implementation of evidence-based instruction/interventions matched to student needs
• Working smarter, not harder
• Emphasizing prevention, teaching and effective consequences
What is MTSS?
• A term used to describe an evidence-based
Model of schooling that uses data-based
problem-solving (DBPS) to integrate academic
and behavioral instruction and intervention
• The integrated instruction and intervention is
delivered to students in varying intensities
• Multiple tiers based on student need
• Tiers I, II, III
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student
need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.
Tier 2: Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior
curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
Multi-Tiered System of Supports (MTSS)
(FL MTSS State Transformation Team, Dec. 2009)
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 2
What does MTSS look like in a school?
• School-Based Leadership Team models and expects MTSS as a way of work, not the implementation of a program
• Team uses the problem-solving process to make data-based decisions
• Tiers of support are integrated across academics and behavior
• Primary focus is an effective core curriculum (Tier 1) for academics and behavior
• Tiers 2 & 3 instruction/interventions are designed to support improved student performance at Tier 1
One model, multiple domains
ACADEMICS BEHAVIOR
1. Core curricula: CCSS 1. Core curriculum
• Houghton-Mifflin reading • School-Wide expectations
• McGraw-Hill math -OR- Guidelines for success
• Harcourt science
2. Supplemental resources 2. Supplemental resources
• Small group instruction • CI/CO program
• Social skills groups
• Support groups
3. Individualized help 3. Individualized help
• Computerized instruction • Mentoring
• Tutoring • Counseling
What do you want to create?
What outcome do you want to achieve in 1 year?
What are you implementing?
Tier 1 PBIS
Tier I
(Universal/Core Features - all)
• Clearly define expected behaviors (Rules)
– All Settings
– Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for data-based decision making
• Family Awareness and Involvement
Tier 1 Data Systems are Important for Advanced Tier
Supports
1. Tier 1 is a building block for identifying students in need of Tiers 2 & 3 supports
• Tier 1 data are your blueprint
2. Provides better information for planning & problem solving
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 3
System or Student
•Determining the Issue 1. If a student is referred for Tier 2 supports, but spends a lot of
time in an environment that generates a high rate of problem behavior…
OR
2. If a student is referred for Tier 2 supports, but spends a lot of time in an environment where appropriate behaviors are not taught or rewarded,
• the environment may be contributing to the students’ problem behavior!
•In either case we can’t say the student had a “poor”
•response to Tier 1 (core curriculum)
Tier 1 System Review
• Tier 1 System 1. Is Tier 1 effective for ~80% of the students? (~0-1 office
referrals)
2. Were students taught the Tier 1 expectations and rules?
3. Have students earned reinforcers for demonstrating the Tier 1
expectations?
4. Are consequences for specific behaviors taught and used
consistently across staff ?
5. Is implementation consistent and ongoing across staff and
throughout the year?
• If the answer is “No” to any of these questions, address the environment before considering Tier 2 supports
Classroom Review
• Classroom PBIS Guiding Questions 1. Are fewer than 40% of referrals coming from the
classroom?
2. Are effective instruction and behavior management occurring within the classroom?
3. Is the student’s problem behavior significantly different from peers? (i.e., more intense, more frequent, lasts longer)
• If the answer is “No” to any of these questions, address the environment before considering Tier 2 supports
Ineffective instruction and poorly structured environments may set the
stage for poor student outcomes
Classroom
Rules defined for each SW expectation & posted
Routines and procedures are explicitly identified
Expected behavior routines are taught
Immediate and specific behavior praise used
Acknowledgement of students demonstrating expected behaviors
Procedures exist for tracking behavior problems
Range of consequences/interventions
MTSS Tier 1
PBIS Classroom Coaching Guide
• Assists problem-solving teams and/or teachers with implementing
PBIS in the classroom with fidelity
• Use data within a 4-step problem solving process to identify and analyze
classroom behavior concerns
• Monitor/evaluate student outcome and implementation data
• Helps develop, sustain, and evaluate an effective classroom
environment
• Provide tools to determine classroom areas of strength and areas in need
of additional support • Environment, Curriculum, Instruction
• Aligned with BoQ (42-48), Marzano et al. (2009), Danielson (2007)
•http://flpbs.fmhi.usf.edu/resources_classroom_mod.cfm
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 4
Using Office Referrals to Plan for Tier 2
Tier 1 Questions Tier 2 Impact
Are there common locations, times,
etc. where problems occur?
1. Keep school-wide referrals low
2. Design targeted interventions
Are there common problem
behaviors or expectations that aren’t
followed?
