Tier II: A Secondary Level of
Prevention
Here we go!
Tricia Hagerty, M.Ed
NWPBIS Network
thagerty@pbisnetwork.org
Tier II and Beyond
 Check In on Day 1 – Check & Connect
 Screening & Student Identification
 Basic Plus & Variations on CC&E
 Check and Connect
 Action Planning, PD, Calendar
 Highlight Exemplars – Share Expertise & Examples
School Readiness – Every Year!
– Tier I SW PBIS supports in place
– Tier II Targeted interventions available
• Evidence based-address functions of student problem behavior
(CCE, Second Step, Student Success Skills etc.)
– Classroom PBIS implemented/classroom support systems in
place (Class set up and Coaching support available)
– TAT in place
– Check SWIS data
• How many students have 6 or more major referrals?
• How many students are not responding to tier II intervention
- SET, TIC, BOQ, BAT (PBISAssessment.org or PBIS.org)
School Readiness – Every Year!
TFI - Tiered Fidelity Inventory
The Tiered Fidelity Inventory is a comprehensive coach-guided,
self-assessment tool that allows school teams to progress
monitor their implementation of Tiers I (Universal &
Classroom), II (Secondary/Targeted Group Interventions) and
Tier III (tertiary, individual, intensive) behavioral interventions
& support systems within their school.
-Team Scoring Guide
-Action Plan
pbisapps.org
PBIS Schools in Highline
2013-2014
2.5 FTE District Coordination
35
30
25
20
15
10
5
0
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
2003-2004
2002-2003
2001-2002
2000-2001
1999-2000
1998-1999
Highline Elementary Schools OSS Data Per 100
# of Students, # of Events, # of Days of OSS
20000
18000
16000
Highline K-12 Out of School
Suspension Data
# of Events # of Students # of Days
14000
12000
10000
8000
6000
4000
2000
0
OSS
Students OSS
2010-2011
2011-2012
2012-2013
# Days OSS
2013-2014
PBIS at Cedarhurst
Cedarhurst Elementary
Office Discipline Referrals
Cedarhurst Elementary PBIS Reducing Risk
Through Prevention, Screening and Early
Intervention
19%
4%
100%
90%
80%
9%
21%
70%
6+ ODR
60%
2-5 ODR
50%
87%
40%
30%
60%
20%
10%
0%
2005-2006
2013-2014
0-1 ODR
15 Minute
Lesson #1 Relationships Matter
PBIS Check & Connect & Network
1. Find a person from another school, district, or grade
level & share the following…
2. What is a quick win on your action plan for Tier II from
yesterday?
3. What is a long term goal you have for Tier II?
4. What questions do you have or clarification still
needed from yesterday?
5. Return to your team, share an ideas/insight, action
plan
Starting Point….
 Educators cannot “make” students learn
or behave
 Educators 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
Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBIS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
Systems, Data,
Practices,
Outcomes
Tier 2 – Same Drivers as Tier 1
OUTCOMES
SYSTEMS
DATA
PRACTICES
Randomized Controlled Trials Examining
PBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate
through school-wide Positive Behavioral Interventions and Supports: Findings from a
group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of
school-wide Positive Behavioral Interventions and Supports (PBIS) on the
organizational health of elementary schools. School Psychology Quarterly, 23(4), 462473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide
Positive Behavioral Interventions and Supports on student outcomes: Results from a
randomized controlled effectiveness trial in elementary schools. Journal of Positive
Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008).
Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in
elementary schools: Observations from a randomized trial. Education & Treatment of
Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J.,
Tier 2 Rationale:
Early Intervention is Vital
 Research suggests that there’s a ‘window of opportunity’
ranging between 2-4 years when prevention is critical
Great Smoky Mountains Study: Age Between First Symptom and Initial Diagnosis
Source: O’Connell, Boat, & Warner, 2009
Expectations Defined & Taught Across Settings
Is Tier One in Place in the Classrooms?
