Pbis TIER 2/3 Systems Team

Pbis TIER 2/3 Systems Team
Sign In Access Wi-Fi Find your school name on a Table Tent Find a comfortable seat Complete Entering Activities Directions Projected on Screen Getting Started

Connect to Wireless WIRELESS IS HERE! Network: SSD LC Guest
Passphrase: We take pride in our work! (Capital W and exclamation mark) Have up until 8:20

Online Companion We will use for…. Presentations
We will use for…. Presentations All Handouts and other resources Share information for feedback as one option

Identify an individual at your table to enter team conversation
Stay Connected Day 1 Padlet Share your name, school and role What do you hope to get from today? We will use for…. Questions for Presenters Questions for each other Share links, ideas… Celebrations, Ahhas! Identify an individual at your table to enter team conversation

Entering Activity Integrated Continuum of Support Padlet
Go to: As a team, complete the Integrated Continuum of Support Padlet activity to reflect your school’s current practices to support students academically, behaviorally, and/or socially. Integrated Continuum of Support Padlet: please add the supports you currently have in the areas of behavior, academic, social interventions

Pbis TIER 2/3 Systems Team
Matthew Berry & Tara Schillhahn SSD PBIS Facilitator’s Day 1 of 2

SSD PBIS/CE TEAM Dr. Lisa Powers, Area Coordinator
Trish Diebold, MTSS/Data Coach Matt Berry, Facilitator Jamie Grieshaber, Facilitator Taryn Gaskill, Facilitator Ryan Guffey, Facilitator Bridget Thomas, Facilitator Tara Schillhahn, Facilitator we are not in all of your schools, hopefully you recognize your current District PBIS Facilitator.

We Would Like to Thank… Dr. Kathleen Lane
Professor of Special Education, University of Kansas Dr. Lucille Eber Illinois PBIS Network Director Dr. Joanne Malloy Assistant Clinical Professor, University of New Hampshire Center for SW-PBS College of Education University of Missouri *If presenting in a partner district, add their logo. The Missouri Schoolwide Positive Behavior Support is a partnership among DESE, MU and the National Center for PBIS. Funding for the Regional Professional Development facilitators is provided by DESE. Technical support is provided by DESE, The University of Missouri Center for Schoolwide PBS and the National Center for PBIS. We are fortunate to have an impressive level of expertise in our state!

Professional Learning Outcomes
Schools have a system to support scaling up to Tier 2/3 Schools use multiple data sources and a Tracking Tool to inform decision making Schools will implement Tier 2/3 interventions with integrity by ensuring all critical features are in place For the next two days these will be what we will work towards. This will also be what aligns our coaching. Teams use a “tracking tool” to inform decision making

Participant Outcomes Develop and/or Revise Action Plan to include critical features, documented in the Implementation Manual under Secondary & Tertiary plans Critical Features include: student identification, intervention guidelines, treatment integrity, social validity, generalization plan and communication structures Create or Modify the critical features of the targeted intervention: Check in and Check out Specifically this is what we will hope that you have in place in order to meet the PL outcomes.

Student Outcomes 10-15% of student body will access Tier 2 interventions which includes students with disabilities. 70% or more, of students accessing Tier 2 and/or Tier 3 interventions will respond positively. Based on research. We will teach you how to do the monitoring of this data

Agenda Integrated Continuum of Support/Do the Math Team Composition
Team Operating Procedures Intervening by Starting with Data Check-In & Check-Out Action Planning Big ideas that correspond with the note page handout

Professional Learning Behavioral Expectations
Posted, pull a couple of examples. Address restrooms, housekeeping. Talking to team, not talking during the speakers. Talk about restrooms, drinks, and snack at this time Get yourselves comfy

Attention Signal Trainer Will Raise Hand and Say “Finish that last thought…” Participants will stop working, wait quietly, and attend to the presentation Attention Signal These are the directions for the signal that will be used to gain the audience attention throughout the institute. Show the slide. Practice by asking everyone to turn to their neighbor and say “good morning” and tell them how happy you are to be here today. After about 15 seconds, raise your hand and say “Attention here”. Time how long it takes all participants to get quiet. Give a ticket to the team who responded to the attention signal first.

Ways to Ask Questions Parking Lot Day 1 Padlet Raise Your Hand
Post any questions you have and I will answer after natural breaks Day 1 Padlet I will be checking throughout the learning Raise Your Hand It is for the good of the GROUP!

Materials Orientation
Team handouts Multi-colored under table tent Electronic handouts Hold up examples and make certain that all participants have jump drive on their computer

Team Roles for Training Today
Identify Roles for Today Team Facilitator Initiate topic focused conversations Ensure team is completing tasks Recording Manager Download & enter information from Task Manager Keep conversation on topic during Table Talks Team Communicator Enter information into Day 1 Padlet to share with group Fun Facilitator Celebrate team successes throughout the day All team members: focus on solutions, less on problems, contribute We want all teams to take time to practice by identifying roles for today’s training. There will be plenty of time for table talks, action planning and sharing plus there is a lot of resources. In order for us to be efficient it is important that we identify team roles for training today. Take some time at your table and identify who will facilitate each role. Some may have more than one role. And remember if there is not a specific role for you ALL Members have a responsibility to “focus on solution, less on problems and to contribute”.

Introductions Introduce your School Roles Present
You Probably Didn’t Know… Time for schools to introduce themselves. School, role, interesting facts 8:45 am

Why Scale Up to Tier 2 & 3? Tier3 Tier2 Tier1
You and other schools in the county have been working on your universals- continuing to sustain some practices as well as regenerating older practices. What we know is that there are students right now that need more support than the universals and we can’t wait. So we will spend the rest of the two days speaking on the systems needed in place. However, why this? Why Scale Up to Tier 2 & 3?

National – Challenges for Districts
Making Universal supports available for ALL Referrals to Special Education seen as the “intervention” FBA viewed as required “paperwork” vs. a needed part of designing an intervention Relying on interventions the system is familiar with vs. ones likely to produce an effect Moving from one-student at a time (reactive approaches) to capacity (systems) within schools to support ALL who need Secondary/Tertiary. You will see on the next two slides factors that schools/districts have had to deal with as we are trying to make an impact for all students. As a school system we are used to what is familiar and the practice of meeting around one student at a time is familiar, going to special education as the fix is familiar…. Having and using the same interventions, the same type of meetings….

National – Observations of Current Systems & Practices
Schools did not have continuum of interventions After Universal, just 1 or 2 types of Secondary (Tier 2) & Sp. Ed. was only Tertiary (Tier 3) “intervention” None used CICO, some had CnC (but thought was CICO) All schools had some opportunity for referral for assistance But were NOT using data for automatic entrance into interventions No/minimal Universal screening Lack of data-based decision rules (ex. 2 ODRs = entrance to CICO) Tracking intervention effectiveness not on the radar Data weakest link Data-based decision rules for entrance into Tier 2 & 3 interventions unclear Principals and clinicians treating discipline problems/approaches, SpEd testing/placement and “PBIS” as separate entities. The goal is that we are structuring conversations where data is at the center, we have a menu of interventions to choose from, and that we can say yes- these 40 students are receiving interventions for academics, these 30 have behavioral interventions as well… and 90% of them are responding. Knowing what we are doing is working and that we are making a difference for most students, so that only a few need our intense support.

SWPBS Implementation Blueprint www.pbis.org
Focus on the lower half, with emphasis on having behavioral expertise; and talking about the reciprocal communication between school teams and DLT.

