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SWPBS

�Building Tier 2/3 Systems

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Adapted from

Lucille Eber Ed.D.

Illinois PBIS Network

www.pbisillinois.org

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Pennsylvania Training and Technical Assistance Network

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Outcomes

Understand Tier 2 System infrastructure and needed resources
Acquire and understanding of Tier2/3 Teaming (Conversations) necessary to match presenting problems with interventions
Determine how to integrate, blend, or collaborate with other school & community student support teams
Use a structured process for conducting Team meetings

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Outcomes

Use appropriate tools to identify students with emerging social, emotional and academic skill deficits
Provide an array or menu of Tier 2 level supports for identified students
Collect data with appropriate tools and analyze data to progress monitor student response and the effectiveness of the Tier 2 system

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Agenda

Welcome

Tier II and Tier III: The Big Ideas
Tier II and Tier III: Systems Development
Tier II Intervention: Check In Check Out

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School-Wide Systems for Student Success:�A Response to Intervention (RtI) Model

Tier 3/Tertiary Interventions 1-5%

Individual students
Assessment-based
High intensity

1-5% Tier 3/Tertiary Interventions

Individual students
Assessment-based
Intense, durable procedures

Tier 2/Secondary Interventions 5-15%

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

5-15% Tier 2/Secondary Interventions

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

Tier 1/Universal Interventions 80-90%

All students
Preventive, proactive

80-90% Tier 1/Universal Interventions

All settings, all students
Preventive, proactive

Academic Systems

Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

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A particularly important feature of SWPBS and RTI is an emphasis on prevention, which has its roots in public health and disease control and occurs at three levels:

Primary tier prevention: All students are exposed to a core social behavior curriculum to prevent the development of problem behavior and to identify students whose behaviors are not responsive to that core.

Secondary tier prevention: Supplemental social behavior support is added to reduce the current number and intensity of problem behavior.

Tertiary tier prevention: Individualized and intensive behavior support is developed to reduce complications, intensity, and/or severity of existing problem behavior.

This three-tiered prevention logic has direct application to both academic and social behavior supports (Kame’enui, 2007; Lane et al., 2007; O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003; Sadler & Sugai, in press).

Source: George Sugai, Ph.D. University of Connecticut, Storrs OSEP Center on Positive Behavioral Interventions and Supports Center for Behavioral Education and Research

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An Essential Shift in Thinking

The central question is not:

“What about the students is causing the performance discrepancy?”

But

“What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?”

This shift alters everything else.

Ken Howell

Adapted from University of South Florida

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Tier 2 Essentials

Tier 1/Universal is implemented with high fidelity

Staff implement Universal consistently

Data system is in place

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Tier 2 Defined

Tier 2/Targeted interventions are intended to impact the behavior of large numbers of students with similar behavior problems or causes for their behavior.

Adapted from: University of South Florida

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Big Ideas about Tier 2

At risk students benefit from (a) clearly defined expectations, (b) frequent feedback, (c) consistency and (d) positive reinforcement that is contingent on meeting goals.
Problem behavior and academic success are often linked.
Behavior support begins with the development of effective adult-student relationships.

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Big Ideas about Tier 2

ALL students get access to SWPBS; ALL students should receive constant positive feedback
Administrators “need to know” the system, the data/tools, and the practices well enough to guide/lead any “corrections” needed.

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Administrators Need to…

Know what the practices look like when implemented with fidelity;
Be aware of data on the tracking tool; help decide what needs to change;
Be active/visible on teams;
Apply high-level problem-solving skills troubleshooting systems level issues.

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Dealing with the Tough Issues

Adult response to problem behavior.

Adults need to model being respectful in their communications with students around behavior.
Non-examples that need correcting?

School personnel should not get to choose NOT to give students evidenced based interventions.

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Need administrator leadership. Effective practices will produce effective outcomes but only within the context of effective systems.

If adults are not “respectful” this provides inappropriate modeling for students. Adults are often disrespectful and it undermines the expectations and hurts students.

Students with issues may wear us down and stress us out, we, teachers, need to model the right behaviors.

