Tier 2 Behavior Interventions

ISM Continuing

Building Leadership Teams

Are you ready for targeted

instruction and supports?

Framework for the Tiers

Tier 1 Review

Our Moral Purpose

• The moral purpose of the highest order is having a system where all children learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizens and workers in a morally based knowledge society.

- Michael Fullan, 2003

We know that …• Schools employing high quality instructional

practices that are responsive to the needs of students from diverse backgrounds demonstrate student achievement that is well above average despite high representation of culturally diverse students from economically disadvantaged backgrounds.

- National Research Council

Academic System

Ohio Integrated Systems Model for

Academic and Behavior Supports

Decisions about tiers of support are data-based

Behavioral System1-5% Intensive Individualized Interventions

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Interventions

5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide

Interventions

80-90% School-Wide Interventions

Key Features of an Effective Integrated

Model

Administrative Leadership

Collaborative Strategic Planning

(CPS)

Scientifically-Based

Research

Data-Based Decision Making

Culturally Responsive

Practices

Academic & Behavior Supports Across 3-tiers

Definition of Positive Behavior Support

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.

PBS’s key attributes include proactivity, data-based decision making, and a problem-solving orientation.

Horner, 2000; Lewis & Sugai 1999; Sugai, et al., 2000; Weigle, 1997

Guiding Principles

1. Student misbehavior can be changed.

2. Environments can be created to change behavior.

3. Changing environments requires change in adult behavior.

4. Adult behavior must change in a consistent and systematic manner.

5. Systems of support are necessary for both students and adults.

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PBS “Big Ideas”

• PBS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

• The goal of PBS is to establish host environments that support adoption & sustain use of evidence-based practices

(Zins & Ponti, 1990)

“If a child doesn’t know how to read, we

If a child doesn’t know how to swim, we

If a child doesn’t know how to multiply, we

If a child doesn’t know how to drive, we

If a child doesn’t know how to behave, we...

Why can’t we finish the last sentence as automatically as we do the others?”

John Herner (NASDE President ) Counterpoint 1998, page 2

teach.

teach.

teach.

teach.

teach? punish?

The Challenge

• Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.

• Mayer, 1995• Mayer & Sulzar-Azaroff, 1991

Impact of 491 Office Referrals in an Elementary School in Ohio...

Administrative Time Lost

7,365 minutes123 hours20 work days

* Based on 15 minutes per referral.

Student Instructional Time Lost

22,095 minutes368 hours61 school days

* Based on 45 minutes out of the classroom.

Adapted from Barrett et.al.

*** $6,500 or more spent per year for an instructional leader to process office referrals.

* Based on an average salary of $70,000

Impact of 3057 Office Referrals in a Middle School in Ohio...

Administrative Time Lost

45,855 minutes764 hours95 work days

* Based on 15 minutes per referral.

Student Instructional Time Lost

137,565 minutes2,292 hours382 school days

* Based on 45 minutes out of the classroom.

Adapted from Barrett et.al.

*** $35,000 or more spent per year for an instructional leader to process office referrals.

* Based on an average salary of $70,000

Sets the Occasion

for Student Failure

Ineffective Instruction

“BIG IDEAS”... Positive Behavior Supports

• Clear Expectations

• Comprehensive Instruction in Expected Behaviors

• Consistent Encouragement of Expected

Behaviors and Correction of Behavior Errors

• Community Connections

Tier 1: Schoolwide…

• Purpose:

– Maximize learning for all students

– Strong, research-validated core curriculum; 80-90% of students are meeting performance indicators

– Minimize need for interventions (number & intensity)

– Use school-wide data to evaluate and improve the instruction for all students in reading/behavior

• Characteristics:

– Explicit, focused, differentiated, high-quality general education instruction in academic and social competencies

– Based on concepts of universal design for learning, demonstrating understanding of importance of culture in teaching and learning

