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Building Tier 2 / Tier 3 Capacity Within A Multi-tiered (PBIS) System of Support PBIS MD Coach’s Meeting February 9, 2015 Patti Hershfeldt, Ed.D. Sheppard.

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Presentation on theme: "Building Tier 2 / Tier 3 Capacity Within A Multi-tiered (PBIS) System of Support PBIS MD Coach’s Meeting February 9, 2015 Patti Hershfeldt, Ed.D. Sheppard."— Presentation transcript:

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2 Building Tier 2 / Tier 3 Capacity Within A Multi-tiered (PBIS) System of Support PBIS MD Coach’s Meeting February 9, 2015 Patti Hershfeldt, Ed.D. Sheppard Pratt Health System

3 Learning Expectations EXPECTATIONBEHAVIOR BE RESPONSIBLE  Make yourself comfortable  Take care of your needs  Tell us your questions BE RESPECTFUL  Turn cell phones off or to “vibrate”  Listen to others attentively  Follow up on assigned tasks BE ENGAGED  Share your passion  Contribute to the team  Have FUN!!!!

4 Objectives Critical features of advanced tiers – Overview – Problem solving Identification of students – Data for selection, progress monitoring (student and intervention) – Knowing the students … CICO + – SAIG – What else?

5 Conversation: Critical Features 1.Intervention is continuously available 2.Rapid access to intervention (72 hrs) 3.Very low effort by teachers 4.Positive system of support 5.Students agree to participate 6.Implemented by all staff/faculty in a school 7.Adequate resources allocated (admin, team) 8.Continuous monitoring for decision-making

6 Tier 2: Check-in-Check-out (CICO) Merely an extension of Tier 1 Some get high frequency scheduled positive contact with adults Low effort for teacher if built on Tier 1 Need to have 7-12% accessing if it is to come to be a routine in your school(s) If you only have 1-2% on CICO, those are likely to be kids who need more….

7 Why do you want 7-12% on CICO? 5-7% of students in simple Tier 2 (CICO & SAIG Groups with ind. features) and here are some reasons why…. Students in the past who would have gotten nothing (‘til they ‘got worse”) now get a positive boost of support All teachers will expect that every day they will have kids cross their threshold who need higher rate of positive contact Quicker/easier to support kids who need Tier 3

8 Conversation: Critical Features Intervention is continuously available – What teaming structures do you utilize to place students in CICO? Very low effort by teachers – How do you promote buy in and participation from staff? (entering data, interacting with students..)? Positive System of Support – Encouraging staff to support CICO by ensuring interaction w/students is 'positive and instructional'? Students agree to participate – What role do students play in development, implementation, building sense of community? Implemented by all staff/faculty in a school – Dissemination of information about the intervention and securing adult feedback? Adequate resources allocated (admin, team) – What is the time commitment from the coordinator, team members...? Continuous monitoring for decision-making – What data are collected, where are they stored, how consistent are DPRs completed, what challenges are faced having students carry DPR (and what accommodations have been made to address this)? Rapid access to intervention (72 hrs)

9 3-Tiered System of Support Necessary Conversations 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 with family; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support Family and community Community

10 Teaming at Tier 2 Secondary Systems Planning ‘conversation’ – Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports – Review data to make decisions on improvements to the interventions – Individual students are NOT discussed Problem Solving Team ‘conversation’ – Develops plans for one student at a time – Every school has this type of meeting – Teachers and family are typically invited

11 Tier 2 Team Roles Roles Needed: Team leader CICO coordinator Action plan recorder Time keeper Family Representative Community partner Who can fill these roles? General Education Teachers Special Education Teachers Paraprofessionals Special teachers (music, PE, librarian, etc) School Counselors, Social Workers, psychologists

12 Conversation: Critical Features Intervention is continuously available – What teaming structures do you utilize to place students in CICO? Very low effort by teachers – How do you promote buy in and participation from staff? (entering data, interacting with students..)? Positive System of Support – Encouraging staff to support CICO by ensuring interaction w/students is 'positive and instructional'? Students agree to participate – What role do students play in development, implementation, building sense of community? Implemented by all staff/faculty in a school – Dissemination of information about the intervention and securing adult feedback? Adequate resources allocated (admin, team) – What is the time commitment from the coordinator, team members...? Continuous monitoring for decision-making – What data are collected, where are they stored, how consistent are DPRs completed, what challenges are faced having students carry DPR (and what accommodations have been made to address this)? Rapid access to intervention (72 hrs)

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14 Conversation: Critical Features Directions for table activity Establish recorder and a reporter Independently think about the assigned feature & topic specific to your school. On an index card, jot down your school-specific thoughts Share at your table, record, and be prepare to report out Share with larger group – Use ‘table activity’ sheet to capture ideas

15 Conversation: Critical Features

16 Conversation: Critical Features Action Plan Given what we’ve learned about Critical Features what do you feel is missing (or needs strengthening) in the implementation of Tier 2 at your school? Reflect on the Action Plan Consider: As coaches, how will you disseminate this back at school?

17 Student Identification: Data for selection and progress monitoring

18 Data-Based Decision-Making 1) Student outcome data is used to: Identify Students “In” Progress Monitor “On” Transition “Out”

19 Student Identification Considerations: – How will students be identified? – What are the decision rules? – Students should be able to access support in multiple ways

20 Data Decision Rules WHY? We need to know when a student(s) requires additional support or no longer needs support Decision making points will assist teachers to indicate need as it occurs Provides a formalized system for teachers to make decisions quickly and effectively

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22 Conversations…. What data point (s) take priority? What role does your profession play when establishing data rules for access? What role do local issues, SIP, goals play? What data points will you set to structure access to advanced tier (more intense) supports?

