Welcome! BUSD Benicia Middle School Liberty High School FSUSD

PBIS Tier II Day 2 Team Training Tier II Interventions & Intervention Team

Welcome! BUSD Benicia Middle School Liberty High School FSUSD
Cleo Gordon Elementary Cordelia Hills Elementary Dan O Root Elementary K.I. Jones Elementary Nelda Mundy Elementary Rodriguez High School VUSD Hemlock Elementary List the schools in the training

Anny Wu BUSD Carolyn Patton beniciaunuified.org Jen Baker beniciaunuified.org Angie Avlonitis FSUSD Dennis Foster Mindi McCuen J.P. Grelet Katherine Morales SCOE Kim Govi Kimberly Smith Nicola Parr Dorothy Rothenbaum SELPA Adam Rich VUSD Alicia Blacknell Ciara Davis Cicely Rodda Deanna Brownlee Jen Buzolich

Director Interagency Facilitation
Michael Lombardo Director Interagency Facilitation Luke Anderson PBIS/MTSS Coordinator Laura Ralph Staff Secretary III Ruth Volpi-Lane Program Analyst Kerri Fulton Regional Coach/Trainer Denae Dennis Alicia Rozum Tammy Cherry Secretary II mike

Overview of Tier II PBIS Training
Date Content Day 1 Solidify Tier I Practices (TFI Score of 70% or More) Classroom and TIPS Extension Navigating PBIS Assessment Intervention Team Established Communication System for Tier I and Tier II Teams Day 2 Intervention Team Roles/Template Identifying Students for Tier II Identifying Community Supports Check in Check Out Roles Identified Day 3 Check In Check Out Process Check in Check Out Communication System Day 4 Assess fidelity and outcomes in CICO Decision Rules Established Targeted Intervention Guide Strong Kids/Teens Intervention This provides an overview for the training for the year.

Materials PBIS Tier II Binder Solano County Office of Education
rogram_support/p_b_i_s Tier II Day 2 Packet Take time to review the Tier II Day 2 packet. Refer the participants to the website and encourage them to use the electronic documents.

Teams Report Progress from Day 1 Use Document 108
10-15 Minutes; Teams will review Day 1 tasks and share out their progress with the group.

Intensive Individualized Interventions:
Continuum of Instructional & Positive Behavior Support TIER III Intensive Individualized Interventions: Systems for Students with High-Risk Behavior Targeted Group Interventions: Check In Check Out Strong Kids Curriculum TIER II A reminder of the training’s focus on Tier II – today, specifically Check In Check Out TIER I School-/Classroom- Wide Interventions: All Students, Staff, & Settings

Intervention Team Meeting
Student Outcomes & Fidelity of Implementation Tier II and III Interventions

When? Using what? How? Processes
Meet every 2-4 weeks to monitor student progress Using what? Meeting structure: Use a meeting template How? Decision making framework: Use flowchart

3-Tiered System of Support Communication
Universal Team Intervention Team Uses Process data; Determines Overall Intervention Effectiveness Recommends Interventions Plans School-Wide Supports Using TIPS Process CICO Student Centered Teams Modified CICO Staff Implement and Give Feedback on Tier I System PTR Each Targeted Intervention has Assigned Coordinator Each Determines Student Response Targeted Social Emo. Group (Strong Kids) Each Student Centered Team has Assigned Coordinator Each Determines Student Response and/or Other Targeted Interventions WRAP 11 11

Intervention Team Meeting
Guiding question Team task Use Who will fill the roles on your Intervention Team? Identify Intervention Team Lead Think about who may fill the role of the intervention coordinators (you may want to wait until we introduce the additional interventions before determining the coordinators) Team Role Descriptions Document 101 (Back Page) Team Roster Document 102 Have each time pull up the meeting agenda on a laptop. Identify the team leader and recorder. Have the team identify any students that are currently in Tier II interventions. Are any modifications needed. Use data to identify additional students that may need interventions (SWIS data, Attendance data, etc.)

