1. PBIS Tier 2: Building Fidelity in Tier 2
September 23 & 30, 2014
Michelle Coconate

2. Behavioral Expectations
TRAINING SITE BE
RESPECTFUL
Turn cell phones “off” or to “vibrate”
Listen to each other & share ideas
RESPONSIBLE
Make yourself comfortable & take care of your needs
Ask questions
Use time wisely
Network with other school teams
Leave no trace
PREPARED
Use your data
Record tasks on MAP
Follow up on tasks after today!
Verbal prompt: Limit/avoid sidebar conversations 2

3. TODAY’S GOALS
REVIEW CICO, SAIG, AND GWIF
BEGIN EXPANDING THE CICO HANDBOOKS INTO A TIER 2 HANDBOOK
UNDERSTAND THE DATA PIECES INVOLVED IN TIER 2
CREATE AN ACTION PLAN

4. Agenda Business… Guiding Questions & Critical Features
Announcements
PD Calendar & Assessment Tools
Focus Document
Guiding Questions & Critical Features
CICO/SAIG/GWIF Review
Data-Based Decision Making
Team Meetings
Planning Time
Lunch will be from 11:30-12:30…on your own

5. Guiding Questions
BIG ONE…Are your Tier 2 Interventions being implemented with fidelity???
Are your PBIS Tier 2 interventions aligned to the critical features? How do you know?
Are your PBIS systems culturally responsive? How do you know?
Are your PBIS Tier 2 group interventions effective? How do you know?
How are you documenting the integrity/fidelity of the interventions?
What data needs to be shared with all staff? How often? Why?

6. 10 Critical Features of Tier 2 Interventions
Intervention linked directly to school wide expectations and/or academic goals.
Intervention continuously available for student participation.
Intervention is implemented within 3 school days of determining the student is in need of the intervention
Intervention can be modified based on assessment and/or outcome data

7. Critical Features continued
Intervention includes structured prompts for what to do in relevant situations.
Intervention results in students receiving positive and/or corrective feedback from staff.
Intervention includes a school-home communication exchange system at least weekly.

8. Critical Features continued
Orientation process and introduction to materials is provided for students as they begin the intervention
Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
Opportunities to practice new skills are provided daily.

9. Outcomes Practices Data Systems
Academic & behavior targets that are endorsed and emphasized by students, families, and educators
Practices
Curricula, instruction, interventions, and strategies that are evidence-based
Data
Information that is used to identify status, need for change, and effects of interventions
Systems
Supports that are needed to enable the accurate and durable implementation of the practices of PBIS

10. CICO
SAIG
GWIF
Check-In/ Check-Out Social/ Academic Instructional Groups Groups with Individualized Features

11. Checkpoint/Sharing
Where are you with implementation of CICO, SAIG, & GWIF groups?
What is working?
What issues have you resolved?
What questions do you have?

12. Resources

13. The Behavior Education Program: a Check-In/Check-Out Intervention for Students at Risk
VIDEO:
Explain why the video is being shown at this point during the training. In the past, when we began mentioning types of Secondary Interventions as we talked about Secondary/Tier 2 Systems, the audience found it confusing that we were referring to CICO when they did not know what CICO actually was. Now we show the video early in the training so as we begin to reference CICO, the audience has a better idea of what the intervention of CICO “looks like”. Show the video using the "Chapter Selection" option so the presenter can go through each item and make any clarifications as the audience views the videos in these clips
The Student Identification chapter is the chapter with the main concern, most of the chapter coincides with our current teaching except for the lack of a "systems" approach; the chapter provides more of a problem-solving teaming example.  One other message that differs from ours is that the dvd recommends the intervention begin within one week when we recommend 2-3 days
The Check-In, Teacher Feedback, Check-Out and Home Feedback Chapters are all ok, in my opinion
If we show the Using Data Chapter, we must clarify that the team meeting example that is shown is that of a problem-solving team example, not our recommended Systems Team Meeting

14. Resources Book: Responding to Problem Behavior in Schools:
The Behavior Education
Program
(Crone, Horner, & Hawken, 2010)
Leanne Hawken Materials
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15. Resources Webinars, etc…

16. Roles & Responsibilities
Coordinator(s)
Facilitators
Organizes and/or oversees the specific interventions such as CICO, SAIG & GWIF
Directly provides intervention support services
Roles include: schedule meetings; review & collect individual student data to share during PBIS Tier 2 meetings, etc.
Note: Tier 2 team checks for fidelity & intervention effectiveness.
Roles include: meeting with students for CICO, running groups
Sending out Reverse Requests for Assistance
Communicating with Coordinator about issues/questions