 Classroom-wide positive expectations taught,
encouraged & reinforced and match school-wide
expectations
 Teaching classroom routines & cues taught &
encouraged
 Ratio of 4-5 positive to 1 negative adult-student
interaction
 Do Staff Agree with and Understand Classroom and
Office Managed Behaviors
 Active supervision
 Redirections for minor, infrequent behavior errors
 Frequent pre-corrections for chronic errors
Factors that Place Children At-Risk
• Biology/physiology
• Lack of health care
•
•
•
•
•
•
•
•
Socioeconomic status
Family Conflict
Family Composition
Parenting Style
Poor nutrition
Frequent moves
Temperament
Academic failure
The Need for Prevention
and Intervention
 Without prevention and early intervention, children
at-risk of EBD are likely to:
 Experience mental health problems, such as diagnoses of
conduct disorder in adolescence and antisocial personality
disorder in adulthood (Reid & Patterson, 1991; Conroy,
Dunlap, Clarke, & Alter, 2005.)
 Fail courses, drop out of school, not engage in
postsecondary education, and have greater difficulties with
social relationships and employment (Bullis & Cheney,
1999; Neel, Meadows, Levine, & Edgar, 1998).
It’s About Time
 K-12 students: 42% of
instructional time (6 hrs.)
engaged in learning.
 17% of the day students
are engaged and are
successful in academic
tasks (one hour)
 High school: 90% nonacademically engaged
time (Lewis, 2012).
Considerations
 1 in 5 youth have an emotional
and behavioral disorders (EBD).
 Average GPA of 1.4
 Absent an average of 18 days
per school year
 60% drop out
 73% of those that drop out are
arrested within 2 years
Academic Performance for
Students with EBD
 Overall: 2 grade levels behind, on average
 Reading
 24th percentile in reading comprehension
 Four out of 5 have reading difficulties
 Language
 Nearly 9 out of 10 (88%) have language deficits
 Math
 42-93% math challenges
 Declines 20 PR from childhood to adolescence
Sample Matrix - Arrival
Expectation
Be Responsible
Be Respectful
Be Safe
Behavior
Be on time
Obey Supervisors
Watch for cars
Behavior
Put your coat away
Keep hands and
feet to self
Use cross walks
and sidewalks
Behavior
Have your supplies
Enter class quietly
Walk at all times
Focus on what we can
change
 We cannot prescribe medication
 We cannot change the students previous experiences
 We often cannot change the parenting practices in the
home
 Some venting is good, but too often it takes over leading
to less productive meetings, instruction & supports for
students
There is a LOT we can do in the classroom to create long term change
in student problem behavior
28
Characteristics of Targeted Interventions
1) Explicitly teaching expected behavior to the
2) Structured prompts for appropriate behavior
3) Opportunities to practice skills
4) Opportunities for positive feedback
5) Strategies for fading support as the student
gains new skills
6) System for communicating with parents
Keys to Changing Behavior
student
7) Regular Data for Monitoring student progress
C. Borgmeier, 2011
Establish Entry Criteria
BEP DVD
Screening for At-Risk
Establish Entry Criteria
 A team agreed process should be established for how
students enter Tier II programs. Common entry criteria:
 Office Referrals
 Teacher Nomination - Through Process
 Counselor Nomination
 Screening Results
How most schools determine
student need for services
 Office discipline referrals &
Teacher/Staff referrals are
commonly used
 Only 2-5% of schools screen all
children for mental heath
reasons (Romer & McIntosh,
2005)
Office Referral Information
But Who Are We
Missing?
