the last frontier: key system features of tier iii supports within a school-wide positive behavior...

The Last Frontier: Key System Features of Tier III Supports Within a School-wide Positive Behavior Support Continuum

Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

Starting Point….

• We cannot “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

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

Universal

Targeted

IntensiveContinuum of

Supports

Reading

Science

Math

Soc skills

Horses

Spanish

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice• Acknowledge student mastery of social skills

– Positive Feedback• Readiness across Tiers (universals always a priority)• Access to on-going Technical Assistance

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Universal School-Wide Features

• Clearly define expected behaviors (Rules)– All Settings– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

Tier II (small group)• Efficient and effective way to identify at-risk students

– Screen– Data decision rules– Teacher referral

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Progress Monitoring• Part of a continuum – must link to universal

school-wide PBS system

Tier III (individualized support)

• Non response to Tier II• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies (Integrated Framework Monograph)

• Part of a continuum – must link to universal school-wide PBS system

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

Data Determine When PBS Team is Ready to Build Supports Beyond

Universals

Readiness for Tier 2

• SWPBS universal systems are consistently implemented with fidelity– School-wide– Non-Classroom– Classroom

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• SWPBS Universal System Outcomes– SET or BoQ score of 80% or higher

within past 18 months– SAS: 80% of staff report that School-wide, Non-

Classroom & Classroom Systems are in place

15


• SWPBS Universal System Outcomes– Data indicating 80% of students with 0-1 ODR or

within national average for the school’s grade levels

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

– System in place to collect classroom minor referrals

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• Evidence of implementation of the Eight Classroom Essential Practices & a process developed for ongoing training faculty/staff.

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Classroom Universal Essential Practices

1. Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)

2. 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 procedure5. Students are actively supervised (pre-corrects and positive

feedback)6. Students are given multiple opportunities to respond (OTR)

to promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and

student engaged time8. Instruction is differentiated based on student need

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Tier 2 Readiness Checklist

*Place a check in the box that best reflects your school’s status

Data Indicators In Place

Not In Place

Notes

1. SET score of 80/80 OR

BoQ score of 80% or higher

2. SAS Schoolwide 80% or higher

3. SAS Non-Classroom 80% or higher

4. SAS Classroom 80% or higher

5. 80% or more students in the 0-1 ODR range or within national range for school’s grade levels

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

7. System in place to collect classroom minor referrals

8. Tier 2 team includes administrator, crossover member, behavioral expertise or desire to develop, academic expertise

9. Eight Classroom Essential Practices taught to all staff and evident in all classrooms

10. Access to district level support

MO SW-PBS

Tier 2 Readiness Analysis

Tier 3 ReadinessSchool-wide Evaluation Tool (SET) Score of

80/80 or Benchmarks of Quality (BoQ) of 80% or higher within the last 12 months

Self-Assessment Survey (SAS) results indicate current status of 80% or more features in place for School-Wide Systems, Non-classroom Setting Systems and Classroom Systems

Tier 3 Readiness

Office Referral Data (ODR) indicate 80% or more of students in the 0-1 referral range

Data demonstrates reduction in classroom minor referrals over at least a one year period

Consistent use of schoolwide data for making decisions as evidenced by monthly Big 5 data reports

15% Tier 3Goal 5%

16% Tier 2Goal 15%

69% Tier 1Goal 80%

6+ Referrals

2-5 Referrals

0-1 Referral

57 students with 9+ Referrals

1712 referrals

Baseline Behavior Data Spring

7% Tier 3Goal 5%

10% Tier 2Goal 15%

83% Tier 1Goal 80%

Post Intensifying Tier I + Classrooms

516 Referrals

16 Students with 9+ Referrals

6+ Referrals

2-5 Referrals

0-1 Referrals

Tier 3 ReadinessDocumentation of:

– Standard system for identifying students for Tier 2 supports

– Process to identify “function” of behavior and match intervention to the function

– At least one research-based small-group and/or targeted behavioral intervention that is fully implemented. If only one is fully implemented, the second intervention has been piloted and plans are in place for full implementation.

