S1: Tier 2/Secondary Series Training EMS sites
August 30, 2011
Becky Pé[email protected]
Sandy [email protected]
Deborah [email protected]
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