1. Tier 2 PD #1 Screening and Pilot(s)

2. Welcome! Thanks to: United States Department of Education
Nevada Department of Education: Office of Safe & Respectful Learning Environments
University of Nevada-Reno, College of Education
Nevada Center for Excellence in Disabilities
Your local school district
All of you for being here today

3. Incentive

5. Today’s Outline 0. Orient to Tier 2 Triangulate Data
Selection of Intervention(s)
Update Data Decision Rules
Strategic Action Plan for Pilots

6. MTSS Viable Curriculum CICO FBA Houghton Mifflin Common Core Standards
Bully-Prevention
Love & Logic
Social Skills Groups
BIPs
Character Education
Incentives
Schoolwide expectations
PTR
Structured Recess
Social Emotional Curriculum (Strong Kids)
Effective Instruction
Classroom Management
Jason Cellan of Pueblo 60

7. Continuum of Services ~15% Small Groups Brief Mentoring
~5%
Wraparound
Comprehensive FBA/BIP
Simple FBA/BIP
Continuum of Services
~15%
Small Groups
Brief Mentoring
Check-In/Check-Out
~80% of students
Classroom Consultation
Classroom-Level PBS
Universal PBS

8. Focus on the Tier 2 Population
Interventions are more efficient and effective the earlier we intervene
Many children do NOT outgrow problem behaviors—they grow into them
Rookie Mistake: putting your toughest kids in Tier 3 supports. Your interventions are not designed for students who require intensive function based supports.
Avoid the “Rookie Mistake”

9. Readiness for Tier 2 Supports
Data determine when your team is READY to build supports beyond universals
SWPBS universal systems are consistently implemented with fidelity
School-wide
Non-classroom
Classroom
*Evidence of implementation of the Nine Classroom Essential Practices & a process developed for ongoing training faculty/staff
Lewis & Mitchell, 2015

10. Classroom Interventions and Supports Self-Assessment
Yes
Partial No
1. The classroom is physically designed to meet the needs of all students.
2. Classroom routines are developed, taught and predictable.
3. Three to five positive classroom expectations are posted, defined, and explicitly taught.
4. Prompts and active supervision practices are used proactively
5. Opportunities to respond are varied and are provided at high rates.
6. Specific praise and other strategies are used to acknowledge behavior.
7. Reminders are consistently given before a behavior might occur.
8. The responses to misbehaviors in the classroom are appropriate and systematic
9. Data Systems are used to collect information about classroom behavior.

11. Yes No Minor Major Many Few
Are staff implementing PCBS with fidelity?
Well done! Monitor outcomes and adjust as needed
Determine type/severity of challenges
Provide brief targeted PD opportunities
Determine number of classrooms in need of support
Review, adjust & intensify PCBS systems within MTBF. Ask for help!
Provide additional support (e.g., expert consultation) for identified staff.
Yes No
Minor
Major
Minor: Intensify instruction and enhance acknowledgement system
Minor or major issues with FIDELITY
Major, Many: Look to the framework look to help from admin and or district admin to support this change
Many
Few

12. Step 1: Triangulating Data

13. Triangulation is critical as screening will over-identify students at risk!

14. Identify Data Sources 3 PICK AT LEAST THREE: Universal Screening Score
SWIS Majors/Minors
Attendance
Teacher “Referral”
Grades/GPA
Credit Accrual
Other __________
Determine which data your team will consider

15. SSRS-IE Cut Scores

16. Team Activity #1a: 15 Score your school’s screeners
Identify students in the “moderate risk” zone (yellow)
If you are overwhelmed at the thought of scoring all of your schools data here and now, you can select a grade level, or set of grade levels to start with. The important thing is that you learn how to score a screener and identify students who are presenting with heightened risk(s).
Total the scores first for the EIT columns, THEN highlight/colorcode

17. Team Activity #1b: 15 Triangulate data for students at “moderate risk”
5th Grade Students
Moderate Score (E/I)
ODRS (M/m)
Attendance
Teacher asked for help from counselor
Kaci
I (3)
1 M 2 m
80% No
Jodie
E (11) & I (4)
75%
Yes
Kathryn
I (2)
1 m
98%
Remember: Triangulation is critical as screening will over-identify students at risk! Traingulating data will whittle down the group to a smaller more precise targeted group.
Here we are just putting the data together, we are not making decsions about these data yet, that’ll come when we get to DDR.

18. A Future Goal

19. Step 2: Selecting Interventions

20. Select the intervention
The main point
Use the data
Identify the need
Select the intervention

21. First you have to decide…
Do new or different practices need to be considered/adopted?
Do current practiced practices need to be adapted?
Review outcome that needs to be achieved.
Evaluate practices that have experimental evidence of their effectiveness and are likely to produce desired outcome.
Insert new practice into practice evaluation chart.
Review practices identified as needing to be adapted.
Consider:
How are outcomes measured?
How is fidelity of implementation measured?
How are resources allocated to achieve outcomes?
Identify and mitigate competing variables.

