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![Page 1: Tier 2 Advanced School-wide Positive Behavior Intervention and Supports Dawn Miller MTSS Facilitator Lea Ann Combs and Jamie Wolfe PBIS Facilitators 1.](https://reader036.fdocuments.in/reader036/viewer/2022062500/56649ead5503460f94bb4683/html5/thumbnails/1.jpg)
Tier 2 Advanced School-wide Positive Behavior
Intervention and Supports Dawn Miller
MTSS FacilitatorLea Ann Combs and Jamie Wolfe
PBIS Facilitators
1
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Training Topics• Team Orientation – TIPS• Implementation Efforts: Monitor, Evaluate, Modify
– Self-Assessment Survey– Benchmarks of Advanced Tiers– Take TIC
• Utilize School-Wide Data to refine Action Plan for Tier One Interventions– SMSD Student Discipline Reporting System– Table Tent
• Revisit Function-Based Tier Two Targeted Interventions– Evaluate Tier Two Intervention Groups– Evaluate Check in/Check out System– Progress Monitor CICO Students– Customize Tier Two Interventions
• Revisiting SIT– Expand scope and clarifying purpose– Application of problem-solving process-whole group to individual– Illustration of problem-solving process – tertiary level
• Revisiting SIT Logistics
ACTION PLAN
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Elements of School-wide PBIS
• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify • Refine consequences
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Revisit the Triangle
4
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 Interventions•Some students (at-risk)•High efficiency•Rapid response• Group or individual
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
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Evaluating Your PBIS Team
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Important Structural Components• Regular meetings & regular attendance• The “right” people• The right roles
– Facilitator– Minute Taker– Data Analyst– Active Team Members
• The right information for problem solving & decision making
• Accomplishments – Products of successful meeting– Meeting Minutes (record of decisions & tasks concerning
administrative/general issues)– Problem-Solving Action Plan (record of decisions & tasks
concerning problems identified by team)
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Organizing for an effective problem solving conversation
Problem
SolutionOut of Time
Use Data
A key to collective problem solving is to provide a visual
context that allows everyone to follow and contribute
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Identify Team Roles and Responsibilities• Coach- facilitates meetings, reviews past meeting minutes, keeps
focus of group on agenda, update Action Plan • Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be spent
on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)
• Data Analyst- trained to enter and access office referral data and brings the data to the meetings, may need analyst for Tier One and Tier Two
• Behavior Specialist- a person who has received training in individual positive behavior support
• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBIS Trainers, and coaches
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Norms for PBIS Team MeetingsSafe •Maintain confidentiality of student
information
Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBIS outside of team meeting
Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff
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SW-PBIS Survey Data
• Conduct Safety Survey in the fall (All staff, students, and community)
• Conduct a Self-Assessment Survey in the spring (All staff)
• Conduct a Team Implementation Checklist twice yearly (PBIS team)
• Benchmark for Advanced Tiers (BAT) yearly (PBIS Team)
• Use data to implement and evaluate efforts (action plan)
ACTION PLAN
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SW-PBIS Self-Assessment & Ongoing Monitoring
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Four Categories of Self-Assessment Survey
• School-Wide Status• Non-Classroom Status• Classroom Status• Individual Student Support Status
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Self-Assessment
• Office Referral Data• Policies and procedures• Physical surroundings• Resources• Staff development• School culture• Values and beliefs• Relationships• Initiatives
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School-wide Systems
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PBIS Self-Assessment Survey:
March Window
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Team Implementation Checklist (TIC)
www.pbisassessment.org
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Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter(otherwise known as question 5 on the TIC)
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Committees at Overland ParkMembers Duties SIP Responsibility
Building Leadership Team Guide the building-wide MTSS and SW-PBIS initiatives Problem solving Coordinating activities and communication between
committees Conduct annual staff development needs assessment
Guide the building-wide School Improvement Plan
Problem solving Coordinating activities and communication
between committees Guide Staff Development for the SIP Plan
Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for SW-PBIS morning announcements
Assist with Tier II and III instructional/behavioral support for students
Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide
Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for
At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the
next year
Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III
instructional/behavioral support for students
Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new
ideas for rewards Plan student and teacher incentives Plan social events, support staff in births, illnesses/deaths,
retirements, etc. Plan and coordinate the end-of-the-year theme and
activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award
Guide Staff Development for the SIP
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Benchmarks for Advanced Tiers
• There is an updated spreadsheet this year, which will be sent to you to complete in April.
