e11: secondary/tertiary systems development, part 2: tools & strategies michele capio, illinois...
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E11: Secondary/Tertiary Systems Development, Part 2:
Tools & Strategies
Michele Capio, Illinois PBIS Network
Pam Horn, School District U-46
(IL)
Objectives
Exposure to tools and strategies used to bring about Tier 2/Tier 3 systems-change.
Exposure to tools specifically designed for building-, district- and state-level data use for action planning will be shared.
Share examples of implementation and modeling of the use of these Tier 2/Tier 3 tools will be provided.
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
Rev. 9.1.2009
UniversalTeam
Universal Support
Illinois PBIS Network
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
Rev. 9.1.2009
UniversalTeam
Universal Support
Illinois PBIS Network
Request for AssistanceAddressed to: Secondary Systems Planning
Team Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) Yes No Teacher: _____________________________________ 1) I am a (circle one): Teacher/team Family Member Student Name: ______________________________________ Relationship to student:__________________________
2) Type of Concern:
____Academic only ____Behavior only ____Both Academic and Behavior
Thank you.
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.
*Insert list of additional interventions available; see Illinois example*
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Example 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
Adapted from Grant Middle School STAR CLUB
Example 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 SafeUse your words
Use deep breathing
2 1 0 2 1 0 2 1 0 2 1 0
Be RespectfulKeep arm’s
distanceUse #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
Systems-Response Tool
System Response Options
Total # of Students in Category for Timeframe: List date/year at top of column & total # of youth in each box
Totals from each of the following:
Date:
Date:
Date:
Date:
Date:
A. Students being monitored by Secondary Systems Team
CICO- S/AIG- Mentoring- Brief FBA/BIP-
B. Students being monitored by Tertiary Systems Team
Complex FBA/BIP-
WRAP-
C. Students moving to less restrictive environment or exiting Special Ed.
5c to 5b: 5b to 5a: Exiting SpEd:
D. Students tested for Special Education (Initial Evaluations Only)
Eligible:
Not Eligible:
E. Students suspended on only one occasion
ISS- OSS-
F. Students suspended on two or more separate occasions
ISS- OSS-
G. Students with Special Education process in progress (Initials only)
Academic- Behavior- Other-
H. Students with IEPs that moved to a more restrictive setting
5a to 5b: 5b to 5c:
I. Students with IEPs placed outside their home school (ex. IAES, day treatment, alternative schools, self-contained programs)
J. Students placed outside their homes (i.e. hospital, residential, juvenile justice facility)
K. General education students placed (or at-risk of being placed) in separate setting or “Safe School” (ex. alternative to suspension program)
At-risk-
Placed-
L. Students with expulsion hearing in progress (Disciplinary Review)
M. Students expelled
1. Linked directly to school-wide expectations and/or academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of determination that the student should receive the intervention
4. Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features for Tier 2 10 Critical Features for Tier 2 InterventionsInterventions
School District U-46
Secondary/Tertiary Coaches Network MeetingsWraparound/FBA/BIP Facilitator Network
MeetingsBrain BankDistrict Leadership Tools analyzed for decision making at the
district level
Coaches Tool BoxU-46 Multi-tiered Action Plan
Coach Tool Box for Network Meetings
Calendar/Timeline Coaches Network Meetings Multi-Tiered Action Plans School Profile Tool System Data (TT, SRT) Evaluation Tools (BAT, ISSET, PoI, SAS) District Leadership/Community Alliance School Tools (Matrix, T-Chart, Referral, DPR Card) Universal Screener Resources School Recognition Notes
U-46 MAP
Tweaks made to tool by U-46
Prompts for agenda items/next meeting items
Review previous action items Review data Review Calendar Items Communication to stakeholders (Staff/Community/Family)
Prompt to note any questions for External Coach
Action Planning at District and State Level
Analyze percentage of students in interventions across Tier 2/3 Percentage Responding Action Plan for gaps on Tracking Tool
Training and coaching support based on needs (Systems Response Tool)
Trends across the district and state (FBA/BIP) to influence coaching support/policy
District Leadership and State Leadership Teams are informed through data
QUESTIONQUESTIONSS