Screening
 Use of a Validated Screener:
 Six-Eight (Oct-Nov) weeks after school begins & in Spring
 At the end of the year if desired (provides information for
planning)
 As a new student enters if needed
* Academic Screening Data Also Considered
Screening for “At-risk” Students
Choosing A
Universal Screener

Choose a Screener that:
1. Is appropriate for its intended use and that is
contextually and developmentally appropriate and
sensitive to issue of diversity
2. Has Technical Adequacy
3. Useable - efficient, feasible, easy to manage
- Calderella,Young, Richardson & Young, 2008
Systematic Screening for Behavior Disorders
(SSBD; Walker & Severson, 1992)
 Originally normed K-6, recently normed for middle and
Jr High (Calderella,Young, Richardson & Young, 2008)
 Multiple gating procedures following mental health &
PBS model
 Externalizing and Internalizing dimensions
 Evidence of efficiency, effectiveness, & cost benefits
 Exemplary, evidence-based practice
 US Office of Special Education, Council for Children with Behavior
Disorders, National Diffusion Network
Multiple Gating Procedure (Severson et al. 2007)
Gate 1
Gate 2
Gate 3
Teachers Rank
Order 3 Ext. & 3
Int. Students
Pass Gate 1
Teachers Rate Top 3
Students on Critical
Events, Adaptive &
Maladaptive Scales
Pass Gate 2
Classroom &
Playground
Observations
Tier 3 Intervention or Special Ed. Referral
Tier 2,3
Intervention
SSBD Screening
Internalizing Behaviors
 Examples





Not talking w other children
Acting in a fearful manner
Not participating
Avoiding or withdrawing
Not standing up for one’s self
 Non-examples
 Initiating social interactions
 Having conversations
 Joining in with others
Externalizing Behaviors
 Examples





Displaying aggression
Arguing
Defying the teacher
Being out of seat
Disturbing others
 Non-examples
 Cooperating
 Sharing
 Working on tasks
Student Risk Screening Scale
(Drummond, 1994)
 Originally normed at elementary level, now valid for
middle and high school (Lane, Kalberg, Parks, &
Carter, 2008)
 Classroom teacher evaluates and assigns a frequency-based,
Likert rating to each student in the class in relation to seven
behavioral criteria
 Score indicates the level of risk (low, medium, high)
 Scores predict both negative academic and
behavioral outcomes
 Effective, Efficient and Free
SSBD: Sample Questions
 Critical Events (Behavioral Earthquakes):
 Is physically aggressive with other students or
adults
 Steals
 Damages others’ property
 Maladaptive Behavior
 Pouts or sulks
 Child tests teacher imposed limits.
 Adaptive Behavior
 Is considerate of the feelings of others.
 Produces work of acceptable quality
Student Risk Screening Scale
(Drummond, 1994)
 lies,
 cheats,
 sneaks,
 steals,
 behavior problems,
 peer rejections,
 low achievement,
 negative attitude,
 Aggressive.
 Rated on a 4-point Likert scale (never, seldom,
sometimes, frequently)
SRSS
Student Internalizing Behavior
Screener (SIBS, Cook et al. 2008)
 Normed K-12 Grade. Rates on 7 Items:
 Nervous or Fearful
 Bullied by Peers
 Spends Time Alone
 Clings to Adults
 Withdrawn
 Seems Sad or Unhappy
 Complains About Being Sick or Hurt
 Rated on a 4-point Likert scale (never, seldom, sometimes,
frequently)
SIBS
Behavioral and Emotional Screening Scale
(BESS, Pearson Publications)
 Based on BASC by Reynolds & Kamphaus, 2002
 Universal screener with norms for preschool & K-12,
 Includes teacher, parent, and self-rating forms grades 3-12. 35 minutes per form. Completed on all students in class.
 Hand scored and scannable forms (in spanish too), ASSIST
software available
 Provides comprehensive summary of student scores and
teacher ratings across the school
 Assessment of a wide array of behaviors that represent both
behavioral problems and strengths, including internalizing
problems, externalizing problems, school problems, and
adaptive skills.
Sample of BASC-2/BESS Form
Administration & Scoring Criteria
 The BASC-2/BESS uses T-scores to communicate results
relative to the average (mean=50)
 Identifiers and percentile ranks are provided for ease of
interpretation
 Normal risk level: T-score range 10-60
 Elevated risk level: T-score range 61-70
 Extremely Elevated risk level: T-score range ≥ 71
Questions to Consider
 When to do screening?
 Who should prepare the forms?
 Who should administer the screener?
 Who should score them?
 When and how should the results be
shared?
 How are parents informed and involved?
 How is confidentiality protected?
In Addition to Screening
Consider:
 Teacher/Counselor/Parent Request Forms
 Office Referral Data
 Academic Data
 Classroom Minor Data
 Attendance
Parent Check In Sheet
Changing the Ecology of Youth Development:
Empowering Schools/Families by
Coordinating PBIS Practices
Full powerpoint presentation on the study at www.pbis.org
Author Thomas Dishion, Arizona State University
20 Minute
Screening & Entry Criteria
 Team Time:
 How do students get into current supports?
