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Building Tier 2 / Tier 3 Capacity Within A Multi-tiered (PBIS) System of Support
PBIS MD Coach’s Meeting February 9, 2015
Patti Hershfeldt, Ed.D.Sheppard Pratt Health System
Learning ExpectationsEXPECTATION BEHAVIOR
BERESPONSIBLE
Make yourself comfortable Take care of your needs Tell us your questions
BERESPECTFUL
Turn cell phones off or to “vibrate” Listen to others attentively Follow up on assigned tasks
BE ENGAGED
Share your passion Contribute to the team Have FUN!!!!
Objectives
• Critical features of advanced tiers– Overview – Problem solving
• Identification of students – Data for selection, progress monitoring (student and
intervention) – Knowing the students …
• CICO + – SAIG– What else?
Conversation: Critical Features1. Intervention is continuously available2. Rapid access to intervention (72 hrs)3. Very low effort by teachers4. Positive system of support5. Students agree to participate6. Implemented by all staff/faculty in a school7. Adequate resources allocated (admin, team)8. Continuous monitoring for decision-making
Tier 2: Check-in-Check-out (CICO)
• Merely an extension of Tier 1• Some get high frequency scheduled positive
contact with adults• Low effort for teacher if built on Tier 1• Need to have 7-12% accessing if it is to come to
be a routine in your school(s)• If you only have 1-2% on CICO, those are likely to
be kids who need more….
Why do you want 7-12% on CICO?5-7% of students in simple Tier 2 (CICO & SAIG Groups with
ind. features) and here are some reasons why….
• Students in the past who would have gotten nothing (‘til they ‘got worse”) now get a positive boost of support
• All teachers will expect that every day they will have kids cross their threshold who need higher rate of positive contact
• Quicker/easier to support kids who need Tier 3
Conversation: Critical Features• Intervention is continuously available
– What teaming structures do you utilize to place students in CICO?• Very low effort by teachers
– How do you promote buy in and participation from staff? (entering data, interacting with students..)?
• Positive System of Support– Encouraging staff to support CICO by ensuring interaction w/students is 'positive and instructional'?
• Students agree to participate– What role do students play in development, implementation, building sense of community?
• Implemented by all staff/faculty in a school– Dissemination of information about the intervention and securing adult feedback?
• Adequate resources allocated (admin, team)– What is the time commitment from the coordinator, team members...?
• Continuous monitoring for decision-making– What data are collected, where are they stored, how consistent are DPRs completed, what
challenges are faced having students carry DPR (and what accommodations have been made to address this)?
• Rapid access to intervention (72 hrs)
Common roadblocks
3-Tiered System of Support Necessary Conversations
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 with family; uses FBA/BIP process for one youth
at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Family and community Family and
community
Family and community
Community
Teaming at Tier 2• Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports
– Review data to make decisions on improvements to the interventions
– Individual students are NOT discussed • Problem Solving Team ‘conversation’
– Develops plans for one student at a time– Every school has this type of meeting – Teachers and family are typically invited
Tier 2 Team Roles
Roles Needed:• Team leader• CICO coordinator• Action plan recorder• Time keeper• Family Representative• Community partner
Who can fill these roles?• General Education Teachers• Special Education Teachers• Paraprofessionals• Special teachers (music, PE,
librarian, etc)• School Counselors, Social
Workers, psychologists
Conversation: Critical Features• Intervention is continuously available
– What teaming structures do you utilize to place students in CICO?• Very low effort by teachers
– How do you promote buy in and participation from staff? (entering data, interacting with students..)?
• Positive System of Support– Encouraging staff to support CICO by ensuring interaction w/students is
'positive and instructional'?• Students agree to participate
– What role do students play in development, implementation, building sense of community?
• Implemented by all staff/faculty in a school– Dissemination of information about the intervention and securing adult feedback?
• Adequate resources allocated (admin, team)– What is the time commitment from the coordinator, team members...?
• Continuous monitoring for decision-making– What data are collected, where are they stored, how consistent are DPRs completed, what
challenges are faced having students carry DPR (and what accommodations have been made to address this)?