23 Guiding Questions What are the Tier 1/Universal data sources used to identify this need (i.e. SWIS, Universal screening, attendance, grades etc.)? Note: Multiple data points are necessary for a comprehensive school-wide system of identification, however, each youth does not necessarily need more than one data point to be identified for support. Data-based decision rules for identification: 1) Data source #1: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________ 2) Data source #2: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________ 3) Data source #3: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________ ** Teacher/Family Request for Assistance enters youth (circle one): Yes No

24 Decision Rules for Access to Advanced Tiers and decision rules for prevention- if we can predict the trajectories, then we can prevent it from happening student has 2 Major Office Referrals student has 1 Suspension student experiences more than ? minutes out of instruction student misses more than ? days unexcused absences student drops GPA by more than ?? student – benchmark testing student- incomplete class work/homework Attendance (look at predictors for drop-out and school completion) Admin Referral Teacher/Staff Referral Family Referral Other:

25 Progress Monitor Student progress – 80% of points Effectiveness of the intervention – 70% of students responding

26 Student Identification: Early Warning System

27 Data-Based Decision-Making 2) Intervention Integrity or Process Data is used: To monitor the effectiveness of the intervention To make decisions regarding the continuum of Interventions Intervention Integrity data Is monitored by the Tier 2 Systems Team

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29 Data-Based Decision Making Numbers to Keep in Mind 80-90%: Percent of total population whose needs will be met by only Tier %: Percent of total population expected to need and be supported by Tier 2 interventions 7 -12% could be supported in CICO 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention Data-based Decision-Rules for ‘determining response’ must be defined – Data sources defining response are efficient Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

30 Knowing Students … “ The One Pager”

31 Needs Help from speech- language pathologist Interests *I like to hunt *I like to ride my golf cart *I like to play with my brother Name: Sydney Address: DOB: You’re Invited (IEPMeeting) Date: Time: My Strengths I am learning how to deal with my stuttering I am making changes in my breathing and how I talk Preferences Please do not talk about my speech!

32 Hey I’m Robert. I’m 14 no I’m just joking. I’m really 12. Have great time reading this. I have an IEP because … I have anger issues I need to control it and not get angry over little things and not get frustrated. My favorite classes: L.A because I love The word ladder P.E because I like to play games My Interests: I like to play star wars games and draw My hardest classes: Math because division and multiplication have a lot of thinking Social studies because all the writing and highlighting. Ways to learn best: Skip some problems and go to next one until I can get it. Read the question first then read the story. My plans for the future: Go to Virginia Tech college. Be a game designer. Buy my own house. Start a basic job before I be a game designer.

33 Tier 3 Tier 2 Tier 1 Triangle Activity: Applying the Three-Tiered Logic Entire 9 th grade class during 1 st week of school (PE class) Complete in 5 th and 8 th grade to help w/transition CICO Coordinator provides copy to ‘mentor’ ‘Mentor’ uses one-pager to get to know student Individual students sends one to all teachers prior to school year starting Use to inform POP at IEP meeting

34 Knowing Students.. Table Activity Teresa Cogar & John McNaught Virginia Department of Education How else could you use this activity? What benefits would an activity like this serve?

35 Social and Academic Instructional Groups (SAIG)

36 Some students may need more… Use data and reverse request for assistance to determine what the next layer should be Continue “CICO System” but add social or academic instructional group Use Tracking Tool to determine success criteria, monitor progress

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38 Social Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic behavior skills Involves use of Daily Progress Report (DPR) Card Currently, these are often the skill groups facilitated by Social Workers, Counselors, and Psychologists

39 Social Academic Instructional Groups Three types of skills-building: 1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.) Friendship Skills/Social Awareness/Relationship Building 2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.) Conflict Resolution Skills/Anger Management Skills/Self Management 3) Academic Behavior skills (replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.) Study/Organizational Skills/Focus/Self- Management Skills/Responsible Decision-Making

40 Intervention includes structured prompts for what to do in relevant situations EXPECTATIONS 1st block2nd block3rd block4th block Be Safe Use your words Use deep breathing Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials

41 Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Use your words Use deep breathing Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken SAIG Problem Solving Skills

42 Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken SAIG Academic Behavior Skills Walk to class Keep hands to self Be on time Raise hand to speak Bring materials Fill out assignment notebook

43 Packaged Behavior Lesson Plans Second Step (Grades PreK-8) Thinking, Feeling, Behaving (Grades 1-12) Tough Kids Social Skills (Grades 3-7) Walker Social Skills Curriculum (Grades 6-12) Skillstreaming (Grades PreK-12) Stop & Think Social Skills (Grades PreK-8) Passport (Grades 1-12) I Can problem Solve (Grades PreK-6) Aggression Replacement Training All of above examples could be used to develop universal behavior lesson plans.

44 Create Your Own Lesson Plans: Teaching Behavioral Expectations State behavioral expectations Specify observable student behaviors (rules) Model appropriate student behaviors Students practice appropriate behaviors Reinforce appropriate behaviors

45 Example SAIG Facilitators Teacher’s Aide Classroom Teachers Librarians Secretaries Volunteers Local Community Partners

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47 Conversation: Critical Features 1.Intervention is continuously available 2.Rapid access to intervention (72 hrs) 3.Very low effort by teachers 4.Positive system of support 5.Students agree to participate 6.Implemented by all staff/faculty in a school 7.Adequate resources allocated (admin, team) 8.Continuous monitoring for decision-making

48 Thank you…


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