Role Play: A typical meeting… Does any of this sound familiar?
We will need 4 volunteers to come to the front.

Intervention Meeting Agenda
Data based decision making Schedule individual Student meeting if needed Progress monitor students Follow Up on Tasks from previous meeting Modify interventions as needed Essential features of an intervention meeting agenda. We will share an example of an agenda form. Teams can use the form or adapt the form to their needs.

Intervention Meeting Template: Document : 110 Example & 111 Blank
Refer participants to Document We will go over each section of the form. (Note the time limits) Allows for a step by step process for team facilitation and decision making

Item I  Attendance and Review Agenda
Check if present Review Agenda This part should take about 2 minutes. Who Is doing what Time allotted Intervention Team Lead Note Taker Review agenda. Determine whether changes are needed. 5 minutes

Item 2  Coordinator Report
# in intervention # meeting goal % successful Reviewing the previous tasks should take 10 minutes or less. Who Is doing what Time allotted Coordinators Report on numbers and status of students receiving intervention 10 minutes

Item 3 Intervention Problem Solving
Goals may be common among students in intervention Follow up at next meeting? The Tier II data should be provided before the meeting, identifying the students that need modifications to their interventions, along with the problem. The team will discuss and provide a decision, who is responsible and when it will be completed. This will take approximately 15 minutes. Who Is doing what Time allotted Tier II Intervention Coordinators Identify Students not making progress. 15 minutes Intervention Team Lead Lead team in identifying changes to interventions for students

Item 4: Intervention Fading and Graduation
Who Is doing what Time allotted Intervention Coordinators Identify students that can be faded from intervention 10 minutes Intervention Coordinator Lead team in discussion to determine how to fade students from interventions

Item 5: New Referrals to Interventions Team
Goals and Fidelity Check may be common among students in intervention The Tier II data should be provided before the meeting, identifying the students that need modifications to their interventions, along with the problem. The team will discuss and provide a decision, who is responsible and when it will be completed. This will take approximately 10 minutes. Individual student support meetings may need to be scheduled outside the meeting if the problem is more complex. Who Is doing what Time allotted Intervention Team Lead (Review data, compile RFAs in advance) Report on students in need of assistance. 10 minutes Lead team in determining next steps for students.

Item 6: System Updates and General Issues
The Tier II data should be provided before the meeting, identifying the students that need modifications to their interventions, along with the problem. The team will discuss and provide a decision, who is responsible and when it will be completed. This will take approximately 10 minutes. Individual student support meetings may need to be scheduled outside the meeting if the problem is more complex. Who Is doing what Time allotted Intervention Team Lead Report TFI Scores for Tier II and Tier III 10 minutes Identify next steps to address systems issues

Turn and Talk: How are the goals of the Intervention Team and the Tier I Team alike? How do they differ? Evaluation The Tier II data should be provided before the meeting, identifying the students that need modifications to their interventions, along with the problem. The team will discuss and provide a decision, who is responsible and when it will be completed. This will take approximately 10 minutes. Individual student support meetings may need to be scheduled outside the meeting if the problem is more complex. Who Is doing what Time allotted Intervention Team Lead Read evaluations and record scores 5 minutes Lead team in determining improvements if needed

Looking at Document 110… Did Sam attend the meeting?
What percent of students were successful in Strong Kids? What problem was James having in CICO? What two students are being considered for Fading/Graduating? What was the Tier II TFI score? Yes Refer participants to Document We will go over each section of the form. (Note the time limits) 60% Not picking up his card Amy and Dave 75%

Team Work Time: Intervention Team Agenda
Guiding Question Team Task Use How will your team gain fluency in using the new form? Review the different sections for screening and problem solving for students with Tier II & III needs Intervention Team Meeting Form: Document 110 Example Document 111 Blank What information can you prepopulate for your next meeting? Download and complete as much of the Intervention Team form as possible This is a time for the team to review the agenda and discuss how this will work at their site. Who will be the minute taker? Will the team use this form, or is there another form that the school has that has the essential features?

