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This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
PBIS for Teachers:
School-Wide and Classroom
Implementation
NM RDA conference
July 18-19, 2016
Don Kincaid, Ed.D.
Positive Behavior Interventions and
Support
• 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
Training Objectives
Participants will
• Understand PBIS implementation within a Multi-Tiered
System of Supports (MTSS)
• Have a global understanding of the core components of
Tier 1 PBIS
• Understand the application of those components in the
classroom
• Understand the teacher’s role in Tier 2 implementation
• Understand the teacher’s role in Tier 3 implementation
Tier 1 PBIS
• Foundation for a Multi-Tiered System of Support (MTSS)
• Adapted to fit your school
• Coexists with most school-wide programs
• Consistent with research-based principles of behavior
• Builds effective environments
• Collaborative, assessment-based approach
• Over 25,000 schools across the country and almost 1,700 in Florida are implementing PBIS
Highly Effective Practices Research
• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)
Multi-Tiered System of Supports
and Problem-Solving
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions
and SupportsThe 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
and SupportsTargeted instruction and interventions and supplemental
support in addition to and aligned with the core academic and
behavior curriculum.
Tier 1: Core Instruction & Supports General academic and behavior instruction and support
provided to all students in all settings.
Florida’s State Transformation Team on RtI (2009)
PBIS Tiers of Support
Tier 1: Core Curriculum - Procedures and processes intended for all
students and staff, in specific settings and across campus
Tier 1 & 2: Classroom - Processes and procedures that reflect Tier 1
expectations, coupled with pre-planned strategies applied
within classrooms
Tier 2: Supplemental Supports: Processes and procedures that
reflect Tier 1 expectations, designed for groups of
students with similar behavior problems or behaviors that
seem to occur for the same reasons (i.e. attention, escape)
Tier 3: Intensive Supports - Processes and procedures that reflect
Tier 1 expectations, coupled with team-based strategies
to address problematic behaviors of individual students
Teaming
Benchmarks of Quality Items # 1-3
PBIS is a Collaborative Approach
• The school-based problem-solving team is responsible for
reviewing all Tier 1 data (academics & behavior)
• Multi-disciplinary team representing all stakeholders
• PBIS is data-based problem-solving for behavior
• PBIS Team may be a sub-group, responsible for
• Developing behavioral curriculum (what & when)
• Designing & overseeing Tier 1 interventions
• Evaluating progress (review behavior data)
• Training school staff
Importance of the Team Process
• Higher functioning PBIS teams have higher Tier 1
implementation scores
• Cohen, 2006. Dissertation, University of South
Florida
• Clear team mission and goals
• Enhance productivity, morale and increase
effectiveness
• DeBevoise, 1984; McLaughlin & Schwartz, 1998
• Decrease teachers’ sense of isolation
• Ashton & Webb, 1986
• Ground rules support effective collaboration
PBIS Team MembersMisc. Page 1
•Team Member Roles
• PBIS Coach
• Team Leader
• Administrator
• Behavior ‘expert’
• Data Specialist
• Recorder
Each role/responsibility should be covered,
but there is flexibility in assignments
• Timekeeper
• Communications
• Snack Master
• Family/Community Liaison
• Student Liaison
Team Membership
• Examine individual skills, strengths, and preferences prior to finalizing team membership and roles
• What skills do I bring to the team?
• What skills will each member bring to the team?
• Are the appropriate people on the team?