22. What is the need for this practice? Review Data!
Identify Practice
Implement and Monitor Effects
What is the need for this practice?
Review Data!
Use Rigorous Checklist
Yes
Is it meeting your needs?
Is it evidence based?
Is it evidence based?
Can it be adapted?
Yes No
Yes
Yes No
Consider: how outcomes are measured, fidelity of implementation, resources needed, competing variables, etc.
Poster pater: they will draw their trainge. Write practice, identify needs on stick notes –use data. Then once they have filled triangle, all covered needs, then they use the form.
Implement and Monitor Effects
Consider another practice
Consider another practice No
Appendix C

23. How to Decide? There’s a form for that!
Have data demonstrated that the practice is effective in achieving desired outcomes?
Does experimental research evidence exist to support the use of a practice to achieve a desired outcomes?
There’s a form for that!
Achieved outcomes: Can be from something you are already implementing or whatever you are choosing to implement for your context!!!!!

24. Websites for Reference
NREP
Intervention Central
What Works Clearing House
Promising Practices

25. How to Decide? There’s a form for that!
Are data collected to assess & improve accuracy of practice implementation?
Can relevant data be collected to measure effectiveness?
There’s a form for that!
Achieved outcomes: Can be from something you are already implementing or whatever you are choosing to implement for your context!!!!!

26. Options for tier ii interventions
Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need
Tier II Interventions: TFI Component 2.5
Options for tier ii interventions

27. Approaches to Intervention
Behavior Education Program: Check-in Check-Out (BEP/CICO)
Social Skills Training
SAIG (Social/Academic Instructional Groups)
Targeted SEL Curriculum

28. Evidence-Based Tier II Interventions to Consider…

29. 1. Check-In/Check-Out Function: Adult-attention maintained behavior
Appropriate Skill: Reinforces school-wide expectations (more explicit)

30. Critical Features Continuously available Rapid access to intervention
No major assessment needed – adult attention!
Low effort by teachers
2 min. per feedback periods
Consistent with/linked to expectations
School-wide expectations on Daily Progress Report (DPR)
Leanne S. Hawken, Ph.D.
University of Utah

31. Critical Features Continued…
Must prompt and teach new/alternative behavior
Each feedback is session prompts & teaches new behavior
Can be modified based on assessment (i.e., function)
Change reinforcement based on data
Continuous monitoring (data used for decision making)
Excel spreadsheet
Leanne S. Hawken, Ph.D.
University of Utah

32. 2. Social Skills Interventions
Function: Adult and Peer-attention maintained, escape from socially aversive tasks or situations, inappropriate behaviors to obtain desired items or activities
Appropriate Skill: Teach advocacy skills or replacement behaviors, depending on the focus of the groups. Data should suggest what specific skills to target

33. Utilizing SEL Curricula for Social Skills
Do your data indicate a group of students who engage in aggressive behavior?
Secondary students at risk for gang-related behavior?
K-12 students who need positive self-image and self-management work?
The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades K-6) while simultaneously enhancing the educational process in the classroom.

34. Tier ii Critical Features
Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report)
Tier II Interventions: TFI Component 2.6
Tier ii Critical Features

35. Critical Features Checklist
Tier II behavior support interventions provide: ☐ Additional instruction/time for student skill development ☐ Additional structure/predictability ☐ Increased Opportunity for feedback
Next, we will be discussing operating procedures.
We will go through examples of each of these 5 operating procedures and share examples, if you are doing something at your site that is effective—please share as the relevant topic is presented.
Fidelity Goal:
All Tier II Interventions include all 3 core Tier II features.

36. Practices Matched to student need
A formal process is in place to select Tier II interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level).
Tier II Interventions: TFI Component 2.7
Practices Matched to student need

37. Problem Solving Process
Step 1: Identify and define the problem Step 2: Analyze the problems Determine probable function of behavior get/obtain; avoid/escape (USE SWIS) Step 3: Intervention design Identify a Tier II intervention or customize an intervention that is linked to the function Step 4: Evaluate response to intervention (progress monitor data)

38. Sophisticated Intervention Table

39. Example of Intervention Map
TFI Appendix B

40. Step 3: Solidify Data Decision Rules

41. Data Decision Rules (DDR)
Having predetermined criteria for:
How students get access to, &
How students graduate out of interventions

42. Sample Secondary Intervention Grid
Support
Description
Schoolwide Data: Entry Criteria
Data to Monitor Progress
Exit Criteria
Behavior Contract
A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward.
Contract may involve administrator, teacher, parent, and student.
Behavior: SRSS - mod to high risk Academic: 2 or more missing assignments with in a grading period
Work completion, or other behavior addressed in contract
Treatment Integrity
Social Validity
Successful Completion of behavior contract
Self-monitoring
Students will monitor and record their academic production (completion/ accuracy) and on-task behavior each day.
Students who score in the abnormal range for H and CP on the SDQ; course failure or at risk on CBM
Work completion and accuracy in the academic area of concern; passing grades
Passing grade on the report card in the academic area of concern
Sample Secondary Intervention Grid
Lane, Kalberg, & Menzies (2009). pp , Boxes
Lane and Oakes 2013

