PBS SYSTEMS AT TIERS 2 and 3

Presenters:

Chris Borgmeier

Kent McIntosh

Schedule

Sessions 9:00 to 3:30Lunch 12 to 1

Day 5: Nov. 2 (Making Connections)

Focus of Training

Day 1: Data and Teaming for Support at Tiers 2 & 3

Day 2: Tier 2 Support Day 3: Tier 3 Support - Assessment Day 4: Tier 3 Support - Intervention Day 5: (TBA)

Today’s Agenda

Introductions Using the Triangle to Organize

Interventions Data and Teaming at Tiers 2 and 3

Introductions

Please share with the group:Your name, district, and roleYour experience with FBA and function-based

supportWhat you came here to learn

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

Universal PBSSystems1. Define school-wide expectations

2. Teach expectations and social-emotional competencies

3. Monitor and acknowledge prosocial behaviour

4. Provide instructional consequences for problem behaviour

5. Collect information and use it for decision-making

Targeted Interventions Efficient systems for students who need

additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students

Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for

success (and recognition) Academic assistance

Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Loss/Friendship Groups…

What constitutes a Targeted Intervention?◦ An intervention that:

Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time

Students can get started with almost immediately upon referral

Requires almost no legwork from referring staff to begin implementation of the intervention with a student

All school staff know about, understand their roll with, and know the referral process for

◦SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires

significant organization by referring staff… it’s not a targeted intervention

Questions about Targeted InterventionsSystems Considerations

Intensive Individual Interventions

Individualized, function-based behaviour support

Identify what basic need students are trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those

needsChange environments to make problem

behaviour less likelyStop inadvertently making problem behaviour

worse

Investigating your Systems of Support

CSI Maps

CSI Maps

C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each

tier (strategies, programs) Write down how your school identifies

what level of support students need

RESPONSE TO INTERVENTION

AND THE THREE TIER MODEL

CSI Maps

C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each

tier (strategies, programs) Write down how your school identifies

what level of support students need

CSI Maps: Interpretation

1. Identify GAPS in: 1. Support

2. Assessment

2. Consider priorities for filling gaps

3. How are you going to choose?

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions____________________________________________________________________________

Tertiary Interventions________________________________________________________________________

Secondary Interventions____________________________________________________________________________

Secondary Interventions____________________________________________________________________________

Universal Interventions________________________________________________________________________

Universal Interventions________________________________________________________________________

Behaviour and Academic Interventions at All Tiers A Response to Intervention Model

Academic Systems Behaviour Systems

What do your schools’ individual student support systems look like?1. How are students who need help

identified? Whenever the teacher is at wit’s end

2. How are behaviour plans created? Followed whatever the last workshop said

3. How do you know if plans are in place? I thought it was done once we made the plan!

4. How do you know if they are working? Why are you still asking me these questions?