IMPLEMENTATION SCIENCE Adapted from Fixsen & Blase, 2005

What do you hope to walk away with?
Rationale Table Talk Day 1 Padlet Entry Why are you here? What do you hope to walk away with? Listen for which schools to share with large group - behavioral expert identification - listen to make sure they know they are part of the T2/3 Systems Team Listen for documentation, implementation manual, consistency School-wide effort - Knowing how students are responding to interventions

You have probably seen many triangles to represent similar frameworks – common in medicine and business, not to mention education. Ask – Who is familiar with RTI? Maybe seen a PBIS triangle. Here is a comprehensive triangle that shows us a model of prevention that includes academics, behavior, and social skills – these pieces are not separate. They fall under the same framework and each affects the other. When you look at this triangle, don’t think about each color being separate – think of them as layered. Green goes all the way from top to bottom – all students receive; the yellow is layered on top and goes all the way to the top (student receiving tier 2 interventions still receive Tier 1); same for the red (students receiving tier 3 interventions get interventions at all tiers). The tiers are fluid, students may need supports at different tiers for different things, and these needs can change. Important to label the intervention and not the student.

Integrated Continuum of Support Padlet Activity
What Interventions did you list for each tier in Padlet from this activity? Academic? Behavioral? Social? What interventions did you mention in the Entering Activity; were they academic, behavioral, social? Students (including students with disabilities)who do not respond to the primary prevention plan, 10-15% of students. Focused intervention to address academic, behavior, or social concerns: Acquisition (can’t do) Fluency (trouble doing) Performance (won’t do) Examples of Secondary Prevention Small group instruction in anger management Reading comprehension strategies PADLET

Tara Ask which teams might be doing RTI Critical features of RTI, you will see how these critical features match the critical components of developing Tier 2/3 systems and targeted group interventions.

Tiered Fidelity Inventory 2.7 Practices Matched to Student Need
Adapted to Improve Contextual Fit (e.g. culture, developmental level) Contextual fit we may need to shift to systems practices need to be relevant Are you using language and interests that match students developmental level?

PBIS: Tier 2/3 Systems Team
Universal Targeted Intensive Integrated Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Double click so that two elements pop up at one time. This is to demonstrate strengths of the students and thinking of strengths and needs in a more specific way rather than labeling people. Such as they are in the red group in math, they are a tier 3 student Basketball Label behavior…not people Dec 7, 2007 SSD PBIS, 2011

Universal Targeted Intensive Integrated Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Today we are going to develop systems for students who need support with social skills, or additional behavioral supports. or Double click so that two elements pop up at one time. This is to demonstrate strengths of the students and thinking of strengths and needs in a more specific way rather than labeling people. Such as they are in the red group in math, they are a tier 3 student Basketball Label behavior…not people Dec 7, 2007 SSD PBIS, 2011

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Let’s do the Math! What percentage of your student body count would fall into primary 80%, secondary15% and tertiary 5%? Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Tertiary Prevention (Tier 3) ≈ Secondary Prevention (Tier 2) Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings PBIS Framework Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Triangle- goals Foundations at the bottom Numbers may feel bad, but outcomes of the presentation walk away with action steps on what are in place to support students and what might be put in place How do your numbers compare to your screening data? Coldwater example from their screener Example- if your student body is % would be % would be 60 5% would be 20 Please record the numbers on your big idea handout. Academic Behavioral Social

Do The Math Table Talk How do your current #’s compare to
what is expected? What are your beliefs about this comparison? How does your screening data compare with your “Do the Math” numbers? Use whiteboards Entering routine asks: What current practices do you have in place to support students academically and behaviorally? Ask participants if anyone had screening numbers? Different sources you can use to look at data real time (screening, ODR, etc…) What would this look like for math, reading? Are numbers close to 80, 15, 5? Prompt to share with others on PADLET. 9:15

Getting Started: Systems First
Begin at 9:15

Implementation Manual
Universal implementation should be documented Vision/ Mission Matrix/ expectations Primary Plan- Examples: Teaching Reinforcement Monitoring Teaming Discouraging Secondary Plan (includes intervention guidelines) Tertiary Plans (includes intervention guidelines) Section A is around Tier implementation. Connections to our outcomes are about the documentation of the systems and practices at each level. Before we shift into Systems for Tier 2 and 3 lets take a minute to reflect around your data from your Tier 1 evaluation- some of you had the SET conducted and others completed the self-assessment Benchmarks of Quality. Connect to Tier 1 Implementation Manual…adding to current manual the components for Tier 2

Tier 2/3 Systems Implementation Manual
Mission & Purpose Statement Team Roles & Responsibilities Agenda & Minutes Action Plan Secondary Intervention Guidelines Secondary Plan Data Decision Rules Intervention Tracking Tool Progress Monitoring Data

Tier 2/3 Systems Implementation Manual
Tertiary Intervention Guidelines Tertiary Plan Agenda & Minutes Add to Action Plan Assessment Schedule School Reactive Plan Fidelity Tools Treatment Integrity Social Validity

Reflect & Prioritize Table Talk
Day 1 Padlet Entry Review your data from: Tier 2: Tiered Fidelity Inventory School Safety Survey Current PBIS Action Plan What are you celebrating? What might be some areas for improvement to bring back to your team for action planning? Remember it is important that we have strong systems in place to support all students. Provide 6 minutes to complete this.

3-Tiered System of Support Necessary Conversations (Teams)
Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Problem-Solving with Function in Mind Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Complex FBA/BIP WRAP RENEW As we move on to systems now- keep in mind what type of questions will you ask the staff around social validity. (possibly make a running tab) We looked at our universals in place and made some notes on what will be sustained and what will be continued to monitored. Now we will start into the systems. Problem -solving SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network 38 38

Tier 2: Targeted Features (TFI)
Team Composition Tier 2 (or combined Tier 2/3) team includes a Tier 2 systems coordinator and individuals able to provide: Applied behavioral expertise, Administrative authority, Knowledge of students, and Knowledge about operation of school across grade levels and programs

Team Composition Crossover membership and communication between Tier 1 & Tier 2/3 Teams Identified Tier 2 Systems Coordinator Individuals able to provide Applied behavioral expertise Administrative authority Knowledge of students, and Knowledge about operation of school across grade levels and programs Who would you identify to meet these role expectations on your Tier 2 Team? Is that why you are here? Should someone else be here too? We have talked about the team at Team 1- we still need them in place having conversations about the school-wide data and problem solving around systems and practices. It is important to have communication between both teams. How will tier 1 communicate with Tier 2? What will that reciprocal communication look like? What data will they both need from each other to share with the team and staff? How will they work together to provide professional development to the staff? Behavioral experts will want to shift their focus to the Tier 2/3 team. If the Tier 1 coach becomes the leader then the school will need to put a transition plan in place so that someone else or co-leads can focus on tier 1.

Team Operating Procedures: Tier 2 team meets at least monthly and has: Regular meeting format/agenda, Minutes, Defined meeting roles, and A current action plan We will now start moving into the explanation of Foundations- Systems needed for Tier 2 and 3 interventions. We will be connecting this to the BAT section B-D.