43. Schoolwide Date: Entry Criteria Data to Monitor Progress
K-12: Intervention Grid
Support
Description
Schoolwide Date: Entry Criteria
Data to Monitor Progress
Exit Criteria
Small group Social Skills Instruction: Social Skills Improvement System (SSiS) Intervention Guide
Small group instruction by counselor or other trained educator.
Lessons taught based on student identify needs in group.
30 min, 4 times per week.
Assessments to guide instruction
SSiS – Rating Scale (Pearson Education, 2008)
Use data to identify:
acquisition deficits*
performance deficits
SRSS-IE: E7 or I5 = Moderate or High Risk
AND
Office disciplinary referrals (ODR): 2+ for social challenges (peer related problems)
Needs Improvement on Report Card social indicators
Parent permission
ODRs earned and reason.
Treatment Integrity
Component checklist of lesson, attendance in group.
Social Validity
Teacher: IRP-15
Student: CIRP
SRSS-IE low risk
ODRs earned = 0
Improvement on report card social indicators
Completion of lessons related to target skill(s)
To monitor growth
SSiS Rating Scale

44. Data to Monitor Progress:
Support
Description
Schoolwide Data: Entry Criteria
Data to Monitor Progress:
Exit Criteria
Mentoring Program (Sophomores/ Juniors/ Seniors)
Focus is on academic achievement, character development, problem-solving skills, improving self-esteem, relationships with adults and peers, and school attendance.
Volunteer teachers serve as mentors; meeting weekly (30 – 60 min) with students during the school day.
(1) 10th/11th/ 12th graders
(2) Behavior:
SRSS: High (9-21) or Moderate (4-8) by either 2nd or 7th period teacher
ODR ≥ 2
Absences ≥ 5 days in one grading period
(3) Academic:
GPA ≤ 2.75
Student Measures:
(1) Increase of GPA at mid-term and semester report cards.
(2) Decrease of ODR monitored weekly.
(3) Reduced absences (fewer than one per quarter)
Treatment Integrity: Mentors complete weekly mentoring checklists to report meeting time and activities.
Social Validity: Pre and post surveys for students and mentors.
Yearlong support
Students who no longer meet criteria next fall
Seniors: graduation
Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29,

45. Team Activity 15
Revise/Update the Data Decision Rules Matrix for the Tier 2 Intervention(s) to include:
Intervention Description
Entry Criteria
Progress Monitoring Criteria
Exit Criteria

46. Legal Disclaimer
NDE letters that go home for kids in Tier 2. Bare minimum is that parents are NOTIFIED, you do not have to get permission. However, it is recommended.

47. Step 4: Strategic Action Plan for Pilot(s)

48. Why Pilot
A pilot:
Can help confirm if you are ready for full-scale implementation
Is an opportunity to gauge staff and student reaction to the program
Can help make more informed decisions about how to allocate time and resources
Can ensure you are prepared to measure successes as well as modifications
Tips and Recommendations for Successfully Pilot Testing Your Program: A Guide for the Office of Adolescent Health & Administration on Children, Youth and Families Grantees

49. Action Plan Develop or add to your action plan to:
Select pilot students for intervention
Determine what processes and forms need to be developed
Develop fidelity checklist for each intervention
Monitor fidelity (at least 3 data points)
Identify outcome data to be collected on the intervention

50. Activity:
Select pilot students for intervention(s)

51. Activity: Select pilot students for intervention
Determine what processes and forms need to be developed

52. Activity: Select pilot students for intervention
Determine what processes and forms need to be developed
Develop fidelity checklist for each intervention
Adjust as necessary
Don’t succumb to the temptation of an over overhaul, remember these are preliminary findings!

53. Fidelity

54. Select pilot students for intervention
Determine what processes and forms need to be developed
Develop fidelity checklist for each intervention
Monitor fidelity (at least 3 data points)
Adjust as necessary
Don’t succumb to the temptation of an over overhaul, remember these are preliminary findings!

55. Select pilot students for intervention
Determine what processes and forms need to be developed
Develop fidelity checklist for each intervention
Monitor fidelity (at least 3 data points)
Adjust as necessary
Don’t succumb to the temptation of an over overhaul, remember these are preliminary findings!
Identify outcome data to be collected on the intervention

56. Thank you!!
Kaci Fleetwood, M. Ed, BCBA State PBIS Coordinator Brooke Wagner, MSC-SC Regional External PBIS Coach

57. Thank you!!
Jodie Soracco State SWPBIS Coordinator (775) Krystal Koontz External SWPBIS Coach Make sure to “like” us at

58. Documents to Bring Presenters Participants
Highlighters (green, yellow, pink) if using SSRS-IE
Data triangulation sheets
Blank DDR Templates
Tickets & 1 Incentive
- State Letters for RTI (Eng & Span).
Screening data
Other data sources
DDR Draft