2AcknowledgementsPortions of this presentation were adapted from work and presentations by the following:Missouri Schoolwide Positive Behavior SupportCenter for SW-PBS, College of Education, University of MissouriIllinois PBIS Network
6What brought you here? Why are you interested in Tier II? What kinds of students are you thinking of for Tier II interventions?
7Why use Tier ii interventions? Not all ‘frequent flyers’ need intensive interventions…Children with issues vary in transgressionsInterventions matched to student’s needsCan prevent severe problem behaviorUse fewer resources (than Tier 3)
8Tier ii is for students who…. Are at-risk for an academic and/or social- behavioral concernContinue to engage in frequent problem behavior despite effective school-wide, Tier 1 prevention effortsNeed additional teaching, monitoring and feedbackCould benefit from extra attention or support at school before they are in crisisIn other words, for students who are not engaging in serious or dangerous behaviors(Crone, Hawken & Horner, 2010)
9Tier ii interventions are for students with…. Low level problemsNon-compliance, disrespectWork completionAttendance, tardyODR 2-5, classroom minor 4-6 rangeBehavior that occurs across multiple locationsInternalizing or externalizing concerns‘Frequent flyers’(Crone, Hawken & Horner, 2010)
10Are you ready for Tier ii? Are Universal systems consistently implemented with fidelity?discussion
11Universal Systems consistently implemented? Do all students have access?Are teachers/staff consistent in practices?Are office discipline referrals (ODRs) filled out properly/consistently?Are minors documented in classroom?Are data used regularly to make decisions?
12Classroom PracticesIt’s very important that classroom practices are in place and consistent from classroom to classroom!Classroom expectations/rules clearly definedProcedures/routines clearly definedStrategies to acknowledge appropriate behaviorStrategies to respond to inappropriate behaviorActive supervisionMultiple opportunities to respond (academic engagement)Instruction based on student need
14Classroom Management Practice Rating1. I have arranged my classroom to minimize crowding and distractionYes No2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).5. I provided each student with multiple opportunities to respond and participate during instruction.Yes No6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)7. I actively supervised my classroom (e.g., moving, scanning) during instruction.8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.Overall classroom management score:10-8 “yes” = “Super” “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___On Flash Drive Source: > Resources
15how do you know if universals are in place? Some ways to evaluate:Schoolwide Evaluation Tool (by outside evaluator)Self-Assessment Survey (entire school staff)Administrative walk-throughs to observe classroomsFeedback from parents and visitors (surveys, interviews, etc.)Office Discipline Data (are 80% or more of students receiving0-1 office discipline referrals?)
16Action PlanningActivity 10 Minutes Using the Multi-Tiered Action Plan (MAP) on your flash drive, list any Universal Topics that need to be addressed, along with Next Steps. Use the Team Implementation Checklist as a guide (also on flash drive).
17Evidence/Data that Identifies Need Tier/TopicEvidence/Data that Identifies NeedNext StepsActionWho?When?
18The basics of tier IIWhat you need to get started
19Tier ii Team Is Tier II Team in place? Administrator on team Universal team member on teamTier II team members dedicated to developing expertise in behavior assessment and intervention planningTeam includes faculty with expertise in academic assessment and interventionTeam members dedicated to attending trainings as a team
20Tier II Team Purpose Plan and Coordinate Tier II Systems Review Student Data RegularlyDevelop and Coordinate Tier II InterventionsProvide Staff TrainingContinually Share Info with Staff
21Systems Planning Team vs. Problem Solving Team Tier II Systems Planning TeamMeets at least once a monthMonitors effectiveness of interventionsReview data to make decisions on improvements to the interventionsIndividual students are NOT discussedTier II Problem Solving TeamMeets at least every 2 weeksDevelops plans for one student at a timeTeachers and family of student are typically invited2 separate meetings (or conversations), although team members may be the same for each. Never discuss individual students outside of Problem Solving meeting!!
