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)

PBIS Apps

www.pbisapps.org

Ask Michelle if you need school password

CICO DATABASE

www.psd150.org

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