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State Personnel Development Grant
(Grant No. H323AO50005)
Tier 2 Systems and Interventions for Behavioral Supports
• Define Response to Intervention
• Describe tools to evaluate Tier 1 implementation
• Determine Tier 2 Readiness
What is Response to Intervention?
Mississippi’s model for RtI is a comprehensive,
problem solving and multi-tiered
intervention strategy to enable early
identification and intervention for ALL
students who may be at academic or behavioral
risk.
MDE Response to Intervention Best Practices Handbook (2010)
Blended Initiatives
Academic Systems Behavioral Systems
5-10%Targeted Group
Interventions
Targeted students
Targeted Group
Interventions
Targeted students
5-10%
Intensive,
Individual Interventions
Specific students
1- 5%1-5%Intensive,
Individual Interventions
Specific students
Universal Interventions
All students
80-90% 80-90% Universal Interventions
All students
Dr. George Sugai,
Co-Director Center on PBS
MDE’sResponse to Intervention
• Tier 1
Quality Instruction which describes the school-wide efforts and practices that are available to all students; including:
• Essential Elements
4) universal screening of behavior
8) classroom and behavior management
9) system of behavioral support
(school & district level)
MDE Response to Intervention Best Practices Handbook (2010)
Readiness for Tier 2
• SWPBIS Universal System
School Evaluation Tool (SET) = (80%)
Benchmarks of Quality (BoQ) = (80%)
80% of the staff report school wide systems are in place for
non classroom systems & classroom systems
Consistent use of school wide data for making decisions as
evidenced by the monthly “Big 5” reports and Precise
Problem Statements and interventions implemented
System in place to collect classroom minor referrals
Essential Elements Matrix - Tier 1
School District:________________________ School:__________________________
Element Does Not Meet
Meets Exceeds Elements Source
4. Universal screening of behavior
___Conducts screening of some students;
___using the same measure;
___fewer than 3 times per year; or
___not at equal intervals; and
___implements without integrity
___Conducts screening of all students (K–12);
___using the same measure;
___3–4 times per year;
___at approximate equal intervals (i.e., fall, winter, spring); and
___implements with integrity
N/A Student’s screening results may include, but are not limited to:
___Office Discipline Referrals (ODR);
___Systematic Screening for Behavior Disorders (SSBD);
___behavior rating scales; or
___teachers’ nomination
9
Benchmarks of QualityBoQ
• Provide picture of areas of need Lists over 50 benchmarks of quality School-Wide PBIS processes that
address critical elements
• Utilized by teams to identify areas of success, areas for improvement and by REACH MS to identify schools for Model Site evaluation
• BoQ is used by teams to guide SWPBIS action planning process
• Completed in the spring of each school year (Mar/Apr/May)
• Different schools will have different profiles
• So, it is okay to not have all the elements in place… as long as we are focusedon improving!
School-wide Benchmarks of Quality (BoQ): SCORING FORM (Revised) School Name: _________________________________________ District:__________________________ Coach’s Name:_________________________________________ Date: ___________________________
Directions: The school leadership team completes the Benchmarks of Quality (BoQ) together by using the BoQ Scoring Guide to discuss each item and then come to a consensus on the final score for each item. Scores are recorded on this Scoring Form below, and then the average Benchmark score is entered into the REACH-MS website. After entering the score online, teams will review the BoQ Total Score and Subscale Reports and develop an action plan to address areas of need.
Critical Elements
Item
Score
PBS Team 1. Team has administrative support 3 2 1 0
2. Team has regular meetings (at least monthly) 2 1 0
3. Team has established a clear mission/purpose 1 0
Faculty Commitment
4. Faculty are aware of behavior problems across campus through regular data sharing
2 1 0
5. Faculty are involved in establishing and reviewing goals 2 1 0
6. Faculty feedback is obtained throughout the year 2 1 0
Effective Procedures for Dealing with Discipline
7. Discipline process described in narrative format or depicted in graphic format
2 1 0
8. Discipline process includes documentation procedures 1 0
9. Discipline referral form includes information useful in decision making 2 1 0
10. Problem behaviors are defined 3 2 1 0
11. Major/minor behaviors are clearly differentiated 2 1 0
12. Suggested array of appropriate responses to major (office-managed) problem behaviors
1 0
Data Entry & Analysis Plan Established
13. Data system is used to collect and analyze ODR data 3 2 1 0
14. Additional data are collected (attendance, grades, faculty attendance, surveys) and used by SWPBS team
1 0
15. Data analyzed by team at least monthly 2 1 0
16. Data shared with team and faculty monthly (minimum) 2 1 0
Expectations & Rules Developed
17. 3-5 positively stated school-wide expectations are posted around school 3 2 1 0
18. Expectations apply to both students and staff 3 2 1 0
19. Rules are developed and posted for specific settings (settings where data suggest rules are needed)
2 1 0
20. Rules are linked to expectations 1 0
21. Staff are involved in development of expectations and rules 2 1 0
Reward/ Recognition Program Established
22. A system of rewards has elements that are implemented consistently across campus
3 2 1 0
23. A variety of methods are used to reward students 2 1 0
24. Rewards are linked to expectations and rules 3 2 1 0
25. Rewards are varied to maintain student interest 2 1 0
26. Ratios of acknowledgement to corrections are high 3 2 1 0
27. Students are involved in identifying/developing incentives 1 0
28. The system includes incentives for staff/faculty 2 1 0
Scoring the Benchmarks of Quality: ________ / 107 = _________ Benchmarks Score