Effective Team Processes
1. Team Composition- pages 37-40 2. Team Schedule- pages 45-46 3. Team Working Agreements- (Aka Norms) pg. 47 4. Team Agenda and Minutes- pgs 5. Team Problem Solving- pgs 6. Team Roles and Responsibilities- pgs 7. Communication- pgs Provide 10 minutes to complete. Number off at your table 1-6 That person look at the material on those pages in the text (if online- if not…..) After each person has read- share out three big key ideas to your team and 1 question Leave team process questions on the post it- to review as a large group Team Composition- As we take a closer look at effective team process please feel free to follow along in your workbook…we are mainly going to highlight big ideas and provide some insight as to how your team will work efficiently. Big ideas: right people, representative of staff, administration, commitment Question- Who else might be needed? How do you plan to get them famaliraized with this information? HIGH SCHOOL- little more difficult with sports, administrators communicate with other admins, Schedule- RG

Tier 1 & Tier 2 Team Responsibilities Compared
Addresses and prevents problem behavior for 80% to 90% of the students. Designs early intervention programs for the remaining 10% to 15% of students who are at risk for academic or behavioral problems Determines areas of need within the school. Conducts proactive, regular student screening and coordinates and shares information with the PBS Team Uses school-wide data to set priorities within the school. Uses data to proactively determine which students need additional academic and/or social-behavioral support Identifies needed strategies, current and on-going staff training, and resources. Identifies staff skilled in conducting brief functional assessments Designs positive behavioral interventions and supports for the classroom and the entire school. Designs positive behavioral interventions and supports for small groups of students and/or specific classroom settings needing additional assistance Provides ongoing support for staff members implementing positive behavior support programs. Consults with and provides ongoing support for school staff who have a student(s) with academic and/or behavior problems. Shares school-wide outcomes and makes program modifications as necessary. Shares intervention outcomes and provides ongoing support for student, teacher and family Coordinates school and community school-wide services. Coordinates school and community services for groups of at risk students

Teaming at Tier 2 Systems Meeting
Secondary/Tertiary Systems ‘conversation’ Monitors effectiveness of Interventions CICO, Social Skills, Self-monitoring, New Comers Club/Mentoring,… FABIP, Wraparound Review data in aggregate (think Big 5 data) to make decisions on improvements to the interventions themselves Students are NOT normally discussed other than to update progress of tasks Back to the conversation map we will spend today talking about the system conversations. Lisa L pointed out that many of you , if not all, have time allocated for problem solving on one student, but we are going to take this back to systems. These conversations are purposeful to A) monitor interventions- are they working B) to ensure that the interventions are happening with fidelity. Think- about an intervention that you have- how do you know what the protocol is? How do you know if it is being consistent??? And to c) ensure that data is driving decisions for additional interventions, exiting out of an intervention… We purposefully do not speak about students specifically. Once social validity and treatment integrity are addressed, training, data to monitor… then we will asses are 70% of the students responding. If they are not- then we go back to the system pieces. Are people doing what was intended. One that number has been reached, then individual students can be talked about. The goal here would be that both academic and behavior/soclais interventions are talked about at one time. We know that it might be more difficult for those to happen, so we want you to spend time thinking about how that could happen- what would that mean?

Secondary Systems Team Roles
Facilitator: responsible for agenda & overall facilitation (different than Tier 1 Coach) Intervention Coordinators (CICO, Social Skills, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Data Coordinator: person who gathers and summarizes data, coordinates screening & information Recorder: a.k.a. note taker, keeps and distributes minutes and meeting times All others are active participants Time Keeper: help team to set time limits and stay within allotted time for each agenda item

Secondary Systems Team Roles
Communications Coordinator- crossover membership, responsible for communication to stakeholders Time Keeper: monitor agenda times and topics, assists in tabling subject or make a decision All Team Members: focus on solutions, less on problems, contribute, come prepared with student info. All others are active participants Time Keeper: help team to set time limits and stay within allotted time for each agenda item

Action Planning - Use PBIS Tier 2/3 Systems Team Worksheet Create Tier 2/3 Systems Team & Communication Structures Modify/Identify Team membership Administrator, leaders of Secondary interventions (who runs your groups etc.), School Social Worker, School Counselor, School Psychologist, Gen. & Sp. Ed. representation, etc. Note on roles/responsibilities sheet on table Review/Create process for effective communication and data sharing between Tier 1 and Tier 2/3 Teams and to Faculty Meeting logistics: Schedule Regular Meeting Time- bi-weekly or at least monthly Think about your schedule for Tier 1 meetings Location of meeting This team does not necessarily need the skills (if the building is fortunate enough to have all) of a SSW, school counselor and school psychologist on the Secondary Team, one of these individuals is adequate. The tertiary team will be established as well so the duties can be divided among teams for staff with specialized skills. Also remind trainees that they may determine over time that they would like to meet weekly as opposed to 2x monthly, some IL teams have decided to do so. It will most likely depend on the size/population of their building and level of secondary implementation (CiCo, SIAG, CnC, Simple FBA – one or more of these levels currently in place?). 5 minute conversation

Tier 2/3 Systems Team Agenda Critical Features
Practices and Systems- Tier 2/3 Intervention Development Student Data sheet Intervention Guidelines Implementation Manual Social validity survey Treatment integrity Generalization Plan Data- Review: Tracking Tool Data If less than 70% of students are responding positively to any of the interventions, the Tier 2/3 Systems team should review the treatment integrity of the intervention and make adjustments as needed. An agenda would have some if not all of these features on their agenda. Use what ever tool is confortable- but main pieces are that data is at the table each time. That the team goes back to Tier 1 data, to SV, TI, and decision rules… Communication

Tier 2/3 Systems Team Agenda Critical Features
Data- Review students access to Tier 2/3 interventions (15-20%) Increase number of students in current interventions Add new intervention Data- Review data patterns and trends to determine if there is a pervasive need for a universal intervention and communicate to Tier 1 Team Task Completion – consider organization/study skills, academic need, etc. Bullying based on observational data – bully prevention Other Low Intensity strategies (active participation, 4:1, active supervision) Review Data on timeliness of response (decision to student entry) System- Share Data with administrator monthly and staff al least quarterly An agenda would have some if not all of these features on their agenda. Use what ever tool is confortable- but main pieces are that data is at the table each time. That the team goes back to Tier 1 data, to SV, TI, and decision rules… Communication

Review Agenda & Team Roles

Review Action Items

Review Tasks from Last Meeting

Tier 2/3 PBIS Team Meeting Review
Yes No Meeting Preparation 1. Are the right people at the meeting? __Administrator ___Behavior Specialist ___General Education Representative __Special Education Representative ____Targeted Intervention Specialist 2. Was a meeting agenda presented? 3. Were meeting roles established? ___Facilitator ___Recorder ___Time Keeper ___Data Coordinator ___Tier 2 Intervention Coordinator ___Tier 3 Intervention Coordinator Review Action Items 4. Reviewed Action Items & Tasks assigned at previous meeting. View the Tier 2/3 PBIS team video Score the PBIS Meeting Review sheet based on the team PBIS meeting Be ready to provide feedback re: the team’s performance

Let’s Look at some EXAMPLES!
Go to PBISTier2.weebly.com Day 1 – Agenda’s Team Meeting Agenda So lets have you guys look at a few to see what schools have done with this and then have a conversation about this at your table. What are you thinking? Wondering? What connections are you making? Surface any of those above and patterns/trends they notice

Possible Data Sources for Evidence
Team Operating Procedures Possible Data Sources for Evidence Tier 2 team meeting agendas and minutes Tier 2 meeting roles descriptions Tier 2 action plan

Opportunities for On-site Coaching Support
Coaching Opportunity Opportunities for On-site Coaching Support Support Team Implementation (model & feedback) Tier 2/3 PBIS Team Meeting Review form Prompt for meeting preparation (facilitator & data specialists)

3-Tiered System of Support Necessary Conversations (Teams)
Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Problem-Solving with Function in Mind Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Complex FBA/BIP WRAP RENEW We have gone into an introduction of systems team- and an understanding that social validity will let us know that your staff has given its understanding and stamp of approval. Now that the team has started interventions it is important to track treamtent integrity. Problem -solving SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network 57 57

