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Developing a Tier II Team Process and Effective Targeted Intervention Jacob Olsen School Counselor Highline Public Schools.

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Presentation on theme: "Developing a Tier II Team Process and Effective Targeted Intervention Jacob Olsen School Counselor Highline Public Schools."— Presentation transcript:

1 Developing a Tier II Team Process and Effective Targeted Intervention Jacob Olsen School Counselor Highline Public Schools

2 Expectations  Be Patient  Watch for Attention Signal

3 Focus  Defining “Tier II”  Tier II Team formation  Team process  Integrating Tier II into school  Targeted Interventions

4 What is “Tier II” ?  Tier II level systems are part of the PBIS continuum  Focuses on systems that support students not responding to school-wide and basic classroom behavior systems  In schools implementing Tiered PBIS, may include 5-10% of student population

5 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Interventions Students not responding to universal systems Students at risk for behavior/academic problems Rapid response Universal Interventions All settings All students Preventive Proactive PBIS Tier I, II, III

6 What is “Tier II”?  Tier II is not a type of student.  Tier II is a level of behavior intervention  Targeted and focused on a small group of students or an individual student requiring a certain level of behavioral intervention

7 What is “Tier II”? “Most” students in a given class have the skills and support to read at grade level A student struggling to read at grade level needs targeted support to address their reading deficits “Most” students in a given class stay in their seat during whole class instruction A student who gets out of their seat during instruction time needs targeted supports and reinforcement to address the behavioral skill of staying in their seat during instruction

8 What is “Tier II”?  For today…  Tier II is a team process and intervention system for students who are not responding to school-wide or basic classroom behavioral systems

9 Tier II Team  Key Concepts:  A team alone does not solve a students behavioral issues  A Tier II team facilitates a process of referral, intervention and data monitoring of intervention  The focus student(s) teacher and parents are involved in the Tier II process and team

10 Tier II Team Formation  Requirements:  Staff with behavioral expertise  Staff who work directly with students getting Tier II level intervention (School Counselor, Check, Connect, Expect Coach etc.)  Administrative support to implement process and be involved with supporting student, discipline systems etc.  Representation (grade levels/grade bands)

11 Tier II Team Formation  Do what works for your school  Is there an existing team that could address Tier II level supports or that could focus more on Tier II level supports?  If not…Create a team to focus on Tier II behavioral intervention process  Identify staff with behavioral expertise and/or staff that work with students needing Tier II level support  Solicit, assign or ask for staff willing to be on Tier II intervention team

12 Tier II Team Formation  Example Tier II Team:  Vice principal (knowledge of students, contact with parents, expertise in student support systems and discipline)  School Counselor (knowledge of students and families, expertise in behavior and implementing behavior intervention  Check, Connect, Expect Coach (knowledge of students, implements CCE, works directly with students getting CCE intervention)  Behavior Interventionist (knowledge of students, implements behavior intervention)

13 Tier II Team Formation  Think Time! (Team Form) Think Time!  Who is on your Tier II intervention team?  Do you need to make any adjustments to the make up of your team?  No team?  What existing teams could address Tier II level interventions in your school?  If you were to start a team, who would you ask or assign to the team? Why?  Share Outs

14 Tier II Team Formation  Teams need time to meet consistently  Ideally, Tier II teams meet weekly or bi- weekly for minutes  Assign logistical roles (note taker, time keeper, facilitator, data person etc.)  Think Time!  What day and time does your Tier II team meet?  No meeting time?  What days and time could a Tier II team meet?  Get creative!  Share Outs

15 Tier II Team Process  Team Key Components  Process oriented  Have effective Tier II interventions available  Data driven  Efficient  Knowledgeable

16 Tier II Team Process Tier II Key Component Process oriented…  Set team normsnorms  Read and emphasize norms before every meeting for focus  Use a referral process, meeting template and data tracking systems that guide your team toward effective and efficient workmeeting template  Do not simply meet in a conference room and “chat” about an individual student and leave the meeting without having looked at data or a clear plan and next steps to support students/teachers

17 Tier II Team Process Tier II Key Component Process oriented…  Referral system  Staff members can easily ask for support for a student  All staff members know how to ask for support (Who do they talk to? Where are the forms? What is the timeline etc.?)  Use data and screeners to proactively identify students in need of supportdata screeners

18 Tier II Team Process Tier II Key Component Process oriented…  Referral Process Referral Process

19 Tier II Team Process Tier II Key Component Process oriented…  Referral Form (Checklist, Referral Form)ChecklistReferral Form  Supporting Documents  Classroom Checklist Classroom Checklist  Motivation Menu Motivation Menu  Universal Classroom Elements Universal Classroom Elements

20 Tier II Team Process Tier II Key Component Process oriented…  Think Time!  What is your Tier II teams process? Referral intervention implementation progress monitoring  What works well?  What are areas in need of improvement?  How could you integrate the resources so far into your own team process?  Share Outs

21 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Tier II targeted interventions have to match the function of the problem behavior

