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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
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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.
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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?
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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
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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
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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
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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
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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.
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… 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
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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
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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
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HS SYSTEMS
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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)
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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
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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
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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
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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)
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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
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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
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All School Celebration Larkin High School- Elgin U-46, IL
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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
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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
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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
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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
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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
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Tier 2 is a higher DOSE of what we already do at Tier 1… SO you better make your Tier 1 strong
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It ALL needs to plug into the SAME system!
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Check Fidelity every step of the way!! (keep in mind contextual fit)
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Total Score (TFI)
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Subscales (TFI)
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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
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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.
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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.
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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.
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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.
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What’s going on? Why isn’t Check in Check out working?
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For more visit: http://wp. lps
Continues to be growth area for our building …. SAS data….. must continue to hit this
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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.”
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Lincoln SouthWEst Silver Hawks…. You’ve been Caught Soaring…..
Another tier
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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.
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Lincoln SouthWEst… SOAR Academy
Student concern form: Tier 2 roles and expectations: Intervention tracking tool:
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https://drive.google.com/drive/u/1/folders/0B6bZPnveNL7lTDhqT0JWODRZdmc
Additional resources that we’ve taught to staff to help us overcome barriers.
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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.
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Questions? CONTACT US Ali Hearn – Midwest PBIS Network
Keri Applebee – Lincoln Southwest High School Sara Mann – Lincoln Public Schools
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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
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