Outcomes Understand the core components of Social Emotional Standards (SEL) as they relate to Behavioral and Academic goals Review Tiered Supports for Behavior Realize common ground of related initiatives: RtI, PBIS, and SEL
Activity: Qualities of Graduates Reflection: –What qualities or characteristics do we want our students to possess by the time they graduate from high school? CASEL
SEL Standards in Illinois – A Brief History 2001: Childrens Mental Health Task Force Convened –Purpose: To address, systemically, Illinois fractured childrens mental health system. 2003: IL Childrens Mental Health Act Passed –Created IL Childrens Mental Health Partnership (ICMHP). –Required all school districts to develop policies that incorporate social and emotional development in their educational programs. –Required IL State Board of Education (ISBE) to develop and implement social and emotional learning standards as part of the IL learning standards. 2005: SEL standards are developed and approved by ISBE –Illinois becomes the first state to mandate that SEL standards be implemented in schools. CASEL
Illinois Learning Standards Social/Emotional Learning Three Goals of SEL: 31.) Develop self-awareness and self-management skills to achieve school and life success 32.) Use social-awareness and interpersonal skills to establish and maintain positive relationships 33.) Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts Source: www.isbe.state.il.us
Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from What is school-wide PBS? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics
Main Messages Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
What Matters! Contexts for teaching & learning environments Interaction between academic & social behavior instruction Data for informed decision making Effective, efficient, durable, & relevant practices & systems
Common Training: Build on What Schools Know and Do Systems, Data and Practices Leadership Data based Decision Making Universal Screening Progress Monitoring Standards Aligned Curriculum Evidenced Based Practice 3-Tiered Model of Interventions Differentiation for Academics and Behavior Team Based Implementation Sustainability
–Consistent core reading instruction of validated efficacy implemented school-wide –Core instruction focuses on big ideas in beginning reading (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension) –Core instruction implemented with fidelity –Consistent, prioritized, and protected time allocated to core reading instruction Universal Supports: Core Instruction
Examples of ways to intensify instruction Increase instructional time Provide instruction in smaller groups or one-on-one Preteach important concepts Modify program to make more explicit and supportive Monitor progress more frequently Provide program specific training or coaching to instructor Meet frequently to monitor instruction, coordinate and plan Give students more opportunities to practice skills Targeted Supports: Intervention
Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary SIMEO Tools: HSC-T, RD-T, EI-T Small Group Interventions (CICO, SSI, etc) Intervention Assessment Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004 Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) 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.
Continuum of Support for Tier 2/Secondary-Tier 3/Tertiary Level Systems 1.Group interventions: CICO, social or academic skills groups, tutor/homework clubs, etc. 2.Group intervention with a unique feature for an individual student, (e.g. CICO individualized into a Check & Connect; mentoring/tutoring, etc.) 3.Simple individualized function-based behavior support plan for a student focused on one specific behavior (e.g. simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc) 4.Complex function-based behavior support plan across settings (e.g. FBA/BIP home and school and/or community) 5.Wraparound : More complex and comprehensive plan that addresses multiple life domain issues across home, school and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors Illinois PBIS Network, Revised May 15, 2008
Matrix of Secondary/Tertiary Interventions Key: Actual referred/receiving: 1 st # Responding: 2 nd # Check-in Check-out (CICO) Social/ Academic Instructional Groups Simple Tier 2 Interventions with indiv. features (e.g. CnC) Simple Function- based Interventions Complex/ Multiple-life -domain FBA/BIP Wrap- around Support
Activity: Review Examples of Tiered Supports for Behavior Check-in Check-out (CICO) Social/Academic Instructional Groups Simple Tier 2 Interventions with individualized features (Check in Check out) Simple Function-based Interventions Complex Multiple-life-domain FBA/BIP Wrap-around Support
Underlying Principles of 3-Tiered Prevention Models 4 Components What are the predictable failures? What can we do to prevent failure? How will we maintain consistency? How will we know if its working? 1234 Same at Every Level!!
National Center - pbis.org Illinois Network - pbisillinois.org School-Wide Information Systems – swis.org Positive Behavior Support assessment site - pbssurveys.org
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