How does this Conversation Map connect to what you are already doing?
Making Connections Day 1 Padlet Entry How does this Conversation Map connect to what you are already doing? Consider the Following: How will you maintain and sustain universals while having additional conversations? What data should guide decision making? What barriers can you foresee, and what systems will you think about to support this new work? Connect to today’s meet for these questions, people can consider using to answer, we can reply Revise questions keep conversation think of systems not problem solving Consideration of time to process and problem solve – take in consdieration the next slide and the action plan and Consideration of survey, and how we capture team’s work and procedures

Break Break at 10:15 Come back at 10:20

Creating a Tier 2 System to Respond
Step 1: Construct an Assessment Schedule Step 2: Using Data to Identify Student Need Screening, ODR, Attendance, Academic, Minor Incidents Step 3: Identify your Secondary (Tier 2) Supports Step 4: Create Intervention Guidelines: Determine Entry Criteria Step 5: Identify Outcome Measures Step 6: Identify Exit Criteria Step 1: Construct your assessment schedule Step 2: Identify your secondary (Tier 2) supports Existing and new interventions Step 3: Determine entry criteria Nomination, academic failure, behavior and academic screening scores, attendance data etc. Step 4: Identify outcome measures Pre and post tests, CBM, office discipline data, GPA, state assessments, etc. Step 5: Identify exit criteria Reduction of discipline contacts, demonstration of grade level performance based on academic progress monitoring data, reduction of truancies and absences, etc. Step 6: Consider additional needs

Procedures for Monitoring: Assessment Schedule
Measure Aug Sept Oct Nov Dec Jan Feb Mar Apr May School Demographics Student Demographic Information X Screening Measures Behavior Screeners: SRSS-IE X Academic Screeners: AIMSweb - Reading Academic Screeners: AIMSweb - Math Student Outcome Measures - Academic Report Card Grades State Assessment Unit Tests X Student Outcome Measures - Behavior Discipline: ODRs Suspensions/ Expulsions Attendance (Absenteeism) Program Measures Social Validity of Interventions Tiered Fidelity Inventory Treatment Integrity

SCREENING Tier 2 Team uses decision rules and multiple sources of data which could include: Screening tools, ODR’s, Academic progress, Attendance, or Teacher/family/student nominations to identify students who require Tier 2 supports Begin at 10:25 How do we identify what students need support?

Student Identification Systems for Identifying Possible Students for Interventions
At least 2 data sources are used to identify students for Tier 2 and Tier 3 supports at least three times a year. A written policy exists and staff are trained. Staff & family are notified of a decision within 10 days of making a referral. Students begin receiving supports within days of referral. TFI outlines multiple data sources to identify students for Tier 2/3 Additionally, keep in mind Function of student behavior, strengthening the problem solving process

Data (Gate Keeper) Used to Identify Students in Need of Tier 2
Universal Screeners (SRSS, AIMSweb, SSBD, BESS etc.) Student outcome data: Office Discipline Referrals (ODRs) Suspensions Attendance Tardies Academics Requests for Assistance made by teachers, family members and/or students (Staff Recommendations) Minors In-School detentions Interclass Time-out / “Think Time” At this point you are going to think about what data is relevant to your school your context. What data is the gate keeper? Usually it is screening data What other data will use you use to cross reference the data sources to see if a student needs an intervention?

Behavior Screening Why Screen?
Proactive Approach Provide students with equal access to interventions Information on behavioral or social skills can inform instruction and how to intervene The relationship between academic and behavior To ensure that there are data driven decisions

Behavior Screening Benefits & Best Practices
All students are screened Measures the overall level of risk present in a school over time Identifies students who may require more targeted supports in the form of secondary and tertiary interventions Generally administered 3 times in a school year- starting 6 weeks in to the school year By the end of October students should be engaged in an intervention Provides benchmarking data on student improvement and power of interventions across students

Behavior Screening Types of Behaviors
Examples of Externalizing Behaviors Displaying aggression toward objects or persons Arguing Being out of seat Not complying with teacher instructions or directives Source: Walker and Severson, 1992 Examples of Internalizing Behaviors Being shy Not talking with other children Timid and/or unassertive Avoiding or withdrawing from social situations We all have had those kiddos who make themselves known – the kiddos with the obvious, acting out behaviors. These kiddos are very easy to identify. They are the ones who tend to display the behaviors on the left. They are loud, very active, can be quite charming It is much harder to identify the kiddos who exhibit the behaviors on the right. The shy ones, the withdrawn ones, those who battle with depression and anxiety, or other issues that just aren’t so obvious. A good, free example of a screener that can help with this is the SRSS-IE; a reliable and valid tool. There are some preliminary cutoff scores now, but should still be used cautiously. For an additional resource, we have a tutorial on our compendium.

Screening for Systems Development
Measure Authors Ordering Information Systematic Screening for Behavior Disorders (SSBD) Walker & Severson (1992) Available for purchase from Cambium Learning/ Sopris West Early Screening Project (ESP) Walker, Severson, & Feil (1995) Available for purchase from Applied Behavior Science Press Student Risk Screening Scale (SRSS) Drummond (1994) Free Strengths and Difficulties Questionnaire (SDQ) Goodman (1997) Free online at AIMSweb Screening for Systems Development On-line Choose slide 57 or 58 to use

Behavior Screening Not Yet Screening? Here are some considerations…
When to screen? Who should prepare materials? Who should administer them? Who completes them? Who should score them? When and how should the results be shared? What are our district policies regarding systematic screenings? How does our district support this purpose/process? How will families be involved in conversations and how will data be shared with them? Conversation around District expectations for screening. District Leadership Team Family conversations or communication around students have access to Tier 2 interventions and perhaps for academic & behavioral Example: Luke and reading How are we preparing teachers to implement? Are we collecting social validity data?

Elementary AIMSweb Reading Grade 5 Fall, Winter, Spring Benchmarks

Student Risk Screening Scale Middle School Fall 2004 - Fall 2011
Percentage of Students N=534 N=502 N=454 N=476 N=477 N=470 N=524 N= 539 Fall Screeners

BASC2 – Behavior and Emotional Screening Scale Spring 2012
N = n = n = n = 203

Examining academic and behavioral data
MS/ HS Some schools may have all academic components but have been inclusive in adding behavioral data. Schools use multiple data sources and a Tracking Tool to inform decision making Example on PBIS Tier 2 Weebly site

Examining Academic and Behavioral Data Middle and High School Levels
Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have Tier 2 and Tier 3 needs? Preventing School Failure, 58, , DOI: / X Lane, Oakes, Ennis & Hirsch, (2014)

Examining Academic and Behavioral Data
Do you have a school team that examines academic and behavioral data? If so, where and when does this occur? Lane, K. L., Oakes, W. P., Ennis, R. P., & Hirsch, S. E. (2014). Identifying students for secondary and tertiary prevention efforts: How do we determine which students have Tier 2 and Tier 3 needs? Preventing School Failure, 58, , DOI: / X Day 1 Padlet Entry

Create a template to collect all of your data sources in one place Show Dirty Data video A visual of what we are implying. Screening data will be placed on the left, other data sources will be tracked and then decisions will be made. Lets now go into briefly about screening and why we would suggest that you use that as the gate keeper. - TG and TD will model with think alouds. SSD PBIS, 2011

Plan to Learn More About…
PBIS: Tier 2/3-Screening Data Analysis & Intervention Planning May 3, 2016 1:00-3:30 Who from your school will plan to attend? How do we identify what students to support? Day 1 Padlet Entry

Tertiary Prevention (Tier 3)
Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) Goal: Reverse Harm Specialized Group Systems for Students At-Risk ≈ Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Validated Social Skills/ Character Education Curricula ≈ Primary Prevention (Tier 1) Academic Behavioral Social

Secondary Prevention (Tier 2): Reverse Harm
Students who do not respond to the primary prevention plan, 10-15% of students Focused intervention to address academic, behavior, or social concerns: Acquisition (can’t do) Fluency (trouble doing) Performance (won’t do) Examples of Secondary Prevention Small group instruction in anger management Reading comprehension strategies Comprehensive math intervention

Secondary Prevention (Tier 2): Reverse Harm
Are at-risk for an academic and/or social- behavioral concern Continue to engage in frequent problem behavior despite effective school-wide, tier 1 prevention efforts Need additional teaching, monitoring and feedback Could benefit from extra attention or support at school before they are in crisis

Key Features of Targeted Interventions
Increase structure and feedback Is temporary Provides regular & frequent opportunities for success and recognition May include social, social emotional and/or behavior skills instruction May require academic assistance Transfer and Generalization Plan

Tier 2 Targeted Intervention Inventory
Identify one of your school’s current targeted intervention? Complete this inventory of your current practices and identify the following components for that intervention. We will use this information to develop an Intervention Guideline! Shout out! What were some of your school’s current targeted interventions?