• Consider peripheral teams and membership rotations
• Student PBIS teams (secondary)
• Family teams
• “Go-To” committees
Critical Elements of Tier 1 PBISAs measured by the Benchmarks of Quality (BoQ)
• PBIS Team, Administrative Support
• Faculty Commitment, Participation
• Effective Discipline
• Data Entry & Analysis
• Expectations & Rules
• Reward/Recognition Program
• Lesson Plans for Teaching Behavior
• Implementation Planning
• Classroom PBIS Systems
• Evaluation
(Kincaid, Childs & George, 2005, 2010)
Action Plan
aligned with
low-scoring
BoQ items
Expectations & Rules
Benchmarks of Quality Items # 17 - 21
Core Curriculum for Behavior
• Reflects School and Community Values
• Defines the school culture
• Provides a common language
• Becomes the school’s identity
• Solicit staff and family ideas
• Supports
• School’s mission statement
• Quality citizenship
• Academic Enablers: Nonacademic skills that contribute to academic success (Gresham & Elliott, 1990; Wigfield & Karpathian, 1991, Wentzel, 1993; Malecki, 1998)
• Interpersonal and study skills
• Motivation and engagement
Tier 1 Expectations
•Definition
• Broad, positively stated behaviors that are desired of all staff, students, and families
• Align with the school’s mission statement
Tier 1 Rules for Unique Settings
•Definition
• Specific skills students should exhibit
• Detailed procedures students need to
follow in particular settings
Elementary School Matrix
Hall
Rules
Cafeteria
Rules
Recess
Rules
Be safe Walk to the right. Tell an adult if
someone is bullied.
Be
prepared
Have planner signed. Have lunch money
ready.
Be
respectful
Keep hands, feet &
objects to self.
Keep hands, feet,
objects and food to
self.
Face forward & keep
the line moving.
Use polite language
and respectful tone
of voice.
Tier 1 Expectations in the Classroom
• Tier 1 expectations apply to classroom
behavior
• Post expectations in all classrooms
• Teach throughout the year
• Embed expectations into academic lessons
• Lesson plans will be addressed in the next section
• Solicit teacher input on the final version of
the expectations
Establishing your Classroom System
Do your classrooms:
� Have rules defined for each of the school-wide
expectations and are posted in classrooms?
� How do you know?
� How many classrooms have done this?
USE YOUR DATA
to identify and analyze the problems
SW Expectations in the Classroom
� Are the SW expectations posted in all
classrooms?
� Are they taught throughout the year?
�How do the expectations apply to classroom behavior?
�How can lessons about the expectations be embedded into
academic subject areas?
� Did teachers have input on the final version of
the school-wide expectations?
USE YOUR DATA
to identify and analyze the problems
Classroom Rules
� Were the rules decided individually by the classroom teachers?
� Or, did your team develop a consistent set of classroom rules to be used across classrooms?
� Do they follow the training guidelines?�Aligned to the school-wide expectations?
�Positively stated, observable & measurable?
�Limited in number (maximum 5)?
�Classroom procedures (which are also aligned to the expectations) alleviate the need for many rules?
USE YOUR DATA
to identify and analyze the problems
Teaching Appropriate
Behavior
Benchmarks of Quality Items # 29 - 34
Teaching Behavior
• Cultural differences
• Staff and families
• School and home context
• Fear of academic failure may drive students to avoid stressful situations
• Appropriate alternative behaviors must be identified & taught
• Time out of classroom for behavior issues negatively impacts a student’s
academic engaged time (AET)
• Skiba, R. & Peterson, R. (2003). Teaching the Social
Curriculum: School Discipline as Instruction. Preventing School
Failure, 47(2), 66-73. (Available on FLPBIS Website,
Resources, Research)
Reasons for Teaching Behavior
• Problem behaviors often occur due to• Skill deficits
• Performance deficits
• Skills are not taught in context
• Skills are not rewarded and encouraged consistently
• To learn a new behavior, it needs to be repeated an average of 8 times
• To unlearn an old behavior and replace it with a new behavior, it must be repeated an average of 28 times
• - Harry Wong
Behavior Curriculum Development
• Examine existing initiatives• Bullying prevention
• Character education
• Drug prevention
• Dropout prevention
• Embed with academic lessons• Language Arts, Social Studies, Math
• Misc. Page 13
• Incorporate lessons with the discipline process
Monitoring Fidelity
• Lesson times on master schedule• Administrators make behavior curriculum a priority
• Formal & informal strategies on walkthroughs
• Samples of permanent products• Posters, essays, pictures, etc.
• Design lessons around a monitoring system• Example:
• Students create a checklist for “Being Prepared” in the classroom.
They fill out their checklists daily to assess their behavior, and graph
the results on a wall chart.
