Presentation on theme: " This is a presentation of the IL PBIS Network. All rights reserved. Implementing Tier Two in High Schools Ami Flammini, IL PBIS Network."— Presentation transcript:
This is a presentation of the IL PBIS Network. All rights reserved. Implementing Tier Two in High Schools Ami Flammini, IL PBIS Network
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment
3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support
10 Critical Features for Tier 2 Interventions 1.Linked directly to school-wide expectations and/or academic goals 2.*Continuously available for student participation 3.*Implemented within 3 school days of determination that the student should receive the intervention 4.*Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features (Cont’d.) 6.Results in student receiving positive feedback from staff 7.Includes a school-home communication exchange system at least weekly 8.Orientation materials provide information for a student to get started on the intervention 9.*Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features: Considerations *Continuously available for student participation Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions
Considerations Universal is the first sign The language of high schools Culture of staff Change the language around buy-in Lines of communication Define At-Risk The moving roadblock Ask more questions
Universal How do you know you are having the right conversation around tier 2 implementation?
The Language of High Schools U-tube video clip re: language
Staff Culture The role it plays in Tier 2 implementation How will you know if staff culture is impacting implementation? What questions will you ask?
Change the language around Staff Buy-In
Lines of communication How do we communicate a plan? Are we telling or are we teaching? How is our team functioning? Administration
At-Risk Determine what at-risk means in your building Who is the intervention designed to help? Do we have the “right” students?
The moving road-block What to consider when the roadblock keeps moving. What to do to help remove it.
Ask more questions Ask more questions before problem solving Get specific Take breaks Stay at the table