Refining and Customizing Tier 2 Interventions

Refining and Customizing Tier 2 Interventions

Implement Universals with Fidelity

Student Identification

Function-based Intervention

Evaluate Outcomes &Make Decisions

Academic Support(s)

Check In/ Check Out

Mentoring Social Skill Club

Targeted Environmental Interventions

Avoid Tasks?

Obtain Attention?

Skill Deficit?

Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention

Step 1: Teacher and Team collect data.

Teacher/Parent Nomination

Data Decision Rules

Office Discipline Referral Data

Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate

and durable?

– Classroom System – Nonclassroom System– Schoolwide System

Tier 1 implemented with fidelity?

If Yes, then

Individualized Plan

Obtain Attention?

MO SW-PBIS Student Support Model 7.6.10

3

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

Understanding the Framework

If there isn’t a solid foundation of behavioral supports……

Example Tier 2 Small Group Interventions

• Check-in/Check-out (CICO)– PreK-12– Crone, Hawken & Horner, 2010– High rates of performance feedback

• Check & Connect Mentoring Program– K-12– Sinclair, Christenson, Lehr & Anderson, 2003– Drop-out prevention & school engagement

Example Tier 2 Small Group Interventions

• Small Group Social Skills Training– Second Step

• Attendance Clubs– Monitor, encourage & recognize high rates of

attendance• Newcomer Clubs

– Mentoring for new & transfer students

Referrals by Student

8

Student # 121 needs individualized support.

8 students are likely candidates for some type of Tier II support.

87% of our students have received 0-1 ODR

Question: What is our current status of office

referrals by student?

% Students with ≥6

ODRs% Students with 2-5

ODRs% Students with ≤1 ODR

AugustSeptember

October

November

Provide a Summary of Data by % of Students:• We have ( %) of students with ≤ 1 ODRs.• We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs.• Compared to the previous data review, this represents a (increase/decrease) trend for

students with ( ODRs) by ( %).Reflection for Later Analysis:• Be thinking about why this percentage is changing……

Function-based Individualized Student Plans

Behavior increases….

• To obtain something (attention, items)

• To escape from something (people, activities)

11

12

Referral by MotivationProblem behaviors appear to be mostly

maintained by adult attention

Problem behaviors appear to be maintained by peer attention

Referral by Motivation

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Referral by MotivationProblem behaviors appear to be

maintained by a variety of functions

Quick Sort Matrix

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Check-InCheck-Out

Check & Connect Social Skills Group

Organizational Skills

Newcomers Club

Adult Attention X X X X X

Peer Attention X X

Choice of alternatives/activities

* X

Teach replacement behavior

X X X X

Teach problem-solving skills

X X

Increase precorrects and prompts for behavior expectations

X X X

*Design reinforcement strategy that allows for escape/avoidance

Team Discussion

• Identify additional students who may require Tier 2 support

• Match identified need with appropriate Tier 2 intervention

• Discuss your current Tier 2 interventions in the following categories:1. Check In/Check Out2. Academic Support3. Organizational Group4. Newcomer’s Club5. Social Skills Group

• Identify Action Plan items necessary16

Quick Sort Matrix

17

Check-InCheck-Out

Check & Connect Social Skills Group

Organizational Skills

Newcomers Club

Adult Attention X X X X X

Peer Attention X X

Choice of alternatives/activities

* X

Teach replacement behavior

X X X X

Teach problem-solving skills

X X

Increase precorrects and prompts for behavior expectations

X X X

*Design reinforcement strategy that allows for escape/avoidance

Steps to Implementation

Student IdentificationConsider program design for your schoolDevelop a daily progress report (DPR)Design a reinforcement systemSelect a system for managing daily dataEstablish plans for fadingCreate staff training materials and timeProvide information for students and parents

Evaluating Your CICO SystemSteps to Implementation

Problem-Solving Process

Strengths/Concerns Identified

What’s the problem?

Why is it happening?

What could we do about it?

How will we know ifit’s working?

Should we keep orchange the intervention?

Collect and Use

Data

Progress MonitoringCICO Systems Data

• http://www2.smsd.org/cico/default.aspx

http://www2.smsd.org/cico/default.aspx

Evaluating the System of CICO

Determine response: systems modification or individual change?

SYSTEMS MODIFICATION




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Daily Points by Student: CICO

STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%

5%

10%

15%

20%

25%

30%

35%

40%

Chart Title

Series1

SYSTEMS MODIFICATION









Collect and Use

Data

Evaluating Your CICO SystemSteps to Implementation

System Modifications:Why is it Happening?

• Are we implementing with fidelity? – Organizational assistance needed for students in

managing DPR– Staff retraining for consistent DPR completion– Overall goals set too high/too low– Reassess student incentive plans for participating

in CICO– Staff retraining on specific, positive praise when

completing DPR

Implementation Script: Teacher

Component & Features Regular Teacher Feedback

Prompt student to come to chart (if necessary).