• Interview sample of students, staff and families
Establishing your Classroom System
Do your classrooms:
� Have established routines and proceduresexplicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
� Teach expected behavior routines in classrooms� How do you know?
� How often did this occur?
USE YOUR DATA
to identify and analyze the problems
Tier 1 Reward
Systems
Benchmarks of Quality Items # 22 - 28
Reward Appropriate Behavior
• Serves as a teaching tool
• Provide feedback on appropriate behavior
• Makes appropriate behavior more likely to occur
• Catch students in the act, create momentum
• Builds positive student/teacher relationships, school
climate
• Counteracts negative peer influences
• Increases internal motivation in un-motivated
students
Rewards
•Social• Time w/ friends
• Verbal praise
•Activity• Teacher assistant
• Art project
• School dance
• Staff/student games
•Sensory• Lights, temperature,
music, seating
•Escape• “1-Minute Ticket”
• Homework pass
• Library pass
•Tangible• Edibles
• Materials
• Praise notes, pencils,
notebooks, stickers,
photos, T-Shirt
• Tokens
Reward Recipients
• Students• Teach how rewards will be earned
• Every appropriate behavior will not be rewarded
• Solicitations will not result in a reward
• Staff• Reward for using the system
• Monitor fidelity of system use• Signatures, color coding, each staff assigned a number, etc.
• Solicit ongoing feedback
• Families• Reward for attending parent/teacher conferences
• Ensuring homework is completed
• Student attendance, on-time to school, dress code followed
• Solicit ongoing feedback
Guidelines for Providing Rewards
• When• Immediately after the target behavior occurs (expectation)
• Frequently after teaching an expectation
• In problem locations or situations
• Avoid• Long delays between the display of positive behavior and reward
• Only quarterly or semester events
• Use as part of the reward hierarchy
• General• Students should always be eligible to earn a reward
• ‘No’ parties should not be used in isolation • Tardies, referrals, dress code violations, etc.
• Some students may need shorter time intervals between rewards
• Name the behavior and expectation observed
Reward System Guidelines
• Teach • What behaviors will earn rewards
• How and when to reward
• Offer a variety
• Establish a hierarchy
• Survey students and families for ideas
• Make it as easy as possible
• Use and share data• Decrease in problem behaviors
• Increased participation in reward events
Establishing your Classroom System
Do your classrooms:
� Have classroom teachers use immediate and behavior specific praise?� How do you know?
� Roughly, how many teachers engage in this?
� Acknowledge students demonstrating adherence to classroom rules and routines?� Do the acknowledgments occur more frequently
than acknowledgement of inappropriate behaviors?
USE YOUR DATA
to identify and analyze the problems
Effective Discipline Procedures
Benchmarks of Quality Items # 7 - 16
Defining Behavior
• Behavior
• Anything we say or do (observable)
• Response to one’s environment (antecedents)
• Serves a function or purpose (‘why’)
• Results in a desired outcome (consequence/reinforcer)
• Predictable
• Learned (teach replacement behaviors)
• Can be changed
Clear Definitions of Problem Behaviors
• Behaviors that one teacher considers disrespectful, may not seem disrespectful to another teacher
• Clear set of definitions for all categories on the office discipline referral form exists • Clear agreement among staff for specific behaviors
that fall into each category
• The critical feature is that all staff agree and are trained on mutually exclusive and operationally defined behaviors
Defining Incident Levels
• Office-Managed Incidents (Majors)• Handled by the administration
• Physical fights, property damage, weapons, tobacco
• Teacher-Managed Incidents (Minors)• Handled quickly and efficiently
• Typically by the classroom teacher
• Handled where incident occurred
• Tardy, lack of materials, incomplete assignments, gum chewing
• Crisis Incidents• Require an immediate response from administration and/or crisis
response team• Bomb Threats, weapons alerts, intruder, fire evacuations, etc.