– Core curriculum meets the needs of the student population

– Family involvement– All students receive instruction in core curriculum

Schoolwide… (cont’d)

School-wide Positive Behavior Supports (PBS)

• Establishing clear school-wide expectations

• Providing comprehensive instruction in expected behaviors

• Establishing System for providing consistent encouragement of expected behaviors and correction of behavior errors

• Building community connections

1. Clear Expectations • 3-5 Overarching behavioral expectations

• Agreed upon

• Clearly communicated with behavioral examples

• Overtly taught in all settings (classroom & non-classroom)

• Understood by all

• Posted & distributed widely

• Consistently implemented by all adults

2. Comprehensive Instruction

in Expected Behaviors • Determine all non-classroom settings

• Describe what 3-5 school-wide expectations look like in each setting, including classrooms

• Develop lesson plan to teach expectations by setting

• Lesson components to include: modeling, examples, non-examples, practice, and feedback

• Overtly taught in all settings

• Understood by all

• Posted & distributed widely

• Consistently implemented by all adults

- Can they do it

• Model

• Lead

• Assess

This is a specific - SCIENCE-BASED -

procedure for teaching

- Tell why- Show how- Explain rules

- Guided practice

Effective Instruction

Maintaining Desired/Expected Student Behavior

Encouraging Consequences

•Verbal praise

•Certificates

•Displaying student work

•Stickers

•Tangible Rewards

•Grades

•Special Activities

•Game

• Free-reading time

• Field trip

• Behavior Contracts

• Humor

• Power of Choice

• Food

• Coupons for Restaurants

Consider Reinforcement

1. How should we acknowledge appropriate behavior?

2. When should we acknowledge appropriate behavior?

3. What is the most natural manner?

4. What backup reinforcers will we need?

5. What are our goals for reinforcing?

6. How will we monitor ourselves?

Consistent Consequences

• Responding to negative behavior

– Immediate and consistent

– Try to keep with natural consequences

– Use the least amount necessary to get desired behavior

– Always set students up for reinforcement

– Correction and re-teaching

• Loss of privileges

• Redirection

• Planned ignoring

• Restitution

• Confiscation

• Re-teaching

• Time-out

• Behavior Contracts

• Crisis Planning

• Proximity & Movement

• Modeling

• Eye Contact

• Cueing (verbal & nonverbal)

Maintaining Desired/Expected Student Behavior

Corrective Consequences

Consider Response to Problems

1. How should we consequate inappropriate behavior?

2. When should we consequate inappropriate behavior?

3. What is the most natural manner?

4. What backup consequences will we need?

5. What are our goals for consequating inappropriate behavior?

6. How will we monitor ourselves?

4. Community ConnectionsRelationships • Relationships • Relationships

• Within the school community

• Within the broader community

• School-based and school-linked supports

Community Connections

• It’s important when designing Schoolwide Positive Behavior Supports, that ALL key stakeholders within your school community have input into the decision making at all levels

• Input from students, parents, and staff is important in the establishment of schoolwide expectations

• The support of the entire community, including families, for the reinforcement of expectations and correction of behavior errors will be needed for success

Community Connections

• Creating respectful and caring relationships within your school community will enhance your PBS system– Student to student– Staff to student– Staff to parent– School to community at large

• Community partners can be a critical piece of your PBS plan: mental health providers, social services, local businesses, etc.

. Creating the right conditions will raise the

achievement of all students and close

achievement gaps

Are you ready for targeted

instruction and supports?

What Are Targeted Interventions?

• The purpose of the targeted tier is to identify students who are at risk for not reaching behavior standards and provide sufficient and appropriate systematic instruction so that students’ performance rapidly reaches or exceeds established standards thereby preventing school failure.

• Targeted supports are part of a continuum of services available to all students.

What Makes Something a Targeted Intervention?

• Matches the needs of the school• Should be able to be implemented within 3-5

days– Similar across students– Staff trained in the intervention– Materials are on hand

• Function-based• Data collected to monitor outcomes• Formal system exists for informing

parents/family of progress

Which Targeted Interventions?

