1. C13 – Tier 2 in High Schools Overcoming Obstacles to Achieve Outcomes Leader Presenter: Ali Hearn & Patti Hershfeldt Exemplars: Keri Applebee & Sara Mann Key Words: High School, Systems Alignment, Tier II

2. Session Description
Successful implementation of PBIS at Tier 2 in high schools takes careful consideration of systems. This session will explore the critical features of Tier 2, common barriers to successful implementation, and effective strategies for overcoming them.

3. Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

4. Where are you in the implementation process
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
Let’s give it a try & evaluate (demonstration)
Initial Implementation
That worked, let’s do it for real and implement all tiers across all schools (investment)
Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation

5. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

6. Please Provide Feedback
Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available:
In our mobile application by clicking the link in the session description.
Online underneath the posted presentations at m_17
Via paper form from your session facilitator

7. San Diego, California Pre-Conference Workshops: MARCH 28
Save the date, March 28 – 31, 2018 for the…
Pre-Conference Workshops:
MARCH 28
Skill-Building Workshops:
MARCH 31
Breakout Sessions
Networking
Posters
Exhibits
San Diego, California
Manchester Grand Hyatt San Diego, One Market Place
For more information,
go to:
conference.apbs.org

8. Session Objectives
Participants will be able to use the Tiered Fidelity Inventory (TFI) (with a High School lens) to assess and action plan towards improved implementation at Tier 2.
Participants will gain knowledge about ways to utilize different High School data sources for the successful identification of youth into, progress monitoring on, and transition off or Tier 2 interventions.
Participants will be able to identify and self-assess critical systems necessary for successful implementation of PBIS in a High School.
Participants will be able to identify potential barriers to implementing PBIS in a High School and strategies for overcoming them.

9. … said every age group, EC-12
“Implementation of Positive Behavioral Interventions and Supports is the hardest to do in our setting. There are so many reasons why it will not work.”
… said every age group, EC-12

10. Common sentiments from HSs
Initial reservations from some administrators and school faculty
Limited use of data systems (or limited access to data systems) to analyze trends
Lack of time for meeting and planning
Initial lack of information about PBIS among the faculty and administrators
Communication challenges
Concerns with (perception of) developmental appropriateness
Lack of HS models to emulate

11. Some Realities of HSs to be Aware of…
Students typically have multiple teachers throughout the day
Students may have multiple different kinds of schedule(s)
Multiple sources of data are being gathered all the time
Many different systems working at once
The developmental level of the students
The challenge of aligning multiple components and integrating initiatives (systems) can be greater at the High School level

12. HS SYSTEMS

13. What we know… We’ve still got some work to do
24% of students who drop out are unable to identify an adult in the school by whom they feel supported. (2006 High School Survey of Student Engagement)
In a large multi-school study, 25% of students performing in the top quarter of their 8th grade class were found to be off track by the end of their 9th grade year. (Betterhighschools.org)
In 2009, 50% of the students report having skipped school either “once or twice” or “many times.” Within that group, 16% have skipped school “many times.” (Yazzie-Mintz, E. 2010)
One-quarter of the students in public high schools not graduating “on time” (Yazzie-Mintz, E. 2010)
More than two out of five students in high schools across the country do not feel that they are an important part of the community in which they spend the bulk of their time each day (Yazzie-Mintz, E. 2010)

14. What stays the same about the work? (Examples)
Identify and monitor school wide outcomes (data)
Develop systems to support implementation and sustainability
Implement a continuum of evidence based practices to increase a positive social climate and learning environment
Develop data management systems to monitor progress and make effective data based decisions based on the school context

15. What is different? Considerations? (Examples)
The Context
Size (?)
Culture
Developmental Level
Systems considerations (schedules, teacher case loads, etc.)
KEY (critical) FOUNDATIONAL SYSTEMS
DATA
LEADERSHIP
COMMUNICATION

16. Positive Behavior Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at
Supporting
Student Behavior 16

17. Some Challenges about Systems in High Schools (and everywhere)
Administrative Support/PBIS Leadership Team
Communication
PBIS knowledge/Professional Development
For students, staff, and families
Knowledge can = student/staff investment/involvement
Processes to allow movement to Tier 2/3
Fidelity Checks (i.e. Classroom Management Strategies, Specific Positive/Corrective Feedback)