*Consult district and school policies for crisis incidents
Preventing Problem Behavior
• Develop positive relationships with students
• Ongoing teaching & rewarding
• Active supervision
• Modify the environment
• Traffic flow, tempting materials, line of sight, organization, visual boundaries
• Change schedule
• Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, cell phone assignment, role play)
• Prompt students
• Provide choices
Responding to Problem Behavior• Identify consequences in advance
• Increase effectiveness
• Agreement on teacher- vs. office-managed behaviors
• Consensus on range of actions
• Improved data collection
• Multiple options address a variety of functions
• Administering consequences• Match the severity of the offense
• Include opportunities to learn & practice appropriate alternatives
• Be monitored to ensure they are effective
• Be aligned with
• Tier 1 expectations
• Clearly defined rules
• A system for teaching & rewarding expectations & rules
*Refrain from taking or threatening to take away an earned reward*
Responses to Problem Behavior
•Examples
• Eye contact
• Proximity control
• Remind/re-teach
expectation or rule
• Re-direct to task
• Reward around the
student
• Create opportunity for
active engagement
• Self-Monitoring
• Let the student save face
• Use cool-off pass
• Use (genuine) humor
• Change the student’s seat
• Give students choices
• Give the student a
responsibility
Referral Forms
•Major and Minor Forms• Meaningful information for data-based problem-solving
• Demonstrate patterns to change behavior
• Generate ideas for easy interventions
• Document disciplinary actions/interventions
• Align with district/state documentation requirements
• Efficiently record common disciplinary actions
• Adhere to the school’s disciplinary referral process
• Outline re-entry procedures
• Communicate with stakeholders• Consider limiting space for narrative description
• Include enough detail to support data-based problem-solving
Using Major and Minor Referrals
• Efficient and effective tools for data-based problem-solving to identify:
• Tier 1 problem behaviors
• Skills to be taught/rewarded
• Individual students
• One behavior at a time
• If multiple behaviors occur, record the most problematic
• Completed by staff who witnessed incident
• Documents impact on academic engaged time (AET)
• Time-Out
• Think Area or Problem-Solving Room
• Student sent home early
Referral Forms and
Effective Data-Based Problem-Solving
• Basic information • Who
• What
• Where
• When
• Why/Motivation (often missing)
• Additional information• Context: Activity/event occurring at the time of incident
• transition, whole group instruction, seatwork, small group
• Others involved: Peers, Adults
Discipline Referral Process
• Encompasses definitions, responses, & forms
• Implemented with fidelity to facilitate data-based problem-solving
• Facilitates consistency in discipline across campus
• Avoids long delays between the behavior and the disciplinary action
• Communicates with stakeholders
• Staff involved
• Families: inform families directly
• Students: remind them of their responsibilities
• Establishes re-entry procedures for staff and students to follow
Establishing your Classroom System
Do your classrooms:
� Have procedures for tracking classroom behavior problems?� Does it work?
� Are problem behaviors in the classroom decreasing as a result of:� teachers gathering data?
� using these data to make decisions within their classrooms?
� Do all teachers use it?
USE YOUR DATA
to identify and analyze the problems
Establishing your Classroom System
Do your classrooms:
� Have a range of consequences/interventions for
problem behavior that are documented?
� Is the range of consequences/interventions for
problem behavior consistently delivered?
� How do you know?
� Are they delivered consistently across classrooms?
� Are they delivered consistently within classrooms?
USE YOUR DATA
to identify and analyze the problems
Staff Commitment and
Implementation
Benchmarks of Quality Items #4-6 & 35-41
Keys to Staff Commitment
• Ensure staff ownership
• Make compelling reasons for change
• Give a clear vision of how changes will impact people personally
• Emphasize the benefits
• Modeling from leadership
• System of support
• Teach and reward
Ongoing Commitment
• Staff and administrator commitment is essential
• Maintain 80% buy-in
• Not a one shot deal, it needs to be a deliberate, ongoing process
• Expect 3-5 years for full implementation
• PBIS is not a packaged program
• Philosophical shift
• Expect some resistance
• Rewards help maintain and boost participation
Strategies for Staff Commitment
• Skits and role plays
• Staff surveys are an efficient way to• Obtain staff feedback
• Create involvement without holding more meetings
• Generate new ideas
• Build a sense of “whole school” ownership
• Videos
• Use existing technology to share• Survey results
• Share data easily, quickly and frequently using visuals
Sample Staff Survey Questions
• What behavior would you most like to see in students?