Tier 3 ReadinessDocumentation of:

– Staff training for implementation of interventions

– Use of individual student data for making decisions about when to continue, intensify, change, or fade intervention

– Informing family members of the Tier 2 process and regularly updating them about child’s progress

Tier 3 ReadinessAdministrator and core group of staff who will

serve on Tier 3 team:– At least one member with behavioral expertise– At least one member with academic expertise– Crossover membership for Tier 2 team– Access to district level support

Determine a core group of team members who will attend trainings (i.e., administrator, member with behavioral expertise, member with academic expertise)

Tier 1 and Tier 2 Analysis for Tier 3 Readiness

Tier 3 Readiness Guideline Documentation/Notes: Schoolwide Evaluation Tool (SET) Score of 80/80 or Benchmarks of Quality (BoQ) of 80% or higher within the last 12 months.

Score and date __________________________ 80% Criteria met? Yes No Notes for increasing fidelity based upon results:

Self-Assessment Survey (SAS)/Effective Behavior Support Survey (EBS) results indicate current status of 80% or more features in place for Schoolwide Systems, Nonclassroom Setting Systems and Classroom Systems.

Score and date __________________________ 80% Criteria met? Yes No Notes for increasing fidelity based upon results:

Office Referral Data (ODR) indicate 80% of students in the 0-1 referral range.

Percentage in 0-1 range__________ 80% Criteria met? Yes No Notes for increasing fidelity based upon results:

Data demonstrates reduction in classroom minor referrals over at least a one year period.

Classroom Minor Referrals collected? Yes No If Yes: Number of previous year’s Classroom Minors ___________ If No: Add to your Action Plan steps to begin Classroom Minor data collection

Tier 1 and Tier 2 Analysis for Tier 3 Readiness

Implementation Stages and Phases of Learning

SystemsExplorationInstallationInitial ImplementationFull ImplementationInnovationSustainability

Individual Learning• Acquisition• Fluency• Maintenance &

Generalization

Designing Tier III Systems

School-wide PBIS Tiered Fidelity Inventory

3.1 Team CompositionFeature Data Sources

Scoring Criteria0 = Not implemented1 = Partially implemented2 = Fully implemented

3.1 Team Composition: Tier III systems planning team (or combined Tier II/III team) includes a Tier III systems coordinator and individuals who can provide (a) applied behavioral expertise, (b) administrative authority, (c) multi-agency supports (e.g., person centered planning, wraparound, RENEW) expertise, (d) knowledge of students, and (e) knowledge about the operations of the school across grade levels and programs.

School organizational chart

Tier III team meeting minutes

0 = Tier III team does not include a trained systems coordinator or all 5 identified functions

1 = Tier III team members have some but not all 5 functions, and /or some but not all members have relevant training or attend at least 80% of meetings

2 = Tier III team has a coordinator and all 5 functions and attendance of these members is at or above 80%

Main Idea: Tier III teams need individuals with specific skills to

effectively provide and implement Tier III supports. Think about

“functions” versus traditional job titles.

Subscale: Teams

3.2 Team Operating ProceduresFeature Data Sources


3.2 Team Operating Procedures: Tier III team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

Tier III team meeting agendas and minutes

Tier III meeting roles descriptions

Tier III action plan

0 = Tier III team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan

1= Tier III team has at least 2 but not all 4 features

2 = Tier III team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

Main Idea: Tier III teams should create a standard “problem

solving” format (Data- Practices- systems)

Subscale: Teams

3.3 ScreeningFeature Data Sources


3.3 Screening: Tier III team uses decision rules and data (e.g., ODRs, Tier II performance, academic progress, absences, teacher/family/student nominations) to identify students who require Tier III supports.

School policy Team decision

rubric Team meeting

minutes

0 = No decision rules for identifying students who should receive Tier III supports

1 = Informal process or one data source for identifying students who qualify for Tier III supports

2 = Written data decision rules used with multiple data sources for identifying students who qualify for Tier III supports, and evidence the policy/rubric includes option for teacher/family/student nominations

Subscale: Teams

Main Idea: Use multiple data sources to identify students who

are displaying intense/chronic patterns and/or not-responding

to Tier II supports.

3.4 Student Support TeamFeature Data Sources


3.4 Student Support Team: For each individual student support plan, a uniquely constructed team exists (with input/approval from student/ family about who is on the team) to design, implement, monitor, and adapt the student-specific support plan.

