1. School-wide PBIS
Tier 2 Training
Wayne RESA
2011-12
Chris McEvoy
mcevoyc@resa.net
2. Readiness Check
Tier One Checklist
Check one
Component In Place Partially In Not In
Place Place
1. Positive behavior expectations are defined and taught in each setting within
the school to students and shared with families.
2. Practice sessions are scheduled throughout the year to support learning and
maintaining behavior expectations.
3. A system of positive reinforcement is implemented with all students for
demonstrating the positive behavior expectations.
4. A continuum of consequences is implemented consistently by all staff for
minor behavior infractions.
5. The PBS Team meets at least monthly, reviewing data, providing feedback
to staff, and making the necessary system adjustments.
3. Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
Intensive, Individual Interventions
Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Universal Interventions 80-90% Universal Interventions
80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
4. Objective: After today’s training develop a
Tier 2 system for your school
• Review Tier 2 options with your school’s PBS Team
• Identify a menu of Tier 2 interventions
• Develop a plan for implementation and training
– Consult district coach
• Provide training for staff
• Establish Tier 2 Team operations/align with RtI
• Include Tier 2 interventions in your staff handbook
• Submit Tier 2 plan to WRESA with April or May report
5. Establish Criteria & Process for
Referral
• Criteria
– Number of ODR Referrals/Incident Reports
– Number of minor infractions - classroom behavior
– Teacher recommendation
• Internalizing behaviors e.g., low motivation, withdrawn
• Systems issue:
– 500 student school
– 5-10% of population is 25-50 students – Tier 2
– 1-5% of population is 5-25 students – Tier 3
• Tier 2 Team/Agenda separate from Tier 1 meeting agenda
6. Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
Intensive, Individual Interventions
Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Universal Interventions 80-90% Universal Interventions
80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
7. Middle School – 845 students
Referrals by Student End of Year
7% 4% N=36
8. Tier Two - Targeted Interventions
Critical Features
10. Monthly PBS Reports
Total Office Discipline Referrals (ODRs) by month
Total Suspensions by month
Daily Average ODRs by month
Problem Behaviors Year to Date (YTD)
Location YTD
Time of Day YTD
Number of Referrals by Student YTD
Referrals by Grade YTD
Referrals by Staff YTD
Compare data year to year
Positive Behavior Indicator
14. Check In Check Out
• See Powerpoint module on WRESA Website
To reserve Behavior Education Program DVD
and reference book -
Wayne RESA contact:
Pat Johnson
(734) 334-1595
johnsop@resa.net
15. Simple Functional Behavior Assessment
• Conduct Simple FBA if you have done one Tier 2
intervention and it was not successful.
• Pinpoint triggers and problem situations
• What does the student get out of it? Motivation?
– To gain: attention, control, a preferred activity,
excitement, a sensory or physical effect, status, etc.
– To avoid: an unpleasant event, a demand, etc.
• Skill deficits related to the problem behavior?
– Identify Replacement Behavior(s) to Teach
16. Simple Behavior Plan based on FBA
– Prevention techniques
• Additional assistance
• Reminders: pre-corrections
• More corrective feedback
• Visual supports
• Increase practice on skills
• Targeted Supervision
• Homework help
• Organizational help
• Parent communication systems
• Shorten work sessions
• More frequent breaks or reinforcement
• Increase opportunities for movement
• Change verbal prompts: create common language
18. Targeted Instruction in Behavior
Expectations/Replacement Behaviors
• Identify target behavior(s) for instruction
• Involve School Social Worker or Special Education Teachers –
experience with social skills instruction
• Create a simple teaching plan
• Environment specific - classroom-based
• Practice skills
• Corrective feedback
• Reward targeted social skills
Resource: Tim Lewis, U. of Missouri
19. Bully Prevention Manuals
Elementary and Middle School
http://www.pbis.org/pbis_resource_detail_page.aspx?
PBIS_ResourceID=785
20. Take a Break
• Not for rule breaking - for agitation, hyperactivity,
explosiveness, anger
• Identify break area, procedure, & time limit
• Neutral reinforcement – not a reward activity
• Calm down & focus
• Practice requesting “break”
• Monitor use
26. Active Supervision
See Powerpoint module on Wayne RESA
website.
To reserve Systematic Supervision videos
through
Wayne RESA contact:
Pat Johnson
(734) 334-1595
johnsop@resa.net
27. PBIS in the Classroom
• See Powerpoint Module and checklist on
WRESA website
29. Newcomers Club
• Highly Transient school population
• PBS team develops Newcomers Club
– Welcome & support new students
– Teach school-wide expectations, PBS orientation
– Student partners
30. Academic Support
• Homework
– If it never comes back, after repeated attempts to
correct, build support within the school day
• Increase assistance with organization &
planning
• RtI Connection
Emphasize the need to identify and intervene
early before students fall behind
31. Aligning RtI with SWPBIS series
Dr. Patricia Drake
http://www.resa.net/curriculum/rti/
32. Tier 3 Behavior Support
• Intensive Team-based process
– With parent
– Agency, physician
• Intensive Functional Behavior Assessment
• Multi-component BIP
• Review meetings
• Wayne RESA trainings on Tier 3 FBA & BIPs
– January 31, 2012