223-Tiered System of Support Necessary Conversations (Teams) Universal TeamSecondary Systems TeamProblem Solving TeamTertiary Systems TeamUses Process data; determines overall intervention effectivenessUses Process data; determines overall intervention effectivenessPlans SW & Class-wide supportsStanding team; uses FBA/BIP process for one youth at a timeCICOUniversal SupportBriefFBA/BIPSAIGComplexFBA/BIPWRAPGroup w. individualfeatureBrief FBA/BIPIllinois PBIS NetworkRev2222
23Systems Team RolesTeam Leader: responsible for agenda & facilitation of meetingIntervention Coordinators : report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding well”)Recorder: a.k.a. note takerTime KeeperFamily RepresentativeCICO Facilitator: adult who checks students in and out in the morning and afternoon
24Activity 10 Minutes Team Time! Take a few minutes to decide, as a team who is missing from teamwhat role each team member will playwhen your Systems team will meetwhen the Problem Solving team will meet
26Steps to implementing tier II Ensure that school-wide universals are in placeEstablish procedures to identify students who need additional supportsIdentify what supports students needEnvironmental (e.g., classroom supports)InterventionEstablish procedures to monitor & evaluate progress (individual students and Tier II interventions overall)Ensure that staff implementing interventions have skills and supportTrain ALL staff – make them aware of interventions and their roles
27Step 1. Standard Identification Criteria What factors will determine if a child will beconsidered for Tier II interventions?ACTIVITY (5 minutes):As a group, list factors you would like to be used when considering students for Tier II interventions.
28Factors to Consider Major office discipline referrals Minor referrals Attendance recordAcademic concernsInternalizing behaviors (withdrawn, unmotivated, fearful, self-injuring, etc.)
29Create a Data Decision Rule Examples of Data Decision Rules:2 Major ODRs within 9 weeksor5 Minors within 9 weeks5 absences within 9 weeks60 minutes out of instruction per week
30Data Decision Rule example Continued on next slide…..
32Activity15 MinutesAs a team, make a draft of your Data Decision Rule for Tier II interventions.ConcernDecision RuleData SourceAttendanceSocial BehaviorAcademicsTemplate on your flash drive
33Other Strategies to Identify Students Teacher ReferralParent/family ReferralOther staff referrals – examples:Nurse – students visiting oftenBus driver – repeated behavior on bus, quiet/withdrawn, etc.Universal ScreeningScreening appropriate for age level – good for looking at internalizing and externalizing behaviors that might cause concern
34Example of Teacher Referral Request for Assistance FormDate:Student’s Name:Teacher/Team:Grade:IEP: Yes NoPlease identify the student’s strengths. Some possible strengths include academic interests, social skills, hobbies, sports, etc.1.2.Problem Behaviors: (please circle those are areas of concern) Verbally Harasses OthersDisrupts Class ActivitiesNoncompliantDifficulty completing workWithdrawn Tardy InattentiveOtherAcademic Concerns:Math Reading Writing Study Skills/Organization All academic areasWhy do you believe this student is engaging in problem behavior? (please circle primary function)Adult AttentionPeer AttentionEscape from difficult work/tasksEscape from adult/peer attentionGain access to preferred activity/itemTeacher Gathers:Academic Performance DataBehavior data and strategies triedOffice Gathers: SWIS/ODR Data Attendance Data
35Activity10 MinutesAs a group, discuss ideas for the teacher referral process for Tier II interventions. Add to Guiding Questions.Things to consider:What information will be on formWho completes formWhenWhat data must be usedConsider both internalizing & externalizing behaviors
36Step 2. Data collected to monitor the progress of each student What type of data will be collected?When will data be collected?How will data be collected?Start with a goal, or desired outcome, and decide how you will monitor the student’s progress towards the goal.
37School-Wide Assessment School-Wide Prevention Systems Tier 1/UniversalSchool-Wide AssessmentSchool-Wide Prevention SystemsODRs, Attendance, Tardies, Grades, DIBELS, etc.Check-in/ Check-out (CICO)Tier 2/ SecondaryTier 3/TertiarySocial/Academic Instructional Groups (SAIG)InterventionDaily Progress Report (DPR) (Behavior and Academic Goals)AssessmentGroup Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)Complex or Multiple-domain FBA/BIPSWIS and ISIS-SWIS ToolsWraparound- Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
38Step 3. Standard Exit Criteria What data results?ODRs?Teacher input?
