PosiveBehaviorforLearning: … · – overHpriced,!furry!boots! ... (Merikangas!etal.,!2010;!U.S.!Public!Health!Service,!2000)!! MO!SWHPBS! ... //ebi.missouri.edu/ !!

Posi%ve Behavior for Learning: Wellbeing, Leadership & Engagement

Developing Effec.ve Systems for Tier 2

Barbara S. Mitchell, Ph.D. University of Missouri, USA

16 July 2014 – Dubbo

18 July 2014 – Homebush

IntroducGons

•  Barbara Mitchell -‐ [email protected]

– Classroom Teacher (10 yrs)

– MU Center for SWPBS (6 yrs) •  Project Coordinator for Tiers 2/3

•  All session materials will be posted on the PBL Wiki: hWp://pblsupport.pbworks.com

MO SW-‐PBS

Cultural Influences

•  Movies – Mel Gibson, Russell Crowe, Nicole Kidman

•  Food – kangaroo & emu; Outback Steakhouse

•  Fashion – over-‐priced, furry boots

•  Music – Bee Gees, Olivia Newton John, & ACDC

MO SW-‐PBS

AWenGon Signal

•  I say, “Hang on” •  You say, “Help is on its way!” •  This means… – Stop talking – Eyes on me – Ready for the next thing

MO SW-‐PBS

IntroducGons – Your Turn

•  Find someone near you.

•  Tell your –  name, –  school, –  posiGon, and –  2 details about the status of your PBL implementaGon.

•  Repeat procedures unGl you hear the aWenGon signal…. “Hang On!”

MO SW-‐PBS

The Challenge

•  Approximately 1 in every 3 to 4 youth experience MEB disorder.

•  1 in 10 meet criteria for disorder with severe impairment across their lifeGme.

•  Of the 20% affected only 30% of those actually receive services.

(Merikangas et al., 2010; U.S. Public Health Service, 2000)

MO SW-‐PBS

•  Academic success is linked with social & behavioral skills

•  Early idenGficaGon with intervenGon can decrease the likelihood of academic failure and low outcomes; minimizes impact of risk

•  PrevenGve supports reduce the need for more intensive supports later.

(Walker, Cheney, Stage, & Blum, 2005) (Albers, C. A., Glover, T. A., & Kratochwill, 2007; Elliot, Huai, & Roach, 2007)

The Challenge

MO SW-‐PBS

The Good News!

•  There is great potenGal to reduce the number of new cases of MEB disorders and improve the lives of youth who experience these challenges.

•  We are limited only by inefficient and ineffecGve systems!

(NRC & IOM, 2009, p. 16)

MO SW-‐PBS

FIRE DRILL!

MO SW-‐PBS

Framework for PromoGng Wellbeing & Engagement with School & Learning

Tier One •  All students •  PrevenGve, proacGve

Tier One •  All semngs, all students •  PrevenGve, proacGve

Tier Two •  Some students (at-‐risk) •  High efficiency •  Rapid response

Tier Two •  Some students (at-‐risk) •  High efficiency •  Rapid response

Tier Three •  Individual Students •  Assessment-‐based •  High Intensity

Tier Three •  Individual Students •  Assessment-‐based •  Intense, durable procedures

Academic Systems Behavioral Systems

MO SW-‐PBS

Session Outcomes

By the end of this secGon you will be able to…

•  Explain the purpose of a Tier 2 system and describe key features of effecGve intervenGon.

•  Create a data based process for idenGfying students who are at-‐risk for poor outcomes.

•  Consider intervenGons that are relevant for meeGng the needs of students and staff your semng.

MO SW-‐PBS

Purpose & Key Features of Tier 2

•  Create a system to –  IdenGfy students who are at risk for difficulGes.

–  Provide standardized intervenGons that support student needs. •  Prevent the development, decrease frequency & intensity, minimize impact of problems.

– Use data used to monitor progress and make decisions.

MO SW-‐PBS


•  Provide intervenGons to support approximately 15% of the student populaGon who are at risk, but not currently engaging in severe problem behavior

Walker & Horner, 1996; Crone, Hawken & Horner, 2010, p. 7

MO SW-‐PBS


•  Academic or behavior intervenGons are strategies or techniques applied to instrucGon in order to teach a new skill, build fluency in a skill, or encourage the applica.on of exisGng skills to a new situaGon.