• Computerized and take as a team • When completed, submit to Lea Ann or Jamie• Walk-through will be scheduled
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BAT Order of Analysis
BAT Raw Data Scores – The Details
A report to analyze raw scores over time
BAT Subscale Results – Digging DeeperA graph with percent implemented for each of the subscales
Summary and Overall Implementation Scores – The Big PictureCompares performance across tiers and over time
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Team Time
• Review and adjust, if needed, Team Roles and Responsibilities• Consider a Tier One Data Analyst and a Tier Two Data
Analyst
• Review SW-PBIS Team Norms
• How are your what committees operating? Can you: eliminate? combine? provide more support?how can we embed SW-PBIS into other committees and activities?
• Take Team Implementation Checklistwww.pbisassessment.org
• Update PBIS Action Plan ACTION PLAN
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Elements of School-wide PBIS
• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify (Tier One Data)• Refine consequences
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Integrated Functions Across All Tiers of Support
Team approachTeam approach
Progress monitoringProgress monitoring
Data-based decisionsData-based decisions
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upportUniversal ScreeningUniversal Screening
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Integrated Behavior and Academic Support Model
• Both are critical for school success
• Share critical feature of data-based decision making
• Both utilize three tiered prevention model
• Both incorporate a team approach at school level, grade level, and individual level
• Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella, 2007)
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Combined• Explicit link between reading interventions in the core with function of behavior
• Intentional opportunities to reinforce during core
• Expanding literacy interventions
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Targeted Interventions
Open Court Intervention
KPALS PALS REWARDS Cars & Stars
Read Naturally
EIR
Adult attention
X X X X X
Peer attention
X X X
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Discussion with Team
Evaluate the process of integrating academic data and support into your behavioral discussions.
– PBIS Monthly Team Meetings– Forming Intervention Group Sort– Progress Monitoring Reviews– SIT Team– PBIS Data Analyst role during SIT Team
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Data-Based Decision Making
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New and Improved Data Analysis ToolMonth Classroom Hallway Recess Lunchroom Other
August
September
October
November
December
January
February
March
April
May
Provide a Summary of Data by Location:The most frequent location(s) for problem behaviors are in _______________ and _______________.Compared to the previous month(s), this represents a _______________ trend for location.
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Average Referrals Per Day Per Month
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FALL
Current Year Last Year at This Time
August
September
October
November
Question: What is our current status of office referrals per day per month?
Provide a Summary of Data by Month:• Last year we had an average of ( %) ODR’s in (month). • This year we had an average of ( %) ODR’s in (month). • Compared to last year, this represents a (increase/decrease) trend of ODR’s by ( %).
Reflection for Later Analysis:• Be thinking about what is happening in these months, what has changed since last
year…..
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Referrals by Problem BehaviorDisruption is our most
frequent problem behavior.We also have incidents of
disrespect.
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Question: What is our current status of office referrals
by problem behavior? FALL
Disrespect Disruption Inapp. Language
Aggression/ Fighting
Other
August
September
October
November
Provide a Summary of Data by Behavior:• The most frequent problem behaviors are (top two behaviors) in (month). • Compared to the previous month(s), this represents a (increase/decrease) trend of
problem behavior by ( %).
Reflection for Later Analysis:• Be thinking about why these specific behaviors are occurring ….. our
teaching/reviewing….
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Analyze:Referrals by Time
Analyze:Referrals by Location
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Develop a Precision Statement for the Identified Concern
Overall Status Regarding Social Competencies
What
Where
When
Who
Why
Disruptive behavior
From classroom
Obtain adult attention
between 9:15-10:-45 which is during group instruction time
Several students
Increase in ODR’s in Sept. and Oct.
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Develop a Precision Statement for the Identified Concern
Precise Problem Statement
We have seen an increase in ODR’s for disruptive behavior during Sept. and Oct. The ODR’s are coming from the classroom, with a large of them occurring between 9:15-10:45 which is during whole group instruction time at most grade levels. These ODR’s involve several students and the identified motivation is to obtain adult attention.
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Solution Actions
Brainstorm ideas for providing adult attention during whole group instruction at a faculty meeting.
Each teacher identifies 2 strategies to implement consistently over the next month.
Share out at faculty in one month.
Review data at each meeting
Develop a Solution for the Identified Concern
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Teaching Respect
• Kick-off Lesson Plan- Can be adjusted for all ages. Click Here
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Activity Thirty
• Use the anniversary of September 11 to teach Respect.– Check out this website that has ideas for grades K-
12 on using September 11th as a “teachable moment”.