Total pts. / 107
Critical Elements
Item
Score
Lesson Plans for Teaching Expectations/Rules
1. A behavioral curriculum includes teaching expectations and rules 2 1 0
2. Lessons include examples and non-examples 1 0
3. Lessons use a variety of teaching strategies 2 1 0
4. Lessons are embedded into subject area curriculum 2 1 0
5. Faculty/staff and students are involved in development & delivery of behavioral curriculum
1 0
6. Strategies to share key features of SWPBS program with families/community are developed and implemented
1 0
Implementa-tion Plan
7. A curriculum to teach the components of the discipline system to all staff is developed and used
2 1 0
8. Plans for training staff how to teach expectations/rules/rewards are developed, scheduled and delivered
2 1 0
9. A plan for teaching students expectations/rules/rewards is developed scheduled and delivered
3 2 1 0
10. Booster sessions for students and staff are planned, scheduled, and delivered
2 1 0
11. Schedule for rewards/incentives for the year is planned 1 0
12. Plans for orienting incoming staff and students are developed and implemented
2 1 0
13. Plans for involving families/community are developed & implemented 1 0
Classroom Systems
14. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
2 1 0
15. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
2 1 0
16. Expected behavior routines in classroom are taught 2 1 0
17. Classroom teachers use immediate and specific praise 2 1 0
18. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors
2 1 0
19. Procedures exist for tracking classroom behavior problems 2 1 0
20. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered
2 1 0
Evaluation 21. Students and staff are surveyed about PBS 2 1 0
22. Students and staff can identify expectations and rules 2 1 0
23. Staff use referral process (including which behaviors are office managed vs. teacher managed) and forms appropriately
3 2 1 0
24. Staff use reward system appropriately 3 2 1 0
25. Outcomes (behavior problems, attendance, morale) are documented and used to evaluate PBS plan
3 2 1 0
School-wide Benchmarks of Quality (BoQ)
Action Plan Form
School Name: Wonderful Elementary School District: City District
Team Leader’s Name: C. Lewis Date: 5/2/12
Directions: After completing the BoQ, teams review the BoQ Total Score and Subscale Reports and develop an
action plan to address areas of need.
Critical
ElementsItem Scoring
PB
S T
ea
m
1. Team has administrative support 3 2 1 0
2. Team has regular meetings (at least monthly)2 1 0
3. Team has established a clear mission/purpose1 0
Our Needs
Regular monthly meetings
Team mission/purpose
Action Plan Who When Completed
Schedule Team meetings for the next school year Team July 17, 2012
Develop a Team mission statement Team May 21, 2012May 21,
2012
Critical
ElementsItem Scoring
Eff
ec
tive
Pro
ce
du
res
fo
r D
ea
lin
g w
ith
Dis
cip
lin
e7. Discipline process described in narrative format or
depicted in graphic format2 1 0
8. Discipline process includes documentation
procedures1 0
9. Discipline referral form includes information useful in
decision making2 1 0
10. Problem behaviors are defined 3 2 1 0
11. Major/minor behaviors are clearly differentiated 2 1 0
12. Suggested array of appropriate responses to major
(office-managed) problem behaviors1 0
Our Needs
Discipline process described in narrative or graphic format
Discipline Process documentation procedures clarified
Definition of problem behaviors
Clearly differentiate Major/Minor behaviors
Action Plan Who When Completed
Develop a flow chart for discipline process (major and
minor
A.
ThomasJuly 17, 2012
Update discipline process documentation procedures for
staff handbookC. Bell July 17, 2012
Clarify definitions of problem behavior – major and minor
with examples of each for staff handbookT. Moss July 17, 2012
15
Tier 2 Benchmarks of Quality
• Provide a picture of areas of need
• Lists over 45 benchmarks of quality indicators
Systems that address critical elements of Tier 2
• Completed by school teams usually at the end of the year
to assess how they score on a 90 point scale with regard to
developing and implementing Tier 2 Interventions and
Supports
• Different schools will have different profiles
So, it is okay to not have all the elements in place
As long as we are focused on improving!
Tier 2 Benchmarks of QualityCritical Elements Items 2 1 0
Re
ad
ine
ss
1. Tier 1 Systems are in place with documentation readily available. (i.e., 80% of the BoQ or SET)
2. Team members agree that school-wide PBIS is in place andis implemented consistently by teachers and staff
3. SWPBIS team has broad representation
4. SWPBIS team meets at least monthly
5. A data system is in place for documenting discipline referrals
6. “Big 5” data are used to create precise problem statements
7. Intervention is implemented
8. Administrator is informed of monthly data
A. Readiness 2 – Fully in
Place
1 – Partially in
Place
0 – Not
Started
Circle
Appropriate
Score
1. Tier 1 Systems are in place with documentation readily available (i.e., 80% of the BoQ or SET)
80% on SET
80% on Tier1
BoQ
Score greater
than 40% on
either of these
measures
Score less than
40% on either
of these
measures
2
1
0
2. Team members agree that SWPBIS is in place and is implemented
consistently by teachers and staff
Team members
agree that
SWPBIS is in
place and is
implemented
consistently by
over 80% of all
teachers and
staff
Team members
agree that
SWPBIS is
implemented
consistently
by 50-80% of
teachers and staff
Team members
state that
SWPBIS is
implemented
consistently
by less than
50% of
teachers and
staff
2
1
0
Tier 2 Benchmarks of QualityScoring Guide
(Please circle the appropriate score for Tier 2 systems)
Action Plan!Tier 1 Systems
• Use the Benchmarks of Quality to evaluate current Tier 1 systems implementation
• Create Action Plan for necessary items
• Use the Tier 2 Benchmarks of Quality ( 1 – 8) to evaluate Readiness to implement Tier 2 Systems