 Is there a consistent process?
 Based on what you have heard today, what changes might
need to occur?
 Action Plan with Getting Started Workbook Pg. 3
15 Minute Break
We Have Screened,
Now What?
 Make Sure You Have A Plan For What to Do Once
You Screen..
 2009 Bridget Walker, Ph.D.
We Have Our List of Students
Now What? Picking the Right
Intervention.
 Check, Connect and Expect
 Lunch Bunch & Home-Note Program
 Social Skills Groups
 Executive Functioning Groups
 Self-Monitoring/Self Management Groups
THS Targeted Intervention Quick Sort
Function of
Behavior
/Student Needs
Blazer Check
Adult Attention
X
Mentoring
Academic
Seminar/ Boot
Camp
Behavior
Contract
Small Group
Counseling
X
X
X
X
Peer Attention
Encouraging
Adult
Relationship
Learn
Replacement
Behavior
Prompts for
Behavior
Expectations
Monitor Risk
Factors
Learn Problem
Solving Skills
School/Home
Communication
System
X
Ripple Effect
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
What Basic Check, Connect, &
Expect isn’t working?
A Word on CCE:
Common Pitfalls
 Staff Uses Daily Progress Report as Punishment Tool
or Lack of Consistency
 Reminders & Scoring Not Linked to Expectations &
Desired Behavior
 Desired Behavior Not Reinforced
 Students Left in CCE For Too Long
 Too Many Students in CCE for Coach
 CCE Not Modified If Needed
How will you check, support, and
coach to ensure Teacher Fidelity?
 Score Students On The Daily Progress Report Card
At Designated Times
 Give Student Behavioral Reminders about Expected
Behavior When Misbehavior Occurred
 Reminders Linked to Expectation, with a Description
of the Problem Behavior and Desired Behavior.
 Give Positive And Corrective Feedback To Students
At Each Scoring Period
 Work With Coach to Schedule Services
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
Plus
Demonstration
95%
0%
95%
Joyce & Showers,
2002
63
Remember, a Coach is…
…not evaluating a teacher, but evaluating the
effectiveness of the Teaching Strategies as
evidenced by:

fidelity of implementation

impact on student outcomes
64
CR-PBIS Faultlines: Tier 1
 Establishing (and rewarding) schoolwide
expectations
 Respect, responsibility, safe,
excellence…
 But…
 Is respect culturally neutral?
 Why is defiance the main source of
dispro?
 Solutions?
 Self-reflection
 Mentoring?
CR-PBIS Faultlines: Tier 2
 Re-connect at-risk youth, reduce current
misbehavior
 Check-in, check-out
 But…
 “Why are all the kids in Tier 2 & 3 Black
or Brown?”
 Solutions?
 Disaggregate our data
 Why are some teachers more
successful?
“Cultural responsiveness &
relevance”
 To what extent have we considered unique variables,
characteristics, & learning histories of students,
educators, & families & community members
involved in implementation of SWPBIS?
 Our Challenge as we implement
 Is SWPBIS “Culturally relevant”?
 Can SWPBIS become more culturally relevant?
 What does culturally relevant SWPBIS Implementation
look like?
 How do we measure impact of culturally relevant
implementation of SWPBIS?