MO SW-‐PBS


•  Typically incorporate pracGces such as: – Explicit skill instrucGon –  Increased encouragement for appropriate behavior

– High rates of performance feedback – Specific planning for generalizaGon and maintenance

MO SW-‐PBS

Common Tier 2 IntervenGons

•  Check-‐in/Check-‐out – Crone, Hawken, & Horner (2010)

•  Check & Connect Mentoring

•  Social Skill InstrucGonal Groups

MO SW-‐PBS

Targeted IntervenGon Support Process

•  Implement Universals (Tier 1)

•  IdenGfy students at risk

•  Provide intervenGon – Classroom Problem Solving – Tier 2 Supports – Monitor progress and make decisions

•  Evaluate Outcomes MO SW-‐PBS

•  School-‐wide expectaGon matrix •  Schedule of lesson plans for teaching •  System for acknowledging student success •  Process for responding consistently to learning errors

•  Regular review of school-‐wide data to determine impact

Teach, Prac*ce, Acknowledge!

Step 1: Implement Universals

MO SW-‐PBS

•  EffecGve Classroom PracGces – Clear expectaGons & rules – Clear procedures & rouGnes – Strategies to acknowledge appropriate – Strategies to respond to inappropriate – AcGve supervision – MulGple opportuniGes to respond (OTR) – AcGvity sequence & offering choice – Academic success & task difficulty


MO SW-‐PBS

MO SW-‐PBS

Step 1: Implement Universals •  SWPBS Tier 1 EvaluaGon –  School-‐wide EvaluaGon Tool (SET)

•  External evaluaGon •  Score of 80% or higher

–  Benchmarks of Quality (BoQ) •  Internal, team self-‐assessment •  score of 80% or higher within past 18 months

–  Self Assessment Survey (SAS/EBS) •  Internal, full staff •  80% of staff report that Schoolwide, Non-‐Classroom & Classroom Systems are in place

MO SW-‐PBS


•  SWPBS Tier 1 EvaluaGon

– Consistent use of schoolwide data for making decisions as evidenced by monthly Big 5 Data Reports

– System in place to collect classroom minor referrals

– Data indicaGng 80% of students with 0-‐1 ODR MO SW-‐PBS

Implement Universals

•  To what extent is Tier 1, including classroom pracGces, in place in your semng?

– SET, BoQ, and SAS survey data

– School-‐wide discipline data

– EffecGve classroom pracGces

MO SW-‐PBS


ü Implement Universals (Tier 1)

•  Iden%fy students at risk

•  Provide intervenGon – Classroom Problem Solving – Tier 2 Supports – Monitor progress and make decisions


•  Short, simple •  Supported by quick response •  Promotes early intervenGon •  Considers internalizing & externalizing features

•  Includes informaGon about the problem – Academic data with possible impact on behavior – Clear descripGon of problem behavior

(Anderson & ScoR, 2009)

Step 2: IdenGfy Students

MO SW-‐PBS

Externalizing Behavior Examples… •  Aggression to others or things •  HyperacGvity •  Non-‐compliance •  DisrupGve •  Arguing •  Defiance •  Stealing •  Not following direcGons •  Calling out


MO SW-‐PBS

Internalizing Behavior Examples… •  Exhibits sadness or depression •  Sleeps a lot •  Is teased or bullied by peers •  Does not parGcipate in games •  Very shy or Gmid •  Acts fearful •  Does not stand up for self •  Self-‐injury (cumng, head banging) •  Withdrawn


MO SW-‐PBS

•  Teacher Referral •  ExisGng School Data •  Universal Screening Scores

Allows for early interven.on?

Iden.fies internalizing & externalizing?


MO SW-‐PBS

William Lynch Elementary

•  Implement universals across all semngs •  Near the end of the first quarter each teacher considers all students in classroom – Students with academic or behavioral concerns are idenGfied

– Teacher completes a brief nominaGon form – Occurs during protected work Gme (faculty mtg)

•  PBS team organizes results and assists with decision making

MO SW-‐PBS

•  Consider your semng…

– What is the process for referring or nominaGng students to receive addiGonal support?

