Positive School Culture
Tier II Systems

Review the foundations of effective Tier II systems of support
Accessing data for Tier II decision making
Discuss how to match students to the appropriate intervention strategy
Examine the characteristics of a strong intervention
Examine four specific Tier II intervention strategies
Practice developing Tier II intervention plans
Discuss applying corrective consequences

Building Tier II supports on a strong foundation

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In order to maximize the benefits of
Tier II supports it is critical to build on a strong foundation of prevention.
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Classroom
Supports
Community
Connections
Bullying
Prevention

Tier I Review
Activity
For your assigned PSC
Tier I Standard or
Practice, describe the following:
What does the standard/practice mean?
What is the purpose of the standard/practice?
A school example of the standard/practice
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Tier II Data-based Decisions

Enter Data from Confidential Building Referral
Record to Create Accurate COGNOS Reports
Accurate Data In
Student identifying information
Location
Incidents
Possible Motivation
Administrative Corrective Consequence
Date & Signature
Accurate Reports Out
Referral Per Day Per Enrollment
Top 5 Locations
Top 5 Incidents
Students with 2-5 Referrals**
Top 5 Administrative Consequences

1. Staffnet
2. Departments
SCHOOL WIDE
PSC TEAM
3. Information
& Technology
Management
4. Left Barfrequently used links
5. SIS Web
Systems

6. COGNOS
7. Web
Reports
COGNOS 8
SCHOOL WIDE
PSC TEAM
8. Username and
Password
9. Positive
School
Culture Plan
10. PSCP Top
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2-5 Referrals, or Second Top 20 to
Select Students for Tier II Supports

Using Dashboard Data to Select
Students for Tier II Supports
Intervention
Teams, Learning
Teams, Data
Teams,
Horizontal,
Vertical, Grade
Level, Content
Area…

A review of the essential components

Tier II Systems of Support Provide Students
Rapid Access to Targeted Interventions
Built on the foundation of a strong core program
Proactively planned and easily accessible
Decreases the number of students needing intensive intervention
Prepares for effective and efficient
Response to Intervention Process
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Instruction is more explicit, and intensive, than school-wide Tier Instruction
Student progress is monitored more frequently
Systematic, timely and focused
Provided within general education
Design, implemented and monitored by an intervention team
Spring 2008

In order to systemically implement and then sustain targeted interventions, it is critical to have a strong infrastructure in place. This infrastructure is what we refer to as the Tier II systems of support. If schools fail to put in place the components to strategically
implement and then monitor the implementation and impact of targeted interventions, interventions for students become sporadic, disconnected from schoolwide expectations, difficult to manage and often unsustainable.

Structures
Tier II intervention teams implementers, location etc.
Process
Selecting students serving students, informing implementers, teachers, students and parents; using data
Resources
Intervention materials, supports for implementers
Tier II Systems of Support

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Assess your Tier II Systems of Support
Read each Tier II Practice
Discuss the extent of implementation of each component in your school
Rate level of implementation of each Tier II practice
Prioritize the top three areas to strengthen your school’s implementation

The importance of an hypothesis

What Are Targeted Interventions?
Targeted Interventions provide sufficient and appropriate systematic instruction so that students identified as at risk for not reaching behavior standards rapidly reach or exceed established standards thereby preventing school failure.
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All the following characteristics must in place to ensure quality a intervention process
Interventions should align with content and expectations.
Interventions should have a proven record of effectiveness.
Interventions must be implemented with integrity and monitored closely.
Intervention selection is a product of a problem solving process.
Springmyer IBS Training 2003-03, S.Skelton

Define the specific problem areas.
Matching students to appropriate targeted supports is the key to success…
Mismatch between current behavior and desired behavior in observable and measurable terms.
Generate a hypothesis about why the problem is occurring.
Skill Deficit (Can’t do) or
Performance Deficit (Won’t do)
Determine the function for the behavior
Using information about what happens before and after the behavior occurs, determine whether the student is exhibiting the behavior to gain control, attention or to escape/avoid something or someone.
Match targeted intervention to the hypothesis.
Skill deficit = Social Skill Instruction to address the function
Performance deficit = Interventions to motivate student to exhibit appropriate way to address the function

Hypothesis Intervention

A data-based deduction about why the problem is occurring.
An informed prediction about the actions or strategies that will likely resolve the problem situation

Interventions are matched to the hypothesis not the problem. Problem: Car won’t start
Hypothesis Intervention
Low Battery Recharge Battery
No Gas
Carburetor
Malfunction
Bad Transmission
Gas Car
Repair Carburetor
Wrong Key
New Transmission
Correct key

The hypothesis about why the behavior is occurring and what function the behavior serves leads to the most appropriate intervention
Hypotheses Intervention focus
Control  Predictable schedules or routines
 Consequences for both positive and negative behaviors
Instructional objective
To teach student appropriate ways to exhibit control over his environment
 Provide opportunities for the student to make decisions
 Providing extra opportunities for the student to exercise leadership skills

