PBIS Behavior Support Team Training

April 7, 2015 Kathy Francoeur, M.Ed.

Institute on Disability at the University of New Hampshire

Today’s Agenda

• Outcomes for the Day • Overview of Tier 2

– What is Tier 2? – What supports are available? – Current Issues?

• Team Time: Complete BST Checklist Implementation • Framework for Tier 2 • What is in your Tier 2 Tool Box?

– Rundlett Middle School – Team Activity & Planning

• Next Steps & Goal Setting for 2015-2016 • Review Team Goals & Report Out

Expectations

Be Responsible Make sure you are comfortable & that your personal needs are met Address question/activity in group time before discussing “other” topics Address your attention to the topic and task Ask questions

Be Respectful Turn cell phones, beepers, PDA’s, and pagers off or to vibrate/silent

Contribute to activities and conversations where possible

Be Prepared Bring your learning hat, and leave other hats behind Follow through on assigned tasks

Acknowledgements

• CEBIS at SERESC, SLC, IOD: New Hampshire PBIS Network

• George Sugai, Rob Horner: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (www.pbis.org)

• Steve Goodman & Beth Steenwyck – Michigan Implementation Network:

www.min.cenmi.org – Michigan’s Integrated Behavior and Learning Support

Initiative (MiBLSi): Miblsi.cenmi.org

List 3-5 Objectives for the Day

Primary Prevention: School-wide/Classroom/

Non-classroom Systems for All Students,

Staff, & Settings

Secondary Prevention: Targeted

Systems for Students with At-Risk Behavior

Tertiary Prevention: Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORT

Today’s focus

Stages of Implementation Moving Science to Service

Fixsen & Blasé, 2005

• Should we do this? Exploration/ Adoption

• Put resources and systems in place Installation

• Initial pilots and assess results Initial Implementation

• The practice was successful, adopt system- wide

Full Implementation

• Adopt variations of the practice and assess results Innovation

• Make this the way of doing business Sustainability

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

SUCCESS

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

Effort lack focus & priority

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

Low achievement

– overall, groups

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

Lack direction for intervention,

? effective

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

Resource misallocation

from T3

BIG IDEAS

Tier 1 Universal

Assessments (screen,

diagnostic, progress)

Tier 2 Targeted

Tier 3 Intensive

Gap increase for students

“at risk”, Continued low performance

What Happens When It Just Ain’t Working…

All of us will have set-backs on the journey

Partner Discussion

Thinking about your Tier 2 implementation:

• Where are you within the stages of implementation?

• Where would you like to be?

• What do you need to do to move toward the next stage?

4/8/2015 10

Tier 2: Basic Team Features & Readiness

Features • Effective & Efficient Team Process

• Serve the ‘right’ need • Have group interventions

ready and implement with fidelity

Use data to evidence success • Use data to drive decisions • Know when supports must be

individualized and/or more comprehensive (refer for plan development to folks with expertise)

Readiness • Tier 1 system is in place. • Full administrative and staff

support • People & Skills • Understands functioned-based

perspective • Develops Tier 2 interventions • Ready to coach staff in

Interventions • Distinguish between students

needing Tier 2 and Tier 3 Supports

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Effective Tier 2 Team Norms and Group Processes

• Roles and responsibilities defined

• Meeting ground rules are established

• Agendas are prepared

• Decision-making is formalized

• An efficient, strategic approach is used

• T2 meetings are more for assessing the system rather than individual problem-solving

• Action plans with tasks, timelines and accountability are developed

• Data are used for decision-making

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Team Time

• Complete TFI II, or

• Review features of Tier 2 Implementation

• Start goal setting

4/8/2015 13

Finding the ‘Right’ Students for Tier 2 Supports

2 of the biggest challenges for a Tier 2 Team are:

1. Ensuring that you are serving the correct students (students who are non-responsive to T1, but not intensive needs).

2. Ensuring that you are getting to these students before too much disengagement or lack of social, emotional or academic success has occurred.

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Identifying Students for Tier 2 Supports

• How do schools identify students who need additional support beyond the Tier 1 plan? – ODRs

– Attendance

– Teacher nomination

– Suspensions/expulsions

– Grades

– Systematic screeners

Non-Response Criteria for Secondary Systems

• Tier 2 (or secondary systems) supports may be activated through different channels

Office Discipline Referral system

Criteria: a minimum of 3 ODR’s in a

month

Academic Data Criteria: Student has 2 or more F’s

in a quarter

Other Indicators Criteria: 5-10 nurse visits

in 2 weeks; Increase parent/teacher concerns in low grades

and homework completion

Secondary Systems (Tier 2) Activation

Attendance Data Criteria: 5

absences in a quarter

Using Systematic Screening Data

How does a Universal Behavioral Screening Impact Tier 2?

• Provides a system-wide opportunity to address all students, using common criteria, who are displaying ‘at-risk’ indicators or non-responsive to tier 1 supports.