Identifying Students Needing Tier II Interventions

Identification & Request for Assistance
Data: Office Referral, Attendance, Other Identify students early in school year based on last year’s data Identify students based on current data Request For Assistance From Teacher, Parent or Student Time to Action…or at least, response to Requestor: 30 Minutes to 7 days Goal: 3 days or less

Using Data for Screening:
Tier II team uses: Decision rules (e.g. any student with 5+ ODRs) And multiple sources of data to identify students ODRs Academic progress Screening tools Attendance Teacher/family/student nominations Turn and Talk: What data will be most useful for your team in identifying students that need Tier II Interventions? How will you access these data? TFI 2.3

Example 1, Identifying Students: SWIS Report: Referrals by Student
SWIS data is one way to identifying students needing supports. Generally students with 2-5 major referrals are considered for Tier II interventions; 6 or more for Tier III interventions.

Example 2, Identifying Students: Attendance Data
Attendance data is another source of data for identifying students needing supports.

Research Study on Early Intervention
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Cumulative Mean ODRs Trainer Notes: A research study by Frank, McIntosh, May, and Spaulding (2010) highlights the value of proactive decision making. What the research study found was that as a school year progresses, the cumulative mean of office discipline referrals increases for each of the three tiers. Students who may benefit from Tier III supports see the most significant increase in ODRs over time. Jennifer Frank, Kent McIntosh, Seth May, Scott Spaulding

Research Study on Early Intervention
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 The “October Catch” Cumulative Mean ODRs Turn and Talk: What interventions are available at your site for use with an “October Catch” strategy? Trainer Notes: However, when schools used SWIS as a tool for universal screening and intervened early, they were able to break the pattern. When the pattern was proactively broken, a significant stabilization in ODRs occurred and future incidents and problems were preempted. Jennifer Frank, Kent McIntosh, Seth May, Scott Spaulding

Develop Data Decision Rules
DATA REVIEW FREQUENCY DATA REVIEW SOURCES INDICATORS INTERVENTIONS TIER I Monthly School attendance record School behavior record SWIS (School-Wide) 95%-100% attendance Fewer than two office referrals One (1) or more significant adult connections at school Three (3) or more significant peer connections at school School wide expectations are taught School wide acknowledgment system is in place Consistent consequence system is in place Data is used effectively for decision making Interventions are targeted based on data TIER II 1-2 Times Monthly SWIS (Student Report) Request for assistance forms 90% - 95% attendance More than two office referrals by Oct Minimal school connectedness Minimal peer connectedness Check In Check Out Social Skills Group Homework Club Second Step TIER III Weekly, or as determined by team SWIS CICO Data Support Plan data ↓ 90% attendance More than 5 office referrals Poor school connectedness Poor peer connectedness Possible Mental Health Concern Prevent Teach Reinforce Individualized Education Plan Supports School-based Wraparound Mental Health Counseling Data Decision Rules – It is important for teams to have data decision rules to make decisions on moving students into another Tier of intervention. This document is one example of how a team decided on data, indicators and interventions for all Tiers. Document 204

Students who may need more intensive interventions
Students with dangerous/violent behaviors Students who bring a weapon to school Students who injure/may injure themselves Students with intensive behavioral needs Last point is critical; if students don’t like adult attention, their behavior will GET WORSE under the BEP Crone et al. say not to include students with a high number of referrals; however, our decision making process starts with the students who have the most referrals. Our approach is to use the BEP to shake out the kids who need the most intensive levels of support, the same way SW shakes out the at-risk and high-risk kids.

Continuing, decreasing or increasing supports? Sample Decision Rules
Move to more intense support: 2 weeks without improvement Fading Support: Move to Self-management Participating more than 6 weeks with 4 days per week of success Graduate from intervention weeks of success on self-management Stay as is: Participating fewer than 6 weeks, with success/upward trend Monitoring data…

Team Work Time Guiding Question Team Task Use
When you receive a referral for Tier II supports, how do you assess if Tier I and II Interventions have been implemented with fidelity? Discuss ways to ensure the interventions were implemented well What data do you use to determine if immediate Tier III support are in fact necessary? Develop data decision rules for Tier III. Document 203 (Blank) Document 204 (filled In) Teams will have time to discuss how they make sure that interventions are implemented well before moving to a different intervention or level of support. Documents can be used to develop the team’s own data decision rules.

