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Refining and Customizing Tier 2 Interventions
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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
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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
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Understanding the Framework
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If there isn’t a solid foundation of behavioral supports……
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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
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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
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Referrals by Student
8
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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
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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……
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Function-based Individualized Student Plans
Behavior increases….
• To obtain something (attention, items)
• To escape from something (people, activities)
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Referral by MotivationProblem behaviors appear to be mostly
maintained by adult attention
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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
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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
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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
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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
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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
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Evaluating Your CICO SystemSteps to Implementation
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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
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Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
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Evaluating the System of CICO
Determine response: systems modification or individual change?
SYSTEMS MODIFICATION
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Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
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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
Determine response: systems modification or individual change?
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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
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Evaluating Your CICO SystemSteps to Implementation
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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
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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) =
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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.
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Progress MonitoringCICO Systems Data
• http://www2.smsd.org/cico/default.aspx
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Monday Tuesday WednesdayThursday Friday0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
School-Wide Report
School-Wide Report
Evaluating the System of CICO
Determine response: systems modification or individual change?
???
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Progress Monitoring Individual Student Data
• http://www2.smsd.org/cico/default.aspx
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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
Determine response: systems modification or individual change?
Individual Change
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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).
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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
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Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
FADE
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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
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MODIFY
Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
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Student Progress Graph: CICODaily
Determine intervention plan: continue/fade/modify/intensify?
INTENSIFY
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Student Progress Graph: CICOWeekly
Determine intervention plan: continue/fade/modify/intensify?
INTENSIFY
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Team Activity:Evaluating Individual Progress
• Analyze individual student graphs.• Apply Data Decision Rules• Determine intervention plan:
continue/fade/modify/intensify
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Customizing Tier 2 Interventions:
When Tier 2 interventions do not appear to be effective
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Student Progress Graph: CICOWeekly
INTENSIFY
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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
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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
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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
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Function-based Individualized Student Plans
Behavior increases….
• To obtain something (attention, items)
• To escape from something (people, activities)
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Student Progress Graph: CICODaily
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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
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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.
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Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers
Intervention Summary
Name: Suzy SnippyGrade: 8Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker
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Elements CustomizationMorning check-in
Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process
Put sheet in folder/notebook/planner
None needed. Suzy places the check-in/out sheet her planner.
Give sheet to each teacher
The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand.
Hourly feedback from each teacher
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.
Take feedback sheet home
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.
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Now You Try!
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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
Intervention Summary
Name: Fred FlipsalotGrade: 7Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker
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Elements CustomizationMorning check-in
Put sheet in folder/notebook/planner
Give sheet to each teacher
Hourly feedback from each teacher
Afternoon check-out
Take feedback sheet home
Additional Comments:
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• 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
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• 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