Three randomly selected Tier III student behavior support plans created in the last 12 months (see TFI Tier III Support Plan Worksheet)

0 = Individual student support teams do not exist for all students who need them

1 = Individual student support teams exist, but are not uniquely designed with input from student/family and / or team membership has partial connection to strengths and needs

2 = Individual student support teams exist, are uniquely designed with active input/approval from student/family (with a clear link of team membership to student strengths and needs), and meet regularly to review progress data

Subscale: Teams

Main Idea: Each student receiving Tier III supports benefits from having an individualized team comprised of relevant stakeholders with a

Coordinator/Case Manager (3.5)

3.6 Student/Family/Community Involvement

Feature Data Sources


3.6 Student/Family/Community Involvement: Tier III team has district contact person(s) with access to external support agencies and resources for planning and implementing non-school-based interventions (e.g., intensive mental health) as needed.


0 = District contact person not established

1 = District contact person established with external agencies, OR resources are available and documented in support plans

2 = District contact person established with external agencies, AND resources are available and documented in support plans

Subscale: Resources

Main Idea: Accessing external supports and resources, as needed, to create cross setting individual student support plans.

3.7 Professional DevelopmentFeature Data Sources


3.7 Professional Development: A written process is followed for teaching all relevant staff about basic behavioral theory, function of behavior, and function-based intervention.

Professional Development Calendar

Staff Handbook Lesson plans for

teacher trainings School policy

0 = No process for teaching staff in place

1 = Professional development and orientation process is informal

2 = Written process used to teach and coach all relevant staff in basic behavioral theory, function of behavior, and function-based intervention

Subscale: Resources

Main Idea: Effective implementation of Tier III supports requires that relevant staff have the

knowledge base necessary for success – Specific focus on Function Based Interventions & understanding how mental health supports

connect to Universal & Tier II supports

3.10 Hypothesis StatementFeature Data Sources


3.10 Hypothesis Statement: Behavior support plans include a hypothesis statement, including (a) operational description of problem behavior, (b) identification of context where problem behavior is most likely, and (c) maintaining reinforcers (e.g., behavioral function) in this context.


0 = No plans include a hypothesis statement with all 3 components, or there are no Tier III support plans

1 = 1 or 2 plans include a hypothesis statement with all 3 components

2 = All plans include a hypothesis statement with all 3 components

Subscale: Support Plan

Main Idea: Individual behavior support plans should be driven by a

functional behavioral assessment

3.11 Comprehensive SupportFeature Data Sources


3.11 Comprehensive Support: Behavior support plans include or consider (a) prevention strategies, (b) teaching strategies, (c) strategies for removing rewards for problem behavior, (d) specific rewards for desired behavior, (e) safety elements where needed, (f) a systematic process for assessing fidelity and impact, and (g) the action plan for putting the support plan in place.


0 = No plans include all 7 core support plan features, or there are no Tier III support plans

1 = 1 or 2 plans include all 7 core support plan features

2 = All plans include all 7 core support plan features


Main Idea: All individual plans provide a strategy to a) teach a pro-social replacement behavior (linked to school-wide expectation) that leads to same/similar outcome as problem behavior and b) high rates of reinforcement for replacement behavior and c) do

not allow problem behavior to access previous outcome -- “don’t feed the function”

FBA – PBS Plan Process

Success requires:

1. Individual(s) with expertise in FBA-PBS

2. Fluency with a clear process among all staff whereby roles are clearly defined

3. A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

Essential Steps to Individual PBS Plans

1. Decision Rule Met2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental

Assessment4. Functional Behavioral Assessment

– Indirect measures– Direct observation

5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan

– Social skill instruction– Self management– Environmental modifications

7. Implement, Monitor and Evaluate progress

District –Wide Planning

District-Wide Considerations

• Common forms & process• Training & Technical assistance targets• Evaluation

– FBA– BIP– School & District Process

An Example District Review

Key Points Across the Review

• Response to appropriate/replacement behavior must lead to the same functional outcome as the problem behavior (i.e., get/avoid).

• Response to problem behavior must be the opposite of the current function (e.g., avoid adult attention if problem behavior functions to access adult attention).

• Hypotheses should only include “get what student finds reinforcing” and/or “avoid what student finds aversive.” Power, control, emotion expression are not observable/manipulable functions.