11-12 1st Semester Discipline by Ethnicity
140
Asian
120
African American
Hispanic
Indian
Multiracial
100
Native Haw/PI
Caucasian
Not Provided
80
60
40
20
0
03-04
04-05
05-06
06-07
07-08
08-09
09-10
10-11
11-12
Tier 2 System
Enhancing Implementation: Not
everyone is responding
Variations on CC&E
 Basic Plus
 Academic CICO
 Breaks are Better
 Travel Cards
Student Meets CC&E Criteria
Program Phases
Daily Program Routine
Basic Program
Morning
Check-in
Basic Plus Program
(as needed)
Self-Monitoring
Graduation
Teacher
Feedback
Parent
Feedback
Afternoon
Check-out
Can’t Do: Skill Building
 Social Skills Groups
 Assertion Skills, Anger Management, Friendship Skills,
Empathy Skills
 Executive Function Skills Groups
 Organization Skills, Emotional Control, Time Management
 Academic Skills Groups
 Context Reading Skills, Math Skills
Academic Behavior CICO
(Turtura, Anderson, & Boyd, 2013)
 Builds off CICO
 Modifications designed to
 Increase structure and feedback around recording
assignments
 Provide specific feedback for academic-related
expectations
 Decrease likelihood of being “set up” for a bad day
 Provide incentives for positive academic behavior
 Designed especially for middle school students with
difficulties with organization and study skills
Student Recommended for ABC
ABC is Implemented
Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
Regular teacher
feedback
Regular coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
Exit
program
ABC in the Classroom
 Student engages in academic routine (e.g., participates
in class)
 Student records assignments on homework tracker
 Student receives feedback (points) for
 Meeting social behavior expectations
 Meeting academic behavior expectations
 Using homework tracker
Morning Check-in
Student meets with coordinator/mentor
 Is student prepared?
 Are assignments complete?
 Review home note
 Provide point card & tracker
Fidelity of Check In
 Creating a Positive Routine is key
 Relationship & consistency is important
Morning Check-in Logistics
 Location
 Materials available
 Minimum: pencils, paper, erasers, etc.
 Consider individual items such as textbooks
 Homework completion
 Complete now—get pass to be late to class
 Complete later—receive homework pass
 3 or more incompletes in 2-week period: consider new
intervention
Daily Feedback Sessions
 Student keeps point card (or separate tracker and have
student turn in to teacher)
 Student meets academic expectations
 Student completes assignment tracker
 Feedback at end of class period
 Academic expectations
 Homework recorded accurately
Afternoon Check-out
Student meets with coordinator/mentor
 Review point card--% points earned
 Provide incentives if using
 Positive verbal feedback
 Review homework tracker—plan for work completion
 Complete home note
 End with encouragement
Home Component
 Parent workshop first!
 Parent reviews home note
 Parent helps student problem-solve work completion
 Parent signs home note
Points
Possible
How Points
are Earned
Morning Check-in
2
Student has
materials (1) and
work is complete (1)
Feedback
Up to 2 per
expectation
Meet behavioral
and academic
expectations
Homework Tracker
1 per feedback
session
Assignments
recorded correctly
2
Attend checkout (1)
and have teacher(s)
signature (1)
Activity
Afternoon Checkout
Discussion –

15 Minute
What student would respond to ABC?
 What information do teachers need?
 What are ways to collaborate & communicate with
parents?
Breaks are Better (BrB):
Brief Overview
Boyd, Anderson, & Turtura (2013)
 Builds off CICO
 Modifications designed to:
 Provide specific feedback for academic-related
expectations
 Decrease likelihood of being “set up” for a bad day
 Provide incentives for positive academic behavior
 Provide “replacement skill” to obtain brief break
Modifying DPR
BrB During Academic Routines
 Student engages in academic routines
 Student can request a break
 2 min break
 Specific activities during break
 Student returns to work after break
Resources
 Modifying CICO Webinar on www.pbisnetwork.org
 For ABC and BrB Manuals and Templates:
 https://coe.uoregon.edu/ipbs/tier-ii/tier-ii-for-workavoiders
 Turtura, J. E., Anderson, C. M., & Boyd, R.J. (2013).
Addressing task avoidance in middle school students:
Academic Behavior Checking-in/Check-out. Journal of
Positive Behavior Interventions, 42 (6), 1-9.
 jhorwitz@uoregon.edu
Check & Connect
The Check & Connect Model
of Student Engagement
Check & Connect Overview
Check & Connect is a structured
mentoring intervention to promote
student success and engagement at
school and with learning through
relationship building and systematic
use of data.
This photograph and the remaining stock photos
were used with permission from Microsoft.