• What do you think is the top behavior problem on campus?
• How do you typically respond to:
• Problem behavior?
• Appropriate behavior?
• How many referrals did our school have last year?
• How much time did our school lose to discipline issues?
• How do you feel at the end of the day?
• What are the 3 top locations where problem behavior
occurs?
http://flPBIS.fmhi.usf.edu/evaluations.asp
Time Regained with PBIS
http://www.pbismaryland.org .... “Cost/Benefit Worksheet”
Getting Everyone on the Same Page
• Communication is essential prior to and during implementation• Open dialogue for philosophical change
• Include staff and families as part of the change process
• Share data & feedback (use visuals)
• Substitute & volunteer packets• Expectations & rules
• Rewards (“sub-bucks”)
• Discipline flow chart
• Consequence grid
• Referral forms
Soliciting Family Input
• Input on PBIS Critical Elements• Tier 1 expectations• Rules for specific settings• Teaching strategies• Reward and reinforcement system• Discipline procedures
• Obtaining Family Input• Ask for communication and engagement preferences (method,
times, language, content)• ‘Ideal Student’ activity with families • Webpage/blog • Family Liaison
• Get family perspectives and input
Next Steps
• Meet as a team at least monthly
• Obtain staff, family, and student input, commitment
• Initial & ongoing
• Address all elements of PBIS (Action Plan)• Schedule work time, training, activities
• Assemble all activities and products (Coaching wristband)
• Teach everyone (FLPBIS website)
• Keep checking your progress
Tier 2
Supplemental Support
Systems in the
Classroom
Tiers 2 & 3 Implementation Fidelity Data
Tier 2 and Tier 3 Sections of the TFI –
Tiered Fidelity Inventory • Completed by the same team that
previously completed the BAT
• Completed at the end of the year
(but can be completed more often
if desired)
• 30-60 minutes to complete per tier
Administration of Inventory
Coach walkthrough
30-60 min per tier reviewed
Action Plan Development
May be done at same time or
at a later meeting
20 min per tier reviewed61
1. Primary purpose of the instrument is to help school teams
improve implementation
2. Primary audience for instrument results is the team, faculty,
families and administrators of the school.
3. Effective use of the instrument requires multiple
administrations (progress monitoring)
4. TFI results can be analyzed and interpreted to help teams
assess their current functioning, implementation, and
alignment of systems across all three tiers of support
SWPBIS Tiered Fidelity Inventory (TFI):A Team Self-Assessment
62
1. Formative Assessment
• Determine current PBIS practices in place and needed prior to launching implementation
2. Progress monitoring
• Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier
• Build action plan to focus implementation efforts
3. Self-Assessment
• Self-assess annually to facilitate sustained implementation of PBIS
Using the SWPBIS TFI
63
TFI Tier 2 Sub-Categorieshttp://usf.adobeconnect.com/p53b27c7c05
64
Teaming
• Composition
• Operating Procedures
• Screening
• Request for Assistance
Interventions
• Intervention Options
• Critical Features
• Matched to Student Need
• Access to Tier I Supports
• Professional Development
Evaluation
• Level of Use
• Student Performance Data
• Fidelity Data
• Annual Evaluation
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports 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
Targeted instruction/intervention and
supplemental support, in addition to and
aligned with the core academic and
behavior curriculum.
Tier 1: Core, Universal
Instruction & SupportsGeneral 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 65
Tier 2Benefits of Supplemental Interventions
Implemented with Fidelity
1. Improves structures to prevent problems
from getting worse
2. Students “set up” for success (remediation)
3. Increases contingent feedback
4. Applied across school settings
5. Provides a continuum of supports
6. Provides sufficient and appropriate
interventions
66
For Tier 2 to be effective,
teams need to:
• Have processes and
procedures in place
• Consistently implement
school-wide expectations
• Design interventions for
groups of students
• Be systematic in aligning
interventions to support
behavior
Just tell us what interventions to do!