This is a fight in every building Debate about “reinforcement”/ token economy and reinforcing students for doing what they are suppose to do. It is important to remember that reinforcement is for reinforcing behaviors; not students. As an educator, you wouldn’t refuse to teach an evidenced-based reading program for a student in need; therefore, provide evidentiary support for behavior should not be a choice.

Stakes get higher w/tier 2 and 3. Some staff refuse to do it.

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Student “Need” or System “Need”?

There is a high use of restrictive settings for students with emotional behavior disorder (EBD); and the outcomes for these students are not good.

There is no self-contained classroom nor one-to-one aide for students with EBD in life/society after high school; just jail.

Students removed from general education due to emotional/behavioral factors, are more likely to go to jail than to have good “life” outcomes.

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Student “Need” or System “Need”?

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Some “Big Picture” Challenges

Low intensity, low fidelity interventions for behavior/emotional needs

Habitual use of restrictive settings (and poor outcomes) for youth with disabilities

High rate of undiagnosed mental health problems

Changing the routines of ineffective practices (systems) that are “familiar” to systems

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Examples: Ineffective Secondary Structures

Referrals to special education seen as the “intervention”
FBA seen as required “paperwork” vs. a needed part of designing an intervention
Interventions the system is familiar with vs. ones likely to produce an effect

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Mental Health Partnerships:

Why are mental health partnerships necessary?

Poor access to treatment
Excessive referrals to Juvenile justice system
Under-identification
High rates of suicide among young adults

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What’s Different:��A Systems Change Process

Goal is to establish host environments that support adoption, sustained use & expansion of evidence-based practices

(Zins & Ponti, 1990)

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SYSTEMS

PRACTICES

DATA

Supporting

Staff

Behavior

Supporting

Decision

Making

Supporting

Student Behavior

STUDENT OUTCOMES

Social Competence &

Academic Achievement

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Systems Change Focus:

Team-based Problem Solving

Efficient use of time, other resources

Expedited application of innovation

Fidelity and sustainability
Student outcome focus

Data-based Decision Making

system & practice levels

Accountability-based staff development

Quality linked to student outcomes

Community/Family Collaborations

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System Structures Needed

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Tier 2 Team Essentials

Administrative commitment and support
Effective and efficient group processes
One or more strong leaders
Behavioral Expertise
Academic Expertise
Family Engagement Expertise
Mental Health Expertise
Data-based Decision Making Expertise

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Tier 2 Team Responsibilities

Identify and prioritize students in need of Tier 2 supports
Match student needs to interventions
Monitor/coordinate implementation of interventions
Monitor student progress
Evaluate data and make decisions
Communicate with all stakeholders
Identify staff professional development needs
Monitor Tier 2 system

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3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall intervention effectiveness

Universal�Team

Universal Support

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Teaming structure: who is on the team? What do they do? What do they discuss? What is the FUNCTION/Purpose of the team

Universal- general ed teachers- not talking about indiv students- talking about groups of students- supported by everyone- it is about teaching and celebration

Tier II- secondary

2 Functions of tier II team (same people with additions??)

Don’t BLEND functions of meetings – separate functions

Secondary systems (agenda) - progress monitoring of CICO and academic interventions. This is not child specific- you are addressing intervention as a whole. (ALL students doing poorly…it is the implementation of the system)

Team could identify student s who may require individualized “tweaks” (Move into the problem solving process)
Example- 2 people are monitoring CICO, meet and review data, make tweaks as needed…report data to systems team…may see an implementation problems, i.e. teachers providing feedback when completing the CICO card.

Problem solving (agenda)- this is student specific- include people working with that student- should include their parent. Team will look at students who are not making progress in CICO with enhanced support, SAIG, Group with Indiv features, need Brief FBA

3. Tertiary Systems Team- progress monitoring of ALL students who are receiving a complex BIP /Wraparound. What percentage of kids receiving an intervention at this tier are making progress?. Again- not problem solving around individual students.

How are kids responding to their plan?

