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PBIS Tier 2: Building Fidelity in Tier 2. September 23 & 30, 2014 Michelle Coconate. Behavioral Expectations. 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. Agenda. - PowerPoint PPT Presentation
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PBIS Tier 2: Building Fidelity in Tier 2September 23 & 30, 2014
Michelle Coconate
Behavioral ExpectationsEXPECTATION TRAINING SITE
BE RESPECTF
UL
Turn cell phones “off” or to “vibrate”
Listen to each other & share ideas
BE RESPONSI
BLE
Make yourself comfortable & take care of your needs
Ask questions
Use time wisely
Network with other school teams
Leave no trace
BE PREPARED
Use your data Record tasks on MAP
Follow up on tasks after today!
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
Agenda
Business…Announcements PD Calendar & Assessment ToolsFocus Document
Guiding Questions & Critical FeaturesCICO/SAIG/GWIF ReviewData-Based Decision MakingTeam MeetingsPlanning Time
Lunch will be from 11:30-12:30…on your own
Guiding QuestionsBIG 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?
10 Critical Features of Tier 2 Interventions1. Intervention linked directly to school wide
expectations and/or academic goals.
2. Intervention continuously available for student participation.
3. Intervention is implemented within 3 school days of determining the student is in need of the intervention
4. Intervention can be modified based on assessment and/or outcome data
Critical Features continued
5. Intervention includes structured prompts for what to do in relevant situations.
6. Intervention results in students receiving positive and/or corrective feedback from staff.
7. Intervention includes a school-home communication exchange system at least weekly.
Critical Features continued
8. Orientation process and introduction to materials is provided for students as they begin the intervention
9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
10. Opportunities to practice new skills are provided daily.
Outcomes 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
Check-In/ Check-Out
Social/ Academic Instructional Groups
Groups with Individualized Features
CICOSAIGGWIF
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?
Resources
The Behavior Education Program: a Check-In/Check-Out Intervention for Students at RiskVIDEO:
ResourcesBook: Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010)
Leanne Hawken Materialshttps://www.dropbox.com/sh/qwpddz9yvioiab4/KQKPPMQtGm
ResourcesWebinars, etc…
http://www.pbisillinois.org/trainings/webinar-training-recordings
www.pbis.org
Roles & ResponsibilitiesCoordinator(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
Check-In/Check-Out
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
Reminders
DPR &
Other Data
Morning Check-In
Daily Teacher
Evaluation
Afternoon Check-
Out
Home Check-In
Students are identified based on data rules or
request for assistance.
CICO Cycle
Every 2 weeks
Coordinator reviews individual student DPR data
@ 4 weeks
Coordinator determineslevel 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)
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
CICO
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!
School Example
Sharing…
Woodrow Wilson CICO Process
Woodrow WilsonCheck In/Check Out
Badger B.E.S.T.(Believe in yourself,
Excellent effort, Show respect, Take
responsibility)
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
PBIS
3 Tiered System of Support Teams
CICO
SAIG
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Wraparound
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
1/2014 –
Adapted from PBIS Illinois
UniversalTeam
Universal Support
GWIFCICO w/
Individualized Features
OR
Mentoring
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 with focus areas
SAIG
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
Same card is used for A
LL students
in this Problem Solving Skills
Group
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
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)
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
Groups with Individualized Features
2 Types
1) CICO with Individualized Features2) Mentoring
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
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
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
GWIF
MentoringSchool-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.
GWIF
Mentoring Resources www.mentoring.org www.bbbs.org (Big Brothers, Big Sisters)
School-based mentoring study http://www.ncbi.nlm.nih.gov/pubmed/12002242
meta-analysis of mentoring research http://
www.ihrp.uic.edu/researcher/david-dubois-phd Research & resources from University of Illinois
Chicago, David L. Dubois, Ph.D. http://whatworks.uwex.edu/Pages/1factsheet.html
GWIF
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
Data-based Decision Making
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
Data Tools10 Critical Features ChecklistPinpointTier 2/3 Tracking ToolCICO Database
(measuredeffects.com) Benchmarks for Advanced Tiers
(BAT)Tiered Fidelity Inventory (replaces the
PoI)
Tier 2/3 Tracking Tool
Intervention Effectiveness
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
Tier 2 Handbook
Tier 2 HandbookGuidelines…Your Tier 2 Handbook should include:
Team Members
Goal Statement
Description of Roleso 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