Request for Assistance: What if the data alone doesn’t alert us of a student in need of support?
Tier II planning team uses written request for assistance form and process that are timely and available to all staff, families, and students. TFI 2.4

Request for Assistance Form Examples: Document 105 (In your Binder, Many Examples!)
It is important for all staff to know how to refer students for additional supports.

Request for Assistance Form
We already use a SST (Student Study Team) form… why create another form? Request for Assistance Form Condensed (1-2 pages) Concise, use of check boxes and less narrative Includes academics and behavior Prompt asking what has been implemented already (e.g. re-teaching expected behavior, modifying environment, consequences) Space to indicate student strengths Prompt to include perceived motivation Teams will ask why an RFA is needed when there is an existing form for Special Education, etc. The RFA is meant for internal use – to be used for accessing internal resources and supports. This should be done before referring a student for district or special education services.

Team Activity Guiding question Team task Use
How will teachers, parents, others inform the intervention team that a student may need additional intervention? Review the request for assistance form examples. Develop a request for assistance form for your site. Document 105 IN YOUR BINDER Document 105a (one page) IN YOUR PACKET How will your team communicate the Request for Assistance process to your staff? Develop a plan to communicate Request for Assistance Process to community and staff Note on action plan Document 108 Give the teams minutes to review the form and develop their own Request for Assistance form.

Taking Inventory of your currently available Tier II Behavior Supports

What are our current Tier II behavior Interventions?
Inventory Activity, Step 1: List your site’s currently offered Tier II Behavior Interventions on Document 104 Tier III: ________________________ ________________________ Tier II: Check in Check out _______ Social Skills Group________ Homework Club__________ Lunch Bunch____________ Recess Review___________ _______________________ Tier I: _________________________ _________________________ What are our current Tier II behavior Interventions? Refer the participants to document Have the teams complete this. They will write the interventions on sticky notes and put them on posters in the room. (See next slide)

Inventory Activity, Step 2:
Transfer your site’s currently offered Tier II Behavior Interventions into the first column on Document 137 Tier II Intervention Capacity (# of students at 1 time?) Who coordinates intervention? Describe students who would be good fit for intervention What data is used to evaluate student outcomes? How many students have been: Maintain, Revise or Discontinue Referred Successful

Inventory Activity, Step 3:
See the example of a completed Tier II Intervention Inventory, Document 136. Example

You complete for your site.
Inventory Activity, Step 4: As a team, complete/fill in the remaining columns on Document 137. Tier II Intervention Capacity (# of students at 1 time?) Who coordinates intervention? Describe students who would be good fit for intervention What data is used to evaluate student outcomes? How many students have been: Maintain, Revise or Discontinue Referred Successful You complete for your site. Keep this inventory for your use on Day 4 of training!

Options for Tier II Interventions

Options for Tier II Interventions: So… exactly how many interventions are we supposed to offer?
Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need. It is better to have one intervention implemented well and several that aren’t implemented effectively. TFI 2.5

Tier II Interventions - Examples
Check In Check Out SEL/Social Skills Groups Strong Kids Counseling Groups Newcomers Club/Mentoring Self Management Groups Culture based support groups Academic Assistance groups Boys/Girls Group

Check In Check Out (CICO)
Coming Later Today & Day 3

Strong Start/Kids/Teens Ages 3- Teens
Coming Day 4

Program 1: children ages 3-5 Program 2: Children grades K-2
The Strong Kids programs are brief and practical social-emotional learning curricula that were designed for the purpose of teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and early adolescents Program 1: children ages 3-5 Program 2: Children grades K-2 Kids-Grades 3-5 is designed specifically for use with children in intermediate elementary grades (3-5), or approximately ages 8-12. ‘Strong Kids-Grades 6-8 is designed for use with middle school age students (those in grades 6-8), or about ages Strong Teens: is designed for high school students, those in grades 9-12, or approximately ages

