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Building a Comprehensive Tier II System: Lessons Learned
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Teams(Data, Practices, Systems)
• School-wide PBS– Universals– Connect points to Tier II & III
• Classroom Problem Solving Team– Review data – Develop function-based interventions
• Tier II (III)– Partner with Classroom Problem Solving Team
Lead/Coordinator– Coordinate and monitor tier II supports
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Starting Point
• Work within current formal and informal systems• Develop missing steps of efficient process• Provide training and technical assistance to
facilitators– Classroom Problem Solving Teams (partnership)– Tier II Team
• Guided process with templates for environmental modifications and interventions
• Goal = fluency among all faculty and staff
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RRKS Team
STAT Team
School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication
Core Team RepresentativeDistrict PBS Support
Building Administrator and Counselors
*Meets Monthly
Core Team Representative
SAT PartnerCore Team Teachers
*Meets Weekly
Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT
SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans
SAT Team
AdministratorCounselorBehavior Specialist
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Tier II Support Process• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process
– Decision Rules– Referral– Screen
• Step 3 Classroom Problem Solving Team– Classroom supports (function-based)– Progress monitor
• Step 4 - Tier II supports– Non-responders to classroom supports– Match function of student behavior to intervention– Progress monitor
• Step 5 - Evaluate Process
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Step 1. Universals In Place
• Specific Focus on Classroom– Review of essential features– Implementation Plan
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Systems
• Teach–Brief in-service, single topic focus
• Practice (performance feedback)–Peer coaching–Principal “walk-throughs”
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Addressing Classroom Universals
• Develop a plan to:– Identify strengths and areas of need – Provide training for all staff on key features– Identify a strategy to assess use– Identify a strategy to provide performance feedback
• For Example– All self-assess (pbis.org)
– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)
– Peer observe and count (performance feedback)
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Essential1. Classroom expectations & rules defined and taught2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate
behavior in place and used per established school-wide procedure
5. Students are actively supervised6. Students are given multiple opportunities to respond (OTR)7. Activity sequence promotes optimal instruction time and
student engaged time8. Instruction is differentiated based on student need
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Step 2. Identifying students
• Current data– Confidence in numbers– Consistency across data points
• Teacher Referral• Screening
Approximately 10-15% of total students
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Data Decision Rules
• Office Discipline Referral (ODR)– Major– Minor
• Time out of Instruction– “Buddy Room”– “Safe Seat”– Discipline/ Detention Room
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RRKS TOC (front side)
RRKS – Time Out of Class Code: _____
Student: _________________________ Date:______________________
Incident Time: ____________________# of min. out of rm.: __________
Teacher: _______________________Subject: ____________________
What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________
Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe
What will you do differently next time?______________________________________
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RRKS TOC (back side) Processing Checklist:Processing data & time:
• Review with the student reason he/she was sent out.
• Teach & practice replacement behavior.
• Provide positive reinforcement for replacement behavior.
• Check the setting in which the behavior occurred.
Whole group instruction
Small group instruction
Individual work
Working with peers
Alone
1-on-1 instruction
Interacting with peers
Other: Please identify belowMinor List: Circle the appropriate code
(MDD) Defiance/Disrespect/Non-compliance
(MDS) Disruption
(MI) Inappropriate Verbal Language
( MO) Other (MPC) Phys. Contact
(MP) Property Misuse
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Other Strategies to Identify Students
• Teacher Referral– Questions to discuss:
• Who completes• When• What data must be used/cited• Focus on externalizing and internalizing
• Screening (pbismissouri.org)
– What instrument– Schedule
• Parent Referral??
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Step 3. Classroom Problem Solving Team
• Grade level / combinations• Once a week/every other week focus of
meeting = social behavior concerns when data decision rule met
• Standard problem solving steps
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Classroom Problem Solving Team
• Process leader– Classroom teachers (with partner)
• Tier II Team partner– School Psychologist, Counselor, Administrator
• Process– Data-based decision making
• Guiding questions– Function-based intervention
• Teach replacement• Environmental alterations / supports
– Monitor progress
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Classroom Problem Solving Team
• Develop intervention based on function of behavior– Environment changes– Skills to teach/practice/reinforce
• Monitor progress – Same data that brought them to your attention– Problem and Appropriate behavior– Teacher observations
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Classroom Problem Solving Team• Student meets data decision rule• Classroom teacher completes preliminary forms
(documents student progress to date)• Team leader walks team through problem solving process• Tier II Team partner attends if team is unable to identify
patterns leading to intervention or when significant concerns noted
• Plan put in place • Student progress monitored and reported at weekly
meetings
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Step 4. Tier II Supports
• Students who do not respond to classroom / informal supports (classroom level 2-3 weeks) or those with more intense needs
• Student brought to Tier II Team– Classroom problem solving plan – Progress data
• Based on function of problem behavior and response to classroom supports, match student to Tier II intervention
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Tier II Supports
• Centralized assignment• Each strategy has a coordinator• Classroom supports continued / modified• ALL in building aware of their role in
supporting students in Tier II Supports
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Tier II Supports
• Check in / Check Out• Social Skill Groups• Academic Supports
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Step 5. Monitor Student Progress and Evaluate Process
• Original data sources that lead to student identification– ODR (major / minor)– Attendance– Academics– “Time out of class”– Teacher perception
• Key = frequent and regular– Celebrate success– Adjust if student doesn’t respond (or problems start
reappearing)• Cost/Benefit Analysis of overall process
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.00
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Office Discipline Referrals
Prepost
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Prepost
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Lessons Learned
• Effective classroom management must be in place
• All in building understand– Steps in process– “Science of Behavior” (function)– Purpose of Tier II strategy– Their role in supporting Tier II strategy
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Lessons Learned
• Spend lots of time on systems– “Build Team”– Classroom Problem Solving Team– Tier II Team (with connects to universal team
• Progress monitor– Confidence in data– Efficient ways to collect (e.g., daily progress
reports)
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Lessons Learned
• Continually assess for progress & success– Is it a system/process issue?– Is it a student who needs additional/different
supports?• Don’t be afraid to abandon, alter, tweak
processes or supports that are not leading to desired outcomes