What is the system feature that we should work on to make the intervention more effective? (i.e. scheduling of supports not effective/ availability of staff)

Indiv student Problem Solving team:

There needs to be clinical expertise on the team to drive the development of Indiv. Support plans.

The voice of reality on the team…”the general education teacher”

Who is the most likely person on the team to engage the family, student and student’s teachers in the plan?

Who are community partners who need to be a part of the team?

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3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall intervention effectiveness

Universal�Team

Universal Support

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Although the team members may remain the same across the 3-tiered system of support, the functions of the conversations will vary.

Universal team conversations will focus on locations (ie, hallways, cafeteria, bus, playground).

Secondary team conversations will focus on the overall effectiveness of the interventions at the Tier 2 level. Secondary teams may utilize resources such as the Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool (source: PA PBS Network, February 2009); Positive Behavior Support for At-Risk Students Intervention Decision Sheet (source: Tim Lewis). Facilitator Note: These resources are available in the Supporting Documents.

The Problem Solving team is looking closer at the individual students from within the Tier 2 group and making data-informed decisions for those individual students who may not be responding to the simpler Tier 2 practices.

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Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

PRACTICES

Data Decision Rule

UNIVERSAL SYSTEM

SECONDARY SYSTEM

TERTIARY SYSTEM

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Continuum of Teaming Functions:�Systems & Student-Specific

District Secondary/Tertiary Leadership Team
Tier 2/3 Building-based Team Functions

Secondary Systems Planning
Secondary (Generic) Problem Solving
Tertiary Systems Planning
Individual Student FBA/BIP
Wraparound (Person Centered)

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Secondary/Tertiary Interventions

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Continuum of Support for Tier 2/3 Level Systems

Small group interventions: Check-in Check-Out (CICO), social/academic instructional groups (SAIG), tutor/homework clubs, etc.
Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect (CnC), mentoring/tutoring, etc.
Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc.
Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community
Wraparound: A more complex and comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors

Illinois PBIS Network, Revised Sept., 2008

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Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

PRACTICES

Data Decision Rule

UNIVERSAL SYSTEM

SECONDARY SYSTEM

TERTIARY SYSTEM

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Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

PRACTICES

Data Decision Rule

UNIVERSAL SYSTEM

SECONDARY SYSTEM

TERTIARY SYSTEM

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Critical Features of Tier 2 Group Interventions

Intervention is continuously available
Rapid access to intervention (72 hr.)
Very low effort by teachers
Consistent with school-wide expectations
All staff/faculty in school are involved/have access
Flexible intervention based on descriptive functional assessment
Adequate resources (admin., team)
Continuous monitoring for decision-making

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Why do Tier II/ Secondary Group �Interventions Work?

Improved structure

Prompts throughout the day for correct behavior
System for linking student with at least one adult
Student chooses to participate

Increased feedback

Feedback occurs more often
Feedback is tied to student behavior
Inappropriate behavior is less likely to be ignored or rewarded

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Why do Tier II/ Secondary Group �Interventions Work?

Increased frequency of acknowledgment/ reinforcement for appropriate behavior

Adult and peer attention

Linking school and home support

Organized to morph into a self-management system

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Check In Check Out

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Modified from: Bruce Stiller; Anne Todd, 2008

Jessica Swain-Bradway, 2009, University of Oregon

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Check-In/Check-Out

Designed for Students with moderate problem behaviors
Most appropriate when problem behaviors are maintained by adult/peer attention
Students “check-in” with an adult at the start of each school day
Students “check-out” with an adult at the conclusion of each school day
Students get feedback from teachers throughout the day

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For more information,

go to the CHECK IN

CHECK OUT Module

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Social Skills/Academic Instructional Groups

Three types of skills-building groups:

1) Pro-social skills

2) Problem-solving skills

3) Academic Behavior Skills

Use Daily Progress Report

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Social Skills/Academic Instructional Groups

Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)

Goals for improvement should be common across youth in same group (ex. use your words)

Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)

Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

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Critical Features

Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization)

Results in student receiving positive feedback from staff

Includes a school-home communication exchange system at least weekly

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Examples of Tier II Group Interventions

