1. Developing Intervention Guidelines with Student Outcomes in Mind PBIS CI3T Summer Institute June 8, 2015 Matthew Berry

2. Outcomes  Participants will understand the rationale and critical features of developing Intervention Guidelines  Participants will complete one Intervention Guideline for a school-wide targeted intervention Agenda  Steps to Building Intervention Guidelines  Key Features of Secondary Interventions  Invention Inventory & Intervention Guideline For this Session

3. Organization for Today  SSD PBIS Compendium- has materials for today SSD PBIS Compendium-  Today’s Meet- to network with each other during this institute Today’s Meet-  Twitter- #allmeansall15  Planning Tool  Notes Page ( enter your arrow for the specific session)

4.  Share one celebration regarding a targeted/secondary intervention in your building/classroom you have experienced this past year.  What might be the benefits for your school to work from a CI3T Framework? http://ci3t.org/about.html http://ci3t.org/about.html Entering Activity

5. Supporting Research  www.pbis.org www.pbis.org  www.ci3t.org www.ci3t.org

6. 2014-2015 STL CI3T TRAINING PROJECT 6 Essential Components of Primary Prevention Efforts Systematic Screening AcademicBehavior Treatment Integrity Social Validity

7. 2014-2015 STL CI3T TRAINING PROJECT 7 Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Social Skills/ Character Education Curricula

8. 2014-2015 STL CI3T TRAINING PROJECT 8 Secondary Prevention (Tier 2): Reverse Harm Students who do not respond to the primary prevention plan, 10-15% of students Focused intervention to address academic, behavior, or social concerns: Acquisition (can’t do) Fluency (trouble doing) Performance (won’t do) Examples of Secondary Prevention Small group instruction in anger management Reading comprehension strategies Comprehensive math intervention

9. 2014-2015 STL CI3T TRAINING PROJECT 9 Secondary Prevention (Tier 2): Reverse Harm Are at-risk for an academic and/or social- behavioral concern Continue to engage in frequent problem behavior despite effective school-wide, tier 1 prevention efforts Need additional teaching, monitoring and feedback Could benefit from extra attention or support at school before they are in crisis

10. 2014-2015 STL CI3T TRAINING PROJECT 10 Key Features of Targeted Interventions Increase structure and feedback Is temporary Provides regular & frequent opportunities for success and recognition May include social, social emotional and/or behavior skills instruction May require academic assistance Transfer and Generalization Plan

11. Universal Targeted Intensive Integrated Continuum of Support for ALL Dec 7, 2007 Label behavior…not people Think about your profile

12. Universal Targeted Intensive Integrated Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

13.  What are your school’s current targeted interventions?  Complete this inventory of your current practices and identify the following components within those interventions.  We will use this information to develop an Intervention Guideline! Tier 2 Targeted Intervention Inventory

14. 2014-2015 STL CI3T TRAINING PROJECT 14 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

15. 2014-2015 STL CI3T TRAINING PROJECT 15 Measure Aug SeptOctNovDecJan FebMarApr May School Demographics Student Demographic Information X X X X X X X X X X Screening Measures Behavior Screeners: SRSS-IE X X X Academic Screeners: AIMSweb - Reading X X X Academic Screeners: AIMSweb - Math X X X Student Outcome Measures - Academic Report Card Grades X X X State Assessment X Unit Tests XXXXX XX X X Student Outcome Measures - Behavior Discipline: ODRs X X X X X X X X X X Suspensions/ Expulsions X X X X X X X X X X Attendance (Absenteeism) X X X X X X X X X X Program Measures Social Validity – PIRS X X X Schoolwide Evaluation Tool (SET) X X X MTSS: CI3T Treatment Integrity X X X Procedures for Monitoring: Assessment Schedule

16. 2014-2015 STL CI3T TRAINING PROJECT 16 Examining academic and behavioral data MS/ HS

17. 2014-2015 STL CI3T TRAINING PROJECT 17 Examining Academic and Behavioral Data Middle and High School Levels Lane, Oakes, Ennis & Hirsch, (2014)

18. 2014-2015 STL CI3T TRAINING PROJECT 18 Examining Academic and Behavioral Data Elementary Level Do you have a school team that examines academic and behavioral data? If so, where and when does this occur?

19. 2014-2015 STL CI3T TRAINING PROJECT 19 After Reviewing Your Assessment Schedule Make a master list of all “extra” supports Create an intervention guideline for each support Select additional supports with sufficient evidence to support their use Enlist needed professional development to assist with implementation

20. 2014-2015 STL CI3T TRAINING PROJECT 20 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs Shout out! What were some of your school’s current targeted interventions?

21. SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Intervention Guidelines

22. 2014-2015 STL CI3T TRAINING PROJECT 22 Sample Secondary Intervention Grid SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Behavior Contract A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on- one format. Five days/week for 15-20 minutes Secondary (Tier 2) Intervention Guideline Intervention Development Label your intervention support & description for your Intervention Guideline

23. 2014-2015 STL CI3T TRAINING PROJECT 23 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

24. SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Intervention Guidelines

25. 2014-2015 STL CI3T TRAINING PROJECT 25 Additional Entry Criteria Used to Identify Students in Need of Tier 2 Universal Screeners (SRSS, AIMSweb, SSBD, BESS etc.) Student outcome data: – Office Discipline Referrals (ODRs) – Suspensions – Attendance – Tardies – Academics Minors – In-School detentions – Interclass Time-out / “Think Time”

26. 2014-2015 STL CI3T TRAINING PROJECT 26 Entry Criteria: Key Features At least 2 data sources are used to identify students for Tier 2 and Tier 3 supports at least twice a year. A documented process exists and staff are trained Staff are notified of a decision within 10 days of making a referral. Students begin receiving supports within 30 days of referral.