• Provides an opportunity to launch Tier 2 supports in a systematic and methodical way.

Emotional-Behavioral Screening

What school-wide screening practices are currently being used in your school or district?

(Bruhn, Woods-Groves, & Huddle, 2014)

School-wide Screening Practices (n = 454)

Only 12% use emotional/behaviora lscreening

How does your school or district monitor

student behavior? (Bruhn, Woods-Groves, & Huddle, 2014)

Reactive Measures

Best Practice?

Research Validated Process vs. Informal Process

• Strength & Difficulties Questionnaire (SDQ) – FREE assessment validated for ages 2-17 – 5 domains: emotional symptoms (conduct problems, hyperactivity, peer

problems, prosocial behavior)

– Scores for each subscale: normal, borderline, abnormal • Systematic Screening for Behavior (SSBD)

– The SRSS is a no-cost 7 item researched universal screening tool designed to identify students who are at risk for antisocial behavior – recently validated for middle and high school

– Total scores used to classify students into three levels of risk: low (0–3), moderate (4–8), and high (9–21).

• Drummond Scale • BASC-2: BESS (Behavior Emotional Screening System) by Randy

Kamphaus & Cecil Reynolds Pearson Publishers – Administer the BASC-2 BESS Teacher Form on only 6 students: – the top 3 on the internalizing list – the top 3 on the externalizing list – 27 Questions – 5-10 minutes per student

• Teacher Nomination

ORGANIZING YOUR SERVICES/RESOURCES

What do we already do? For whom? Is it effective?…

Tier 2 Considerations

Once identified as a student who could benefit from Tier 2 support, how do you determine which intervention the student receives (particularly if you have multiple Tier 2 interventions?

• Let’s Discuss

The Process…

• Step 1: Administer Universal Screener & Determine Deficit Area

• Step 2: Match Deficit to Tier 2 Intervention Category

• Step 3: Assign Least Intensive Intervention

• Step 4: Progress Monitor and Set Decision Rules

• Step 5: Modify Tier 2 Intervention Based on Responsiveness

Lunch

4/8/2015 25

Tier 2 Intervention Considerations

• What interventions are currently in place? Do they align with SW PBIS and level of need?

• What expertise or resources do you have in house?

• Which interventions require additional training?

Go Manchester

Job’s for America’s

Graduates (JAGS)

Manchester School of

Technology (MST)

VOC Rehab

JROTC

MCC

VLACS

Upward Bound Citiyear

Outreach coordinator

Academic Level

system

Level 1: Universal Interventions and Supports

Level II: Targeted Interventions

Level III: Intensive, Individual Interventions

• CICO •Social Skills Groups •Simple FBA •Anger Management Groups •Mediation

•Adult Ed Classes •Credit Recovery •Truancy Interventions •Drug and Alcohol Counseling • Alt Study

Community Agency Referrals •Community Partners •HUB •North Star

• Differentiated Instruction

•Parent Contact •Student /Teacher Conference • Parent/teacher Conference •Guidance Support •ELO’s •Extracurricular Activities

• Behavior matrix •RQQP •VLACs •After School Support •Freshman Experience/Academic Skills

•GEDO •PLP •SDA Diploma •MSP •REN EW •Complex FBA/BSP

* Created by Somersworth High School & NH RESPONDS Facilitator

Pyramid of Interventions

Tier II Interventions Examples:

• Check In Programs

• Mentoring Programs

• Social, Emotional, Behavioral Skills Groups

• CBT groups

• Study or Organization Skill Groups

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Activity: Current Group Interventions

• What:

1) List Current Group Interventions on paper

2) Is their an array of go to interventions matched to need and function?

3) Is data being collected and shared?

4) Is there sufficient resources and training being allocated to deliver the integration with fidelity?

5) Can they be access early? Are they efficient? Evidence-driven? Effective?

Team Time

Complete the Tier II Interventions Assessment Tool

Avoid One Size Fits All

PBIS is grounded in: • data-based decision-making • implementing evidence-based interventions with

integrity

We must: • provide interventions that confidently reflect the needs

of students • We must use reliable data to make programming

decisions

Other Considerations

• Fidelity to the process

• Behavioral function

• Students with multiple areas of risk

• Customizing to school needs and resources

GOALS

• BIG GOAL: What changes will you see by June 2016? Use data from your school to drive your goal-setting. (examples; reduce ODRS by 205, reduce suspension by 20%,

increase attendance by 25%)

• What will you accomplish by June 30, 2015

• What will you accomplish by September 1, 2015?

NEXT STEPS

• Next Team Meeting

• Subgroups:

Thank You!

Kathy Francoeur, M.Ed. PBIS Facilitator/RENEW Trainer

IOD at UNH

10 West Edge Drive

Durham, NH 03824

(603)862-0318

Kathryn.francoeur@unh.edu

http://www.iod.unh.edu/Projects/pbis/PBIS_detail/pbis_description.aspx