18. Components of a School-wide Positive Support System - PBIS
Defining Expectations
School-wide Expectations
Matrices (different locations)
SWIS/Data
Tier 1,2,3
Teaching
Teaching
Data-Based Decision Making
Behavioral Lesson Plans
All-school teaching stations
Kick-offs, etc.
Contextual Fit
Re-teaching
Discipline
Preventing & Responding to Challenging Behavior
Acknowledging
Acknowledging
Frequent
Intermittent
Long term- school-wide

19. Some Considerations of Tier 1 for HSs (without a strong Tier 1, Tiers 2/3 will suffer) Involve students in every aspect!
Establishing Expectations
Consider relevant expectations for staff & students- ownership
Consider a “motto” or way of life (CULTURE)
Teaching Expected Behaviors- (system)
Videos
Integrate into Academic Curriculum at Tier 1
Specific Positive and Corrective feedback
Acknowledgment System(s)
Create acknowledgments for students & staff
Make acknowledgments motivating (contextual fit)
Data System & Discipline System
Transparency with staff (understanding the what & why) & sharing data regularly
MTSS & Discipline have to communicate / go hand in hand
Consideration for alternatives to typical discipline practices
Consistency

20. All School Celebration Larkin High School- Elgin U-46, IL

21. Larkin High School Map of Student Support Programming
Updated: 12/22/2014
Larkin High School Map of Student Support Programming
High
Systems Team:
Systems Coordinators: Student/Parent Ambassadors:
Administration, Academic and Behavioral Intervention Three to Five Representatives (need more)
Coordinators, Tier 1/2/3 Coaches
Academic Intervention Coordinator: Darlea Livengood
Behavior Intervention Coordinator: Antonio Rios
Tier 3
Tier 3
RENEW* (Riedel/Lopez)
Melissa Nytko, Joan Riedel, Karen Lopez
IEP/SPED
5TH yr. Contracts (Rios)
Game Changer Mentors
FBA/BIPS* (Coun/SPED CM)
Royal* Mentors
Level of Intensity
Tier 2
SAIG*
I-CICO*
Attendance Room (Riedel)
Kim Kalousek – Darlea Livengood – Secondary Systems Team
Prescriptive APEX
Required Tutoring BGC
In School Intervention
Post Hospital (Soc. Workers)
Grief Group (Soc. Workers)
Why Try? (Soc. Workers)
AVID
(Osorio)
Reading Classes
Scheduled Res. Room* (Counselors)
CICO* (Abdic)
Freshmen Transitions (Soc. Workers)
Girls Mentoring (Soc. Workers)
Teen Parenting (U46)
Truancy 1-on-1
Tier 1
Tier 1
RENZ Center Alcohol/Drug Educ. *
ROYAL Power*
Core Curriculum*
After School Tutoring BGC
George Kalousek – Antonio Rios – Universal Team
School Council with 9th grade Transition team
Resource Room Drop-In (Gartshore)
KAGAN (Osorio)
Boys and Girls Club
Low
Area of Focus
Academic
Social/Emotional/Behavioral
*- meets all PBIS/RTI criteria Not Fully Implemented

22. Ideas About How To Overcome the Challenges
Professional development, professional development, professional development!
(i.e. Classroom Management, Specific Positive and Corrective Feedback)
Student involvement (in every aspect!)
Review data with staff regularly!
Transparency in processes and procedures
(discipline, entry/exit from supports, etc.)
Making teams more effective and efficient
Embedding PBIS into academics where possible
Strengthen classroom management strategies

23. A systematized approach to Professional Development
Staff Involvement / Investment (buy-in) Professional Development System
A systematized approach to Professional Development
Make sure staff know what PBIS is! Educate before starting
Include PBIS at every staff meeting
Make sure there is representation of all voices
“DO” PBIS with the staff
Create an acknowledgment system that is motivating for them
Staff Encouragements/Challenges between Departments
Try to get most staff involved in some way, somewhere in the building
Make sure you are considering the classroom!
Classroom Management

24. Tier 2 / Tier 3 Considerations
The stronger the Tier 1, the easier/stronger Tier 2/3
What does “at risk” mean in your building
Multiple entry points
Communication across all entry points
Ideally 5-15% of youth receiving Tier 2 supports
Transparent process for how youth get IN, ON, and OFF
Strong communication about entry/criteria into Tier 2 and beyond. Challenging if multiple departments/teams have own criteria about how to enter. We want to streamline processes
Teaming: Consider collapsing and combining teams where possible