1. Identify skills that need to be
taught
Do “frequent flyer” students engage
in problem behavior for similar
reasons/motivations?
1. Identify effective contingencies
for appropriate behavior
2. Inform more specific skill
instruction
Do some classrooms have higher
levels of problem behavior?
1. Identify classroom contingencies
2. Identify priorities for coaching
Remember
If your data show
more than 15% of your
students need Tier 2
supports, this
indicates a Tier 1
issue!
Does Dataland
School have an effective core for
behavior?
Drilling into Data
Teacher Jones needs help!
Many students in her class
receive multiple referrals
Custom Report:
M. Jones referrals by student
Identifying Students in Need Requires
Multiple Data Sources
• Identifies students with internalizing &
externalizing concerns
• Helps to integrate academic & behavior
interventions
• May inform motivation of students, leading to
more effective grouping/intervention
• Helps mediate teacher bias
• Provides varying viewpoints, information
across multiple locations
School-wide Screening Data By Grade
0
10
20
30
40
50
60
70
80
90
100
K 1st Grade 2nd Grade
Low Moderate High
Perc
enta
ges
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 5
School-wide Screening Data By Classroom
0
10
20
30
40
50
60
70
80
90
100
Mr. Romer Mrs. Minch Ms. Martinez
Low Moderate High
Perc
enta
ges
Nomination Process
1. Identifies students who may never receive an office
referral, but demonstrate problem behavior
2. Teachers or grade-level teams nominate and rank-
order students based on behaviors of concern
a. Standard nomination form
b. Completed 2 to 3 times/year
3. Identify top 3 students
a. Externalizers
b. Internalizers
4. Student supports are provided based on data
Remember
•If, after completing the
screening, a large
percentage of students
with common needs is
identified, the most
efficient approach is to
adjust your Tier 1 system
Setting Students Up for Success
Better
Match to
Intervention Goo
d
Tools
Better
Student
Outcomes
Interventions
that are likely
to work (evidence-based)
Tier 2 PBIS
Tier II
(small targeted group)
• Efficient and effective way to identify at-risk students – Screen – Data decision rules - prioritize
– Teacher referral
• Informal assessment process to match intervention to student need – Small group Social Skill Instruction
– Self-management
– Academic Support
• Part of a continuum
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 6
Goals of Tier 2
• Prevent problems from getting worse
• Remediation
• Identify and support students ‘at risk’ for not
reaching behavioral expectations
• Provide a continuum of supports
• Provide sufficient and appropriate
interventions
How it Works
• Greater focus on school-wide expectations/ guidelines for success
• Alert adults to students who have additional needs – Keep teacher time to a minimum
• Obtain data quickly
• Follow up with more individualized support for students who have a poor and/or questionable response – Decision rules keep teams focused and moving forward
What’s Involved
• Tier 1 expectations are embedded in interventions
• Standardized support based on the function of students’
behavior • Individualized interventions are for Tier 3!
• Pre-determined decision rules • Selecting and prioritizing students
• Making intervention changes
• Increasing/decreasing levels of support
• Monitor implementation fidelity
• Regular teaming and data-based problem-solving
• System for communicating progress • Students, staff, and families
Tier 2 Data
(for Academics or Behavior)
• Measure progress on specific skills – Identify the most appropriate interventions
– Measure progress towards goals (remediation)
• Administered repeatedly & efficiently
• Sensitive to small changes
• Easily summarized in graph format
• Able to compare progress across students Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Reschly, D.,
Schrag, J. and Tilly III, D. (2005). Response to Intervention: Policy considerations and
implementation. National Association of State Directors of Special Education.
Alexandria, VA: National Association of State Directors of Special Education.
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior
instruction and supports.
Tier 2: Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support, in addition to and
aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
Multi-Tiered System of Supports (MTSS)
(FLRtI State Transformation Team, Dec. 2009)
The problem-
solving process
drives support
provision within and
across tiers
Measuring progress towards what?
• The core curriculum for behavior clarifies the
behaviors students need to demonstrate in order
to be successful at school
– Therefore, progress monitoring at Tier 2 should
allow educators to understand the degree to
which students are making progress in
demonstrating those expected behaviors
• Tier 2 should be standardized, especially at the
beginning
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 7
Compare Progress Across Students Evaluate Progress Across Interventions
Monitoring Progress
• Questions to be Answered
1. How to monitor progress a. Frequency
b. Method - Is it built in to the intervention or does it need to be developed?