47check-in check-out is… An intervention designed for a group of students (typically about 10% of school population) whose problem behaviors…persist, even with universal practices and systemsdon’t require individualized interventionsare happening in multiple settings
48Key practices of CICO Link to school-wide expectations More positive adult interactionEmbedded social skills trainingFrequent feedback on behaviorPositive reinforcement for meeting goalsHome-school communication every day
49Features of Check-in Check-out (CICO) School-wide expectations are goalsStudent checks in and out with same adult at same time each daySame Daily Progress Report (DPR) used for all students (rating scale)Rating scale on DPR is same for all studentsShort-term intervention
50CICO Daily Cycle Student checks in with assigned adult at arrival time Adult greets student positivelyReview school-wide expectationsStudent is given new DPRStudent turns in previous day’s signed form (optional)Student receives reinforcer for check-in (optional)Set the tone for the day! Make it start off positively!Another option – for very young students, or students who are having a difficult time with carrying the DPR around, the teacher can be responsible for this.
51CICO Daily Cycle, continued… 2. At each class (or throughout day): * Teacher provides positive and/or corrective behavioral feedback * Teacher (or student) completes DPR
52CICO Daily Cycle, continued… 3. Check-out at end of day: * Review points & goals with coordinator * Reinforce youth for checking-out (token/recognition - optional) * Receive reinforcer if goal met (optional) * Take DPR card home (optional)
53CICO Daily Cycle, continued… 4. Give DPR to parent (optional) * Receive reinforcer from parent * Have parent sign card * Students are not “punished” if their parents don’t cooperate 5. Return signed card next day – celebrate (if not returned, simply go on)
54BEP/Check-in Check-out Cycle SafeResponsibleRespectfulCheck InBeforeRecessLunchAfter RecessCheck OutToday’s goalToday’s total pointsWeekly BEP Meeting9 Week Graph SentProgram UpdateEXITBEP PlanMorning Check-InAfternoon Check-outHome Check-InBEP/Check-in Check-out CycleClass Check outTeacher ChecksClass Check inSource: pbis.org – presentation by A Todd, S Romano, and N Sampson
55videoExample of giving feedback during the day From ‘The Behavior Education Program, A Check-In Check-Out Intervention for Students at Risk ‘(Hawken, Pattersson, Mootz, and Anderson) (The entire video can be borrowed from CCE’s library)
57Cico coordinator – characteristics Someone that is viewed as ‘positive’ by studentsGood communication skills with students, staff, familyWill consistently follow through with activitiesCan use data effectively to make decisions on student progress
58Cico coordinator - requirements Be in school every dayHave a flexible schedule at the beginning and end of the dayFluent in CICO procedures
59Cico coordinator – roles/responsibilities Train new students entering the CICO interventionCheck students in and out each day (others can do this, too)Start them out on a positive note at beginning of day – reminders, encouragement, etc.)Positive reinforcement at end of the day; reminders and practice, if neededGive positive reinforcement when students reach goals, turn in DPR, and turn in parent signaturesProgress monitor and communicate student needs with parents, teachersCollect DPRsRecord data dailySummarize data for Tier II team meetings, and/or meetings with parents/staff
60Cico facilitators Must be someone students view as ‘positive’ Check students in and out each dayGive students new DPR each morningStart them out on a positive note at beginning of day – reminders, encouragement, etc.)Positive reinforcement at end of the day; reminders and practice, if neededCollect DPR at end of day and either add points, or have student add pointsGive positive reinforcement when students reach goals, turn in DPR, and turn in parent signatures
61Brainstorm ideas for CICO daily cycle: Activity10 MinutesBrainstorm ideas for CICO daily cycle:Who would make a good CICO coordinator?Who would be good CICO facilitators?Where will morning/afternoon check-ins take place?Use school-wide expectations as goals
64Daily progress report (DPr) Why use DPR?Rate student’s behavior for each school-wide expectation3 point scale, typically 0-2Scale can be symbols (e.g., sad face, neutral face, smiley face) for young children
67Daily 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.EXPECTATIONS1 st block2 nd block3 rd block4 th blockBe SafeBe RespectfulBe ResponsibleTotal PointsTeacher InitialsAdapted from Grant Middle School STAR CLUB (Illinois)Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken67
68Activity10 minutes As a team, make a draft of an age appropriate Daily Progress Report that can be used by all students for Check-in Check-out. (two example templates are on your flash drive)
69How to Use DPR Data Monitor Student Progress Weekly review with studentAdjust goalsRecognition for student progressTier II MeetingsReview student progressDiscuss change of monitoring level (teacher monitored vs. self- monitored)Overall progress of all students (are most students reaching their goal?)
