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…