22 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Behavior is something that we do or say.  The form of the behavior is what we see, hear or feel the person doing.  The behavior can be described and observed.  By being specific we can have a clearer understanding of what it is we are wanting to change and agree on the problem behavior Spaulding and Kidwell, 2010

23 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  When we describe a behavior we want to “paint a picture” so everyone is clear on what the behavior looks like.  Instead of Disruption we could say: Walked around the room, talked to other students, kicked other student.  Instead of Non-compliance we could say: When asked to sit down and finish his math he walked over to another student and started talking. Spaulding and Kidwell, 2010

24 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Human behavior occurs because it has a purpose. It has a value. It has what we call a function. You and I do things for a reason. Our behavior happens because of what we expect to get from the behavior. Students act in a certain way because doing so has a purpose. It has a meaning, it has a function. Research has shown that the more often a behavior meets it’s function, the more often it will occur. Spaulding and Kidwell, 2010

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26 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Function and Tier II interventions 1. Use Motivation Menu or FACTS to find the function of the students problem behaviorMotivation MenuFACTS 2. Match intervention to function of student behavior

27 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Check, Connect, Expect/Check In Check Out (CCE/CICO)  Daily supervision, monitoring, and coaching via “Check-in” and “Check-out” process is provided by an adult  Students are explicitly re-taught and reinforced for meeting school-wide/classroom expectations each morning during “Check-In” as they receive a Daily Progress Report (DPR) and connect with the coach

28 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Check, Connect, Expect/Check In Check Out (CCE/CICO)  Frequent and planned positive feedback on academic and social performance is delivered by teachers  Point systems are based on social and academic goals and tailored for student success  Reinforcement for meeting goals  Daily Progress reports are sent home to parents/family on student performance

29 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Check, Connect, Expect/Check In Check Out (CCE/CICO)  Daily Progress Report (DPR) Daily Progress Report  Progress Monitoring (FB Example) Progress MonitoringFB Example  More on data later

30 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Behavior Intervention Group  Utilize evidence-based curriculum for small group behavior instruction  Examples:  Skills Streaming  Second Step

31 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Skill Streaming  Research based  Breaks down over 60 learning and behavioral skills into steps  Provides lesson plan for teaching skill, practicing skill, and reinforcing skill in class and at home  Example Example

32 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Second Step  Learning and Listening Skills LearningListening  Empathy  Emotion Management  Problem Solving 

33 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Circle of Friends  Creates a peer support network for the focus student  Provides the student with encouragement and recognition for any achievements and progress  Work with the student to identify difficulties and brainstorm practical ideas to help deal with difficulties  helping to put these ideas into practice

34 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Circle of Friends Circle of Friends  Basic Structure 1.Check in at beginning of group on how student is doing with goals  What has improved/gone well?  What are challenges? 2. Peer feedback about how to support student with goal behaviors 3. New goal setting or skill practicing 4. Team building 5. Communicate goals to teacher and parent

35 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Specific Learning Skill or Social Skill Instruction  Focusing  Asking for help  Following direction  Relational aggression  Peer connections  Regardless of the skill: Teach, Practice, Reinforce, Measure, Adjust

36 Tier II Team Process Tier II Key Component Tier II Targeted Interventions Available…  Think Time!  What are other Tier II level intervention or groups do you use at your school?  Are they effective? Why or Why not? How do you know?  Do your Tier II interventions meet the various functions of your students problem behaviors?  Share Outs

37 Tier II Team Process Tier II Key Component Data…  Use tools to organize Tier II interventions  Use tools to “weed out” interventions that are not effective  Examples  Tier II Intervention Inventory Tier II Intervention Inventory  Tier II Intervention Tracking Tool Tier II Intervention Tracking Tool

38 Tier II Team Process Tier II Key Component Data…  Every Tier II level intervention should be measured for effectiveness.  If we cant measure if intervention is working, we shouldn’t be wasting our time doing the intervention

39 Tier II Team Process Tier II Key Component Data…  Ways to measure effectiveness using data:  CCE/CICO has SWIS componentSWIS  Daily Progress Report can be adapted for any behavior intervention (DPR, DPR mini)DPRDPR mini  Student or Teacher survey/feedback Student Teacher  Observe setting in which problem behavior previously occurred  Talk to teachers, parents, students

40 Tier II Team Process Tier II Key Component Data…  Think Time!  What are other ways to measure effectiveness of Tier II intervention?

41 Tier II Team and Intervention Toolbox  PBIS Tier II Intervention Team Member Template  Tier II Meeting Notes Template  SRSS and SIBS with instructions  Referral Process Flow Chart  Referral Checklist and Referral Form  Classroom Checklist, Motivation Menu,  Tier II Behavior Intervention Student List  CCE DPR and Progress Monitoring Form  Tier II Intervention Tracking Tool and Inventory  A Good Student Pre and Post

42 Thank you! 

43  Tier II level class supports  Expectations on desk  Group and individual reinforcement  Star system, Group pts, etc  CCE mini for recess, bus  Break cards, Think Time  Group interventions in class  Goal setting, COF, etc.  UCE as feedback tool for teacher  Class matrix, SS Listening rules


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