70Cico-swis www.pbisapps.org Applications > SWIS Suite Try the CICO-SWIS Demo
71CICO-SWISSystems team can use this type of report, but without student names. This will show if CICO is working for a large percentage of students. If less than 80% of students are earning less than their goal, look at CICO system. Do students/staff need more training?
72CICO-SWISProblem Solving team will look at individual student progress to make decisions. This student is doing well with CICO, but is still earning a lot of ODRs. Look at referrals in SWIS to see motivation, when, where, etc.
73Cico-swisChris is having the most difficulty in his 3rd period class. What can be done to help him be more successful in 3rd period?
74Cico-swisBrian is not doing well with CICO. In fact, he seems to be doing worse and worse.
75Cico-swisBrian is doing poorly in all periods. He has missed several check in times, as well. What else can we do? What other interventions can we try?
79Other Student Outcome Data Other data to consider when monitoring the progress of students:Reduction in ODRsAttendance improvementReduction in suspensionsImprovement in gradesReduction in tardies
80Exit Criteria When will student graduate from CICO? DPR Data Decision RuleOther data (ODRs, attendance, grades, etc.)Example:Youth received a total of 80% of Daily Progress Report points averaged per day/week for 4 weeks and has had no new ODRs.
81What if cico isn’t enough? Reverse Request for Assistance
83Planning for CICO Staff Training and Overview Student Orientation Family OrientationReinforcing StudentsReinforcing Staff
84Staff Training and Overview Tier II Systems & CICO Training for ALL StaffData used to identify studentsTeacher referral processIntroduction to DPR and details on how the intervention will workStress positive or corrective vs. negative feedbackPlan for substitutes
85Orientations for Students and Families General information about CICO to all familiesGeneral information about CICO to all studentsOrientation process for students beginning CICOProcess for contacting parents, obtaining consentBest if phone call is madeFollow up with letterAre there district policies about consent?
86Reinforcers How will you reinforce students for CICO? Checking in and outHow often?Intermittent reinforcersReinforcer when a student is ‘brave’ and turns in a low DPR score‘Catch kids’ doing the right thingWhat about Staff?How will you acknowledge staff for participating in CICO?
87Action Planning Tier II Topics for your MAP: Identification Criteria – Data Decision Rules for Tier IICICO Daily CycleStandard DPR for all studentsReferral form/process for teachersExit Criteria for CICOStaff TrainingOrientations for students and familiesSystems for ReinforcingWe went through a lot today!! Lots of planning to do! The MAP will help keep the process going smoothly.
88activityWe’ve gone through a lot of items that need planning, so take some ‘team time’ and do some brainstorming and creating action steps for your MAP.
89Examples of parent communications On flash drive:Parent introduction letterParent permission formParent weekly progress report
91Social/Academic Instructional Groups Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic behavior skillsDaily Progress Report (DPR) Card used for progress monitoringTypically taught by Counselor, School Psychology Specialist, or Social WorkerSource: Illinois PBIS Network training materials9191
92Three types of skills-building: 1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.)Friendship SkillsSocial AwarenessRelationship BuildingSource: Illinois PBIS Network training materials9292
93Three types of skills-building, cont’d: 2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.)Conflict Resolution SkillsAnger Management SkillsSelf ManagementSource: Illinois PBIS Network training materials
94Three types of skills-building, cont’d: 3) Academic Behavior skills (replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.)Study/Organizational SkillsFocus/Self-Management SkillsResponsible Decision-MakingSource: Illinois PBIS Network training materials
95Social Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance, not existence of life circumstancesExample: fighting with peers, not family divorceSkills taught are common across youth in same groupExample: “Use your Words” for all students in problem-solving skills groupData should measure if skills are being used in natural settings, not in counseling sessionsIs there a transference of skills to classroom, cafeteria, etc.?Stakeholders (teachers, students, family) should have input into success of interventionExample: Daily Progress Report (DPR) CardSource: Illinois PBIS Network training materials9595
963 Key Factors in Successful S/AIG Curriculum Have a Roadmap/TemplateSkills taught need to be pinpointed before choosing curriculumSkills taught need to be clear enough that teachers can pre-correct, shape, & reinforce in classroomExample: “Working on expressing feelings” equates to “Using I messages” on DPR CardSource: Illinois PBIS Network training materials