Intervention Guidelines
Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Explanation of each section- ask group / volunteers if they can articulate what this is. This is what they will be working to create along with the plans. Definitions of intervention guidelines – blank sheet (blue) on table The description of this intervention is specific for the group you are teaching

Sample Secondary Intervention Grid
Secondary (Tier 2) Intervention Guideline 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. Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for minutes Intervention Development Label your intervention support & description for your Intervention Guideline *See Systematic Screenings of Behavior to Support Instruction page 54 for Stepping Stones to Literacy

Key Features of Targeted Interventions
Increase structure and feedback Is temporary Provides regular & frequent opportunities for success and recognition May include social, social emotional and/or behavior skills instruction May require academic assistance Transfer and Generalization Plan

Data (Gate Keeper) Used to Identify Students in Need of Tier 2
Universal Screeners (SRSS, AIMSweb, SSBD, BESS etc.) Student outcome data: Office Discipline Referrals (ODRs) Suspensions Attendance Tardies Academics Requests for Assistance made by teachers, family members and/or students (Staff Recommendations) Minors In-School detentions Interclass Time-out / “Think Time” At this point you are going to think about what data is relevant to your school your context. What data is the gate keeper? Usually it is screening data What other data will use you use to cross reference the t data sources to see if a student needs an intervention.

Entry Criteria: Key Features
At least 2 data sources are used to identify students for Tier 2 and Tier 3 supports at least twice a year. A written policy exists and staff are trained. Staff & family are notified of a decision within 10 days of making a referral. Students begin receiving supports within days of referral. Taken from the BAT rubric Function of behavior, strengthening the problem solving process

Secondary Intervention Guidelines 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 within a grading period Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for minutes Academic: K-3 Students AIMSweb reading—deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Criteria for access to Tier 2 interventions is clearly established All staff trained on how to make a referral, and how to implement the intervention Data are used continuously to monitor progress and to determine when a student will exit the intervention or when supports will be intensified. System for communicating with participating student, staff and families is developed.

Intervention Development: Entry Criteria
What criteria or possible data sources will you use to determine which students need a Tier 2/3 targeted intervention? Add Entry Criteria information to your Intervention Guideline Taken from the BAT rubric Function of behavior, strengthening the problem solving process

Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Social Validity Treatment Integrity Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Explanation of each section- ask group / volunteers if they can articulate what this is. This is what they will be working to create along with the plans. Definitions of intervention guidelines – blank sheet (blue) on table The description of this intervention is specific for the group you are teaching

Intervention Development: Data to Progress Monitor
How will data be gathered by the designated teacher for this intervention? How will it be reported? How will it be communicated to all stakeholders? When will it be reviewed? How will treatment and social validity data be collected? Taken from the BAT rubric Function of behavior, strengthening the problem solving process

SOCIAL VALIDITY Social validity refers to the social significance of the intervention goals, the social acceptability of the intervention procedures, and the social importance of effects of the intervention (Kazdin, 1977) Is the intervention practical? Is the intervention feasible? Is the intervention cost-effective? Does the intervention target socially important goals? Does the intervention result in socially important outcomes? Taken from the BAT rubric Function of behavior, strengthening the problem solving process

SOCIAL VALIDITY Who? When? Before implementation During implementation
After implementation Who? Multiple perspectives Teachers Administrators Paraprofessionals Staff Students Parents

TREATMENT INTEGRITY Treatment integrity is a measure of the accuracy with which the plan is implemented as intended Treatment integrity may serve as a behavioral marker for social validity (Gresham & Lopez, 1996) Types of Treatment Integrity: Teacher Self-Assessment The School-wide Evaluation Tool (SET) New intervention assesses weekly New implementer assesses weekly, self-assess daily 25% ratio to compare to an outside observer If less than 70% of students are responding positively to any of the interventions, the Tier 2/3 Systems team should review the treatment integrity of the intervention and make adjustments as needed Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

TREATMENT INTEGRITY New intervention assesses weekly
New implementer assesses weekly, self-assess daily 25% ratio to compare to an outside observer If less than 70% of students are responding positively to any of the interventions, the Tier 2/3 Systems team should review the treatment integrity of the intervention and make adjustments as needed New intervention assesses weekly New implementer assesses weekly, self-assess daily 25% ratio to compare to an outside observer If less than 70% of students are responding positively to any of the interventions, the Tier 2/3 Systems team should review the treatment integrity of the intervention and make adjustments as needed Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

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 within a grading period 2-5 ODR re: disruptive attention-seeking behavior Work completion, or other behavior addressed in contract collected weely Treatment Integrity Social Validity Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for minutes Academic: K-3 Students AIMSweb reading—deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Weekly reading probes—AIMSweb What could Social Validity & Treatment Integrity look like for your intervention? Add this information to your Assessment Schedule Add specifics to what data you would monitor. For behavior plans or contracts – we may want to look at ODR data, behavioral data, work completion. Schedule times to meet and review the plan. Utilize treatment integrity data for fidelity of implementation.

Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Resources allocated to the intervention Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Treatment Integrity Social Validity Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Explanation of each section- ask group / volunteers if they can articulate what this is. This is what they will be working to create along with the plans. Definitions of intervention guidelines – blank sheet (blue) on table The description of this intervention is specific for the group you are teaching

Intervention Development: EXIT Criteria
What student outcome do you intend to impact? Related back to your Decision Rules of “Student Response to Interventions” How much of the progress monitoring is a part of this criteria? Time bound - (ex: 4 weeks of meeting criteria) Transition Plan- How will we graduate, fade out or transition students to additional intervention. Function of behavior, strengthening the problem solving process

Intervention Development: EXIT Criteria
Screening scores with marked improvement ODR Office Discipline Referrals Suspensions Attendance Tardies Academics Follow-up questionnaire for teachers, family member, or student who made referral

Secondary Intervention Guideline Support Description School wide 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 within a grading period 2-5 ODR re: disruptive attention-seeking behavior Work completion, or other behavior addressed in contract Treatment Integrity Social Validity Behavior: SRSS: - low to mod risk Academic: reduced rate of missing assignments over designated time frame Reduced ODR’s Stepping Stones to Literacy (Nelson, Cooper, & Gonzalez, 2004) Supplemental reading program to address rapid automatic naming, print awareness, alphabetic phonics, phonological awareness, listening comprehension. K-3 Students Small Group (<5) or one-on-one format. Five days/week for minutes Academic: K-3 Students AIMSweb reading—deficient or emerging in Fall and Winter And Behavior: SSBD exceeded normative criteria for internalizing or externalizing dimension Weekly reading probes—AIMSweb Academic: AIMSweb –meet reading bench mark at Spring time point Intervention Development Complete what exit criteria data you may utilize for your intervention

Questions? Considerations?
What opportunities might creating intervention guidelines surface for your school? Day 1 Padlet Entry 107

Feedback Place a post it on what is clear
Place a post it on what is cloudy

Welcome Back Kahoot Tier 2 Review Enter Game Pin 12:30/12:45-1:00
Tier 2 prevention is designed for students who are not responding to the Tier 1 level of support. It is important that students receiving Tier 2 supports continue to participate in Tier 1 intervention. Tier 2 will simply provide additional teaching, monitoring, and feedback related to specifically identified skills to help these students succeed in school. An important goal of Tier 2 is to address problems before they escalate to a level that requires more intensive, long-term, individualized support.

