1.  This is a presentation of the IL PBIS Network. All rights reserved. Implementing Tier Two in High Schools Ami Flammini, IL PBIS Network

2. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

3. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

4. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

5. 10 Critical Features for Tier 2 Interventions 1.Linked directly to school-wide expectations and/or academic goals 2.*Continuously available for student participation 3.*Implemented within 3 school days of determination that the student should receive the intervention 4.*Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

6. 10 Critical Features (Cont’d.) 6.Results in student receiving positive feedback from staff 7.Includes a school-home communication exchange system at least weekly 8.Orientation materials provide information for a student to get started on the intervention 9.*Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

7. 10 Critical Features: Considerations *Continuously available for student participation  Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention  Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data  Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions

8. Considerations  Universal is the first sign  The language of high schools  Culture of staff  Change the language around buy-in  Lines of communication  Define At-Risk  The moving roadblock  Ask more questions

9. Universal How do you know you are having the right conversation around tier 2 implementation?

10. The Language of High Schools U-tube video clip re: language

11. Staff Culture  The role it plays in Tier 2 implementation  How will you know if staff culture is impacting implementation?  What questions will you ask?

12. Change the language around Staff Buy-In

13. Lines of communication  How do we communicate a plan?  Are we telling or are we teaching?  How is our team functioning?  Administration

14. At-Risk  Determine what at-risk means in your building  Who is the intervention designed to help?  Do we have the “right” students?

15. The moving road-block  What to consider when the roadblock keeps moving.  What to do to help remove it.

16. Ask more questions  Ask more questions before problem solving  Get specific  Take breaks  Stay at the table

17. Questions Ami.flammini@pbisillinois.org