Transcript Tier II Supports: Teaming Structures Tim Lewis, Ph.D. University of Missouri OSEP Center for Positive Behavioral Interventions & Supports.

Tier II Supports:
Teaming Structures
Tim Lewis, Ph.D.
University of Missouri
OSEP Center for Positive Behavioral
Interventions & Supports
<pbis.org>
Tier II Starting Points
• Universals firmly in place
• Data used consistently in team meetings
• Data decision rules to identify students
who need secondary supports
• Equal attention to practices (student
support) and systems (adult support)
Tier II Starting Points
• Match intervention to student need
• Staff implementing interventions have
skills and support
• ALL staff aware of interventions and their
part in promoting generalization
• Focus on the systems to support
throughout
Small Group / Targeted
Interventions
• Data
– Systematic way to identify at-risk students (e.g., office referrals,
teacher nomination, rating scales)
– Measure progress and fade support slowly
• Practices
–
–
–
–
Within class first option
Pull out programs must have generalization strategies
Link small group with school-wide rules and social skills
Academic & social strategies
• Systems
– Training for ALL staff on procedures
– Options for students who transfer in during school year
An Applied Tier II Process
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
– Grade Level/Team Problem Solving Teams
(partnership)
– Tier II Team
• Guided process with templates for environmental
modifications and interventions
Student
Continuum of Positive Behavior Supports
Tier II Support Process
• Step 1 – Insure Universals, including Classroom, in place
• Step 2 – Student Identification Process
– Decision Rules
– Referral
– Screen
• Step 3 - Grade Level/Team Problem Solving
– Classroom supports (function-based)
– Progress monitor
• Step 4 - Tier II supports
– Non-responders to within class supports
– Match function of student behavior to intervention
– Progress monitor
• Step 5 - Evaluate Process
Classroom Essential Features
1.
2.
3.
4.
5.
6.
7.
8.
Classroom expectations & rules defined and taught (all use school-wide,
create classroom examples)
Procedures & routines defined and taught
Continuum of strategies to acknowledge appropriate behavior in place
and used with high frequency (4:1)
Continuum of strategies to respond to inappropriate behavior in place and
used per established school-wide procedure
Students are actively supervised (pre-corrects and positive feedback)
Students are given multiple opportunities to respond (OTR) to promote
high rates of academic engagement
Activity sequence promotes optimal instruction time and student engaged
time
Instruction is differentiated based on student need
http://pbismissouri.org/minimod.html
Systems
• Teach
– Brief in-service, single topic focus
• Practice (performance feedback)
– Peer coaching
– Principal “walk throughs”
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
– “Discipline” Room
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
3. Team Problem Solving
• Grade level / Teams
• Once a week focus of meeting = social
behavior concerns when decision rule met
• Standard problem solving steps
Team 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
Team Problem Solving
• Student meets data decision rule
• Classroom teacher completes preliminary forms
(documents student progress to date)
• Team 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
4. Tier II Supports
• Students who do not respond to classroom
/ informal supports (within class
intervention 2-3 weeks)
• Student brought to Tier II Team
– Grade level 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
• Initially, primary role will be to:
– Build process
– Assist with Team Problem Solving Process
• Once Team Problem Solving in operation,
“lead” 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
Process for Accessing Support
Gentry Middle School
Process for Disseminating Practice
SAT Process
Teacher Training and
Support
Targeted Interventions
Individual Student Plans
Core Team/Classrooms
Implement AIS
Monitor Progress
Refer to SAT
SAT
Team
Administrator
Counselor
Behavior Specialist
STAT Team
Core Team Representative
SAT Partner
Core Team Teachers
*Meets Weekly
School-Wide Systems
Matrix
Lesson Plans
School-Wide Data
Acknowledgement
Communication
RRKS Team
Core Team Representative
District PBS Support
Building Administrator and
Counselors
*Meets Monthly
Skills-Based Training
• Training Model
– SAT members with behavior specialist
• Behavior basics and management
• SAT process
• Function-linked strategies
– SAT members with STAT team representative
– SAT and STAT with core team teachers
Tools
• Tools for Teachers
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–
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–
SAT flowchart
Pyramid to Success
RRKS TOC
AIS guide (Alternative Intervention Strategies)
Pyramid to Success for All
Office Issues
Bus referrals, Truancy, Chronic offender, Threatening student or adult,
Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment,
Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal
Teacher Method for handling student behaviors
Referral Form – send student to office with completed form
Process with student before re-entry
Office Method for handling student behaviors
Proactive: RRKS Review, Parent Contact
Corrective: Loss of Privilege, Saturday detention, Opportunity Center,
Suspension, etc.
Team Issues
Repeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,
Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination,
Chronic Disruptions
Method for handling student behaviors
Proactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student,
Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the
student, Triage at lunch with the student, Team Focus, etc.
Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.
Classroom Teacher Issues
Out of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,
Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of property
Method for handling student behaviors
Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to
instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular
breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.
Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent
Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.
RRKS TOC
RRKS – Time Out of Class
(front side)
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
Processing Checklist:
Processing data & time:
(back side)
Whole group instruction
• Review with the student reason he/she
was sent out.
• Teach & practice replacement behavior.
• Provide positive reinforcement for
replacement behavior.
Small group instruction
Individual work
Working with peers
Alone
• Check the setting in which the behavior
occurred.
1-on-1 instruction
Interacting with peers
Other: Please identify below
Minor List: Circle the appropriate code
(MDD)
Defiance/Disrespect/Noncompliance
(MDS)
Disruption
(MI)
Inappropriate Verbal
Language
( MO) Other
(MPC) Phys.
Contact
(MP) Property Misuse
Gentry FBA Matrix
Problem Behavior
Off-task, Nondisruptive
Function
Peer Attention
Replacement
Behavior
On-task, work
completion
Intervention