2. Who is responsible for entering data?
3. When will data be reviewed to determine if student is making progress?
4. Data System Monthly As
incidents occur
Daily 2x/ Month
Weekly (+) Throughout Day
School-Wide team
Teachers, anyone
Teachers, educational assistants
Teachers, school-based
teams
Student-Centered teams with additional expertise
Teachers, educational assistants, outside support personnel
Collecting 1x/ Month
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 8
Collecting 1x/ 2 weeks Collecting 1x/ Week
Collecting 1x/ Day Collecting Throughout the Day
Collecting Throughout the Day
‘Read 180’
intervention Data
Entry Data
Analysis Decision Making
(Adapted from George, Kincaid, & Pollard-Sage, 2009)
Data-based problem solving
requires data systems
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 9
What are “Decision Rules?”
1. Guidelines for interpreting data a. Recommendations for common scenarios
b. Used in conjunction with problem solving process
2. Guidance on students’ receipt of support within and across tiers
a. Increase
b. Change
c. Fade
3. Help to improve a. Consistency of support delivery
b. Efficiency of problem-solving meetings
Decision Rules for
Student Progress at Tier 2
•Examples 1. Students receiving 2+ office referrals by October and
have 7 or higher on the SIBSS will be considered for
supplemental interventions
2. Students with internalizing symptoms will receive
Coping Cat
3. Target behaviors will be added to students’ behavior
report cards if their goal was met less than 7/10 days
4. When student meets goal 8/10 days, the goal is
increased by 5%.
Decision Rules to Develop
•Areas to Consider
1. Determining students in need of Tier 2
supports
2. Setting an initial goal
3. Positive response
4. Questionable response
5. Poor response
6. Rules for graduating/fading Tier 2 support
Determining Students Needing
Tier 2 Supports
•Decision Rules
1. Ensure student has contacted core curriculum for
behavior
2. Identify whether student has pre-requisite skills
needed to participate in intervention
3. Match the probable functions of student’s behavior
may to intervention format
4. Student is similar to the population with which the
intervention was normed
Setting Initial Goals
•Decision Rules 1. Ensure students will be able to meet initial goals
(i.e., Set students up for ‘success’)
2. Considerations for adjusting the goal (i.e., when to
increase and/or decrease the goal)
3. Consider scope and sequence of curriculum
a. Which skills are taught?
b. How soon will students learn the new skill(s)?
4. Typical rate of progress for the specified intervention
Monitoring Student Progress
•Identify decision rules for each intervention
1. What is the criteria to receive the intervention?
2. What is the goal and by when will it be achieved?
3. What defines ‘lack of progress’ toward the goal?
4. How will the team respond if progress is not being made? (poor or questionable response)
5. What defines a ‘successful’ outcome?
6. When and how will the intervention be faded? (positive response)
7. How often will progress monitoring occur?
8. What defines intervention fidelity of implementation?
9. How will the team respond if the intervention is not being implemented with fidelity?
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 10
Questionable Response
•Decision Rules
1. How long do you wait until the response is determined to be questionable?
2. Then, what do you do? a. Overall intervention effectiveness
b. Intervention fidelity
c. Confirm pre-requisite skills are present
d. Confirm function is addressed
e. Confirm function was correct
f. Intensify, modify or discontinue?
Poor Response
• Decision Rules 1. How big does the gap have to be?
a. Between student’s progress and the goal
b. Between student’s progress compared to others in the
same intervention
2. How long do you wait to determine a poor response?
3. Then, what do you do?
a. Is the intervention effective for other students?
b. Check intervention fidelity across all environments
c. Confirm pre-requisite skills are present
d. Confirm function is address
e. Confirm function was correct
f. Intensity, modify, or discontinue?
Poor or Questionable Response?
Student A
Student B
Poor or Questionable Response?
Positive Response
•Decision Rules 1. Criteria for identifying a positive response
1. Percentages? (i.e. 90% of points)
2. Consecutive periods of time (4 out of 5 days)
3. Cumulative Average (daily average on behavior report card)
2. For how long should the performance be maintained?
3. Does goal achievement have to be consecutive? (Can the student have a bad day?)
4. Process for fading a. Intensity
b. Frequency
c. Is maintenance needed over a long period of time?
Next Steps?
Decision Rule: Earn 80% of
points for 4 out of 5 days per
week for 3 consecutive weeks.
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 11
Dataland Example Steven Dillon – Social Skills
Social Skills
How would you classify
Steven’s response?
Decision Rule:
After 10 days meeting or
exceeding goal, goal will be
increased by 5%
Dataland Example Krystal Gallagher - Mentoring
How would you classify
Krystal’s response?
Decision Rule:
If goal isn’t met within 1
week, more specific goals will
be added and goal will be
reduced to ensure success.