• Matching students to appropriate targeted supports is the key to success…– Define the problem– Generate a functional hypothesis as to why

the problem is occurring– Access a standard supplemental program

or customize a targeted intervention that is linked to the hypothesis

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Who Receives Targeted Interventions?

– Schoolwide data or teacher reports indicate:• Schoolwide PBS are not sufficient to impact student

behavior• Student is on the verge of failure• Behavioral problems consistently distinguish a student

from his or her peers

Who Receives Targeted Interventions?

• Students are selected for targeted supports based on:– School-wide indicators (e.g., office referral data)– Direct assessment procedures (e.g., teacher

nomination, sociograms, observations, checklists, interviews)

– Insufficient practice through core instruction– Data-based decision making– Pre-established decision rules– Validation of data

Who Receives Targeted Interventions?

• Students identified as “at-risk” for behavior problems by having 2-5 Office Referrals

• Small groups of students with relatively homogenous behavior (skipping class, bus referrals)which may be location specific

• Students are expected to have a rapid response to intervention

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Students with 2 or more office referrals

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More than 50% of referrals coming from one location (non-classroom)

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Why establish team decisions?

• Building-based system– ensure supports are provided to students

for whom school-wide practices have not facilitated success.

• Structured problem solving process – ensure effective intervention practices are

implemented for each student or issue brought to the team.

Targeted Interventions: Building Blocks

• Teach/build pro-social replacement behaviors

• Build maintenance and generalization strategies to promote use

• Attend to possible function of the problem behavior

What Should Targeted Interventions Include?

• Collaborative Problem Solving• Decision Rules for Selecting Students• Checks for Adherence to Intervention • Checks for Reliability of Data Collected• Predetermined Decision Rules for

Moving Between Tiers• On-going, High Frequency Progress

Monitoring and Graph of Student Data

How Are Targeted Interventions Selected?

• Selecting supplemental programs that are scientifically based.– Scientifically-Based Research is “research that involves the

application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs” (NCLB).

• Customized targeted intervention that is linked to the hypothesis

• Targeted interventions that incorporate culturally responsive practices

What Could Targeted Interventions Look Like?

– Behavioral contracts– Social skills training– Check-in/ Check-out– Mentors– Re-teaching school-

wide expectations in small groups/ targeted areas

Communication with Family

• Parents/Guardians should be aware of Tier 1 supports– Open House– Family Nights– Conferences

• Parents/Guardians must be involved in Tier 2 intervention plans– Informed of need and participation in Tier 2– Update on progress

Why Do Implementation Checks?

• Research-based programs are only research-based IF implemented as planned.

• Support teacher implementation and effective instructional techniques

• Need to understand if the program is being implemented to understand outcome data

• Key piece when talking about need to increase intensity for an individual child. Need evidence of implementation across the tiers.

• This can be uncomfortable. Here are some things that can help. . .

How to Make Implementation Checks Viewed More Positively

• Clear supportive purpose: coaching tool, to make things better

• No surprises• NOT connected to evaluation (clear it with the

association)• Clarity on who has access to the checks• Clear expectations and procedures • Have a discussion with teacher before hand• Have teachers self rate before a 2nd person comes

in

Decision Rules to Move Out of Tier 2

• Establish decision rules about when to fade support (back to Tier 1 only) or when to increase support (move to Tier 3)

• Need enough data to see a trend: general rule is 7 data points

• Three-Point Rule for increasing support– 3 consecutive data points below the aimline to

consider increasing support

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Tier 2: Challenges

• Who Does Interventions?

• Scheduling around students rather than adults

• Insuring Integrity and follow-up support

• Training

Team Time

• What do we have in our building that looks like Tier 2 instruction/intervention?

• How could we modify current Tier 2 interventions and supports to increase efficiency and effectiveness?

• “What’s the smallest change that will lead to the largest gain?”

