S1: Tier 2/Secondary Series Training EMS sites August 30, 2011 Becky Pérez beperez@indiana.edu...

S1: Tier 2/Secondary Series Training EMS sites

August 30, 2011

Becky Pérezbeperez@indiana.edu

Sandy Washburnswashbur@indiana.edu

Deborah Reichmanndriechma@indiana.edu

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

Objectives

1. Identify the functions of a Tier 2 team  2. Create process for effective communication and data

sharing between Tier 1 and Tier 2 Teams and with families

3. Learn how to use data for decision making and on-going progress monitoring; including data decision rules for who needs Tier 2 Intervention and criteria for progress.

4. Learn how to apply the critical features of simple Tier 2 intervention: Check in/Check Out (CICO, BEP) 

Action Plan: Teams will design their Tier 2 System

Introductions/Acknowledgments

• What’s in place in your school—Universal

• Where are you with the Tier 2 system?

• What Tier 2 Interventions have you built?

• Successes or challenges?

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:

A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tracking Tools

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Mod. CICO, Targeted Behavior, Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound/Person Centered Planning

ODRs, Attendance, Tardies, Grades, Teacher Referrals, 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 Indiana Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

PRACTICES

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SYST

EMS DATA

OUTCOMES

Social Competence &Academic Achievement

Cultural Equity

Cultural Knowledge and Self-

Awareness

Cultural Relevance

and Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011)

Elements of Culturally Responsive SW PBS

7

Data-Based Decision-Making1) Student outcome data is used:

– To identify youth in need of support and to identify appropriate intervention

– For on-going progress-monitoring of response to intervention

– c) To determine equity of intervention response across groups

– To exit or transition youth off of interventions

2) Intervention integrity or process data is used:– To monitor the effectiveness of the intervention itself– To make decisions regarding the continuum/ menu of

interventions/supports

Data-Based Decision-Making

2) Intervention integrity or process data are used– To monitor the effectiveness of the

intervention itself– To make decisions regarding the

continuum/menu of interventions/supports

• These data are monitored by the Secondary Systems Team

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking ToolSchool Name: ___________________________ School Total Pop as of October 1:________

InterventionsCheck-in Check-out (CICO)

Social/Academic Instructional Groups

Modified CICO, Targeted Behavior. & Mentoring

Brief Function-based Interventions

Complex/Multiple-life -domain FBA/BIP

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

July                    

August                    

September                    

October                    

November                    

December                    

January                    

February                    

March                    

April                    

May                    

June                    

Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks.Responding to Check-in Check-out (CICO):Responding to Social/Academic Instructional Groups:Responding to CICO with Modified Features, Targeted Behavior, & Mentoring Responding to Brief Function-based Interventions:Responding to a Complex/Multiple-life -domain FBA/BIP:

Break

Functions of the Tier 2 Team

• Develop a system for the interventions

• On-going Teaming– Systems progress monitoring– Problem solving

• Oversight of Intervention Development

Teaming

Teaming at Tier 2• Secondary Systems ‘conversation’

– Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports

– Review data in aggregate to make decisions on improvements to the interventions themselves

– Review data disaggregated by ethnicity, IEP status, gender to make decisions on improvements to the system and/or to the interventions themselves

– Students are NOT discussed

• Problem Solving ‘conversation’– Develops plans for one student at a time– Every school has this type of meeting– Teachers and family might be invited

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

UniversalTeam

Universal Support

Secondary Systems Planning Team Meeting Agenda

• Number of youth in CICO? (record on TT) – Number of youth responding? (record on TT)

* Send Request for Teacher Assistance to teachers of all youth not responding

– Number of new youth potentially entering intervention (share # of RTAs and RA’s [request for ass’t.]or youth who met the data-based decision-rule cut offs for Secondary support)?

• Repeat for S/AIG, Mentoring & Brief FBA/BIP• If less than 70% of youth are responding to any

of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking ToolSchool Name: ___________________________ School Total Pop as of October 1:________

InterventionsCheck-in Check-out (CICO)

Social/Academic Instructional Groups

Modified CICO, Targeted Behavior. & Mentoring

Brief Function-based Interventions

Complex/Multiple-life -domain FBA/BIP

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

# Students Participating

# Students Responding

July                    

August                    

September                    

October                    

November                    

December                    

January                    

February                    

March                    

April                    

May                    

June                    

Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks.Responding to Check-in Check-out (CICO):Responding to Social/Academic Instructional Groups:Responding to CICO with Modified Features, Targeted Behavior, & Mentoring Responding to Brief Function-based Interventions:Responding to a Complex/Multiple-life -domain FBA/BIP:

Guiding Questions Activity: Time -

Secondary Systems Team • Team membership

– Administrator, leaders of Secondary interventions (who runs your groups etc.), SSW, School Counselor, School Psychologist, Gen. & Sp. Ed. representation, etc.

• Team leader & other roles • CICO Coordinator (and others)• Meeting logistics:

– Schedule Regular Meeting Time– Location of meeting– Frequency of team meetings: at least monthly

Secondary Systems Team Roles

• Team Leader: responsible for agenda & overall facilitation

• Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker

• Time Keeper: help team to set time limits and stay within allotted time for each agenda item

Data-Based Decision-Making

Student outcome data is used:a) To identify youth in need of support and to

identify appropriate intervention

b) For on-going progress-monitoring of response to intervention

c) To determine equity of intervention response across groups

d) To transition youth out of interventions at the appropriate time

Data Used to Identify Youth in Need of CICO

• Student outcome data:– Office Discipline Referrals/Class logs– Suspensions– Attendance– Tardies

• Requests from teachers, family members and/or students

Activity: Time - 20 mins Identifying Your Youth

• Using your data (Universal screener and/or ODRs, or other) make a list of youth that are not responding to Universal interventions who may need Secondary support

• * Remember: to do this you need a ‘data-based decision-rule’ for ODRS, other

Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions

36

551

0

5

10

15

20

25

30

35

40

Aug to Nov 2006 Aug to Nov 2007

num

be

r of st

ud

ents

2-5 ODRs 6+ ODRs CICO*

*CICO = Check in, Check Out

IL Tertiary Demo

Check-in/Check-out (CICO)

The Details

Check-in/Check-outRelatively easy & quick to implement for up to 10-15% of all students.