27. 2014-2015 STL CI3T TRAINING PROJECT 27 Sample Secondary Intervention Grid SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Behavior Contract A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments within a grading period Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for 15-20 minutes Academic: K-3 Students AIMSweb reading— deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Secondary Intervention Guidelines

28. 2014-2015 STL CI3T TRAINING PROJECT 28 Intervention Development: Entry Criteria What criteria or possible data sources will you use to determine which students need a Tier 2/3 targeted intervention? Add Entry Criteria information to your Intervention Guideline

29. 2014-2015 STL CI3T TRAINING PROJECT 29 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

30. SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Social Validity Treatment Integrity Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Intervention Guidelines

31. 2014-2015 STL CI3T TRAINING PROJECT 31 Intervention Development: Data to Progress Monitor How will data be gathered by the designated teacher for this intervention? How will it be reported? How will it be communicated to all stakeholders? When will it be reviewed? How will treatment and social validity data be collected?

32. 2014-2015 STL CI3T TRAINING PROJECT 32 Social Validity Social validity refers to the social significance of the intervention goals, the social acceptability of the intervention procedures, and the social importance of effects of the intervention (Kazdin, 1977) Is the intervention practical? Is the intervention feasible? Is the intervention cost-effective? Does the intervention target socially important goals? Does the intervention result in socially important outcomes?

33. 2014-2015 STL CI3T TRAINING PROJECT 33 Social Validity When? Before implementation During implementation After implementation Who? Multiple perspectives Teachers Administrators Paraprofessionals Staff Students Parents

34. 2014-2015 STL CI3T TRAINING PROJECT 34 Treatment Integrity Treatment integrity is a measure of the accuracy with which the plan is implemented as intended Treatment integrity may serve as a behavioral marker for social validity (Gresham & Lopez, 1996) Types of Treatment Integrity: Teacher Self-Assessment The School-wide Evaluation Tool (SET) Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

35. 2014-2015 STL CI3T TRAINING PROJECT 35 Intervention Treatment Integrity Measures Teacher Self- Report Direct Observations School-wide Evaluation Tool (SET) Behavior Checklist

36. 2014-2015 STL CI3T TRAINING PROJECT 36 Sample Secondary Intervention Grid SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress Exit Criteria Behavior Contract A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments within a grading period 2-5 ODR re: disruptive attention-seeking behavior Work completion, or other behavior addressed in contract collected weely Treatment Integrity Social Validity Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on- one format. Five days/week for 15-20 minutes Academic: K-3 Students AIMSweb reading— deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Weekly reading probes— AIMSweb Treatment Integrity Social Validity Secondary Intervention Grid What could Social Validity & Treatment Integrity look like for both of these interventions?

37. 2014-2015 STL CI3T TRAINING PROJECT 37 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

38. SupportDescriptionSchool-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Interventio n Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Treatment Integrity Social Validity Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Intervention Guidelines

39. 2014-2015 STL CI3T TRAINING PROJECT 39 Exit Criteria What student outcome do you intend to impact? – Related back to your Decision Rules of “Student Response to Interventions” How much of the progress monitoring is a part of this criteria? Time bound - (ex: 4 weeks of meeting criteria) Transition Plan- How will we fade out or transition students to additional intervention.

40. 2014-2015 STL CI3T TRAINING PROJECT 40 Exit Criteria Screening scores with marked improvement ODR Office Discipline Referrals Suspensions Attendance Tardies Academics Follow-up questionnaire for teachers, family member, or student who made referral

41. 2014-2015 STL CI3T TRAINING PROJECT 41 Sample Secondary Intervention Grid SupportDescriptionSchool wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Behavior Contract A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward. Contract may involve administrator, teacher, parent, and student. Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments within a grading period 2-5 ODR re: disruptive attention-seeking behavior Work completion, or other behavior addressed in contract Treatment Integrity Social Validity Behavior: SRSS: - low to mod risk Academic: reduced rate of missing assignments over designated time frame Reduced ODR’s Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for 15-20 minutes Academic: K-3 Students AIMSweb reading— deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Weekly reading probes— AIMSweb Treatment Integrity Social Validity Academic: AIMSweb – meet reading bench mark at Spring time point Secondary Intervention Guideline Intervention Development Complete what exit criteria data you may utilize for your intervention

42. 2014-2015 STL CI3T TRAINING PROJECT 42 A Step-By-Step Process Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

43. 2014-2015 STL CI3T TRAINING PROJECT 43 Small group Reading Instruction with Self- Monitoring Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have Tier 2 and Tier 3 needs? Preventing School Failure, 58, 171-182.

44. 2014-2015 STL CI3T TRAINING PROJECT 44 Questions? Considerations? What opportunities might creating intervention guidelines surface for your school?

45. For this session…did we? Outcomes Participants will understand the rationale and critical features of developing Intervention Guidelines Participants will complete one Intervention Guideline for a school-wide targeted intervention Agenda Steps to Building Intervention Guidelines Key Features of Targeted Interventions Invention Inventory & Intervention Guideline

46. PREVIEW PBIS Tier 2/3 Systems Team – Getting Started – Day 1 – October 8, 2015 – Day 2 – October 29, 2015 Information for registration can be found at www.pbiscompendium.org www.pbiscompendium.org CUE USE Share information with your administrator Share information with your school team Contact your PBIS Facilitator to assist with Developing Intervention Guidelines

47. Evaluation Please take time to complete the Professional Learning Evaluation Thank you!