Focus on School Completion
Check & Connect emphasizes
school completion rather than
dropout prevention
 School completion = high school
graduation with academic and
social competence
 Merely keeping students in
school until graduation is not
sufficient
Fit with Existing Initiatives
Intensive
5%
Targeted
15%
Universal
80%
Check &
Connect
Fidelity of Implementation
Student Engagement
 Defined as:
 commitment to and investment in
learning
 identification and belonging at
school
 Associated with positive
educational outcomes for
students
Student Engagement (cont.)
Core beliefs of Check & Connect:
Disengagement is a process
that occurs over time
Check & Connect mentors
can “interrupt” that process
and help to re-engage
students
Student Engagement in C&C
Observable
Engagement
Internal
Engagement
Goal for Check & Connect
 High school graduation with academic and
social competence
 Accomplished through engaging and reengaging students in school and with
learning
 http://checkandconnect.umn.edu/
Findings
Increased credit accrual
Increased persistence rates
Increased graduation rates
Perceived increase in parent participation
Reduced absences
Reduced tardiness to school/class
Decreased dropout rates
Reduced behavior referrals
(Sinclair et al., 1998; 2005)
11 Implementation Steps
1. Determine indicators of student disengagement
2. Identify students at risk of disengagement or dropout
3. Select or hire mentors
4. Organize existing resources for intervention
5. Get to know students, teachers, and parents
6. Use “check” procedures and the monitoring form
7. Implement “connect” interventions
8. Strengthen the family-school relationship
9. Monitor the person-environment fit
10. Provide mentor support and supervision
11. Evaluate program implementation
Planning Activity
SETTING GOALS
With your team, discuss
and write your goals for
Check & Connect in the
planning guide.
Focus on Alterable Variables
Alterable variables: indicators of disengagement that can
be altered through intervention.
Alterable






Attendance
Attitude toward school
Extracurricular participation
Behavior
Homework
Grades, credit accrual
Status







Age
Metro status and region
Disability
Socioeconomic status
Ethnicity
Gender
Family structure
Early Warning Signs
 Attendance
 Absent 10% or more of school days
 Behavior
 Two or more mild or more serious behavior infractions
 Course performance





An inability to read at grade level by the end of 3rd grade;
A failure in English or math in 6th-9th grades;
A GPA of less than 2.0;
Two or more failures in 9th grade; and
Failure to earn on-time promotion to 10th grade.
(Balfanz, Bridgeland, Bruce, Fox, 2012)
More information about EWS:
10 Minute Break
Running Efficient and Effective
Tier 2 and Tier 3 Meetings
Example Tier 2 Team
Meetings
Clackamas ESD PBIS Team
 https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/
pbis-tier-2/iteam
A good plan implemented
poorly…
is a bad plan.
Monitoring Effectiveness and
Fidelity of Tier 2 Interventions
Fidelity Checklist
Monitoring Progress In Tier II
 Each Student Should Be Monitored Twice Monthly to
Determine :
 If they are responding to the intervention
 If the intervention is the correct intervention
 If the intervention needs to be adjusted
 If the student is ready to exit
Monitoring All Interventions
SWIS-CICO Report
Daily Points Graph
Team Time
Monitoring Student Progress &
Advanced Tiers Team
 Who will monitor the effectiveness of Tier 2 Supports &
Interventions?
 What data do you have?
 What data is needed?
15 Minute
 How often will you meet to assess student progress and
fidelity of the system?
 In what ways could you strengthen monitoring?
Functions of The Tier 2/3 Team
ENTRY, EVALUATE, EXIT
 Determine & Oversee Referral Process
 Review Students Referred
 Place Students in an Intervention
 Monitor Implementation Fidelity
 Evaluate Outcomes and Make Decisions
 Ongoing Progress Monitoring
 Fidelity of Implementation
 Social Validity
Use a Standard Problem-Solving
Format: Example
1. Define the problem(s)
- Analyze the data
2. Define the perceived function of behavior
3. Consider 2-3 options that might work
4. Evaluate each option:
- Is it doable?
- Will it work?
5. Choose an option to try
6. Determine the timeframe to evaluate effectiveness
7. Evaluate effectiveness by using the data
- Is it worth continuing?
- Try a different option?
- Revisit the function of behavior?
What makes a successful
meeting?