67
Tier 2 Process
System for communicating progressStudents and staff Families
Monitors implementation fidelity
Pre-determined decision rulesSelecting and prioritizing students Making intervention changes Increasing/decreasing levels of support
Matches the needs of each school
Collaborative teaming and data-based problem-solving
Builds on the Tier 1 expectations (core curriculum)
68
Team Responsibilities
1. Identify students
2. Match student needs to interventions
3. Monitor/coordinate interventions
4. Implement data-based problem-solving
5. Communicate with all stakeholders
6. Identify staff professional development needs
7. Monitor effectiveness of Tier 2a. Number of students receiving support
b. Implementation fidelity
c. Student progress across interventions
d. Effectiveness of each Tier 2 intervention
8. Adhere to legal/ethical guidelines
69
Identifying and Grouping Students
Objectives1. Determine the fidelity of Tier 1 implementation
prior to identifying students needing additional support
2. Develop a process for identifying students in need of Tier 2 supports
3. Identify students in need of Tier 2 supports based on multiple sources of data
4. Identify effective grouping for delivering Tier 2 supports
70
Considerations at Tier 1
1. Tier 1 is a building block for identifying
students in need of Tier 2 supports
• Tier 1 data are your blueprint
2. Provides better information for planning &
problem solving
71
What happens if schools do not have a
solid Tier 1 foundation?
Lack of solid Tier 1
foundation
Too many students identified
Strain on resources
Limited support options for
students in need Staff frustration
Reluctance to identify
students in need
Unmet student needs
72
System or Student
Determine the IssueIf a student is referred for Tier 2 supports, but spends a
lot of time in an environment where,
1. a high rate of problem behavior occurs
OR
2. appropriate behaviors are not taught or
rewardedL
the environment may be contributing to the student’s
problem behavior!
In either case we can’t say the student had a “poor”
response to Tier 1 (core curriculum).
73
Identifying Students in Need
Be Efficient• Use existing data sources to identify students needing Tier 2 supports
• Early Warning Indicators
74
• Office referrals, Minor/teacher-managed referrals
• OSS, ISS
• Time out (in or out of class)
Discipline
• Absences
• Tardies (school and/or class)
• Time/’visits’ with other staff (Nurse, Guidance, etc.)
Attendance
• Grades
• Standardized test scoresAcademics
Multiple Sources are Needed
Rationale
• Identifies students with internalizing & externalizing concerns
• Helps to integrate academic & behavior interventions
• May inform motivation of students, leads to effective grouping/intervention
• Helps mediate teacher bias
• Provides varying viewpoints, information across multiple locations
75
Commercial Screening Tools
Systematic Screening for Behavior1. BASC 2- Behavioral and Emotional Screening System (PK-12)
2. SRSS: Student Risk Screening Scale (K-6)
3. SSBD: Systematic Screening for Behavior Disorders (K-6)
4. SSIS: Social Skills Improvement System (PK-12)
5. Strengths and Difficulties Questionnaire (ages 3-17)
Resources1. Systematic Screenings of Behavior to Support Instruction:
From Preschool to High School -‘Screening Tool Matrix’
2. Universal Screeners
http://flpbs.fmhi.usf.edu/Archived_Monthly_Online_Chats.cfm
76
Social & Emotional Behavior Screeners
77
Using Standardized Screeners
Considerations
1. District policies & procedures
2. Practicality (cost, time, feasibility)
3. Utility
a. Informs teams (i.e., What does it really tell you?)
b. Improves interventions and outcomes (i.e., Can it help
you improve the match or intensity of the
intervention?)
4. Research
a. Valid, Reliable
b. Time since normed
c. Matched to school population (age, demographics)
78
Nomination Process
• Identifies students who may never receive an office referral, but demonstrate problem behavior
• Teachers or grade-level teams nominate and rank-order students based on behaviors of concern
• Standard nomination form
• Completed 2 to 3 times/year
• Identify top 3 students
• Externalizers
• Internalizers
• Student supports are provided based on data
Nominations
79
What is Needed
1. Staff training
2. Decision rules
3. Procedures if teacher
requests for support
exceed resources
4. Staff notification of
students receiving
support
Timelines Determined
1. Nomination decisions
(~10 days)
2. Providing supports to
students (~30 days)
3. Family notification if
child is nominated
(who, what, how)
Nomination Process
80
81
Identifying Students
1. Area(s) of Concern
a. Behavior only
b. Behavior in conjunction with academic need
c. Emotional concerns
d. Emotional in conjunction with academic and
behavioral need
2. Possible function of the behavior
3. Groups of students based on instructional need
a. Students needing instruction in anger
management vs. students needing assistance
with organization
82
Student Identification ProcessGuiding Questions
What will be included in your school’s criteria to determine students at risk?