973 Key Factors in Successful S/AIG Curriculum If you are choosing to use a packaged curriculum rather than your already created universal behavior lesson plansChoose a stand-alone curriculum rather than a curriculum where lessons build upon one anotherExample:Stand alone curriculum can be usedSkills StreamingSecond StepCurriculum that builds upon previous lessons – use with cautionARTSource: Illinois PBIS Network training materials
983 Key Factors in Successful S/AIG Curriculum 3. Build S/AIGs on top of a strong universal curriculumSource: Illinois PBIS Network training materials
99Choosing or Designing Group Interventions Choose and modify lessons from pre-packaged material based on the skill needed for the groupand/orUse already created universal behavior lesson plans (Cool Tools) or create lesson plans to directly teach replacement behaviorsSource: Illinois PBIS Network training materials
100S/AIG Considerations Type of group Purpose of the group Pro-social skillsProblem-solving skillsAcademic behavior skillsPurpose of the groupIdentify skills that will be taughtOpportunities to practice new skillCulturally appropriate behavior lesson plans that address skill setSource: Illinois PBIS Network training materials
101Suggested Lesson Plan Format For Secondary (Targeted) And Tertiary (Intensive) Social Skill InstructionIntroductionA. Identify the specific skill to be taught.B. Identify why this skill is important to the structure of the program/classroom.C. Assist in generalizing this skill to their life; make it relevant to the student.Tell PhaseA. Identify the essential behaviors needed to meet the social skill.B. Have students identify potential loopholes or problems which may arise and how they should respond.Show PhaseA. Using a T-Chart to define what behaviors would look and sound like when meeting the standards of the social skill.B. Model the essential behaviors needed to meet the standards of the social skill..C. Model any loopholes, exceptions, or problem situations that may arise when meeting the standards of the social skill.Do Phase (Includes the Social Coaching Phase)A. Have students role-play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social skill.B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors (listed under Tell Phase)Tell Phase (required to meet the standards of the social skill).A. Set up situations that could potentially create problems for students and have them demonstrate appropriate responses.B. Give students consistent and specific feedback regarding their performance of meeting the social skill.ConclusionA. Summarize the lesson.B. Social Coaching Modeled: Have students generate other settings in which this skill would apply.Source: University of Kentucky
102Create Your Own Lesson Plans: Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviorsSource: Illinois PBIS Network training materials102
103Some Packaged Behavior Lesson Plans Second Step (Grades PreK-8)Thinking, Feeling, Behaving (Grades 1-12)Strong Kids Social Skills (Grades 3-8)Walker Social Skills Curriculum (Grades 6-12)Skillstreaming (Grades PreK-12)Please inform teams that when picking group interventions for their school/district that it is important to assess that the chosen intervention has proven successful for their specific school/community population. (ex: socioeconomic, ethnicity, rural/urban, etc….)Source: Illinois PBIS Network training materialsAll of above examples could be used to develop universal behavior lesson plans.
104Second step“It’s never too late to teach the skills kids need to succeed socially and academically. The Second Step program can take students from preschool all the way through middle school. Each grade level features developmentally appropriate ways to teach core social-emotional skills such as empathy, emotion management, and problem solving. And now we’ve added self-regulation, executive function skills, and Skills for Learning in early learning and K–5 to give kids that extra boost.”
105Thinking, feeling, behaving Curriculum/dp/ “For grades 1-6. An essential resource for helping students learn to overcome irrational beliefs, negative feelings, and the negative consequences that may result. This 2006 revision is packed with 105 creative and easy-to-do activities 15 are new to this edition. The activities include games, stories, role plays, writing, drawing, and brainstorming. Each activity is identified by grade level and categorized into one of five important topic areas: Self-Acceptance; Feelings; Beliefs and Behavior; Problem Solving and Decision Making; and Interpersonal Relationships. Thinking, Feeling, Behaving is an emotional education curriculum based on the principles of Rational Emotive Behavior Therapy. It can be used in classroom or small group settings.”
