ADVANCED TIERS PBIS SUPPORTING STUDENTS WITH CHALLENGING BEHAVIOR

ADVANCED TIERS PBIS: SUPPORTING STUDENTS WITH CHALLENGING BEHAVIOR Charisse Elliott & Heather Bradshaw Salem-Keizer Public Schools April 25, 2019

Agenda ■ Discuss the Positive Behavioral Interventions and Supports (PBIS) framework ■ Describe the Advanced Tiers system – Tier II: Targeted Supports – Tier III: Individualized Supports

District Overview Students and Staff Students ■ Nearly 43, 000 students ■ Close to 81 different languages ■ 61% students living in poverty (about every 3 in 5 students) – 1, 122 experienced homelessness Staff ■ Over 5, 000 staff Schools/Teams ■ 2 nd Largest district ■ 65 Schools – – – – 42 Elementary 11 Middle Schools 6 High Schools 2 Alternative High School Programs ■ 16 sites 8 Additional Programs 4 Charter Schools Transportation Team Auxiliary and Facilities Oregon State University: 30, 592 Students & 5, 209 Staff

WHAT IS PBIS?

PBIS A multi-tiered systems of support (MTSS) framework for selecting, organizing, and implementing evidence-based behavioral interventions along a continuum of support to establish consistent, positive, predictable, and safe school environments.

Social Competence & Academic Achievement TE SY S TA DA Supporting Staff Behavior MS OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making

Designing School-wide Systems for Student Success Academic Systems Behavioral Systems Tertiary Interventions • Individual Students • Assessment-based • High Intensity 1 -5% 5 -10% Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response Primary Interventions • All students • Preventive, proactive 80 -90% Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures 1 -5% 5 -10% Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response 80 -90% Primary Interventions • All settings, all students • Preventive, proactive

Evidence Based Practice Approach Tier 3: Individualized 1 -5% of students Tier 2: Group-based 10 -15% of students Tier 1: School-wide 80 -90% of students Level of Discipline Concern TIME & CHANGE in Staff behavior required to generate desired outcome 5 + Referrals 2 -4 Referrals 0 -1 Referrals

Tier I – School-wide PBIS Establish and Teach Values ■ What are our 3 -5 School-wide Values? Develop a Behavioral Correction System ■ Plans for teaching and reviewing expectations ■ What is a major versus minor behavior? ■ Classroom Systems ■ Continuum of consequences Create a Recognition System ■ How will we recognize students for following expectations? ■ Staff versus office managed Use Data to Monitor and Make Decisions ■ Continuum of Recognition ■ Do we know if we are following our plan (fidelity) and if it’s working (outcome)? ■ Recognizing Staff ■ Protected time to review data ■ Sharing data with staff

ADVANCED TIERS SYSTEMS Linking Support Across Tiers

Considerations ■ Behavior must be considered within context in which it is observed ■ As intensity of problem behavior increases, so must intensity and complexity of functional behavioral assessment and behavior support planning process

Guiding Principles ■ Functional Perspective: Behavior is considered within environmental context ■ Behavioral Competence: School-based individual who has expertise ■ Systems Foundation: Team-based approach to problem solving and efficient request assistance with function-based support ■ Multiple Levels: Build off SW discipline model, intervene early

General Process: Advanced Tiers ■ Develop/strengthen foundation of school-wide behavior support and systematically link tiered supports ■ Establish Advanced Tiers Team to guide/lead process ■ Establish decision rules for matching level of intervention to student (i. e. , entry) – Simple and direct request for assistance process for staff, parents, and students – Process for moving through the tiers – Data decision rule based on number of behavioral incidents and/or attendance – Safety concern

ESTABLISHING ADVANCED TIERS TEAM

Three-Tiered Teaming Structure Tier 1 School-wide Core Foundation 100% Team Facilitator Representative Membership Admin Leadership Meets Monthly Advanced Tiers 2/3 Group Interventions 20% Team Admin Behavior Specialist Counselor Sp. Ed Teacher(s) Teacher Representation Meets at Least Monthly Individual Problem Solving Case managed by members of Advanced Tiers 2/3 Team Student Representative Team School team membership Parent/Guardian Community membership

Effective Advanced Tiers Team Meeting Foundations 1. 2. 3. 4. 5. 6. Administrator support and involvement (at least 80% of time) Team established and representative Team has regular meeting schedule Team has effective operating process Team summarizes existing school discipline data Discipline data are available to the team regularly in a form and depth needed for problem solving 7. At least one staff member is able to conduct simple functional behavior assessments

Roles and Responsibilities 1. Facilitator • Typically not an administrator 2. Note Taker – Not the facilitator 3. Process Monitor/Time Keeper – Not the facilitator 4. Tier II Interventions Coordinator(s) – Serves in role similar to data analyst