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BREAK

Data-Based Decision Making for Tier 2

Building A Tiered System of Intervention Supports

• Examine Schoolwide Positive Behavior Supports System (Behavior Analysis Guide)

• Examine Schoolwide Data - Office Discipline Referral Data

• If the School Has the “Big Ideas” of PBS in Place and the Average ODR per day per month per student is above the system standard, consider supplementing the Schoolwide PBS System (Behavior Analysis Guide)

System Standards - SWIS Summaries

(Sugai & Horner, 2006)

Consider School-wide systems if…

• >40% of students received 1+ ODR

• >2.5 ODR/student

• Modify universal interventions (proactive school-wide discipline) to improve overall discipline system– Teach, precorrect, &

positively reinforce expected behavior

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Bullying Prevention & Intervention in PBS

• Supplement to universal supports rather than an “add-on.”

• Embedded into existing school-wide expectations.

Ross & Rossetto Dickey, October, 2007

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Main Ideas

• “Bullying” is aggression, harassment, threats, or intimidation when one person has greater status, control, power than the other.

• Most bullying and harassment behaviors, although common and frequent, are exhibited outside of adult supervision.

• Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors.

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• What does NOT work– Identifying the “bully” and excluding him/her from

school– Pretending that the bullying behavior is the “fault”

of the student/family/victim.

• What DOES work– Define, teach, and acknowledge school-wide

behavior expectations– Teach all children to identify and label

inappropriate behavior: not respectful, not responsible, not safe

– Teach all students a “stop signal” to give when they experience problem behavior

– Teach all students what to do if someone delivers the “stop signal”

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More Main Ideas

• All “bully proofing” skills are more effective if the school has first established a set of school-wide expectations.

• Focus on “respectful” behavior, NOT bullying

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Teach Social Responsibility

• Teach school-wide expectations first• Focus on “non-structured” settings• Use same teaching format for Stop,

Walk, Talk– If someone directs problem behavior

toward you– If you see others receive problem behavior– If someone tells you to stop

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Staff Consistency

• Staff meeting to share curriculum and practice

• Includes How Adults Respond

• Data Collection for Evaluation

Consider classroom system if…

• >60% of referrals come from classroom

• >50% of ODR come from <10% of classrooms

• Enhance universal &/or targeted classroom management practices– Examine academic

engagement & success– Teach, precorrect for, &

positively reinforce expected classroom behavior & routines

June 11, 2008or

August 7, 20088:30 a.m. – 3:30 p.m.

atSouthwestern Ohio SST at SERRC

Classroom teachers: This session is

designed especially for you.

Classwide Integrated Systems

Consider non-classroom targeted

systems if…• >35% of referrals

come from non-classroom settings

• >15% of students referred from non-classroom settings

• Enhance universal behavior management practices– teach, precorrect for, &

positively reinforce expected behavior & routines

– increase active supervision (move, scan, interact)

Consider targeted group interventions if….

• >10-15 students receive >2 ODR

• Provide functional assessment-based, but group-based targeted interventions– Standardize &

increase daily monitoring, opportunities & frequency of positive reinforcement

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Why ODRs May Not Be Enough

• May miss students in settings with persistent or violent behavior who may not generate office referrals

• May not identify students with severe “internalizing” behaviors

• May not identify students with many “minors” but few “majors”

• May not reflect that some teachers refer and some don’t

Kincaid, Childs, & Putnam, October, 2007

Now that We Identified the Students………What

Interventions Should We Use?

• Interventions should be directly linked to the student’s area of concern

• Targeted interventions should be “scientifically-based”

• Intervention content should be linked to the school-wide systems (e.g. check-in check-out goals use same expectation language)

How Do We Tell if Tier 2 Interventions are Working?

• School Level: How many of our students are needing functional assessments and individual behavioral intervention plans?

• Targeted Intervention Level: Are students • Individual Student Level: Are students reaching

behavioral goals?