– To what extent are all staff members aware of the process? •  How are students nominated? • What materials are needed? • Who will receives the nominaGons? •  How quickly are decisions made about intervenGon?

IdenGfy Students

MO SW-‐PBS

ü Teacher Referral •  ExisGng School Data •  Universal Screening Scores




MO SW-‐PBS

•  ExisGng School Data – Office discipline referrals – Classroom minor events – AWendance – Academic performance (e.g., NAPLAN scores) – Grades

•  Create decision rules that indicate risk & trigger a response


MO SW-‐PBS

Example – Elementary Level

•  School data is reviewed monthly

•  As soon as one or more of the following occur student is considered for addiGonal support – Unexcused absence (2nd event) – Major discipline incident (3rd event) – Behavioral infracGons on the bus (2nd event) – MulGple visits to nurse or counselor with no known medical cause (3rd event)

MO SW-‐PBS

Example -‐ High School

•  School data is reviewed before students begin their first year of High School – AWendance below 90% – Failing grades in one or more core courses – 3 or more major discipline events

•  Student is assigned to a PBL seminar (Pride Time) to receive addiGonal support.

•  Students enter and exit group on quarterly basis

MO SW-‐PBS

•  Consider your semng…

– How is exisGng school data used to idenGfy students for addiGonal support? • What data is regularly reviewed? • Who monitors the data? •  To what extent are all staff members aware of the process? •  How quickly are decisions made about intervenGon?

IdenGfy Students

MO SW-‐PBS

ü Teacher NominaGon ü ExisGng School Data •  Universal Screening Scores




MO SW-‐PBS



ü IdenGfy students at risk

•  Provide interven%on – Classroom Problem Solving – Tier 2 Supports – Monitor progress and make decisions


SelecGng IntervenGons •  Matched with need •  Appropriate intensity •  Evidence-‐based •  Data collecGon for monitoring progress •  Roles & responsibiliGes understood by all – Students – Families – Teachers

MO SW-‐PBS

SelecGng IntervenGons

•  Classroom Problem Solving –  Evidence Based IntervenGon Network (EBI) hWp://ebi.missouri.edu/

•  Tier 2 Group-‐Based –  Check-‐in/Check-‐out, Social Skills Group, Check & Connect Mentoring, Academic Skills Group

–  NaGonal Registry of Evidence Based Programs & PracGces (NREPP) hWp://www.nrepp.samhsa.gov/

–  InsGtute of EducaGon Sciences What Works Clearinghouse (WWC) hWp://ies.ed.gov/ncee/wwc/

MO SW-‐PBS




ü Provide intervenGon – Classroom Problem Solving – Tier 2 Supports – Monitor progress and make decisions


Evaluate Outcomes

•  Is the system working?

•  Benchmarks for Advanced Tiers (BAT) – Team self-‐assessment, completed annually

MO SW-‐PBS

Evaluate Outcomes

•  Is the system working? •  ParGcipaGon data, collected annually – # of students who parGcipated – # of students who graduated – # of students who required more intensive support

MO SW-‐PBS

Evaluate Outcomes

•  Is the system working?

•  Impact data, collected annually – aWendance, – academic performance, – discipline events –  instrucGonal Gme

MO SW-‐PBS




ü Provide intervenGon – Classroom Problem Solving – Tier 2 Supports – Monitor progress and make decisions

ü Evaluate Outcomes MO SW-‐PBS

Session Outcomes

By the end of this secGon you will be able to…

•  Explain the purpose of a Tier 2 system and describe key features of effecGve intervenGon.

•  Create a data based process for idenGfying students who are at-‐risk for poor outcomes.

•  Select intervenGons to be developed for your semng.

MO SW-‐PBS

QuesGons & InformaGon

•  NSW PBL wiki – hWp://pblsupport.pbworks.com

•  Missouri SWPBS Tier 2 Workbook, Chapter 3 – www.pbismissouri.org Note that NSW has its own version-‐ contact [email protected]

•  NaGonal PBIS Technical Assistance Center – www.pbis.org

MO SW-‐PBS

Documents

PosiveBehaviorforLearning: … · – overHpriced,!furry!boots! ... (Merikangas!etal.,!2010;!U.S.!Public!Health!Service,!2000)!! MO!SWHPBS! ... //ebi.missouri.edu/ !!