1.
Start & end on time
2.
75% of team members present & engaged in topic(s)
3.
Agenda is used to guide meeting topics
4.
System is used for monitoring progress of implemented solutions (review previous
meeting minutes)
5.
System is used for documenting decisions
6.
Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete
during the meeting responsibilities
7.
Next meeting is scheduled
8.
All regular team members (absent or present) get access to the meeting minutes
w/n 24 hours of the meeting
9.
Decision makers are present when needed
10. Efforts are making a difference in the lives of children/students.
Set A Standard Meeting
Protocol
 To Do List From Last Meeting (5 Minutes)
 New Student Referrals (25 Minutes)
 Progress Updates/Rechecks (15 Minutes)
 Meeting Analysis (5 Minutes)
* Once per month review intervention fidelity and
outcomes
Tier 2: Summary of The Big
Ideas
 Do the easy stuff first (efficiency is a major
goal)
 Processes are as important as practices
 Use of Evidence Based Practices based on
Behavioral Science
 Teaming is critical
 Administrative support is critical
 Data Based Decision Making
Use a Standard Problem-Solving
Format During the Meeting
1. Define the problem(s)
- Analyze the data
2. Determine the function of behavior
3. Consider 2-3 interventions that might work
4. Evaluate each option:
- Is it doable?
- Will it work?
5. Choose an option to try
6. Determine the timeframe to evaluate effectiveness
7. Evaluate effectiveness by using the data
Brief Assessment
When to complete a brief FBA
 When the team feels there is a need for a more
complete picture of the function of the student’s
behavior
 When the team is unclear about the triggers and
maintaining consequences of the student’s behavior
 When Tier 1 interventions have been reliably
implemented and the student continues to
demonstrate behavioral concerns
121
Purpose
 To provide a process for completing a Brief FBA once a
request has been made
 Used to determine if one or more of the Tier II
interventions is appropriate for the student or if another
level of support is needed
Why Use a FBA?
 FBA data support effective and efficient
behavior support planning, a major goal of BIP
(e.g., Carr et al., 1999; Didden et al., 1997)
 FBA produces data on how system can:
 Prevent problem behavior
 Identify and teach alternative behaviors
 Encourage appropriate behaviors
 Discourage problem behavior
Levels of FBA
 Full FBAs:
 Record review, full interviews, observations
 Specify problem behavior and contingencies
within routines for purpose of individualized
intervention design
 Simple FBAs:
 Brief interview
 Specify problem behavior, routines surrounding
problem behavior, and function of behavior for
purpose of selecting type of Tier II intervention
Other Useful Information
 Analysis of minor write-ups
 Interview: teacher, parent student
 Medication/Medical
 Attendance
 Academic
 Standardized Test Scores
 9 weeks grades
Brief FBA
 Examples –
 FACTS
 Brief FBAI Tier
II
 Guess &
Check
 Necessary components
 Strengths
 Problem behavior
 What is happening?
 Triggering antecedents
 When does it happen/set it off?
 Maintaining Consequences
 Why does it happen/need?
 Setting events
 What makes it worse/set it up?