Off-task, Disruptive
Peer Attention
On-task, respectful
responses, work
completion






Off-task, Nondisruptive, work
completion
Escape (avoids
teacher and peers
during instruction)
On-task, work
completion




Off-task, Nondisruptive, work
completion
Attention (responds to On-task, work
teacher directions,
completion
engages peers)





RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task
Periodic praise by teacher
for on-task
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
RRKS lesson – “conflict
management/respect”
Pre-correct @ start of class
Self-monitor: on-task &
RRKS
Periodic praise by teacher
for on-task
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task +
work completion
Quick de-brief at end of
class on self-monitoring
RRKS lesson – “on-task”
Pre-correct @ start of class
Self-monitor: on-task +
work completion
Periodic praise by teacher
for on-task +work
completion
Quick de-brief at end of
class on self-monitoring
Outcome for Replacement
Behavior
Earn time with peers for meeting
self-management goals
Earn time with peers for meeting
self-management goals
Earn a ‘skip a homework’ pass
Earn other preferred activity for
meeting self-management and work
completion goals
Earn “a work with peer” activity
Earn other preferred activity for
meeting self-management and work
completion goals
Lewis, 2008
Ongoing Support
• Weekly, skills-based, with feedback
• Periodic, intensive, with follow-up
• Example Sessions
•
•
•
•
•
Classroom/team universals
AIS process
Follow-up AIS
Peer observations
Feedback and systems maintenance
Office Discipline Referrals
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Pre
post
Time Out of Class
3
2.5
2
1.5
1
0.5
0
Pre
Post
Attendance
100
80
60
40
20
0
Pre
Post
Grade Point Average
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Pre
post
Lessons Learned
• Teachers need to consistently implement classroom
universals
• Problem solving teams may need training on team
process and how to collect, analyze and make data
decisions
• Protect meeting time, use an agenda and keep minutes
• Build in time for professional development
• New teachers may have no background knowledge
regarding this process
• It is hard to stick to Tier 2 data rules and not “jump” to
Tier 3
• Teachers often see “Support” as Outside Classroom
• Communication, communication, communication!