Secondary/Tertiary Systems Development Part 2: Tools and Strategies Cynthia Anderson, University of Oregon Kimberli Breen, Illinois PBIS Network

Description  Positive outcomes for students are achieved when evidence-based interventions are implemented within effective systems and data are used to guide decision-making. We describe the ways data can be used at Tiers 2 and 3 (e.g., for individual students, for a system) and share tools for using data effectively and efficiently.

Kimberli Breen, Illinois PBIS Network

Positive outcomes for students are achieved when…

…evidence-based interventions are implemented…  Provide guidance on selection of EBP  Organize EBP into a framework that makes sense to all stakeholders

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out Individualized Check- In/Check-Out, Groups & Mentoring (ex. CnC) Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex 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 Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

Tools  Secondary/Tertiary Resources  Secondary/Tertiary Resources (annotated)  Secondary/Tertiary Guiding Questions  Blank Triangle Worksheet

Guiding Questions: Purpose Please fill in your school’s responses to the questions below to help you: a) design systems at the Tier 2/Secondary and Tier 3/Tertiary tiers of intervention, b) identify areas of strength and need in your current systems and c) support your team procedures to be consistent, proactive and objective (data-based).

Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Data and Support Staff Tiered Supports / Practices Adapted from Illinois PBIS Network, Revised May 15, Adapted from “What is school- wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

within effective systems  Creating a framework that supports the:  Creation Allocated time (incl. FTE) Protected time dedicated to ‘development’ (agendas) Systematized stakeholder input/feedback  Use Allocated FTE to Coordinate & Facilitate interventions Allowable out-of-seat student time (policy) Active stakeholder participation  Progress-monitoring of EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system

Secondary Systems Planning Team Meeting Agenda  Number of youth in CICO (record on TT)?  Number of youth responding (record on TT)? * Send Reverse Request for Assistance to teachers of all youth not responding  Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)?  Repeat for S/AIG, Mentoring & Brief FBA/BIP  If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

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

and data are used to guide decision- making  Progress-monitoring of the actual EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system  Progress-monitoring of youth response

Please list below how your school defines “responding” at each of the six levels: 1.Responding to CICO: 2.Responding to Social/Academic instructional groups: 3.Responding to Simple Tier 2 with Individualized Features (i.e. CNC): 4.Responding to Brief Function-Based Interventions: 5.Responding to Complex Function-based Interventions: 6.Responding to Wraparound Plans:

Tier 2/3 Tracking Tool  Structured to follow 6 levels/types of interventions from Secondary through Tertiary  Increases accountability  Schools have to count # of kids in interventions  Data-based decision-rules are necessary (Identify, Progress- monitor, Exit)  Must define ‘response’ to each intervention type/level  Shows % of kids who responded to each intervention  …..the tool assesses the success rate, or effectiveness of the interventions themselves  Connects each level of intervention to the next level

Systems-Response Tool “Finding” Students in Need of Tertiary Supports  Records the “system’s response” to youth behavior/circumstance  Administrators and team members need to find the #s of youth that meet each criteria  Using the tool IS engaging in a ‘systems-reflection’  Prevents the hiding or mis-labeling of youth (ex. “We don’t have any kids that need Wraparound”)

Systems-Response Tool System Response Options Total # of Students in Category for Time Period: List date at top of column & total # of youth in each box Date: A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP) B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound) C. Students being considered for Special Education Testing D. Students with Special Education process in progress (being tested, placement being considered, etc.) E. Students that were tested and did not qualify for Special Education F. Students suspended on one occasion G. Students suspended on two or more separate occasions H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program) I. Students in Special Education setting, out-of-home school J. Students in “short-term” restrictive placement in clinical setting (hospitalization) K. Students with expulsion hearing in progress L. Students expelled

Progress-Monitoring in Illinois  Progress monitoring is critical at all levels  Student Per student, for individual progress-monitoring In aggregate, to monitor effectiveness of interventions themselves Ex. Is our ‘problem-solving’ group effective?  Building/District Per school, to monitor building-level systems Ex. Is our HS effective at keeping youth engaged? In aggregate, to make district-level decisions District as a whole (set goals, allocate resources) Cohort schools vs non-cohort schools (is an initiative working?)

Sample: Daily Progress Report Check-In/Check-Out EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Sample: Daily Progress Report for GROUP Intervention 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

0 = Try again 1 = Good 2 = Excellent! Be SafeBe RespectfulBe Responsible * Rip recycled paper * Only tap pencils (not pens) * Use “ voice level #1 ” while teacher is speaking (whisper) * Say “ I need help getting started ” when having difficulty Class Recess Class Lunch Class Class Total Points = _____ Points Possible = __36___Date: ________________ Today ______________% Sample: Daily Progress Report Behavior Intervention Plan

Mean CICO points per school 71 Illinois Elementary Schools 08-09

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