Understanding Behavior
 If a student repeatedly engages in a (problem) behavior, he/she is
most likely doing it for a reason…it’s ”working” for the student
 The behavior is Functional or serves a purpose





E.g., calling on someone to have a question answered
Hitting a student to be sent in the hall
setting an alarm to wake up
Talking out of turn to have a question answered
answering the problem 2+ 2 as 4
 Behavior is a form of communication, unfortunately, some
students learn that Problem Behavior is the best way for them to
get their needs met
Understanding Behavior
 Recurring (mis)behavior occurs for a reason
 We need to think about this when we decide how
to respond to the behavior
 We intervene most effectively with a student by
identifying the function (or purpose) of their
behavior
Behavior Has 2 Major Functions
Research has shown that the more often a behavior
meets it’s function, the more often it will occur. 129
Function Based Logic:
Competing Behavior Pathway
Existing Consequence
Desired Behavior
Work quietly
Grades
More work
Maintaining Consequence
Setting event
Antecedent
Problem Behavior
None
Preferred peer
Talking
Alternative Behavior
Peer helper
Gain
Peer attention
• Using the Brief FBA examples, adopt or modify
one of these for your schools assessment
• Be sure to include:





Strengths
Problem behavior
Triggering antecedents
Maintaining Consequences
Setting events
Activity
Brief FBA
Typical Reasons CICO may not be working
for an individual student
Address
Implementation
Issue
Individualize Tier 2
1) Low fidelity of implementation
2) The student needs more instruction
on how to use the program
3) The rewards are not powerful or
desirable for the student
4) The program does not match the
function of the problem behavior
Escalate to
Tier 3 Support
5) The student requires more intensive,
individualized support
133
134
TAT Team Process
1. Identify target students
2. Initial data collection
 Universal Classroom Elements form
 Current Tier 2 Interventions & Data
 Problem solving
3. Functional Behavior Assessment (FBA)
4. Intervention based upon the function of the behavior
5. Coaching & Monitoring
Implementing the Process
Example from UW Scaling Up the Pyramid
 Using “Case Study: Mike”, match the description to
the Behavior Support Request for Assistance form.
136
Typical Reasons CICO may not be working
for an individual student
Address
Implementation
Issue
Individualize Tier 2
1) Low fidelity of implementation
2) The student needs more instruction
on how to use the program
3) The rewards are not powerful or
desirable for the student
4) The program does not match the
function of the problem behavior
Escalate to
Tier 3 Support
5) The student requires more intensive,
individualized support
138
139
TAT Team Process
1. Identify target students
2. Initial data collection
 Universal Classroom Elements form
 Current Tier 2 Interventions & Data
 Problem solving
3. Functional Behavior Assessment (FBA)
4. Intervention based upon the function of the behavior
5. Coaching & Monitoring
Ms.Nic
Mike e
2nd
Ms.Nic
Jan 7, e
Regular ed.
2010
principal
x
None
x
x
x
x
x
141
bolting, running away, hitting others, property
destruction, spitting, throwing objects (e.g., chairs),
repetitive questioning, and aggression towards adults
Re-direction, warnings, talking to, time-outs,
go to office
Not very. Sometimes work for a little
while.
When father is home, when upset, after playing with
his cars or computer.
Mike’s father travels for work; when Dad
is home problems are worse.
Help!!
142
Step 2: Initial Data Collection
How does a student enter PBIS Tier 3 services?
Description of process:
 Confirm universal elements in classroom
 Confirm Tier 2 intervention in classroom
143
Complete based
on observation.
Supplement with
teacher report.
144
Score these items based
on observation of and
teacher comments about
target student.
145
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Total #
146
Step 3: Functional Behavior
Assessment
Why is the problem behavior occurring?
Description of process:
 Start by conducting a Simple FBA
 If needed, consider a Comprehensive FBA
147
NEVER Underestimate the
difference you can make in the life
a child!
We Also Have To Think Functionally
When Choosing Interventions
 “Problem Behaviors” are functional skills
 Interventions must consider the purpose of behavior (from
student’s perspective)
 Seek a match from intervention menu for the needs of each
individual student
NorthWest PBIS Network’s Training, Coaching,
Evaluation, & Technical Assistance Services
www.pbisnetwork.org
Upcoming Events
Coaching TIPS & Trainer of Trainers – Anne Todd
September 29th & 30th
NorthWest PBIS Network’s Fall Conference: Building Relationships
Nov. 9th & 10th Keynote by Dr. Rob Horner
Check and Connect: Advanced Tiers Structured Mentoring
Nov. 16th & 17th
Enhancing Equity in School Discipline with Dr. Kent McIntosh Dec. 2nd
& 3rd
Washington Coaches Institute & Coaches Workshop Series
January 25th, 2016
20 Minutes
ACTIVITY – Action Planning
 What final questions do you have about today’s
content?
 What items do you need to add to your action plan?
Feedback & Evaluation for
Tier II Day 1 & 2
https://docs.google.com/a/pbisnetwork.org/forms/d/1NxVtYhFhiKuFLPMc3NU
KdFsAtNNtI-c9VTH5fFTuIg8/viewform?c=0&w=1