1. Cut off point of universal screener
2. Number of referrals (consider time of year)
3. Percentage of absences
4. GPA, grades, course failures
5. Early Warning System
6. Other83
Example of identifying students needing
Tier 2
Completed screening process in November
Student meets criteria for Tier 2 supports if
they have been taught expectations and rules
and have received reward but have two
or more of the following:
Two or more referrals
•Two or more of the sub-categories of the Strengths and Difficulties Questionnaire (SDQ) that indicates high-need
•Percent of instructional days absent
•Teacher nomination
84
Grouping Common Needs
Guiding Questions
1. Do the students have similar instructional
needs?
2. Do the students have both academic and
emotional/behavioral needs?
3. Are the students’ academic needs similar?
4. Are the functions of behavior similar across
students?
85
Function of Behavior at Tier 2
1. Behavior that occurs repeatedly serves a purpose
2. The same behavior may serve different functions
a. Disruptive behavior may be to gain peer attention or
avoid a non-preferred task
b. The same intervention for the same behavior may be
counter-productive if the behaviors serve different
functions (McIntosh, Campbell, Russell-Carter & Rosetto-Dickey, 2009)
3. Interventions are more effective when aligned with
function (Reinke et al, 2013)
4. At Tier 2, do NOT do an intensive functional-based
assessment
86
Social Skills Anger
Mgmt.Coping Skills
Organizing
SkillsAcademic
Conflict
ResolutionMath Reading
1
Ac.
CICO
Skill-
streaming
Avoid task
Reading
2
Avoid Peer
Attn.
Avoid
Adult
Attn.
Get Peer
Attn.
Get Adult
Attn.Get Task
T ier 1 Pos i t ive Psycho logy St rateg ie s
87
Evidence-Based Interventions
Objectives
1. Identify features of evidenced-based
interventions
2. Locate resources to help your school select
evidence-based interventions for Tier 2
3. Develop a schedule for providing Tier 2
interventions
88
Critical Features
1. Research and theory to
support the intervention
(i.e., similar population,
demographics, setting)
2. Method for progress
monitoring
3. Ongoing evaluation of
intervention fidelity
4. Validated by systematic
data collection
Avoid
1. “I think it might work”
(opinion) strategies
2. Interventions with few
studies/data to support
them
3. Studies with inconsistent
results
Evidence-Based Interventions
89
Evidence-Based Interventions
Levels of Evidence1. Randomized control group designs
2. Experimental studies
a. Quantitative: Intervention vs. non-intervention group
b. Single subject
3. Non-Experimental studies
a. Qualitative: Interviews, surveys, focus groups
4. Student outcomes/successes
B
E
S
T
90
Evidence-Based Interventions
1. Resources
• http://ies.ed.gov/ncee/wwc/
• http://ies.ed.gov/ncee/wwc/pdf/practiceguides/behavior_pg_09230
8.pdf
2. Evidence-Based Behavioral Practices
• http://www.ebbp.org/
3. SAMHSA Registry of Evidence-Based Program and
Practices• http://nrepp.samhsa.gov/Index.aspx
4. Collaborative on Academic, Social and Emotional
Learning• www.casel.org 91
Tier 2 Interventions
1. Social Skills
a. Skillstreaming
b. LEAPS
2. Anxiety
a. Coping Cat
b. Friends
3. Teaching Problem-Solving
a. I Can Problem-Solve
b. Prepare
c. PATHS
d. Steps to Respect
92
Tier 2 interventions (continued)
4. Academic Behaviors
a. Behavior Education Program (BEP, CICO)
b. Academic Behavior Check-in/Check-out (ABC)
c. Homework, Organization and Planning Skills
(HOPS)
5. Anger Management
• Second Step
6. Classroom management
• CHAMPS
7. Mentoring
93
Evaluating Vendor Products
Guiding Questions
1. Has the strategy been reviewed and evaluated for ‘standards of evidence’ by an organization such as ‘What Works
Clearinghouse’?