Table Talk Day 1 Padlet Entry 5 minutes
What was one thing you relearned? What was one new learning for you? Day 1 Padlet Entry

Afternoon Preview Morning Review Function of Behavior Organizing CICO
Developing Intervention Guideline for CICO Implementation Manual Action Planning Homework & Coaching Visit between Day 1 & 2 Tier 2 prevention is designed for students who are not responding to the Tier 1 level of support. It is important that students receiving Tier 2 supports continue to participate in Tier 1 intervention. Tier 2 will simply provide additional teaching, monitoring, and feedback related to specifically identified skills to help these students succeed in school. An important goal of Tier 2 is to address problems before they escalate to a level that requires more intensive, long-term, individualized support.

Check In Check Out Based on the work: Responding to Problem Behavior in Schools, Second Edition (2010) Deanne Crone Leanne Hawken Robert Horner We have given you this book, invaluable resource. Has trouble shooting, examples of product and research behind the practice. Different than Check N Connect

Student Recommended for CICO
CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly CICO Meeting to Assess Student Progress Afternoon Check-out Basic Cycle- clock Morning Check-in = Intervention Coordinator Regular Feedback = Classroom Teacher Afternoon check-out = Intervention Coordinator All of this occurs with the support of a TEAM. Teacher is NOT responsible for implementing the entire program. Team is responsible for setting student goal, monitoring progress, giving feedback to student, family and participating teachers. Revise Program Exit Program

What does it look like? How might you use the video in teaching your staff? Show the video- BEP to give a visual on the examples coming. Capture big ideas of what do you see and/or see? Spend 5 minutes at their table sharing what big ideas. We will then surface after content how those notes compared to the actual practice pieces SSD PBIS, 2011

CICO is a Tier 2 (Targeted) Intervention
Build on Behavior Principles Students who might be at-risk benefit from: Clearly defined expectations Frequent feedback Positive reinforcement Students who might be at-risk should have someone they can count on for continued support. Consider function of behavior – positive adult attention. Positive, proactive intervention. BEP based on these principles. Positive adult attention drives the intervention

Building Blocks for CICO
Build on Behavior Principles Provides a student with feedback and provides positive attention from adults. Provides daily support and monitoring. Targets specific behaviors for each student. Positive rewards are built into the program. Provides data for decision-making. Increases school/home communication. Glue that holds it all together: driving Key into positive attention from adults- later we will talk about staff training- this aspect is crucial for this element. You will have some students who might not have positive relations with their teachers, it is imperative that much training goes on with the teacher to understand the rationale of this intervention- support for the staff Parent Engagement

Why Does CICO Work? Improved structure Student is “set up for success”
Prompts for correct behavior provided throughout the day. Provides link with at least one positive adult. Student chooses to participate. Student is “set up for success” First contact each morning is positive. May prevent “Blow-out” days. First contact each class or activity period is positive. Increase in specific feedback Feedback occurs more often. Feedback is tied to student behavior. Provides prompts, positive adult attention, Improves structure of a student’s day, feedback and ownership/awareness of behavior Sets student up for success; first contact every day is a positive contact. Increases the amount of specific feedback the student receives.

Why Does CICO Work? Framework can be applied in all school locations
Classrooms (special education, art, music, physical ed) (anywhere there is a supervisor) Links school support and home Provide format for positive student/parent contact Organized to fade into a self-management system Increased options for making choices Increased ability to self-monitor performance/progress Intervention can be applied in all settings May increase feedback student receives at home The goal is that the student can self-monitor and recognize behaviors that are appropriate for all settings Moves student to a self-managing system; student will not always rely on the teacher feedback.

Individually, What is CICO’S purpose? What time/resources will need to be allocated to start CICO? Add a description of CICO to your intervention guidelines.

Entry Criteria At least 2 data sources are used to identify students for Tier 2 and Tier 3 supports at least twice a year. A documented process exists and staff are trained Staff are notified of a decision within 10 days of making a referral. Students begin receiving supports within 30 days of referral. Taken from the BAT rubric Function of behavior, strengthening the problem solving process

Data Used to Identify Students in Need of Tier 2
Universal Screeners (SRSS, AIMSweb, SSBD, BESS etc.) Student outcome data: Office Discipline Referrals (ODRs) Suspensions Attendance Tardies Academics Requests for Assistance made by teachers, family members and/or students (Staff Recommendations) Minors In-School detentions Interclass Time-out / “Think Time” At this point you are going to think about what data is relevant to your school your context. What data is the gate keeper? Usually it is screening data What other data will use you use to cross reference the t data sources to see if a student needs an intervention.

CICO Overview: Who Benefits?
Students in the 2-5 office referral range Low level disruptions Talk out Unprepared Talk back Non-compliant Data indicating attention maintained behavior Student willingness to participate *Students with more intense problems may benefit, but will need additional supports! Ideas around who will benefit from CICO, this will help you in thinking about your entry criteria for CICO. Types of students who demonstrate largest gains from CICO include… For students who would not respond: Serious or violent behaviors/ infractions Extreme chronic behavior (8-10+ referrals) Adult attention is not reinforcing

Student Selection for CICO
When selecting students for CICO we need to add to the criteria: Function of Behavior (Avoid/Gain) Screening Criteria Additional Data Sources (ODR, teacher referral (not in isolation)…) Thinking again about multiple data sources and what is a contextual fit for your environment. Using that data, not just teacher recommendations

Keeping Function in Mind
Want to key in on “temporary”- tier 2 interventions should last around 6-8 weeks. Back to the dr. lane sldies- we are trying to reverse / so we are talking about students that are not responding to universal practices and need a little more support. How are you matching your interventions to the possible function of behavior?

Function of Behavior Get/Obtain Obtain Attention Obtain tangible
Peers Adults Obtain tangible Avoid/Escape Avoid Attention Peers Adults Avoid tasks/activity Connections to Tier 1, and examples and non-examples. Connection to all interventions not just CICO. Classroom example with blurting, scaling up and matching intensity of behavior with interventions. Include example of intervention guidelines that contains function on jump drive. Trish talk about escape Refer to the jumprdrive folder for function tools

Function of Behavior Connections to Tier 1, and examples and non-examples. Connection to all interventions not just CICO. Classroom example with blurting, scaling up and matching intensity of behavior with interventions. Include example of intervention guidelines that contains function on jump drive. Trish talk about escape Refer to the jumprdrive folder for function tools

What data will be used to determine what students are best suited for this intervention? Who will collect at analyze this data? Add a description of CICO to your intervention guidelines.

Roles & Responsibilities
Coordinator Not the Tier 1 coach or Systems Leader Adequate resources and time Delegates (training, data, resources, materials) A part of the Systems Team Formally trained Implementers Rapport with students Responsible Communicator CICO coordination will need time. As schools move to tier 3- we will want to use our behavioral experts for those practices- clinicians for wrap and fabip. So think about a sped or gened teacher for this role. It is better to also think about the counselor as either the leader not cico.