17. Check-In/Check-Out Reminders First level of Tier 2 intervention
Extension of Tier 1
Same for all identified students
Large group intervention
Support for 7-12% of the school population
High frequency positive or neutral feedback
Low impact on staff time

18. Daily Teacher Evaluation
CICO Cycle
Students are identified based on data rules or request for assistance.
Every 2 weeks
Coordinator reviews individual student DPR data
DPR & Other Data
Morning Check-In
Daily Teacher Evaluation
Afternoon Check-Out
Home Check-In
@ 4 weeks
Coordinator determines
level of success
Responding = Continue
Not Responding = Reverse Request for Assistance
Monthly
Systems Team Meeting
Coordinator reports data
Team completes tracking tool
Team makes data-based decisions
Adapted from Crone, Horner, Hawkin (2004)

19. Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.
CICO
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 19

20. Reverse Request for Assistance
Reverse Request for Assistance: Interventions Change
(Addressed to Student’s Teacher)
Student Name: ________________________________________ Grade: _________
Date: __________________ IEP (circle one) Yes No
Teacher: _____________________________________
Based on preliminary data, it has come to our attention that the _____________________ Intervention (CICO) is NOT having a significantly positive effect on your student (i.e. he/she “is not responding” well to the intervention). Please identify which additional support/s, you feel, would be the best fit for this youth.
1) ____No change in behavior support requested at this time, please continue CICO.
2) Social/Academic Instructional Groups:
____Problem-Solving: To learn replacement behaviors for fighting, arguing etc. (externalizing behaviors)
____Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal etc. (internalizing behaviors)
Academic:
____Academic Behavior: To learn replacement behaviors for calling out, getting out of seat, behaviors related to homework etc.
____Academic skills/content area
3) Individualized Check-In/Check-Out: Same CICO with one or more of the following changes:
____Change location of Check-In and/or Check-Out
____Change Check-In/Check-Out person (change adult or use a peer instead)
____Change Check-In and/or Check-Out time (or add addition time/s)
4) ____ Mentoring (Focus is on connection/relationship between one adult and youth,
designed/individualized based on youth needs)
Thank you!

21. School Example
Sharing…
Woodrow Wilson
CICO Process

22. Woodrow Wilson
Check In/Check Out
Badger B.E.S.T.
(Believe in yourself, Excellent effort, Show respect, Take responsibility)

23. Take the next 30 minutes to:
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2 interventions and other CICO information…
Take the next 30 minutes to:
Review your CICO plan and note adjustments that need to be made on your MAP
Discuss your process for identifying students for CICO (IN-ON-OUT) and determine if it is in writing (such as a flow chart)
Other

24. PBIS 3 Tiered System of Support 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
Standing team; uses FBA/BIP process for one youth at a time
Plans SW & Class-wide supports
Universal Support
CICO
Brief
FBA/BIP
Complex
FBA/BIP
Wraparound
GWIF
CICO w/ Individualized Features OR
Mentoring
SAIG
1/2014 –
Adapted from PBIS Illinois 24 24

25. Social Academic Instructional Groups
SAIG
Social Academic Instructional Groups
Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic behavior skills
Involves use of Daily Progress Report
(DPR) Card with focus areas 25 25

26. SAIG Same card is used for ALL students
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
SAIG
EXPECTATIONS
1 st block
2 nd block
3 rd block
4 th block
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when upset
Be Responsible
Ask for breaks
Self-monitor with DPR
Total Points
Teacher Initials
Same card is used for ALL students
in this Problem Solving Skills Group
This is a DPR card for a student in a SAIG – problem solving skills group. Notice on the DPR card the 3 school wide expectations are listed (in black bold) and the skill set being taught in the SAIG are listed in purple underneath the black.
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

27. SAIG Three Types of Skill-Building Pro-social skills
Replacement behaviors for avoidance, withdrawal, etc.
Friendship Skills/Social Awareness/Relationship Building
Problem-solving skills
Replacement behaviors for fighting, arguing, etc.
Conflict Resolution Skills/Anger Management Skills/Self Management
Academic Behavior Skills
Replacement behaviors for getting out of seat, poor study habits, talking out during instruction, etc.) Study/Organizational Skills/Focus/Self-Management Skills/Responsible Decision-Making 27 27