Description:• Each adult volunteer checks in and out with

multiple youth (up to 10 students)• All youth get same intervention • Same check in and out time• Same school-wide behavioral expectations as

goals• Same number of opportunities for behavioral

feedback (ratings)• Same Daily Progress Report (DPR)

Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

CICO (BEP) Cycle

Weekly CICO Meeting

4 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

CICO Daily Cycle (March & Horner, 1998)

1. Check-in with assigned adult upon arrival to school

* Positively greet youth

* Review SW expectations (daily goals)

* Pick-up new Daily Progress Report card

* Provide materials (pencil etc.) if needed

* Turn in previous day’s signed form (optional)

* Provide reinforcer for check-in (optional)

CICO Daily Cycle continued…2. At each class:

– Teacher reminds of DPR/goals– Teacher provides behavioral feedback– Teacher completes DPR or– Student completes self-monitoring

DPR/teacher checks and initials card

3. Check-out at end of day:* Review points & goals* Reinforce youth for checking-out (token/reward optional)* Receive reinforcer if goal met (optional)* Take DPR card home (optional)

CICO Daily Cycle continued…

4. Give Home Report (optional)

* Receive reinforcer from parent

* Have parent sign report

5. Return signed report next day – celebrate (if not returned, simply go on)

Data Used to Progress-Monitor CICO

• DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS)

• Office Discipline Referrals• Suspensions• Attendance• Tardies• Follow-up questionnaire for teachers, family

member, or student who made referral

Daily Progress Reportsform and data examples

Examples

Goals in CICO match the school wide expectations

Grant Middle School STAR CLUB(Students tracking Awesome Results)

Daily Progress ReportNAME:______________________ 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 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

BEP Daily Goal _32___/_40___ BEP daily score _____/______ Percentage_________In training _____ BEP Member _____ Student Signature______________________________

Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below)

Goals Am to Midmorning

Midmorning to Lunch

Lunch PM    

Be Safe  

 Be Kind  

 Be Responsible

Total Points

Teacher Initials

 Daily Goal _____/______ Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate Josh’s progress. AM to Midmorning ___________________________________________ Midmorning to Lunch _________________________________________ 

Lunch ____________________________________________________ ETC

CICO Card (PALS Point Sheet)

Key2= Great Job1= Did OK0= Tough

RESPECTProperty

RESPECTAll Others

RESPECTLearning

RESPECTSelf

Homeroom 2 1 0 2 1 0 2 1 0 2 1 0

LanguageArts

2 1 0 2 1 0 2 1 0 2 1 0

Mathematics 2 1 0 2 1 0 2 1 0 2 1 0

Social StudiesScience

2 1 0 2 1 0 2 1 0 2 1 0

Exploratory 2 1 0 2 1 0 2 1 0 2 1 0

PE 2 1 0 2 1 0 2 1 0 2 1 0

Lunch 2 1 0 2 1 0 2 1 0 2 1 0

Daily Goal: _______/56 Daily Score: ________/56  Comments: State briefly any achievements that demonstrate progress. 

 Parent Signature: _________________________________________________

Name: _________________________________ Date: ___________

Homeroom Teacher: _____________________________________

Daily Data Used for Decision-Making

Daily Data Used for Decision-Making

Development of Data-Based Decision Rules

Everyone needs to know how students are eligible for the intervention.

Everyone needs to know how progress is monitored.

Everyone needs to know how students exit the intervention.

Data-Based Decision-Rules: Sample to Consider

a) Identification for CICO:– Youth is identified by Universal Screener or has 3 or

more ODRs.

b) Progress-monitoring:– DPR data is collected daily & reviewed every other

week. Data is collected for 4-6 weeks. Youth checking in and out 90% of time, 80% DPR points avg. per day/week

c) Exiting/transitioning:– Youth received a total of 80% of DPR points averaged

per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

Data Used to Identify Youth Ready for Exiting/Transitioning Out of

Support• DPR (Daily Progress Report) points earned each

day (data entered into Excel or SWIS)• Office Discipline Referrals• Suspensions• Attendance• Tardies• Follow-up questionnaire for teachers, family

member, or student who made referral

Recommended Time-Frames for Data Review

CICO, S/AIG, mentoring & Brief FBA/BIP:

• Student outcome data (student effectiveness):– Intervention coordinator to review individual student

data at least every 2 weeks

• Process data (Intervention effectiveness):– Student aggregate and disaggregated (by subgroup)

data should be reviewed at least monthly by Secondary Systems Team using Tracking Tool

Activity: Time Using

Using the Guiding Questions

Plan for your CICO

intervention—Use guideDevelop your data-based decision-making

rules

CICO Coaching Tips

• Most teams struggle with implementing a generic intervention (want to individualize)– CICO can be individualized but as a higher level

intervention (would be more like mentoring)

• Remember: Secondary Systems Team evaluates intervention not individual students

• Teams need to establish decision rules• Communication with Universal Team• CICO requires building level commitment

– Staff Training/Overview

Action Planning--Next Steps