In Summary
• Tier 2 for behavior is similar to Tier 2 for academics
– Goal of Tier 2 is remediation & prevention
– Respond to problems quickly
• Efficient data collection early-on facilitates effective problem solving for behavior and academics
• Systematic approach makes implementation & evaluation more manageable
Tier III
(individualized support)
• When small group not sufficient
• When problem is intense and chronic
• Driven by Functional Behavioral Assessment
• Connections to Mental Health and Community
Agencies
• Part of a continuum
Where are you?
Can we sustain implementation?
• Sustainability
– Durable implementation of a practice at a
level of fidelity that continues to produce
valued outcomes
(Han & Weiss, 2005)
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 12
Is your implementation effective?
Are you realizing desired outcomes?
Systems Needed
to Support Scale-Up
• Success is achievable if you:
Start with sufficient resources and commitment
Focus on the smallest changes that will result in the biggest difference
Have a clear action plan
Use on-going self-assessment to determine if they are achieving their plan - DATA
Have access to an external agent/coach who is supportive, knowledgeable and persistent
Implementation Drivers
In planning for Scale-Up,
Need to Identify
1) Barriers to successful implementation of PBIS with fidelity at the local level
2) Resources needed by districts and schools to implement PBIS with fidelity
3) Resources available to assist districts and schools in implementing PBIS with fidelity
4) State infrastructure needed to build the capacity and increase the sustainability of PBIS
5) Opportunities to realign existing resources to address resource gaps
DREAM/VISION CHALLENGES/
NEEDS
STRENGTHS/
RESOURCES
STRENGTHS/
RESOURCES
NEXT
STEPS
1 YEAR
COORDINATION VISIBILITY, POLITICAL SUPPORT TRAINING, COACHING, BEHAVIORAL EXPERTISE
DEMONSTRATIONS FUNDING
EVALUATION
_______________PBIS PATH
1ST STEPS
3 YEAR
3-YEAR GOALS
1-3 MONTHS
5 YEAR
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 13
Your Turn: Activity
•To implement PBIS with fidelity…
1) What barriers prevent you?
2) What resources are needed?
3) What resources are available?
4) What infrastructure is needed to build your
capacity and increase the sustainability?
5) What existing resources can be realigned?
Infrastructure Prerequisites
• Think big! – PBIS in all schools that serve children and youth
– Where should we be in 1 year? 3 years? 5 years? 10 years?
• What’s our marketing strategy for PBIS?
• How do we provide all the needed components (training, coaching, technical assistance, evaluation, etc.) – To all programs across diverse learners
• How do we maintain PBIS initiatives over time?
• How will we know if we have made a difference?
Questions?
75
Resources
• George, H.P. & Childs, K.E. (2012). Evaluating Implementation of
Schoolwide Behavior Support Preventing School Failure 56 (4), 197-206.
• Childs, K.E., Kincaid, D.K. & George, H.P. (2010). A Model for
Statewide Evaluation of a Universal Positive Behavior Support
Initiative. Journal of Positive Behavior Interventions 12(4), 198-210.
• George, H.P. & Kincaid, D. (2008). Building District-Level Capacity
for Positive Behavior Support. Journal of Positive Behavior Interventions,
10(1), 20-32.
More Resources
• Kincaid, D., George, H.P. & Childs, K. (2015). Florida’s Positive
Behavior Support Project: 2013-2014 Annual Report. Tampa,
Florida: University of South Florida, Florida’s Positive Behavior
Support Project Web site: http://flpbs.fmhi.usf.edu
• Horner, R., Sugai, G., Kincaid, D., George, H.P., Lewis, T., Eber, L.,
Barrett, S., & Algozzine, B. (2012). What Does it Cost to Implement
School-wide PBIS? OSEP Technical Assistance Center on Positive Behavioral
Interventions and Supports. July_12 (2) Website:
http://www.pbis.org/evaluation/evaluation_briefs/aug_12.aspx
Florida Online Resources
11 – Scaling Up: Moving Towards Tier 2 Supports New England PBIS Forum: Norwood, MA November 19, 2015
Heather Peshak George, Ph.D. University of South Florida 14
Graduate Certificate in Positive Behavior Support
Contact
• Heather Peshak George, Ph.D.
• Phone: (813) 974-6440 Fax: (813) 974-6115
• Email: [email protected]
• State Website: http://flpbs.fmhi.usf.edu – FLPBS on FaceBook: www.facebook.com/flpbs
– FLPBS on Twitter: www.twitter.com@flpbs
• National Website: www.pbis.org
• APBS: www.apbs.org