If not, is there any evidence that the strategy has been researched? (e.g., journal articles, book chapter, report from developer)
2. Does the strategy have a manual describing the procedures for each step, so anyone would be able to implement the strategy?
3. Does the strategy include a method for evaluating fidelity of implementation?
4. Can the strategy be implemented without regular and/or intensive involvement from the developer?
94
Tier 2 Interventions
Features
1. Evidence-based
2. Matched to function of behavior
3. Aligned to Tier 1 expectations
4. Continuously available and easily accessible
5. Begin within 30 days of referral
6. Minimal time commitment for classroom teachers
7. Teachers easily trained on implementation
8. Provide data for progress monitoring
9. Consistent across most students, with some flexibility
10. Process for informing students and families, and
obtaining consent
95
Finding Time to Provide Supports
Determine common time for implementing the
intervention to allow for maximum staff availability
1. Be aware of non-negotiables
a. 90 min. Reading block
b. Core academics
2. Consider where time can be ‘borrowed’
a. 5-7 min shaved from 7 period day; 8-10 min from 4 period block
b. Reduced lunch or transition times
3. Schedule intervention or enrichment blocks
4. Use of A/B schedules, structured active lunch
5. Consider adding time to school day
6. Utilize before/after school programs and community-
based resourcesMTSS Project, June 2012
96
Monitoring Student Progress
• Assess specific skills/expectations
• Sensitive to small increments of change over time
• Administered efficiently and repeatedly (quick/easy)
• Easily summarized in teacher/family-friendly format for communication purposes (graphs)
• Able to compare progress across students
Tier 2 Monitoring
Tool Features
• Daily point sheets
• Behavior Report Card
• Checklists
Daily/Weekly Monitoring
Tools
97
Is this an efficient way to progress
monitor?
0
10
20
30
40
50
60
70
Pre-Intervention Mid-Point Post-Intervention
Pro
fici
en
cy S
core
Anger Management Survey - Johnny B. Goode
98
An Efficient Way To Measure Progress
1. Administered repeatedly & efficiently
2. Measures ‘specific’ goals
3. Sensitive to small changes
4. Summarized in graph format,
5. Able to compare progress across students99
• Monitor performance
throughout the day
• Teachers trained on how to
provide feedback/rating
• Rubric printed on bottom
half of sheet to clarify
scoring for teachers,
students, and family
Crews Lake MS
1 point (Respectful):
“I was somewhat
disrespectful to my
teacher or peers, but I
corrected my
behavior”100
Sensitive to Small Changes
101
Tier 3
Supplemental Support
Systems in the
Classroom
Tier 3 Process
System for communicating progressStudents and staff Families
Monitors implementation fidelity
Pre-determined decision rulesSelecting and prioritizing students Making intervention changes Increasing/decreasing levels of support
Matches the needs of individual student
Collaborative teaming and data-based problem-solving
Builds on the Tier 1 and 2 Implementation
103
Final Comments
• Classroom implementation of PBIS is critical to success for all students.
• Unless consistent and effective effort is applied to Tier 1, Tier 2 and 3 are not likely to be successful.
• Unless consistent and effective effort is applied to Tier 2, Tier 3 is not likely to be successful.
• As you provide more support in tiers 2 and 3 more training and expertise is required.
• The classroom teacher is where the “rubber meets the road” in directly impacting students academic and behavioral development.
Contact Information and Resources
• FLPBIS:MTSS Project• Phone: (813) 974-7684
• E-mail: [email protected]
• Website: http://flpbs.fmhi.usf.edu
• Facebook: www.facebook.com/flpbs
• Twitter: www.twitter.com @flpbs
• OSEP TA Center on PBIS• Website: www.pbis.org
• Association on PBS• Website: www.apbs.org