• Rapid access to intervention (72 hrs)
Common roadblocks ?
Not without possible solutions
Conversation: Critical Features Directions for table activity
• Establish recorder and a reporter• Independently think about the assigned feature
& topic specific to your school. • On an index card, jot down your school-specific
thoughts• Share at your table, record, and be prepare to
report out • Share with larger group
– Use ‘table activity’ sheet to capture ideas
Conversation: Critical Features
Conversation: Critical Features Action Plan
• Given what we’ve learned about Critical Features what do you feel is missing (or needs strengthening) in the implementation of Tier 2 at your school?
• Reflect on the Action Plan • Consider: As coaches, how will you disseminate this
back at school?
Student Identification: Data for selection and progress monitoring
Data-Based Decision-Making
1) Student outcome data is used to:
Identify Students“In”
Progress Monitor“On”
Transition“Out”
Student Identification
• Considerations:– How will students be identified? – What are the decision rules? – Students should be able to access support in
multiple ways
Data Decision Rules
WHY?• We need to know when a student(s) requires
additional support or no longer needs support• Decision making points will assist teachers to indicate
need as it occurs• Provides a formalized system for teachers to make
decisions quickly and effectively
Conversations….
• What data point (s) take priority? • What role does your profession play when
establishing data rules for access? • What role do local issues, SIP, goals play? • What data points will you set to structure
access to advanced tier (more intense) supports?
Guiding QuestionsWhat are the Tier 1/Universal data sources used to identify this need (i.e.
SWIS, Universal screening, attendance, grades etc.)? Note: Multiple data points are necessary for a comprehensive school-wide system of identification, however, each youth does not necessarily need more than one data point to be identified for support.
Data-based decision rules for identification:1) Data source #1: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________2) Data source #2: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________3) Data source #3: ______________ Rule for Inclusion in Intervention: ____________________ Time frame: ______________** Teacher/Family Request for Assistance enters youth (circle one): Yes
No
Decision Rules for Access to Advanced Tiers and decision rules for prevention-
if we can predict the trajectories, then we can prevent it from happening
• student has 2 Major Office Referrals• student has 1 Suspension• student experiences more than ? minutes out of instruction • student misses more than ? days unexcused absences• student drops GPA by more than ??• student – benchmark testing• student- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
Progress Monitor
• Student progress – 80% of points
• Effectiveness of the intervention– 70% of students responding
Student Identification: Early Warning Systemhttp://www.betterhighschools.org/ews.asp
Data-Based Decision-Making
2) Intervention Integrity or Process Data is used:
To monitor the effectiveness
of the intervention
To make decisions
regarding the continuum
of Interventions
Intervention Integrity
dataIs monitored
by the Tier 2 Systems
Team
Data-Based Decision MakingNumbers to Keep in Mind
• 80-90%: Percent of total population whose needs will be met by only Tier 1
• 5-15%: Percent of total population expected to need and be supported by Tier 2 interventions• 7 -12% could be supported in CICO
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks
Knowing Students …“The One Pager”
Needs• Help from speech-
language pathologist
Interests *I like to hunt*I like to ride my golf
cart*I like to play with my
brother
Name: Sydney Address:
DOB:
You’re Invited(IEPMeeting)Date: Time:
My Strengths• I am learning how to
deal with my stuttering• I am making changes in
my breathing and how I talk
Preferences• Please do not talk about
my speech!
Hey I’m Robert. I’m 14 no I’m just joking. I’m really 12. Have great time reading this.
I have an IEP because … I have anger issues I need to control it and not get angry over little things and not get frustrated.
My favorite classes:L.A because I love The word ladderP.E because I like to play games
My Interests:I like to play star wars games and draw
My hardest classes:Math because division and multiplication have a lot of thinking Social studies because all the writing and highlighting.
Ways to learn best:Skip some problems and go to next one until I can get it.Read the question first then read the story.
My plans for the future:Go to Virginia Tech college.Be a game designer .Buy my own house.Start a basic job before I be a game designer.