Troubleshooting Targeted Interventions

• Were the supports/interventions implemented as designed?

• Are students matched to appropriate supports/intervention?

• Do supports/interventions need to be modified?

• Does instruction need to be provided in a smaller group?

• Does instruction need to be provided more frequently or last longer?

Team Time: Data Examination

• Are we collecting all the (right) data for effective and efficient decision-making?

• How do our school-wide data compare with standards for our school’s grade range?

• What do our data patterns tell us about which systems to focus on for collaborative problem solving?

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Tier 2 Targeted Interventions

What to do? What to do?

Important Themes

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

• Efficient and effective way to identify students

• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

Important Theme

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

The Team …

• Building planning team, behavior support team, grade level team looking at behavior data, etc.

• Develops decision rules and reviews data to make decisions about who should receive targeted intervention support(s).

• Collaborative process

• Focuses on supporting students who require more support than is available for all students

Implementing Targeted Interventions

• Key features:– Continuously available– Rapid access– Low effort by teachers– Consistent with school-wide expectations– Implemented by all staff/faculty– Perceived as acceptable and helpful in the

cultures represented by your student body

Implementing Targeted Interventions

• Key features (continued)– Flexible intervention based on data

– Functional assessment (brief, group focused)

– Adequate resources– Continuous monitoring of student

behavior for decision-making

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Why do Targeted InterventionsWork?

• Improved structure• Prompts are provided throughout the day for correct behavior.

• System for linking student with at least one positive adult.

• Student chooses to participate.

• Student is “set up for success”• First contact each morning is positive.

• “Blow-out” days are pre-empted.

• First contact each class period (or activity period) is positive.

• Increase in contingent feedback• Feedback occurs more often.

• Feedback is tied to student behavior.

• Inappropriate behavior is less likely to be ignored or rewarded.

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Why do Targeted Interventions Work?

• Program can be applied in all school locations• Classroom, playground, cafeteria (anywhere there is a supervisor)

• Elevated reward for appropriate behavior• Adult and peer attention delivered each target period• Adult attention (and tangible) delivered at end of day

• Linking behavior support and academic support• For academic-based, escape-maintained problem behavior

incorporate academic support

• Linking school and home support• Provide format for positive student/parent contact

• Program is organized to morph into a self-management system

• Increased options for making choices• Increased ability to self-monitor performance/progress

Questions to Consider when Planning Targeted Supports

• Can the core curricular content be delivered in small group?

• Can we change the focus of content around the “big ideas”?

• Should we provide additional lessons resulting in more opportunities for practice?

• Can concepts be pre-taught?

Tier 2 Targeted Interventions

•Those using existing resources•Those requiring additional resource support

Tier 2 Interventions Using Existing Supports

• BEP / Check-in Check-out• In-school Mentoring program• Social skills training

– Character ed. Built into the curriculum as needed– Pre-teaching / Re-teaching expectations

• Self-Management• Positive Peer Reporting• Behavior Contracts• Academic skills (pre-teach; re-teach; small group)• Structured peer tutoring• Plans for new students

Tier 2 Interventions Requiring Additional

Resources

• Groups: Social skills, Anger management, Organization

• Mentoring (more intensive program)

• Homework Club

• Newcomer club

• Peer tutoring

• Academic skill groups

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Tier 2 Interventions

Using Existing Resources

Behavior Education Program (BEP)

• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to

each period.• End of day check-out

– Points tallied– Reward

• BEP form copy taken home and signed.• Return signed copy next morning.