Key Points Across the Review

• Teaching replacement behavior should focus on how to build student fluency with replacement behavior, not what the adults will do or what incentives will be built into the system.

• Environment manipulations should focus on prompting replacement behavior and altering antecedent conditions to lessen likelihood of problem behavior occurring.

• Training and technical assistance should focus on a range of strategies for escape-motivated students.

3.12 Natural and Formal SupportsFeature Data Sources


3.12 Formal and Natural Supports: Behavior support plan(s) requiring extensive and coordinated support (e.g., person centered planning, wraparound, RENEW) documents quality of life strengths and needs to be completed by formal (e.g., school/district personnel) and natural (e.g., family, friends) supporters.

At least one Tier III behavior support plan requiring extensive support (see TFI Tier III Support Plan Worksheet)

0 = Plan does not include specific actions, or there are no plans with extensive support

1 = Plan includes specific actions, but they are not related to the quality of life needs and / or do not include natural supports

2 = Plan includes specific actions, linked logically to the quality of life needs, and they include natural supports


Main Idea: Some Tier III plans may need to include professionals, service providers, and individuals from outside the “typical” school

day. Key is to tie all services to the school-wide expectations.

Interconnected Systems Framework for School Mental Health

Tier I: Universal/Prevention for AllCoordinated Systems, Data, Practices for Promoting Healthy Social

and Emotional Development for ALL Students

School Improvement team gives priority to social and emotional health Mental Health skill development for students, staff, families and communities Social Emotional Learning curricula for all studentsSafe & caring learning environments Partnerships between school, home and the communityDecision making framework used to guide and implement best practices that consider unique strengths and challenges of each school community

Tier 3: Intensive Interventions for FewIndividual Student and Family Supports

Systems Planning team coordinates decision rules/referrals for this level of service and progress monitorsIndividual team developed to support each student Individual plans may have array of interventions/servicesPlans can range from one to multiple life domainsSystem in place for each team to monitor student progress

Tier 2: Early Intervention for SomeCoordinated Systems for Early Detection, Identification,

and Response to Mental Health Concerns

Systems Planning Team identified to coordinate referral process, decision rules and progress monitor impact of interventionArray of services availableCommunication system for staff, families and community Early identification of students who may be at risk for mental health concerns due to specific risk factorsSkill-building at the individual and groups level as well as support groups Staff and Family training to support skill development across settings

3.14 Data SystemFeature Data Sources


3.14 Data System: Aggregated (i.e., overall school-level) Tier III data are summarized and reported to staff at least monthly on (a) fidelity of support plan implementation, and (b) impact on student outcomes.

Reports to staff Staff meeting

minutes Staff report

0 = No quantifiable data

1 = Data are collected on outcomes and/or fidelity but not reported monthly

2 = Data are collected on student outcomes AND fidelity and are reported to staff at least monthly

Subscale: Evaluation

Main Ideas: Essential to track daily individual student data and create data-decision rules to

help guide on-going intervention implementation and Implementation Fidelity (3.15). Monitor overall number of students

who are supported (3.16) and modify systems at least annually (3.17).

Tier III and Special Education

• Tier III process and supports available to all students who meet school-based data decision rules.

• Behavioral expertise and process driven among a variety of school staff.

• Not intended to be part of the Special Education Evaluation process (unless specified and parent consent secured).

• If student on IEP, follow procedural safeguards.

Big Ideas• Readiness • Continued focus on Universals and Tier II• Phases of implementation• Behavioral Expertise v. job title• Continue “instructional focus”• Map “external supports” to school-wide PBS system• Strategic training and technical assistance • Formative and Summative evaluation of the

process

Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!

This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation.

Integrated Multi-Tiered Framework

for Educational

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Visit the Upcoming Events page at www.pbis.org for more information

October 22-23, 2015S

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Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:

PBIS FoundationsClassroom Applications

Tier 2 Systems & Practices Tier 3 Systems & Practices

Aligning SystemsJuvenile Justice

Mental Health IntegrationEquity

Applied EvaluationSpecial Topics

OSEP Technical Assistance Center on PBIS 2015

Leadership Forum

the last frontier: key system features of tier iii supports within a school-wide positive behavior...

Documents

involvement slide

fidelity slide

student success slide

universal schoolwide

students preventive

likelihood students

systems practices data

individualized support