session information session 7e rooms 62-64 friday 8:00-9:15
TRANSCRIPT
Session Information
• Session 7E• Rooms 62-64• Friday 8:00-9:15
Developing Effective Systems for Tier 2
Amber Toman- School Counselor Jessica Parker- Classroom Teacher
Kim Marlin – Special Educator
William Lynch ElementarySalem R-80 School District
Barbara S. Mitchell, Ph.D.MO SWPBS
MO SW-PBS
Session Outcome
By the end of this section you will be able to…
• Describe an effective Tier 2 system– Missouri Student Support Model
MO SW-PBS
The Challenge
• Approximately 14-20% of young people experience an MEB disorder at a given point in time (NRC & IOM, 2009, p. 15)
• Close to 40% of young people have had at least one psychiatric diagnosis by the time they are 16 (Jaffee et al., 2005)
MO SW-PBS
The Good News!
• Research has identified multiple factors that contribute to the development of MEB disorders.– Negative life events at family, school, peer and/or
community level– Poverty– Family dysfunction and disruption– Child maltreatment– Community factors– School factors
(NRC & IOM, 2009, p. 16)
MO SW-PBS
Risk & Protective Factors
• “In school students’ relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies”
(NRC & IOM, 2009, p.108)
MO SW-PBS
The Good News!
• Interventions for successfully intervening are available.– National Registry of Evidence Based Programs & Practices
(NREPP) http://www.nrepp.samhsa.gov/
– Institute of Education Sciences What Works Clearinghouse (WWC) http://ies.ed.gov/ncee/wwc/
– Evidence Based Intervention Network (EBI) http://ebi.missouri.edu/
(NRC & IOM, 2009, p. 16)
MO SW-PBS
The Good News!
• There is great potential to reduce the number of new cases of MEB disorders and improve the lives of youth who experience these challenges.
• We are limited only by inefficient and ineffective systems!
(NRC & IOM, 2009, p. 16)MO SW-PBS
ImplementUniversals
Identify Students
Clarify Problem
Identify Function
Select & ProvideIntervention
Evaluate Outcomes
Collect & ReviewData
BAT
– A
BAT
– C,
D, E
BAT
– F,
G
Schoolwide, Nonclassroom and Classroom Systems
Tier 1 implementedwith fidelity?
Yes
No
Teacher/ParentNomination
Existing School Data
Screening Instrument
Teacher and Team collect data
Team synthesizes data:• Defines Problem • Identifies Replacement
Obtain Attention
Escape/AvoidTasks
Escape/Avoid Attention
Function?
Check & Connect
Check InCheck Out
AcademicSupport(s)
Small Group Social Skilsl
EnvironmentalInterventions
FBABIP
• Student Support Model– Implement Universals (ongoing)– Identify Students – Collect & Review Data, Clarify Problem & Identify
Function– Select & Provide Intervention – Monitor Progress & Make Decisions
Moving up the Continuum
MO SW-PBS
• Teach, Practice, Acknowledge, Respond Continuously– Schoolwide, Non-classroom, Classroom– Minimum 6-8 weeks – Caveat = Students who can’t wait• Establish Criteria…• Hurt self or others; Repeated major disruptions
• Goal = Students have time to respond Teachers have time to know students
Implement Universals
MO SW-PBS
1. Clearly Defined Expectations & Rules 2. Clearly Defined Procedures & Routines 3. Continuum of Strategies to Acknowledge
Appropriate4. Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. Multiple Opportunities to Respond7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty
Effective Classroom Practices
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Discussion: Classroom Practices
• The 8 Essential Classroom Practices:– Have all staff members been trained?– What is the system for staff to receive feedback
about implementation?– What is the system for staff to ask
questions/find out more information?– What are plans for maintenance of
implementation, including training new staff?
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• Existing School Data• Teacher nomination• Universal screening instrument
Allows for early intervention?Identifies internalizing & externalizing?
Identify Students
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Externalizing Behavior Examples…• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out
Identify Students
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Internalizing Behavior Examples…• Exhibits sadness or depression• Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Self-injury (cutting, head banging)• Withdrawn
Identify Students
MO SW-PBS
• Standard set of information collected for each student– Attendance; tardies– ODR; Classroom Minors– Academic Performance
• Standard system for collecting data– Advanced Tier Data Spreadsheet (excel file)
Collect and Review Data
MO SW-PBS
• Think Big 5 for individual student– Type of problem, when it occurs, where it occurs,
how often and under what conditions it occurs
• Observable & measurable– Can see it, can count it
Clarify Problem
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Identify FunctionProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
MO SW-PBS
Function Check-inCheck-out
Social Skills Group
Check & Connect
Academic Accommodation
Academic Skills Group
Adult Attention
X X X X
Peer Attention
X* X X X
Avoid Social Interaction
X X
Avoid Task/Activity
X* X X X X
Select and Provide Intervention
MO SW-PBS
• Use data to determine response to the intervention – Positive, Questionable, or Poor
• Make decisions– Fade supports– Maintain current supports– Modify current supports– Intensify supports
Monitor Progress & Make Decisions
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Tier 2 Team Reponsibilities
• Create a data based process to identify students for intervention.
• Develop a method for collecting relevant data to match student with appropriate intervention.
• Establish a bank of readily available interventions.
• Monitor student progress. MO SW-PBS
Implementation Example
• William Lynch Elementary, Tier 2 Team– Amber Toman – School Counselor– Jessica Parker – Classroom Teacher– Kim Marlin – Special Educator
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Establishing a Tier 2 System
• SWPBS at William Lynch Elementary– Years of implementation– Description of Tier 1– Readiness for Tier 2– Structure of Tier 2 Team– Administrative Leadership & Support
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Establishing a Tier 2 System
• How we trained staff• When are nominations completed?• What materials are required?• How long does it take?• Who receives the nominations?
MO SW-PBS
Establishing a Tier 2 System
• What did we do with the results?• How did teachers feel about the process?• Lessons learned?• Future plans?
MO SW-PBS
• MO SWPBS Tier 2 Team Workbook May 2014, • Chapter 1 Description of the Student Support Model• Chapter 3 – Example nomination forms– Existing school data inventory template– Student identification plan template
Wait until June 30 for most up to date versions!www.pbismissouri.org
Resources Available
MO SW-PBS
Session Outcome
By the end of this section you will be able to…
• Describe an effective Tier 2 system– Missouri Student Support Model
MO SW-PBS