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Check-in

• Focus is on academic & social compliance– AM / PM

• Teach strategies/objectives to accomplish• All staff must prompt/reinforce student use

BEP/Check and Connect Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

AWL Braggin’ Dragons’ Check and Connect

Date: ___________________________ Class BE RESPECTFUL

(define)

BE RESPONSIBLE

(define)

BE A PROBLEM

SOLVER (define)

Morning Goal: _______ Goal met?_________

Afternoon Goal: _______ Goal met?__________

1. If I meet my goal of _____ in the morning, I will earn___________.

2. If I meet my goal of _____ in the afternoon, I wil l earn____________.

3. Long-term goal:_____________________________.

Parent signature: _______________________________

AWL Braggin’ Dragons’ Check and Connect

Date: ___________________________ 2=Great! 1=OK 0=Not so great Class BE RESPECTFUL

(define)

BE RESPONSIBLE

(define)

BE A PROBLEM

SOLVER (define)

Check and Connect! 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

Morning Goal: __/20 points Points earned:_______/20 2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

2 1 0 2 1 0 2 1 0

Check and Connect! 2 1 0

Afternoon Goal: __/26 points Points earned:_________/26 Positive Consequences

1. If I meet my goal of __/20 points in the morning, I will earn___________.

2. If I meet my goal of __/26 points in the afternoon, I wil l earn____________.

3. Long-term goal:_____________________________.

Parent signature: _______________________________

Mentoring• Focus on “connections” at school

– Developing at least one positive relationship with an adult at school– Not monitoring work– Not to “nag” regarding behavior

• Staff volunteer– Not in classroom– No administrators

• Match student to volunteer– 10 minutes min per week

It is important to be ready to meet with a student on a regular, predictable, and consistent basis. Goal is not to become a “friend” but a positive adult role model who expresses sincere and genuine care for the student.

Social Skills Instruction

• Identify critical skills (deficit or performance problem)• Develop social skill lessons

– “Tell, show, practice” – Match language to school-wide expectations

• Generalization strategies• Led by the classroom teacher

Clear and specific activities for all staff to follow must be provided to promote generalization and make sure that staff use strategies.

Self-Management• Teach self-monitoring & targeted social skills

simultaneously

• Practice self-monitoring until students accurately self-monitor at 80% or better

• Periodic checks on accuracy

It is not simply giving students a self-evaluation checklist. You must teach and practice the skills until they are fluent. You must reinforce both accurate self-evaluation and appropriate behavior.

Positive Peer Reporting• Train students with specific examples and modeling • Tell students that they will earn points during a

certain time period for reporting on the appropriate behavior of targeted peers

• Announce the start of the time period• At the end of the time period, prompt students to

report on the appropriate behavior of the target students

• Provide feedback and reinforcers to students for participating (making the positive comments)

Behavior Contracts

With the student, collaboratively identify:

•Behaviors to work on

•Attainable goals

•How appropriate behavior will be acknowledged

Behavior Contract for Johnny This is a contract to help support Johnny for the rest of the school year. Johnny agrees to:

• Do his homework each day

• Get his planner signed by his teachers each day

• Ask for help or a break if he gets upset (for example, a desk away, get a drink,

talk to someone)

Teachers and staff at AWL and Johnny’s parents agree to:

• Help Johnny with his work if he needs it

• Sign his planner each day when he brings it to them

• Help Johnny know when he is starting to get upset

• Help Johnny use good coping skill s when he gets angry

____________________________________ ____________

Johnny Student Date

____________________________________ ____________

Ms. Math Teacher Date

____________________________________ ____________

Ms. Reading Teacher Date

____________________________________ ____________

Ms. Mom Date

____________________________________ ____________

Dr. School Psychologist Date

Academic Support• Homework

– Is there a way to build support within the school day? Homework check, homework buddy, time to start on homework at school.

• Remediation– Direct instruction in addition to the current

curriculum• Accommodation

– Within instruction• Pre-teaching / Re-teaching

Structured Peer Tutoring

• Within the classroom• Monitored by the teacher• Use of specific, structured intervention

such as repeated readings, previewing, flashcards, cover-copy-compare, etc.