28. SAIG
Selection into groups should be based on youths’ reaction to life circumstance, not existence of life circumstances (ex. fighting with peers, not family divorce)
Skills taught are common across youth in same group (ex. “Use your Words” for all students in problem-solving skills group)
Data should measure if skills are being used in natural settings, not in counseling sessions (Is there a transference of skills to classroom, cafeteria, etc.?)
Stakeholders including students, teachers, and parents should have input into success of intervention (Daily Progress Report (DPR) Card) 28 28

29. Take the next 20 minutes to:
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2 interventions and other information…
Take the next 20 minutes to:
Discuss SAIG groups that are currently being implemented and note adjustments that need to be made on your MAP
Discuss logistics of putting SAIG groups in place
Discuss your process for identifying students for SAIG (IN-ON-OUT) and determine if it is in writing (such as a flow chart)
Other

30. Groups with Individualized Features
GWIF
Groups with Individualized Features
2 Types
CICO with Individualized Features
Mentoring

31. CICO with Individualized Features
GWIF
CICO with Individualized Features
Adds support to general CICO
Used after general CICO has been tried for predetermined amount of time (i.e. 4-6 weeks) and student has not met pre-determined goal set for ALL students
Teachers choose more individualized options on the Reverse Request for Assistance form

32. CICO with Individualized Features
GWIF
CICO with Individualized Features
Tier 2 team designs the options for the school and communicates them to all staff
The Reverse Request for Assistance form lists the specified options from which to choose

33. Examples of CICO with individualized features
GWIF
Examples of CICO with individualized features
Extra check in time before/after lunch with facilitator or other staff member
Peer accompanies student to check in at beginning of the day and check out at end of the day
Check in with supportive adult prior to a difficult class period

34. Mentoring GWIF School-based Mentoring
64% of students developed more positive attitudes towards school
60% improved relationships with adults
56% improved relationships with peers
55% were better able to express their feelings
64% developed higher levels of self-confidence
62% were more likely to trust their teachers
Less likely than peers to repeat a grade
Average number of unexcused absences dropped
Source: Curtis, T., & Hansen-Schwoebel, K. (1999).
Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America.

35. Mentoring Resources GWIF www.mentoring.org
(Big Brothers, Big Sisters)
School-based mentoring study
meta-analysis of mentoring research
Research & resources from University of Illinois Chicago, David L. Dubois, Ph.D.

36. Take the next 15 minutes to:
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2 interventions and other information…
Take the next 15 minutes to:
Discuss GWIFs that are currently being implemented and note adjustments that need to be made on your MAP
Discuss logistics of putting GWIF in place
Discuss your process for identifying students for GWIF (IN-ON-OUT) and determine if it is in writing (such as a flow chart)
Other

37. Data-based Decision Making

38. Data-based decision-making
Data is used to monitor the effectiveness of the intervention
To make decisions regarding the continuum of the intervention
Intervention integrity data is monitored by the PBIS Tier 2 team

39. Data Tools 10 Critical Features Checklist Pinpoint
Tier 2/3 Tracking Tool
CICO Database (measuredeffects.com)
Benchmarks for Advanced Tiers (BAT)
Tiered Fidelity Inventory (replaces the PoI)

40. Ask Michelle if you need school password
PBIS Apps
Ask Michelle if you need school password

41. CICO DATABASE

42. Tier 2/3 Tracking Tool

43. Intervention Effectiveness
What would the conversation have been by the Tier 2 systems team when they met each month and used process data on the tracking tool to evaluate the integrity of CICO? September = 7-10% of entire building population not enrolled & only 40% responding October = 7% enrolled in intervention but only 48% responding November = 10% of population enrolled & 71% responding

44. For the remainder of today…
Review your data including Tracking Tool
Add tasks to MAP
Begin creating a detailed Tier 2 Handbook
Develop/adjust accompanying documents
Request for assistance
Reverse request for assistance
Develop a written document summarizing your systems processes for each intervention
Orientation materials
Plan staff orientation/training

45. Tier 2 Handbook

46. Tier 2 Handbook Guidelines…Your Tier 2 Handbook should include:
Team Members
Goal Statement
Description of Roles
Coordinator, Facilitators, Teachers, Students, Parents
Description of each intervention (CICO, SAIG Groups (each one), GWIF
Criteria for each intervention: IN/ON/OUT
Daily Progress Report (DPR)
Request for Assistance
Reverse Request for Assistance
Parent Informational Letter