School Wide Positive Behavior Support - PAPBS.ORG

1 1/22/2017. School wide Positive Behavior Support Tier 2 Practices and Supports PATTAN Coaches Day January 26, 2017. Kelly Swartwood PA Positive Behavior Support Network Facilitator of Advanced Tiers BLaST Intermediate Unit #17 1. What is the Purpose of Tier II Interventions? Implementation with Fidelity Continuous Continuum of Progress Evidence Based Monitoring Interventions RTII. Universal Content Screening Expertise &. Fluency Data-Based Decision Prevention & Early Making & Problem Intervention Solving 2. 1. 1/22/2017. What are the Critical Features of Tier II Interventions? Increased Adult Increased Opportunities for Monitoring Positive Reinforcement Increased Instruction & Continuous Progress Skill Development Monitoring (feedback). Team Data Driven Pre-corrections behavioral School - wide Expertise Tier II. 3. When is a School Ready Tier II Practices &. Interventions?

2 Does Implementation of Tier 1 Practices and Systems Need A Booster? 1. Is your Self Assessment Survey total score above 80%. 2. Is your BOQ above an 80%. 3. Does your SWIS Data indicate a need for Interventions 4. Modify Tier 1 implementation action plan based on data 5. Complete Tier II Commitment Self-Assessment Activity 4. 2. 1/22/2017. Academic & behavioral Instruction PTR. Tier 3 Reading Programs Wraparound Special Education SBBH. Edmark FBA/BIP. Triumphs-aligned to core Student Support instruction Wilson Fluency CICO. Mentoring Social Skills small group RtII groups Second Step Title I reading Support SSIS. RFS/SSS Ready For Success/. Student Success Skills Everyday Math Treasures (reading) 4 Bs universal expectations Accelerated Reader Universal screening-SRSS. Study Island Re-teaching Otter Creek Millionaire Buck (MB) cards Small Group reading Principals 100 Club Office Discipline Referrals (ODRs).

3 DIBELS Olweus Bully Prev. Prog. (OBPP). GRADE/GMADE Second Step 4 Sight Second Step Bully Prevention edInsight Second Step Child Protection Unit 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 3rd Screened 400. 100 MH Condition 1 in 4. 30 Students that receive MH Support 6. 3. 1/22/2017. Mental Health Supports Effective intervention can reduce risk and intensity of impact but many children and youth who experience mild to severe problems, either internalizing or externalizing, are often inadequately supported, delayed in accessing services, or receive no treatment at all (The National Research Council and Institute of Medicine [NRC & IOM], 2009). 7. Practice: Universal Screening (SRSS). Three times per year: Fall, 6 8 weeks after the start of the School year Winter, 2 3 weeks after winter break Spring, 6 8 weeks before the end of the School year Screening Procedures: Place the faculty meeting screener dates on the master calendar at the start of the year.

4 For the first screening, allow extra time for an explanation and directions, once teachers understand the process and become familiar with the spreadsheet, the time needed will be reduced. 4. 1/22/2017. Establishes a schools risk level and allows for monitoring of responsiveness through shifts in this risk level (Lane, Kalberg, Bruhn, Mahoney & Driscoll, 2008). Informs the use of Tier 2 & 3 interventions where to target limited funds Preventative supports reduce the need for more intensive supports later (Cheney & Stage, in press; Walker, Cheney, Stage, & Blum, 2005). Monitor overall effectiveness of the 3-tiered model Adapted from: Dr. Kathleen Lane, Kansas University with PBIS Regional & Local Facilitators Universal Screening 10. 5. 1/22/2017. What is a Specialized Behavior Support Team Interventions? School Specialized Behavior SW PBS Tier 1 Support Team . Team Advanced Tiers Tier Two Tier Three Systems Systems Systems Practices Practices Practices Data Data Data 11.