Social Skills Training

For small group instruction

Cooperation, responsibility, empathy, positive play…
Self awareness, social awareness, self management, relationship skills, responsible decision making

For students with:

Poor peer relations, poor teacher relations, referrals for fighting, disruption, abusive language, harassment, socially isolated students; referrals across several settings

Necessary components:

Skill modeling, role play by student

Components for better outcomes:

Discuss relevancy of skill, provide generalization, provide maintenance over time

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Examples of Tier II Group Interventions

Conflict Resolution Training

For small group instruction

Negotiation, cooperation, listening, turn taking, perspective taking, positive attitude

For students with:

Poor peer relations, poor teacher relations, referrals for fighting, disruption, abusive language, harassment
Arguing, cursing, refuse to share, easily influenced by peers, make threats in response to conflict.
Components for better outcomes:
Discuss relevancy of skill, provide generalization, provide maintenance over time

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Examples of Tier II Group Interventions

Anger Management Training

For small group instruction/strategies taught:

Self talk, cognitive restructuring, relaxation training, behavior rehearsal, exposure to opportunities to control and manage negative feelings

Anger Management Process

Recognize when you are angry, identify situations that cause anger, recognize negative consequences from intense expressions of anger, learn appropriate ways to express anger, teach social skills as needed.

For students who are:

Easily angered, physically aggressive, verbally abusive, react to disappointment with anger, demanding, withdraw when “thinkgs don’t go their :

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Examples of Tier II Group Interventions

Newcomers Club
Homework Study Groups
Lunch Bunch
Bus Riders School
Grief Group
Others from today’s audience

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Simple Tier II/ Secondary Interventions with Individual Features�

Review student’s progress in the group

intervention.

If support is not effective; can group intervention

be tweaked to provide additional support?

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Examples of individualized feature:�

Check & Connect
Mentoring
Attending anger management; add a family feature, separate assignment…

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Please list below how your school defines “responding” at each of the six levels:

Responding to CICO:
Responding to Social/Academic instructional groups:
Responding to Simple Tier 2 with Individualized Features (i.e. CNC):
Responding to Brief Function-Based Interventions:
Responding to Complex Function-based Interventions:
Responding to Wraparound Plans:

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Core Features of a �Response to Intervention (RtI) Approach

Investment in prevention
Universal Screening

“Screen to Intervene!”

Early intervention for students not at “benchmark”
Multi-tiered, prevention-based intervention approach
Progress monitoring
Use of problem-solving process at all 3-tiers
Active use of data for decision-making at all 3-tiers
Research-based practices expected at all 3-tiers
Individualized interventions commensurate with assessed level of need

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Universal Screening

Office Discipline Referrals
Other Data:

Teacher/ Parent referral
Attendance/ Tardy
Critical Behavior events
Review of school records of new students

Commercially available screening tools

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ODRs may not identify all students in need of Tier 2 supports:

Settings with persistent or more disruptive behaviors may not generate office referrals

Internalizing behaviors

Multiple “minor”, but few “major” referrals

Low or non-referring teachers

Source: Kincaid, Childs, & Putnum, October 2007

Approved Commercial Screeners: Office of Special Education Programs (OSEP)

SSBD: Systematic Screening for Behavior Disorders (Walker & Severson, K-6 only)

SSBS: School Social Behavior Scale (Merrell, K-12)

Revised Problem Behavior Checklist (Quay & Peterson, ages 5-18)

ECBI: Eyberg Child Behavior Inventory (Eyberg & Ross, ages 2-17)

SESBI: Sutter-Eyberg Student Behavior Inventory (Sutter & Eyberg, ages 2-17)

SRSS: Student Risk Screen Scale (Drummond)

CRS-R: Conner’s Rating Scales, Revised (ages 3-17)

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Why Do We Need to Go Beyond Use of ODRs?

Over use of “Special Education” placement w/o adequate dosage of interventions.
High rate of unidentified MH problems.
Youth get identified only after “crisis” which makes it harder and more “costly” to intervene.

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