– Have students draw American Flags and write respectful words on all of the white stripes.
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Guiding HandFor Encouraging Appropriate and Discouraging Inappropriate Behavior
Proximal Praise
RedirectReteach
Provide Choice
Conference
The Power to Encourage is in the Palm of your Hand!Your approach throughout:Calm, Respectful, Consistent, Specific & Immediate
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Team Time
• Analyze School-wide Discipline Data using the Table Tent and Worksheet
• Develop a precision statement for an area of concern
• Focus on School-wide Tier One Interventions• Celebrate data indicating an improvement
trend following intervention
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Elements of School-wide PBIS
• Establish a team interest and commitment• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Modify discipline referral process/forms• Establish a data-based decision-making system • Monitor, evaluate, and modify (Tier 2 Efforts)• Refine consequences
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Refining and Customizing Tier 2 Interventions
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PBIS Journey has Provided…• School-wide Prevention Efforts
• Function-Based Intervention Responses
• Data-Based Routines– Building– Group– Individual Student
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Our level of data analysis
Intensity or customization
of supports
As the magnitude of the problem increases...
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Implement Universals with Fidelity
Student Identification
Function-based Intervention
Evaluate Outcomes &Make Decisions
Academic Support(s)
Check In/ Check Out
Mentoring Social Skill Club
Targeted Environmental Interventions
Avoid Tasks?
Obtain Attention?
Skill Deficit?
Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention
Step 1: Teacher and Team collect data.
Teacher/Parent Nomination
Data Decision Rules
Office Discipline Referral Data
Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate
and durable?
– Classroom System – Nonclassroom System– Schoolwide System
Tier 1 implemented with fidelity?
If Yes, then
Individualized Plan
Obtain Attention?
MO SW-PBIS Student Support Model 7.6.10
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IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
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Understanding the Framework
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If there isn’t a solid foundation of behavioral supports……
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Example Tier 2 Small Group Interventions
• Check-in/Check-out (CICO)– PreK-12– Crone, Hawken & Horner, 2010– High rates of performance feedback
• Check & Connect Mentoring Program– K-12– Sinclair, Christenson, Lehr & Anderson, 2003– Drop-out prevention & school engagement
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Example Tier 2 Small Group Interventions
• Small Group Social Skills Training– Second Step
• Attendance Clubs– Monitor, encourage & recognize high rates of
attendance• Newcomer Clubs
– Mentoring for new & transfer students
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Referrals by Student
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Student # 121 needs individualized support.
8 students are likely candidates for some type of Tier II support.
87% of our students have received 0-1 ODR
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Question: What is our current status of office
referrals by student?
% Students with ≥6
ODRs% Students with 2-5
ODRs% Students with ≤1 ODR
August
September
October
November
Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease) trend for
students with ( ODRs) by ( %).Reflection for Later Analysis:• Be thinking about why this percentage is changing……
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Function-based Individualized Student Plans
Behavior increases….
• To obtain something (attention, items)
• To escape from something (people, activities)
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Referral by MotivationProblem behaviors appear to be mostly
maintained by adult attention
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Problem behaviors appear to be maintained by peer attention
Referral by Motivation
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Referral by MotivationProblem behaviors appear to be
maintained by a variety of functions
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First:• By School-wide Expectation
– Safety trumps• By Motivation/Function• By Other
Then:• Match identified need with appropriate Tier II
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Sort by Behavioral Expectation and Function
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Sort by Behavioral Expectation and Function
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Color Codes
• Adult Attention• Peer Attention• Item• Task/Activity/Situation• Other/Unknown
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Quick Sort Matrix
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Check-InCheck-Out
Check & Connect Social Skills Group
Organizational Skills
Newcomers Club
Adult Attention X X X X X
Peer Attention X X
Choice of alternatives/activities
* X
Teach replacement behavior
X X X X
Teach problem-solving skills
X X
Increase precorrects and prompts for behavior expectations
X X X
*Design reinforcement strategy that allows for escape/avoidance
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Team Discussion• Discuss your Tier Two Targeted Intervention Sort
– By School-wide Expectation– Safety trumps– By Motivation– By Other
• Match identified need with appropriate Tier II intervention• Discuss your current Tier 2 interventions in the following categories:
1. Check In/Check Out2. Academic Support3. Organizational Group4. Newcomer’s Club5. Social Skills Group
• Update your Action Plan66