25. Remember, Tier 2 Critical Features
Interventions need to provide:
Additional instruction/time for student skill development
Additional structure/predictability
Increased opportunity for feedback (specific positive/corrective)
Other considerations:
Ideally, get in within 3 days
Enter at any time
Home, school communication

26. Tier 2 is a higher DOSE of what we already do at Tier 1… SO you better make your Tier 1 strong 

27. It ALL needs to plug into the SAME system!

28. Check Fidelity every step of the way!! (keep in mind contextual fit)

29. Total Score (TFI)

30. Subscales (TFI)

32. Keri Applebee & Sara Mann Lincoln Public Schools, NE
TIER 2 IN HIGH SCHOOLS OVERCOMING OBSTACLES TO ACHIEVE OUTCOMES
National PBIS Leadership Forum September, 2017
Keri Applebee & Sara Mann
Lincoln Public Schools, NE

33. Take aways:
Solid Specific Positive Feedback: practiced universally by each staff member absolutely necessary for CICO to be effective.
Admin buy in established and practiced by all leaders. (pwpt we shared)
Fidelity is key to success.
Communicate with staff the process
Special Education collaboration
Data Sources (get in, monitor, out)
Roles and Responsibilities - who’s job is it anyway? Time out of class
Dig Deeper
This is not a slide but a springboard for the ppt.

34. Criteria for entering and layering
Grades
Attendance
Behavior
Criteria for layering up from___________:
Continued failures
Additional referral since meeting with interventionist (referral should not be tardy based)
Continued truancies
Criteria for being dismissed from ___________:
-Establish a system for gathering this information.

35. No response to interventions
LSW Criteria:
GRADES
ATTENDANCE
DISCIPLINE
SOAR Academy
2 or more F’s
ARC
Continued failures
two or more Fs and more than one missing summative assignment in each of those classes)
Continued truancies (equivalent to 5 full days)
Additional referral since meeting with interventionist (referral should not be tardy based)
SAIG
Additional referral or Behavioral Concerns (referral should not be tardy based)
Behavior Groups: anxiety, anger management
FBA/BIP
No response to interventions
Here’s what worked for us
(May show live form in Google classroom)
-Someone comes to the weekly mtg having already run this data for us. Based on the data, students are placed into SOAR Academy.

36. Let us tell you about our journey:
Kids carried Cards, teachers did electronic version … what is going on?
The focus was on the wrong thing. It wasn’t about the feedback when students were doing the correct behavior. We also did not explain how to give redirection.

37. What’s going on? Why isn’t Check in Check out working?

38. For more visit: http://wp. lps
Continues to be growth area for our building …. SAS data….. must continue to hit this

39. Lincoln Southwest Silver Hawks ….
This is our tier 1, building wide, Matrix. We developed this year’s ago and made a slight revision this summer. Wanted you to have a context going forward for when we talk about
“SOAR Academy.”

40. Lincoln SouthWEst Silver Hawks…. You’ve been Caught Soaring…..
Another tier

41. Lincoln SouthWEst… SOAR Academy
Tier 2 criteria:
Tracking tool:
Intervention form:
Keri and I will be showing our google classroom. We listed it this way as we’re not able to invite you to our classroom, Ali.

42. Lincoln SouthWEst… SOAR Academy
Student concern form:
Tier 2 roles and expectations:
Intervention tracking tool:

43. https://drive.google.com/drive/u/1/folders/0B6bZPnveNL7lTDhqT0JWODRZdmc
Additional resources that we’ve taught to staff to help us overcome barriers.

44. https://drive.google.com/drive/u/1/search?q=pbis%20teacher
Another example of another tool we’ve created to help us overcome communication barriers.

45. Questions? CONTACT US Ali Hearn – Midwest PBIS Network
Keri Applebee – Lincoln Southwest High School
Sara Mann – Lincoln Public Schools

46. Before you leave the session...
Take a moment to reflect on the session
Record your thoughts in the back of your program booklet
These notes will assist you in completing the online evaluation after the conference
Your comments are valued and assist in developing future conference sessions