5 Teaming at Tier 2. Secondary Systems Planning Individual students are NOT discussed Monitors effectiveness of CICO, S/AIG, CICO with individualized features, and Brief FBA/BIP supports Review data in aggregate to make decisions on improvements to the interventions themselves Problem Solving Team Develops plans for one student at a time Every School has this type of meeting Teachers and family are typically invited 6. 1/22/2017. Secondary Systems Team Roles Administrator: provide supports to ensure implementation Team Leader: responsible for agenda & overall facilitation Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. 50 youth in CICO, 40 are responding ). Secondary Systems Team Roles Action Plan Recorder: TIPS note taker Time Keeper: help team to set time limits and stay within allotted time for each agenda item Data Analyst: behavioral expertise that reviews data, maintains overall numbers of students in interventions, successful participation 7.

6 1/22/2017. Tier 2 Team Responsibilities Provide training (CICO Coordinator Training Example & Lesson Plans). and Support to School staff regarding program Provide specialized behavioral assessment strategies, interventions, and supports Meet regularly (weekly/biweekly) to review the program, monitor individual student progress, and review new referrals Coordinate School - wide implementation of the overall Tier II practices and systems 15. Tier 2 Team Responsibilities Develop screening procedures and data-based decision rules for referring students to intervention Utilizing ODR's & or Attendance data Teacher nomination Universal screening Permission forms Referral forms Develop data-based decision rules (including time frame) for placing students, monitoring progress, and fading the intervention 16. 8. 1/22/2017. Tier 2 Team Responsibilities Summarize and review data to address the following questions: Are appropriate students being referred?

7 Are students receiving Support quickly? Has entire staff been trained? Are data reviewed on a regular basis? Have data-based decision rules been established for accessing, monitoring progress, and fading intervention? Are interventions implemented as planned? Is adequate training provided to individuals who will implement the interventions? Are students actively participating in the intervention? Is effectiveness of intervention and Support being monitored? 17. Critical Features of Tier 2 Group Interventions Intervention is continuously available Include structured prompts pre-teaching Rapid access to intervention (72 hr.). Very low effort by teachers Students receive feedback from staff Consistent with School - wide expectations All staff/faculty in School are involved/have access Flexible intervention based on descriptive functional assessment Adequate resources (admin.)

8 , team). Parents receive feedback on progress Continuous monitoring for decision-making 18. 9. 1/22/2017. 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 19. Time-Frames for Data Review Student outcome data (student effectiveness): Intervention facilitator to review individual student data at least every 2 weeks Process data (Intervention effectiveness): Student aggregate data should be reviewed at least once a month by Secondary Systems Team 10. 1/22/2017. Other Data for Consideration Daily Progress Report (DPR) points earned each day (data entered into Excel or SWIS). Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral Levels of Support for Tier 2.

9 Tier 2/Secondary Interventions Level 1 Simple Tier 2/Secondary Interventions: Check-in Check-Out Level 2 Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group Level 3 Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring Level 4 Brief Function Based Interventions: A simple function based Behavior Support plan for a student focused one one specific Behavior ; Brief FBA/BIP for one Behavior Illinois PBIS Network, Revised Sept., 2008 22. 11. 1/22/2017. 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 For more information, go to the CHECK IN.

10 CHECK OUT Module 23. Practice: CICO Implementation Guide PROCEDURAL STEPS: Obtain training via SW PBIS Network Facilitator Provide overview staff, referred students & parents Training for coaches Identify a facilitator/coordinator & provide resources Biweekly meeting Time for coordinating services/progress reports Select a system for managing the daily data - SWIS. Develop a Daily Progress Report (DPR). Create entrance and exit criteria Develop a referral system Students are identified & receive Support w/in 3 days 12. 1/22/2017. Practice: CICO Implementation Guide Where will check-in and check-out occur? What is the maximum number of students that can be served in the CICO at one time? Who will check students in and out when coordinator is absent? What will students' daily point goal be? What reinforcers will students receive for checking in and out ( , praise and lottery ticket) and meeting their daily point goal?