Roles & Responsibilities
Classroom Teacher BIGGEST impact with the student Positive Teaching (pre-corrects) Frequent Consistent Many lessons I have heard from schools is the communication that does not happen with the teacher. Because it is an interventions most people are used to the role of the implementer as making the biggest impact. For this intervention the implementer provides the attention and prompts. The classroom teacher does the teaching and needs to be the consistent factor with this intervention. What did you notice in the video with the classroom teacher and the conversation?

Student Recommended for CICO
CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly CICO Meeting to Assess Student Progress Afternoon Check-out Basic Cycle- clock Morning Check-in = Intervention Coordinator Regular Feedback = Classroom Teacher Afternoon check-out = Intervention Coordinator All of this occurs with the support of a TEAM. Teacher is NOT responsible for implementing the entire program. Team is responsible for setting student goal, monitoring progress, giving feedback to student, family and participating teachers. Revise Program Exit Program

Elementary & Middle School Implementation Example
Basic Cycle Morning check-in (Get Daily Progress Report) Give DPR to teacher in each class period End of day check-out Tally and record points Receive recognition Take DPR summary home Return signed copy next morning Stream line examples to what we have. Basic cycle- relate back to video What did you notice in the video with the classroom teacher and the conversation?

Morning Check-in Consistent location Begin with positive greeting Prompt for picking up daily progress report (DPR) Prepare for day (breakfast, pencil, paper, planner) Reminder of expectations Provides access to positive adult attention, precorrect for behavioral and academic expectations and organizes student materials Stream line examples to what we have. Basic cycle- relate back to video What did you notice in the video with the classroom teacher and the conversation?

Throughout the Day Student carries a daily progress report (DPR) Teacher greets and pre-corrects Established criteria for pre-corrects and points Teacher provides feedback and awards points Provides high rates of adult attention and specific performance feedback Critical that it happens throughout the day- people can do it, that is why the communication of the teacher’s role is huge/ Positive and proactice for the next hour not highlight what the student did NOT do.

End of Day Check-out Consistent Location Adult positive greeting Total points, calculate percentage, and enter data Daily and/or weekly reinforcement for meeting goals Quick debrief and feedback with student Provide parent communication Provides positive adult attention, specific performance feedback and progress monitoring Create handouts from the examples and insert slide on logistics Again subs Running late What if a student forgets to check out

High School Implementation Example
Basic Cycle Check-in beginning of Academic & Social Skills Class Receive instruction in study skills and assistance for homework and test preparation Class by class checks with scores and positive teacher comments Check-out in afternoon Home signature (Jessica Swain-Bradway, 2011) Create handouts from the examples and insert slide on logistics Again subs Running late What if a student forgets to check out

Feedback Create handouts from the examples and insert slide on logistics Again subs Running late What if a student forgets to check out

5 minutes Table Talk What do you see as your school’s assets to implementing CICO? What might some possible barriers to the CICO process? Consider logistics! Teacher behavior!

Action Planning 10 minutes
Continue to work on developing your intervention guideline for CICO OR Continue working on Commitment or Identification pieces AND Add pieces not complete to your Action Plan Examples are on jump drive Don’t know specifics, think about academics and groups

Break Time

Daily Progress Reports & Reinforcement

CHECK-IN CHECK-OUT IS & IS NOT…
“Check-In Check-Out is not a responsibility tool it is a tool for feedback”, Dr. Richard Van Acker MSLBD Conference 2014 Something I read on twitter from

Daily Progress Report (DPR)
SW expectations (will be the same for all students) No more than 5 expectations listed Teacher-friendly Allow for circling ratings, not narrative feedback Consider a narrow range of scores 3 point system recommended; 1-3, If using 1-3, 85% is considered mastery Include a rating “key” Staff should clarify & agree on the difference between ratings Here are recommendations for designing our DPR It should have the Schoolwide expectations clearly stated. Some DRP’s also have individualized rules so that the reminder of expected behavior consistently in front of both student and ‘check in/out’ adult. Sort of a quiet precorrect. Also close to the expectations should be a place for the student goal – short, easy to remember and positively states. The DPR needs to be as ‘teacher friendly’ as possible. It should allow the check in to be brief. One way to do this is by having the teacher rate according to number ratings that are circled and not narrative feedback. There could be a space for written comments, but this is not required. However, encourage positive written feedback when possible. A key should be somewhere on the DPR. This provides for consistent rating throughout the day. A discussion of how the rating should be set up is important for your team and staff before implementation. Because of the potential data inflation among schools who do not include a 0 or who have a broad rating scale, data review for students with DPR averages in the 61-84% range should also include other indicators to determine how well the student is progressing (e.g. Are additional ODR and/or classroom minors occurring? If yes, student should return to team problem solving. If ODR, minor, nurse visits etc are not occurring the student can be viewed as making progress).

Daily Progress Report (DPR)
Consider a place to record “success” rather than “comments” DPR could fit on a half sheet to reduce copying costs Non-classroom settings typically NOT included on DPR Include a minimum of 4 rating periods Correspond with natural transitions in day Optimally, marking period is not longer than 75 minutes More things to consider: The comment space might serve better as a ‘success’ space to provide positive feedback. Because it is recommended the DPP be on NCR paper, it is logical to try to get to forms per page. However, NCR paper can be expensive, so having a copier close by might be an option. Still, the efficient approach seems to be having 2 DPRs per page. A reminder that non-classroom setting are not typically on the DPR and.. The DPR should include a minimum of 4 rating periods a day. These should be at natural transitions and ideally the marking period is not longer than 75 minutes.

SSD PBIS, 2011

5 minutes Table Talk Take a few moments to think about your Daily Progress Report Consider critical components Discuss what your reinforcement system might look like Reinforcement schedule

Reinforcement System Connect to School-Wide Systems in place
Possible Reinforcers for: Checking in Checking out Meeting daily and/or weekly point goal Completing homework Turning in assignments/homework Parent Signature Connect to family partnership, student voice Discourage them to create new systems in your basic Tier 2 CICO A critical component of BEP (CICO) intervention is to regularly provide reinforcement for appropriate behavior. Remember, students who qualify for BEP support have not made progress with the school wide Tier 1 prevention efforts. Therefore, these students need additional reinforcement and feedback to get their behavior on the right track. Experience tells us that if we do not intervene early with problem behavior, the behavior will worsen over time. Reinforcers should emphasize the social aspects of the intervention. Suggested reinforcers are to increase adult attention, or increase positive peer attention or easily accessible activity such as additional computer or gym time. Using it to reinforce not punish if form is not signed, or if desired behaviors are not met from the DPR, or if other behaviors that are not included on the DPR are not met (like homework, raising hand…)

Reinforcement System Daily- a free acknowledgement linked to your school-wide acknowledgement systems Weekly-weekly acknowledgment/reward for meeting CICO goal Monthly-mystery motivator or preferred activity that student might earn when they have met their goal for 4 weeks Connect to family partnership, student voice Discourage them to create new systems in your basic Tier 2 CICO A critical component of BEP (CICO) intervention is to regularly provide reinforcement for appropriate behavior. Remember, students who qualify for BEP support have not made progress with the school wide Tier 1 prevention efforts. Therefore, these students need additional reinforcement and feedback to get their behavior on the right track. Experience tells us that if we do not intervene early with problem behavior, the behavior will worsen over time. Reinforcers should emphasize the social aspects of the intervention. Suggested reinforcers are to increase adult attention, or increase positive peer attention or easily accessible activity such as additional computer or gym time. Using it to reinforce not punish if form is not signed, or if desired behaviors are not met from the DPR, or if other behaviors that are not included on the DPR are not met (like homework, raising hand…)

Table Talk 5 minutes How will you involve families in decision making?
How will you communicate with families around reinforcement (home/school)? What communications systems do you already have or need to be successful?

Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria The Name of the Intervention Academic, Behavioral, Or Social Skills Grade Level A Brief description of what the intervention is, length of time, and what the outcome would be. Data sources that determine which students are best for this intervention Function Based Attention or Avoidance Process on how data will be monitored Process on how often data will be monitored What data will be monitored Data sources that will determine when: Adjustments need to be made Fading in order to graduate Discontinuation of interventions Explanation of each section- ask group / volunteers if they can articulate what this is. This is what they will be working to create along with the plans. Definitions of intervention guidelines – blank sheet (blue) on table The description of this intervention is specific for the group you are teaching

Benefits & Best Practices of Progress Monitoring
Criteria created for Student Response to Intervention Tool to collect progress monitoring data Scheduled meetings and process to analyze data to inform decisions (maintain, modify, fade, intenifiy supports) Information is communicated to all stakeholders (Tier 1, parents, students…) Review Treatment Integrity data as a measure of effectiveness

Implementation Examples (all levels) Monitoring Progress
Monitor Progress Toward the Goal (for all students) Daily Goal Daily point total at 80% or higher Long-term Goal 80% on DPR four out of 5 days per week for 4 weeks Decrease in rate of office referrals/classroom minors Increase in attendance and/or grades This is very important!... Within the context of a team and before the student begins with the program, an outcome goal should be determined. That goal should align with the SW Matrix. 80% or higher is an ideal place to start but you may want to consider obtainable goals if you noticed students are starting in the 50-60% range. First we think about… what is it we want this student to do that he is not currently doing? This comes from your behavior matrix. Is it follow directions? Complete work? Keep hands and feet to self? Then we think about … how will we know the student is consistently demonstrating the goal? We monitor point earned on the DPR, but we may also want to consider other data indicators… attendance, grades, work, office referrals etc Continue to monitor progress on what ever information brought this student to the attention of the team

How Are Student’s Doing in CICO?
This is very important!... Within the context of a team and before the student begins with the program, an outcome goal should be determined. That goal should align with the SW Matrix. 80% or higher is an ideal place to start but you may want to consider obtainable goals if you noticed students are starting in the 50-60% range. First we think about… what is it we want this student to do that he is not currently doing? This comes from your behavior matrix. Is it follow directions? Complete work? Keep hands and feet to self? Then we think about … how will we know the student is consistently demonstrating the goal? We monitor point earned on the DPR, but we may also want to consider other data indicators… attendance, grades, work, office referrals etc Continue to monitor progress on what ever information brought this student to the attention of the team

Action Planning Student Identification
Day 1 Padlet Entry What criteria or possible data sources will you use to determine which students need a Tier 2/3 intervention? Use this information to complete a Student Tracking Form. Add action steps that pertain to Student Identification to your PBIS Action Plan. 8 minutes

Treatment Integrity Monitor the extent to which interventions are implemented as planned, so that the school staff can be confident that the improvements they see are a result of the intervention (treatment integrity; Gresham, 1989). When intended results do not occur, is it due to insufficient implementation or low treatment integrity? Are we implementing as intended?

Data Review Process data (Treatment Integrity): Timeframe:
Student aggregate data should be reviewed at least once a month by Secondary Systems Team Timeframe: Student outcome data (student effectiveness): Intervention facilitator to review individual student data at least every 2 weeks Are we implementing as intended?

Questions to Consider How can we draw accurate conclusions regarding intervention outcomes? Rather than assuming, what data can we collect to ensure the intervention is working the way it was intended? Are all components put in place? How can we attribute our work to the data? How can we assess that the team with the various responsibilities are working the way it was intended?

Practical Examples of Treatment
New intervention assesses weekly New implementer assesses weekly, self-assess daily 25% ratio to compare to an outside observer If less than 70% of students are responding positively to any of the interventions, the Tier 2/3 Systems team should review the treatment integrity of the intervention and make adjustments as needed Could be social validity or treatment integrity issue. When the intervention is rated time, but ODR’s are still high. This may lead to conversation around generalization/maintentance

Treatment Integrity around Student Problem Solving
Looking at individual students and problem solving where the breakdown might be in the intervention for the student Mismatch of implementer/classroom teacher with student

Treatment Integrity Checklist
Directions: Write “yes” or “no” in response to each question. Fill out this form daily. Feature Question/description Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 6 Teacher initials Comments Create your own treatment integrity tool, will have reading and supply examples

Table Talk Social Validity & Treatment Integrity
5 minutes How have we utilized Social Validity & Treatment Integrity in our Tier 1 Systems work? How will Social Validity & Treatment Integrity be used specifically for Check-In/Check out?

Exit Criteria What student outcome do you intend to impact?
Related back to your Decision Rules of “Student Response to Interventions” How much of the progress monitoring is a part of this criteria? Time bound - (ex: 4 weeks of meeting criteria) Transition Plan- How will we fade out/transition students When do students exit- when 6 weeks are over? Is that effective? How will you know- and how will they start to fade these supports? What will teachers need when this starts happening? And parents? How will we continue to monitor them and make sure they are using the skills

Data Used to Identify Students Ready for Exiting/Transitioning out of Supports
ODR Office Discipline Referrals Suspensions Attendance Tardies Academics Follow-up questionnaire for teachers, family member, or student who made referral DPR (Daily Progress Report to monitor CICO) points earned each day (data entered into Excel or SWIS) Exit qualifiers, taking it back to what data are we examining?

Action Planning CHECK IN CHECK OUT
20 minutes Begin thinking about the system behind CICO and not the products. There are plenty on the jump drive. Consider logistics and staff to complete the roles and responsibilities before construction of the DPR.

Whole Group Share… Individually reflect on the three big ideas you are taking away from today. As a table team, whip around and share learning's (individually and with partner). Share school’s learning with the group Flexibility with time, may let them action plan or take big ideas with them for day 2.

SUMMARY: Develop a Process for Reviewing Students who are At-Risk
Determine which Tier 2 intervention or support best fits the problem and needs of each student. Use progress monitoring data (Tracking Tool) for keeping track of students discussed and how they met criteria How will you support teachers who need support in implementing good classroom management techniques? Focus is on assessment and remediation, not “diagnosis and placement.”

Implementation Manual
Universal implementation should be documented Vision/ Mission Matrix/ expectations Primary Plan- Examples: Secondary Plan (includes intervention guidelines) Student Identification Commitment (Teaming) Monitoring and Evaluating Tier 2 Intervention Tertiary Plans (includes intervention guidelines) Section A is around Tier implementation. Connections to our outcomes are about the documentation of the systems and practices at each level. Before we shift into Systems for Tier 2 and 3 lets take a minute to reflect around your data from your Tier 1 evaluation- some of you had the SET conducted and others completed the self-assessment Benchmarks of Quality.

2. Complete Tier 2 TFI as a Team Preview materials for Day 2
TO DO… Before February 8: Day 2 Meet with PBIS Facilitator to discuss Day 1 and to review current Action Plans 2. Complete Tier 2 TFI as a Team Preview materials for Day 2 Meeting: If principal is not here…what do you need to share?

Day 2 Preview Tier 2/3 Teaming
Now as a team, have a dialogue on where you have been today and what you want to pay attention to for Day 2: personally and professionally. Tier 2/3 Teaming Treatment Integrity Social Validity Problem-Solving Tier 2 Extending Intervention Newcomer’s Club

See you Day 2 Monday, February 8th!

Pbis TIER 2/3 Systems Team

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Pbis TIER 2/3 Systems Team

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