DATA DECISION RULES FOR ENTRY

Accessing Advanced Tiers Supports Data Referral • Number of major/minor referrals or trackers • Attendance Teacher Referral • Tier I Guess and Check • Additional process for Request for Assistance? Parent/Studen t Referral • Parent or guardian request for support • Student request for support Team Referral • Advanced tiers team recommendatio n • Tier II Brief FBA (teacher interview)

For example… Data Referral 3+ referrals in one month 3+ referrals based on specific behavior (i. e. , physical aggression) 3 majors by end of October Missing 15% of days within a month Skipping 12% of classes within month Teacher Referral Parent/Student Referral Teacher completes Guess and Check, problem solves with grade-alike team, implements consistently (e. g. , two weeks), and submits the Guess and Check as a formal Request for Assistance (RFA) to Tier II Facilitator Overview of Tier II supports available provided in parent handbook, PBIS monthly emails, and Parent-Teacher Conferences, with process for who to contact, what behaviors to consider, and how the request will be addressed at the school Team Referral Advanced Tiers team recommendation after implementation of Tier I supports Tier I Guess and Check indicates need for more intensive behavioral support

General Process: Tier II ■ Establish menu of Tier II interventions that include: – – Process for ensuring everyone on staff is aware of intervention Readily available for rapid, responsive implementation Connections for home-school communication Focus on skill development ■ Develop data decision rules for students in Tier II interventions – Target goals – Fading support graduating from Tier II interventions – Modifying/intensifying considering Tier III supports

ESTABLISH MENU OF TIER II INTERVENTIONS

Tier II Interventions • Group-based and matched to function • Everyone on staff is aware of the intervention • • Easy access and quick implementation Substitute teachers and regular volunteers are knowledgeable • Readily available for rapid implementation • Individualization is not necessary • Connections for home and school communication • Regular sharing of progress reports • Team-based decision making process

Tier II Intervention Examples

Tier II Menu of Intervention Example

ESTABLISH DATA DECISION RULES: FADING, MODIFYING, GRADUATING

Data Decision Rules Considerations: • What is school-wide initial goal (80%)? Consider taking baseline data for students. • When do you increase student’s goal and how long do they need to maintain? How are you moving student toward selfmanagement? • How do you fade supports systematically? • How do you know when to make modifications and which ones to make?

General Process: Tier III • Establish a system for conducting the Functional Behavior Assessment (FBA) to a Behavior Intervention Plan (BIP) o o o Identify process for determining Case Manager Relevant stakeholders Action plan for collecting all information

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)

Salem-Keizer Public Schools FBA Flowchart

Tier I FBA: Guess and Check

Tier II FBA: Brief FBA

Brief FBA ■ What: Short teacher interview building on information from the Guess and Check ■ Who: Initiated by referring staff or Advanced Tiers Team ■ When: Individual staff member has student who is not responding to Tier I interventions or Advanced Tiers Team is considering Tier II supports ■ Why: To ensure that the Tier II intervention matches the function of the student’s problem behavior ■ How: 15 -min interview with a member of the Advanced Tiers Team ■ *If Guess and Check has been completed, we recommend using the information when conducting the Tier II interview (i. e. , dig deeper rather than repeat)

Brief FBA

Tier III FBA: Full FBA

Full FBA ■ What: Interviews, observations, and archival review ■ Who: Members of the Tier III/Individual Student Support team ■ When: Student is not responding to Tier II supports and/or the student’s behavior is unsafe and intensive ■ Why: To determine the function of the student’s problem behavior and to inform a comprehensive, individualized behavior intervention plan (BIP) ■ How: (see next slide) ■ *If behavior is a safety concern, develop a safety plan and use the results of the FBA to make any changes necessary

– Full Teacher Interview – entire process Steps in a or moves forward from Tier II FBA (45 Tier III FBA minutes) – Parent Interview (45 minutes) – Student Interview (45 minutes) – Archival review – academics, ELA, MH, health, …. . – Observe the classroom environment (10 minutes) – Observe the student multiple times, days and locations (7 -15 observations) – Develop a comprehensive, intensive and individualized BIP using the Action Plan and Implementation Plan

FBA-BIP Development Process

FBA-BIP Developmen t Process

Develop Hypothesis Statement ■ Testable hypothesis (“objective or best guess”) – Write in observable terms – If not confirmable, collect more information & restate ■ Developed from multiple sources of data (e. g. interviews, academics, health concerns, etc. ) ■ Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events

Hypothesis Statement

Data Collection: Brief Classroom Interaction Observation (BCIO)

Data Collection: 10 -sec Interval Recording

FBA-BIP Action Plan

FBA-BIP Action Plan (continued)

Tier III FBA Support ■ Training during Tier III trainings ■ Advanced FBA-BIP training ■ On-site PD: ■ Drop-in coaching: – FBA and BIP support ■ Tier III online resources – Tamesha (Tier III with safety plan) – Jose (Tier I Tier III example)

QUESTIONS? pbis@salkeiz. k 12. or. us