The Strong Teens curriculum is a brief and practical social-emotional learning program designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of high school students, those in grades 9-12, or approximately ages Strong Teens

Brief Overview of Other Tier II Interventions

These are examples of Tier II interventions that schools are using
Second Step TK-Grade 8

Second Step Classroom-based social-skills program for children 4 to 14
Teaches social- emotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence Teaches children to: Identify and understand their own and others' emotions Reduce impulsiveness Choose positive goal Manage their emotional reactions and decision making process when emotionally aroused Can be used for Tier I or II Second Step Committee for Children

School Connect High School

School-Connect seeks to foster academic engagement, enhance social and emotional competencies, reduce risk behaviors, and facilitate supportive relationships within high school communities. Our ultimate goal is to prepare adolescents for adulthood both personally and professionally. This is a High School intervention. School Connect

http://www.yogacalm.org/ K-12
Yoga Calm K-12

Yoga Calm® engages heart, mind and body through its unique integration of physical yoga, social skills games, mindfulness activities, and counseling techniques. It helps kids develop emotional intelligence, communication skills, trust and empathy. It nurtures teamwork and leadership. Yoga Calm

Prepare Curriculum Middle-High School

The Prepare Curriculum presents a series of 10 course-length interventions grouped into three areas: reducing aggression, reducing stress, and reducing prejudice. It is designed for use with middle school and high school students and can also be adapted for use with younger students. Middle and High School Prepare Curriculum

Intervention Resources
Student Mental Health Initiative What Works Clearinghouse for Behavior This is a resource to look for additional interventions.

Community Resources

Solano County Mental Health
Intro to Solano County Mental Health

Solano County Office of Education
Positive School Climate Services

Team Discussion What are the Community Resources you have or can access at your site? What is working? What are the roadblocks? Capture these on Document 137

Check In Check Out (CICO)

(Hawken, O’Neill, & MacLeod, 2011)
Research on Check-In Check-Out (CICO) More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et. al., 2009, Campbell & Anderson, 2008) Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011) Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et. al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010) CICO is a well researched Tier II intervention. These are a few of the numerous studies showing the effectiveness.

A Day in the Life of CICO: Home to School… School to Home
An overview of what the CICO process looks like

Remember to be Kind, Safe & Responsible!
CICO Card Fljdfljfllfjlsjdfl CICO Card Fljdfljfllfjlsjdfl Morning: Student checks in with CICO Specialist; Turns in signed CICO point card from the day before & is issued a blank CICO point card.

Great job being Kind & Safe!
You have been following the rules! Remember your text book! I see you being Kind & Responsible. Thank you for being Responsible. Your hard work is paying off! 2. School day: Student checks in and out with each teacher; teacher scores behavior points on CICO card.

Great job today. Remember to bring your textbook tomorrow
Great job today! Remember to bring your textbook tomorrow. Tomorrow will be another good one! 3. End of school day: Student checks out with (same) CICO Specialist; points for the day are captured.

Your point card shows you were on target today! WOOT WOOT!
Please put your textbook & this signed card in your backpack for tomorrow. 4. Evening: Parent/Caregiver reviews point card with student; provide positive feedback, building on student successes. Parent signs card; card back to school in a.m.