Hypotheses Intervention focus
Attention  Provide opportunities for the student to receive extra attention when behaving appropriately
Instructional objective
To reinforce the student for demonstrating appropriate behavior
 Ignore inappropriate
/annoying behavior (if it is
not dangerous to do so)
 Offer frequent positive feedback about behavior

Hypotheses
Avoid/escape
 Determine if the student is trying to avoid a situation because of academic skill deficits.
Often behavior problems cause serving the function of avoidance are linked to reading, writing or math problems.
Intervention focus Instructional objective
Determine whether or not it is necessary for the student to engage in the activity or task.
If yes,
 Provide ways of supporting the student in the uncomfortable setting or activity by:
 Removing extra demands placed on the student.
 Teaching the student the skills to make participation in setting or activity more tolerable.
 Introduce the student to the activity or setting in increments to allow the student to become more comfortable in the setting or engaging in the activity
To decrease the student’s need to avoid or escape a task or situation
If no, allow the student freedom to choose an alternate activity

n
Carlos is in the 3 rd grade. He often argues with classmates and with the teacher during independent seatwork. He rarely completes his class assignments and never turns in homework. Carlos has turned in 4 out of 10 classroom assignments and he currently has zero homework points.

A data-based deduction about why the problem is occurring.
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Carlos argues with classmates and the teacher during independent seatwork and does not complete assignments in order to avoid/escape classwork that is too difficult for him and he does not have the skills to appropriately address his frustration when he is having difficulty with classwork.

An informed prediction about the actions or strategies that will likely resolve the problem situation
Intervention focus n
If Carlos receives explicit instruction in how to regulate his emotions
Intervention appropriately when he gets frustrated with classwork and receives instructional support with needed academic skills then he will decrease his disruptive arguing behavior.

Teach coping skills
Provide academic instructional support
Social Skills Group
Cognitive Behavioral
Instruction
Social Story
Tutoring
Extra Instruction
Extra academic support provided during class assignments

Evidence-based and Promising Tier II interventions

Direct instruction of the new skill
Frequent chances to practice newly learned skill
Immediate and clear feedback of progress towards a set goal.
Corrective feedback delivered in a positive way
Close monitoring of student progress

Example Interventions: View and Discuss
Interventions for Skill
Needs
• Behavioral Cognitive Strategies
• Social Stories
Interventions for
Performance Need
• Peer Mentoring
• Mystery Motivator

Intervention Strategies Video Activity
In your team:
• View each narrated presentations on the 4 presented interventions.
• Make notes.
• After viewing the each presentation, debrief with your team.

When viewing each presentation note the following:
Key points about the intervention
The supports/materials or resources needed for the intervention
When is it appropriate to use the intervention
Whether the intervention is a promising practice or an evidence-based practice

In quads Individually
Think about additional questions you have about the implementation of the 4 interventions presented.
In pairs
Discuss your implementation questions.
Discuss the resources you have in your school that can support the implementation of one or more of the intervention strategies shown in the videos.

Define the problem
Generate a hypothesis about why the problem is occurring and the function the problem behavior is serving
Determine intervention focus

Providing behavior instruction when applying correction for behavior infractions.

What happens when a student requires a corrective consequence?
If it is necessary to provide a corrective consequence to a student, the disciplinary action should be instructional. It is also important to make sure that the student is not being “punished” because his or her cultural practices differ from the teacher’s or school expectations and haven’t been taught school-wide expectations.

Corrective consequence for minor behavior infractions
Stop disruptive misbehavior.
Name the behavior and explain how it violates classroom rules and schoolwide expectations
Remain calm and speak in a matter-of-fact manner.
Follow through consistently on promised consequences.
Redirect misbehavior in positive directions.
If necessary, talk with students privately about misbehavior. Ask how you can help.

Applying corrective consequence for major behavior infractions
Be firm, fair and consistent
Name the behavior, describe what happened and label it for the student
Tell the student the school-wide expected behavior that the infraction violated
Investigate what happened before, during and after the behavior
Apply a consequence that allows the student to restore relationships and the learning community

Based on Restorative justice this approach to behavior correction focuses on the needs of victims, students who commit behavior infractions, and the learning community, instead of only punishing the student in who committed a behavior infraction.
Students are encouraged to take responsibility for their actions, "to repair the harm they've done.”

First, help the student to understand that the victim of their infraction and the learning community have both been affected by the student’s action and restoration is necessary.
Three key ideas that support restorative consequence
Second, the student is makes amends with both the victim and the learning community.
Third, is the concept of
“healing.” This is healing for the victim, as well as meeting the student who engaged in the behavior infractions personal needs.

C ommunity
• Help the student articulate how his/her behavior impacts the learning community
A ccountability
• Assigning appropriate consequences
R eciprocity
• Mending relationships
E mpowerment
• Enable student (s) to impact the community positively through actions (Restoration agreement)

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Key take-aways from this course
• 2
Immediate next steps to forward tier II work at your school
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Thing that could improve this session

Nelson Mandela