106Strong kids social skills The Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents. The Strong Kids programs may be used effectively with high functioning, typical, and at-risk youths, as well as students with behavioral and emotionally disorders, in a variety of settings. They may also be adapted and modified for use with specific cultural groups.
107Walker social skills curriculum “Adolescent Curriculum for Communication and Effective Social Skills ACCESS is a complete curriculum for teaching effective social skills to students at middle and high school levels. The program teaches peer- to-peer skills, skills for relating to adults, and self-management skills. The ACCESS curriculum, which is designed for use by both regular and special education teachers, may be taught in one-to-one, small-group, or large-group instruction formats. ACCESS contains teaching scripts for 30 social skills identified by secondary teachers and students as critical for social competence; an eight-step instructional procedure; student study guide containing role-play scripts, discrimination exercises, and student report forms for contracted practice; and suggestions for grouping of students as well as motivational, behavior management, and generalization strategies.”
108skillstreaming“Skillstreaming employs a four-part training approach—modeling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to children and adolescents.”
109Pro-Social Skills (Friendship) From SkillstreamingIntroducing YourselfBeginning a ConversationEnding a ConversationJoining InPlaying a GameAsking a FavorOffering Help to a ClassmateGiving a ComplimentAccepting a ComplimentSuggesting an ActivitySharingApologizingFrom Strong Kids (Grades 3-5)About My FeelingsWays of Showing FeelingsThese are examples of lessons that could be taught in a pro-social skills instructional groupSource: Illinois PBIS Network training materials
110Problem-Solving Skills From SkillstreamingKnowing Your FeelingsExpressing Your FeelingsRecognizing Another's FeelingsShowing Understanding of Another's FeelingsExpressing Concern for AnotherDealing with Your AngerDealing with Another's AngerExpressing AffectionDealing with FearRewarding YourselfUsing Self-ControlAsking PermissionResponding to TeasingAvoiding TroubleStaying Out of FightsProblem SolvingAccepting ConsequencesDealing with an AccusationNegotiatingFrom The Peace CurriculumUsing Positive Self-Talk to Control AngerHomework #3 Anger Control: Consequences for Your ActionsKeeping Out of FightsExamples of lessons/topics that might be taught in a problem solving skills instructional skills groupSource: Illinois PBIS Network training materials
111Academic Behavior Skills From SkillstreamingListeningAsking for HelpSaying Thank YouBringing Materials to ClassFollowing InstructionsCompleting AssignmentsContributing to DiscussionsOffering Help to an AdultAsking a QuestionIgnoring DistractionsMaking CorrectionsDeciding on Something to DoSetting a GoalFrom Getting Organized Without Losing ItHomework ChecklistAfter School Scheduler9 Great Reasons to Use a Student PlannerThis slide can be useful for teams who are going to adapt a curriculum or who are looking for examples of what skills would be taught in an academic skills instructional groupSource: Illinois PBIS Network training materials
112Layering a DPR cardTarget specific behaviors within each expectation
113Daily 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.“Social & Academic Instructional Groups”EXPECTATIONS1 st block2 nd block3 rd block4 th blockBe SafeBe RespectfulBe ResponsibleTotal PointsTeacher InitialsWalk to class Keep hands to selfUse appropriate language Raise hand to speakBring materials Fill out assignment notebookAdapted from Grant Middle School STAR CLUB (Illinois)Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken113
114Data decision rules for s/aig How will students qualify for this intervention? (IN)How will their progress be monitored while on the intervention? (ON)How will you determine when students will ‘graduate’ from the intervention? (OUT)
115decision rule examples IN:Student not responding to CICO after 6 weeksChosen from Reverse Request for Assistance formON:DPR points reviewed every 1-2 weeks – maintaining 80% goal0-1 new Office Discipline Referrals (ODRs)OUT:80% of DPR points averaged over 6 weeksNo new ODRsIf not meeting 80% goal, student is referred to problem-solving team
116Train staff for s/aig What teachers need to know: How a student gets into the interventionHow long a student will participateHow to measure the students’ use of new skillsHow to use the DPRTheir role in teaching, pre-correcting, shaping, and reinforcing skills
117ResourcesBook: Responding to Problem Behavior in Schools, Second Edition Crone, Hawken, Horner DVD: The Behavior Education Plan, A Check-In, Check-Out Intervention for Students at Risk