Tier 3
Tier 2
Tier 1Triangle Activity:
Applying the Three-Tiered
Logic
Entire 9th grade class during1st week of school (PE class)
Complete in 5th and 8th grade to help w/transition
CICO Coordinator provides copy to ‘mentor’
‘Mentor’ uses one-pager to get to know student
Individual students sends one to allteachers prior to school year starting
Use to inform POP at IEP meeting
Knowing Students.. Table Activity
Teresa Cogar & John McNaughtVirginia Department
of Education
www.imdetermined.org
• How else could you use this activity? • What benefits would an activity like
this serve?
Social and Academic Instructional Groups (SAIG)
Some students may need more…
• Use data and reverse request for assistance to determine what the next layer should be
• Continue “CICO System” but add social or academic instructional group
• Use Tracking Tool to determine success criteria, monitor progress
Social Academic Instructional Groups• Three types of skills-building groups:
1) Pro-social skills2) Problem-solving skills3) Academic behavior skills
• Involves use of Daily Progress Report (DPR) Card
• Currently, these are often the skill groups facilitated by Social Workers, Counselors, and Psychologists
Social Academic Instructional GroupsThree types of skills-building:
1) Pro-social skills (replacement behaviors for avoidance, withdrawal, etc.) Friendship Skills/Social Awareness/Relationship Building
2) Problem-solving skills (replacement behaviors for fighting, arguing, etc.) Conflict Resolution Skills/Anger Management Skills/Self Management
3) 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
Intervention includes structured prompts for what to do in relevant situations
EXPECTATIONS1st block 2nd block 3rd block 4th block
Be SafeUse your words
Use deep breathing
2 1 0 2 1 0 2 1 0 2 1 0
Be RespectfulKeep arm’s distance
Use #2 voice level when upset
2 1 0 2 1 0 2 1 0 2 1 0
Be ResponsibleAsk for breaks
Self-monitor with DPR
2 1 0 2 1 0 2 1 0 2 1 0
Total Points
Teacher Initials
Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be SafeUse your words
Use deep breathing
2 1 0 2 1 0 2 1 0 2 1 0
Be RespectfulKeep arm’s distance
Use #2 voice level when upset
2 1 0 2 1 0 2 1 0 2 1 0
Be ResponsibleAsk for breaks
Self-monitor with DPR
2 1 0 2 1 0 2 1 0 2 1 0
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
SAIG Problem
Solving Skills
Same card is used for ALL students
in this Problem Solving Skills Group
Daily Progress Report (DPR) SampleNAME:______________________ 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.
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be Safe 2 1 0 2 1 0 2 1 0 2 1 0
Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0
Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0
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
SAIG Academic
Behavior Skills
Walk to classKeep hands to self
Be on timeRaise hand to speak
Bring materials Fill out assignment
notebook
Same card is used for ALL students
in this Academic Behavior Skills Group
Packaged Behavior Lesson Plans
• Second Step (Grades PreK-8)• Thinking, Feeling, Behaving (Grades 1-12)• Tough Kids Social Skills (Grades 3-7)• Walker Social Skills Curriculum (Grades 6-12)• Skillstreaming (Grades PreK-12)• Stop & Think Social Skills (Grades PreK-8)• Passport (Grades 1-12)• I Can problem Solve (Grades PreK-6)• Aggression Replacement Training
All of above examples could be used to develop universal behavior lesson plans.
Create Your Own Lesson Plans:Teaching Behavioral Expectations
• State behavioral expectations• Specify observable student behaviors (rules)• Model appropriate student behaviors• Students practice appropriate behaviors• Reinforce appropriate behaviors
Example SAIG Facilitators
Teacher’s AideClassroom Teachers
LibrariansSecretariesVolunteers
Local Community Partners
Conversation: Critical Features1. Intervention is continuously available2. Rapid access to intervention (72 hrs)3. Very low effort by teachers4. Positive system of support5. Students agree to participate6. Implemented by all staff/faculty in a school7. Adequate resources allocated (admin, team)8. Continuous monitoring for decision-making
Thank you…
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