Student Recommended for CICO
CICO Coordinator Summarizes Data for Decision Making Bi-weekly Meeting to Assess Student Progress Revise Program if needed Exit Program CICO Implemented Student Recommended for CICO Morning Check-in Regular Teacher Feedback Afternoon Check-Out Parent Feedback

Why does CICO Work? Increase in contingent feedback
Easy to Implement Improved Structure Set-up for success Increased contingent feedback Increase in contingent feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored Links behavior + academic support For academic-based, escape-maintained problem behavior, incorporate academic support Links school + home support Provides format for positive student/parent contact Student is “set up for success” First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive Improved Structure Prompts provided throughout the day System for linking student to positive adult Student chooses to participate Strategic acknowledgement for appropriate behavior Adult + peer attention delivered each target period Adult attention (+ tangible) delivered at the end of each day Easy to Implement Can be applied in all school settings Organized to move towards a self-management system Increased options for making choices Self-monitoring component is an evidence-based behavior change tactic Strategic Acknowl- edgement Academics + Behavior Support School + Home Support Self-Management

CICO: Staff Roles & Responsibilities

CICO Organization Administrator Intervention Team CICO Coordinator CICO Specialist(s)

Team Organization and Structure
Who attends the meetings? Commitment from all members Intervention Team Attend intervention team meetings Maintain staff contact, training Coordinator CICO, meeting organization Data entry, graphs Specialist May or may not choose to combine these roles

CICO Coordinator Responsibilities
Establish rapport with students Provide training to all students before they begin CICO Coordinate check-in and check-out Possibly do check-in & check-outs Enter data daily (or weekly, at minimum) (or monitor daily data entry) Organize and summarize student data for meetings Be the contact person for caregivers Process requests for assistance with the Intervention Team Problem-solve These are the roles and responsibilities of the CICO coordinator. Schools will decide which tasks are the Coordinator or Specialist – the roles will vary.

CICO Coordinator: Planning for Sustainability
Document all procedures Active participation from site administration Write coordinator duties into a job description Plan for back up for the coordinator position

CICO Coordinator: Selection Criteria and Considerations
Who would be a good coordinator? What other duties/responsibilities will he/she have? Do we need to adjust schedules/time/workload for this person? How will we train the coordinator? Does the coordinator posses effective behavior management skills? Who will be our back-up coordinator? What steps do we need to take to accomplish this?

CICO Specialist: A good candidate is. . .
Available at the start and end of the day Organized Liked by Students Positive In the building every day Enthusiastic These are very important. It seems obvious that the coordinator should be enthusiastic and positive, but sometimes people are in this role who really do not enjoy it and have a hard time being positive. One of the main functions of CICO is to provide students with positive contacts throughout the day. Thus, the coordinator must be upbeat and supportive.

Getting Creative: CICO Specialists
School custodian School office staff Teachers Counselor Campus supervisors It is preferable to have the same person in the morning and afternoon. However, that isn’t always possible with staff schedules. The most important part is a positive relationship with the student. Consider these individuals to check in and out with students!

CICO Program Planning Guide: Document 116

Team Task Guiding question Team task Use Who will fill the CICO roles?
Coordinator Specialist(s) Backups Identify individuals for each role. Document 116 Part A Fill in the CICO Coordinator on your meeting minutes form. Document 111

Tiered Fidelity Assessment (TFI)
Teams complete the TFI, Tier II only

Team Time: Action Planning Tier II Checklist: Document 108
Also, Review Tasks from Days 1

What’s Next Date Content Day 1
Solidify Tier I Practices (TFI Score of 70% or More) Classroom and TIPS Extension Navigating PBIS Assessment Intervention Team Established Communication System for Tier I and Tier II Teams Day 2 Intervention Team Roles/Template Identifying Students for Tier II Identifying Community Supports Check in Check Out Roles Identified Day 3 Check In Check Out Process Check in Check Out Communication System Day 4 Assess fidelity and outcomes in CICO Decision Rules Established Targeted Intervention Guide Strong Kids/Teens Intervention This provides an overview for the training for the year.

Questions, Comments & Evaluation
A portion of PBIS training is funded by CalMHSA, who requires certain demographic questions to be asked on participant evaluation forms. Your answers are anonymous; data is collected in an effort to strengthen outreach to typically underserved populations. If you prefer, you may leave these items blank. Thank you.

Welcome! BUSD Benicia Middle School Liberty High School FSUSD

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