Y N NA

Provide a comment about whether expectations were or were not met for that activity.

Y N

Award a sticker/points if expectations were met OR tell student what to do differently if expectation not met.

Y N

Use a positive tone throughout interaction.

Y N

Total Number of Y Circled =

Percent Implemented (total Y / total number of features x 100) =

Team Time:Systems Assessment for

Check-in/ Check-out

• Go to: http://www2.smsd.org/cico/default.aspx• Analyze School-wide graph/Analyze Daily Points by

Student Graph• As a team score the elements of the CICO Self-

Assessment• 2-In place; 1-In progress; 0-Not in place

• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? Add to your Action Plan.





Monday Tuesday WednesdayThursday Friday0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

School-Wide Report

School-Wide Report

Evaluating the System of CICO


???

Progress Monitoring Individual Student Data



33

Daily Points by Student: CICO

STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Chart Title

Series1


Individual Change

Data Decision Rules

• What are data decision rules?

– Decision rules for guiding data analysis and interventions

– Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose.

(Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. , 2004).

Progress Monitor

Is the intervention being implemented with integrity? Does the intervention match the function of student behavior?Is the student making adequate progress in relation to the goal?

• If data indicate adequate response to the intervention– Continue or Fade

• If 3-4 consecutive data points are below the goal line

– Modify or Intensify

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Student Progress Graph: CICODaily

Determine intervention plan: continue/fade/modify/intensify?

CONTINUE



FADE

Fading Procedures:Move Towards Self-Monitoring

• Increase the amount of time between feedback: am check/pm check

• Eliminate AM Check-In or Eliminate PM Check-Out

• Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

MODIFY





INTENSIFY

Student Progress Graph: CICOWeekly


INTENSIFY

Team Activity:Evaluating Individual Progress

• Analyze individual student graphs.• Apply Data Decision Rules• Determine intervention plan:

continue/fade/modify/intensify

Customizing Tier 2 Interventions:

When Tier 2 interventions do not appear to be effective

Student Progress Graph: CICOWeekly

INTENSIFY








Collect and Use

Data

Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible)

Strength Area(s):

Need Area(s):

*Facilitator check for understandingProblem Analysis/Intervention Selection

We are using _____________ to address the skill areas. Match function? (Intervention)

We use it _______ per week for ________ minutes per day. Sufficient and Consistent?

*Facilitator check for understanding

Evaluation When looking at behavior over time changes in skills are:

Additional data are necessary to know what to change?

*Facilitator check for understanding

Individual ModificationWhy is it Happening?

• Matching the function to need• Creating student buy-in• Particular class or time of day• Matching the intervention to the intensity of

the behavior

Function-based Individualized Student Plans

Behavior increases….

• To obtain something (attention, items)

• To escape from something (people, activities)

48

51

53


Strengths: Peer and adult relations Needs: Check-in each hour, task completion, attention to task, raise hand

Intervention Summary

Name: Tommy TalksalotGrade: 8Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

Elements Customization

Morning check-in

Mr. Checkinout will go to Tommy’s first class if he doesn’t check in

Put sheet in folder/notebook/planner

The check-in/out sheet will be stapled in Tommy’s folder

Give sheet to each teacher

The teacher will meet Tommy at the door when the bell rings to sign the sheet

Hourly feedback from each teacher

None needed. Tommy does well with feedback when he remembers to give the sheet to the teacher

Afternoon check-out

Tommy will be released 5 min. early from 7th hour to check out with Mr. Checkinout

Take feedback sheet home

Tommy will put his feedback sheet in his red take home folder

Additional Comments: The team will review Tommy’s progress in two weeks.

Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers


Name: Suzy SnippyGrade: 8Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

Elements CustomizationMorning check-in

Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process


None needed. Suzy places the check-in/out sheet her planner.


The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand.


None needed. Suzy will meet the teacher at the door when the bell rings to receive feedback.

Afternoon check-out

Suzy will discuss the progress of her day with Mr. Checkinout by reviewing the check-in/out sheet and the strategy card.


Suzy will put her feedback sheet in her red take home folder.

Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.

Now You Try!

Strengths: Good sense of humor, academics, wants to please adults Needs: Impulsive, talks out in class, makes noises, out of seat a lot, peer relations


Name: Fred FlipsalotGrade: 7Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

Elements CustomizationMorning check-in




Afternoon check-out


Additional Comments:

• Building needs to have a process to identify who may need additional support.

• Building needs to have a process to identify what intervention is appropriate.

• Building needs to have a process to review and respond to progress monitoring data.

• Building needs to have a process to know when additional data are needed in order to customize a plan.

Team Activity:Revisit PBIS/SIT Intersect

• What is the current perception of SIT among faculty, families, and students?

• Design a way to revisit this issue with your colleagues. (and revisit, and revisit, and revisit)

Team Activity:Revisit Purpose of SIT With Colleagues

Documents

Refining and Customizing Tier 2 Interventions