• Initially, students will need close and on-going teacher supervision to ensure success

Newcomer studentsHave a systematic plan to orient new students and teach expectations:

• Orientation packet

• Orientation program led by students and/or teachers

• Video that shows the expectations

• Peer or adult buddy

Tier 2 Interventions Requiring Additional

Resources

Support Groups

•Classwide or small group

•Led by: school psychologist, counselor, social worker, teacher or administrator

–Social Skills –Anger Management–Organization–Study Skills

Mentoring

• Regular contact in school (1:1 adult and student)-at least 10 minutes per week

• Monthly/quarterly out-of-school events (picnic, Reds Game, etc.)

• More intensive program including out-of-school activities will require leadership and coordination

Homework Club

• Students remain after school (everyday 1/2 hour) or 1 day per week (1-2 hours) to complete work•Students are paired up with “reminder” buddies who check in on work completion• Provide monitoring of completion and incentives for meeting goals

Newcomer Group

• Club for students who are new to the school or returning after an extended absence.

• Place to review expectations, monitor progress, connect with other students

Peer Tutoring

• Tutors must be taught how to teach • Tutors must be taught what to do if tutee does

not comply• Tutors must be given the option to drop out at

any time without penalty• Monitoring to make sure that the intervention

is being implemented as planned

Academic Skills Groups

•Led by IA, teachers, support staff, parent volunteer•2-3 times per week

–Small-group reading (PALS, Repeated Readings, 6-minute solution)–Small-group math skill review–Other

Data-based Decision MakingThere is a menu of targeted

interventions available.

How do you choose the one that matches your data?

Just a reminder…..Who Receives Targeted Interventions?

• Students identified as “at-risk” for behavior problems by having 2-5 Office Referrals

• Small groups of students with relatively homogenous behavior (skipping class, bus referrals)which may be location specific

• Students are expected to have a rapid response to intervention

Data -> Intervention

• If data show location is a concern (i.e.. All referrals are occurring in cafeteria) --> What targeted intervention addresses this need?

• If data show a disproportionate percentage of referrals are from new students --> What targeted intervention addresses this need?

• If data show most referrals are for fighting --> What targeted intervention addresses this need?

Data indicate Social-Behavior Concerns

If inappropriate behavior has potential to interfere with friendships and/or academics, you might want to try:

• --> Social Skills Training• --> Self-Management• --> Positive Peer Reporting• --> BEP / Check-in

Data Indicate Emotional Concerns

If students have circumstances that may impact performance (death, frequent mobility) or “feel alone”, are shy, unhappy, isolated, you might want to try:

•--> Adult Mentoring

•--> Showcasing talents

Data Indicate Academic Concerns

If students have difficulty mastering academic material, difficulty with organization, or referrals occur in class when trying to “avoid” difficult work, you might want to try:

• --> Academic skill groups• --> Peer tutoring• --> Pre-teaching / Re-teaching concepts• --> Organizational or homework group• --> BEP / Check-in

Data Indicate New Student Concerns

• If students who have recently enrolled or have been away for an extended period of time are having difficulty, you might want to try:

• --> Student orientation (student or adult - led)• --> Student orientation materials

(expectations, etc.)• --> Newcomer club

Useful Resources When Choosing Tier 2 Interventions

• Think about the match with your core, ease of implementation, cost, research base, skills targeted

• Positive Behavioral Interventions and Supports: www.pbis.org– Includes information about PBS across all three tiers,

on-line resource library and links to other websites• Maryland’s PBS website: www.pbismaryland.org

– Examples of PBS implementation and tools including middle schools and high schools

• Intervention Central: www.interventioncentral.org– Scripted interventions for behavior, and academic skills

Examples and Practice

You Can Do It K-12 School

Using data to make decisions regarding the need for targeted

supports.

1. Read through the description of You Can Do It School.

2. As the PBS team, review the attached data and use the questions to guide your discussion around targeted supports.

You Can Do It SchoolDesigning targeted supports

1. Your PBS team must now design a strong targeted intervention. Use the information from the presentation and questions on the activity sheet to guide your discussion.

2. Select a reporter to share out for your group.