Illinois PBIS Network Secondary Level Training S100 Building a Tier 2Secondary System: Creating a Se

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Illinois PBIS NetworkSecondary Level Training
S100 Building a Tier 2/Secondary System
Creating a Seamless System of Support
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Training Behavioral Expectations
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PBIS Supports the Illinois Professional Teaching
Standards

• Content Knowledge
• Human Development and Learning
• Diversity
• Planning for Instruction
• Learning Environment
• Instructional Delivery

• Communication
• Assessment
• Collaborative Relationships
• Reflection and Professional Growth
• Professional Conduct

http//www.isbe.net/profprep/PDFs/ipts.pdf
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S100 Objectives

• 1. Modify/create a Tier 2/Secondary intervention
  system including team creation and team members'
  roles and responsibilities 
• 2. Review/create process for effective
  communication and data sharing between Tier 1 and
  Tier 2 Teams 
• 3. Learn how to use data for decision making and
  on-going progress monitoring including how to
  use Tier 1 data and other referral sources to
  identify students in need of Tier 2 Level
  Interventions  
• 4. Learn how to apply the critical features of
  simple Tier 2 interventions 
• Action Plan Teams will design their Tier 2 System

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Agenda

• Secondary Systems introduction and key
  features
• Break
• Data-based decision-making
• Team members' roles, responsibilities
  communication
• Lunch
• Data continued
• Introduction Check-In/Check-Out
• Creating your Check-In/Check-Out intervention
• Break

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Introductions and Acknowledgments

• Introduce your team
• Region of state, district, school name, roles of
  people here today, how would you characterize
  your school and/or your team?
• What have been your successes in Tier 1 Data,
  Systems Practices?

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• 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

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Assessment School-W
ide Prevention Systems

ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Tier 2/Secondary Tier 3/ Tertiary
Check-in/ Check-out
Intervention
Assessment
Social/Academic Instructional Groups
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Individualized Check-In/Check-Out, Groups
Mentoring (ex. CnC)
Competing Behavior Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Brief Functional Behavioral Assessment/ Behavior
Intervention Planning (FBA/BIP)
Complex FBA/BIP
SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 2009 Adapted
from T. Scott, 2004
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?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Data-Based Decision-Making

• 1) 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
• 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

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Data-Based Decision-Making

• 1) 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
• This data is monitored by the Secondary Systems
  Team

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Break
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TEAMING
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Teaming at Tier 2

• Secondary Systems Planning 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
• 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

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3-Tiered System of Support Necessary
Conversations (Teams)
Problem Solving Team
Tertiary Systems Team
Universal Team
Secondary Systems Team
Uses Process data determines overall
intervention effectiveness
Uses Process data determines overall
intervention effectiveness
Plans SW Class-wide supports
Standing team uses FBA/BIP process for one youth
at a time
CICO
Universal Support
Brief FBA/BIP
SAIG
Complex FBA/BIP
WRAP
Mentoring/CnC
Brief FBA/BIP
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Secondary Systems Planning Team Meeting Agenda

• Number of youth in CICO (record on TT)?
• Number of youth responding (record on TT)?
• Send Reverse Request for Assistance to
  teachers of all youth not responding
• Number of new youth potentially entering
  intervention (share of RFAs, Universal
  Screening info and/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.

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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

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Guiding Questions Activity Time 30 mins Create
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 may be new role to consider
• Meeting logistics
• Schedule Regular Meeting Time
• Location of meeting
• Frequency of team meetings at least monthly

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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 transition youth out of interventions at
  the appropriate time

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Data Used to Identify Youth in Need of CICO

• Student outcome data
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Universal Screeners (SSBD, BESS etc.)
• Requests for Assistance made by teachers, family
  members and/or students

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Referrals per Student
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Universal Screening The SSBD

• The Systematic Screening for Behavior Disorders
  (SSBD) (Walker and Severson, 1992)
• Developed as a school-wide (Universal) screening
  tool for children in grades 1-6
• Similar to annual vision/hearing screenings
• Identifies behaviors that may impede academic and
  social functioning
• Leads to earlier intervention
• May reduce need for formalized requests for
  assistance by using data

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Request for Assistance Tools

• Team Activity
• 1. Review examples
• 2. Discuss
• 3. Plan to modify if needed

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Activity Time 20 mins Identifying Your Youth

• Using your data (Universal screener and/or ODRs)
  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

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Lunch
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Tertiary Demo School Reduces ODRs Increases
Simple Secondary Interventions
IL Tertiary Demo
CICO Check in, Check Out
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Check In Check Out (CICO)

• The Details

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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.

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The Behavior Education Programa
Check-in/Check-out Intervention for Students at
Risk

• View Video

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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 days signed form (optional)
• Provide reinforcer for check-in (optional)

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CICO Daily Cycle continued

• 2. At each class
• Teacher provides behavioral feedback
• Teacher completes DPR or
• Student completes self-monitoring
  DPR/teacher checks and initials card
• 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)

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CICO Daily Cycle continued

• 4. Give DPR to parent (optional)
• Receive reinforcer from parent
• Have parent sign card
• Return signed card next day celebrate (if not
  returned, simply go on)

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CICO (BEP) Cycle
Source Crone, D.A., Horner , R.H. and Hawken,
L.S., 2004
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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

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Daily Progress Reportsform and data examples

• Examples

Goals in CICO match the school wide expectations
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Grant Middle School STAR CLUB (Students tracking
Awesome Results) Daily Progress
Report NAME______________________
DATE__________________ Teachers please indicate
YES (2), SO-SO (1), or NO (0) regarding the
students achievement to the following goals.
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)
Adapted from Responding to Problem Behavior in
Schools The Behavior Education Program by Crone,
Horner, and Hawken
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  Daily Goal _____/______ Daily Score
_____/_____   Teacher Comments Please state
briefly any specific behaviors or achievements
that demonstrate Joshs progress.   AM to
Midmorning _______________________________________
____   Midmorning to Lunch _______________________
__________________   Lunch _______________________
_____________________________ ETC
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CICO Card (PALS Point Sheet)

Name _________________________________
Date___________
Homeroom Teacher _______________________________
______
Daily Goal _______/56
Daily Score ________/56   Comments State
briefly any achievements that demonstrate
progress.    Parent Signature ___________________
______________________________
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Daily Data Used for Decision Making
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Daily Data Used for Decision Making
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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.

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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.
• 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.

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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

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Recommended Time-frames for Data Review

• CICO, S/AIG, mentoring Brief FBA/BIP
• Student outcome data (student effectiveness)
• Intervention facilitator to review individual
  student data at least every 2 weeks
• Process data (Intervention effectiveness)
• Student aggregate data should be reviewed at
  least once a month by Secondary Systems Team

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Activity Time 20 mins Using the Guiding
Questions

• Plan for your CICO intervention
• Develop your data based decision making rules

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Activity Time 20 mins Identifying Your Youth

• Using your data (Universal screener and/or ODRs)
  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

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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

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Report out progress next steps
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Resources available atwww.pbisillinois.org