elementary tier 2 behavior planning. purpose/agenda review yesterday’s information discuss lps...

Elementary Tier 2 Behavior Planning

Purpose/Agenda

• Review Yesterday’s information• Discuss LPS Plan• Data Systems• Work time for teams• Share action plans

Tier 2 System

• Classroom Managed Plans• Check In Check Out• Social Academic Instructional Groups• Community Managed Plans

WHY?

• Why are we moving onto Tier 2? It’s connected to Tier 1• It’s based on Student need• One size does not fit all

“Classwide Positive Behavior Interventions and Supports” – Simonsen, Myers (2014)

Tier 2

Tier 3•SPED/504 Eval•Long term maintenance of Teacher/Student relationship•Outlasting the behavior•WRAP Around/RENEW•FBA

Teaching • SAT• Brief FBACommunity managed plans•Individual Triage•Practicing Skills•Teaching Skills• SAIG• CICO• Adult/Student Collaboration (classroom managed plans)

Planning• Counseling•Mentoring•Sensory Breaks•Contribution•Self-monitoring sheet•Visual Aids•Restrictions/Protections•Evaluate Environment•Parent input on plan

Communication•Staff, Students, Families, Community•Data Collection •BIST/PBIS Leadership Team

School-wide Management

•Common Area Expectations•Teaching Expectations•School-wide Level Triage•Acknowledgement System

PreventionPre-teach•Clear Expectations•Procedures•Gateway Behaviors•Goals for LifePraise (4:1)ProximityClass MeetingsSecond Step

Interventions•Classroom Triage•Class Meetings•Caring Confrontation•Safe Seat/Buddy Room•Second Step

Intensive, Individual, Intervention•Individual Students•Assessment-based•High Intensity

Universal Interventions•All Students•Preventive, proactive

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid Response

Academic Systems Behavior Systems

Intensive, Individual, Intervention•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid Response


*bold, larger font indicates commonalities

Things to consider

• Team: Subgroup or separate• Coordinator (Tier 2, CICO)• % of students

Tier 3

•SPED Evaluation•WRAP Around

•Safety Plan•Behavior Intervention Plan

•Functional Behavior Assessment•Outlasting the behavior

Communication•Staff, Students, Families, Community•Data Collection •BIST/PBIS Leadership Team

School-wide Management •Common Area Expectations•Teaching Expectations•School-wide Level Triage•Acknowledgement System

PreventionPre-teach•Clear Expectations•Procedures•Gateway Behaviors•Goals for LifePraise (4:1)ProximityClass MeetingsSecond Step

Interventions•Classroom Triage•Class Meetings•Caring Confrontation•Safe Seat/Buddy Room•Second Step

Arnold Elementary SchoolBehavior Systems

Targeted Interventions•Some students (at-risk)•Documented Rapid Response


First StepsCICOClassroom ContributionClassroom Managed Plans

Second StepsMissing Skills GroupsIndividual TriageSensory BreaksPlanned BreaksModified Continuum

Third Steps Protective Plan SAT

School Wide-Contribution Individualized Goal Sheet Brief FBA Sensory Breaks/Planned Breaks Adjusted Daily Schedule

Tier 2

Tier 1

Intensive, Individual Intervention•Individual Students•Assessment-based•Intense, durable procedures

Levels of support build on one another.

Tier 1 supports don’t stop when Tier 2 supports begin, and so on….

Today...Team

Examples

• Just examples, yours may look different!

Today we will be following:

Mike• 5th Grade Male• Parents divorced last year• Displaying signs of

anger/aggression• Starting to come late to school

sometimes• Grades: more 1s and 2s• Classroom plans in place• Enjoys sports and

skateboarding

Mary• 1st Grade Female• History of academic struggle• Lives with Grandmother• School avoidant• Struggles with anxiety• Loves art

First StopTier 1

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g. Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)Complex or Multiple-domain

FBA/BIP

Wraparound / RENEW

ODRs, credits Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

A Multi-Tiered System of Support for Behavior

Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent

General Education & Special Education

Tier 1/Universal School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Outwith Individualized

Features

Social/Academic Instructional Groups

Classroom Managed Plan

Brief Function-Based Problem Solving

Individualized Team Development:Complex Function-Based Problem Solving

Person-Centered Planning

MIKE• Mike is in Mrs. Smith’s class.• Each class is taught a behavioral lesson plan every

Monday from 9:00-9:15.• The lessons are always prepared by the “lesson

subcommittee” of the Universal Team and then placed in teachers’ mailboxes on Fridays to be delivered by the teachers the next Monday.

• Mike receives Falcon Feathers for engaging in the appropriate behavior throughout the week that the lesson plan highlights. He has received 15 so far this year.

• His name was pulled out once during a lunchtime monthly drawing where he received a School wide Recognition pass. He also participates in the monthly assemblies.

MARY• Mary is in Mr. Jones class.• The 1st grade class has SecondStep lessons every

week in their class. 1st grade does their lesson on Wednesdays from 9:00-9:20.

• Mary receives Cardinal Cards for meeting the Schoolwide Expectations of Be Safe, Respectful and Responsible.

• Her name was drawn at the all school assembly and she earned an extra recess for her class which was supervised by the principal and her teacher got 10 “free” minutes.



Check-In-Check-Out


Features


Community Managed Plan




MIKE• Today Mike has just received his second Office Discipline

referral of the month.– The last one was for disrespectful language to the music

teacher– This one was for walking out of the classroom when he did

not want to follow his teachers directions. – The Assistant Principal noticed that Mike received his

second ODR this month and sent his name to the CICO coordinator (school psych) who started the process of entry into the intervention:

– Contacting/orienting family– Contacting/orienting student– Contacting/orienting necessary staff

MARY• Today Mary has been identified as spending 10 or more

minutes outside of her classroom (at a time) for the 3rd time this month.– The 1st was in the Nurse’s office– The 2nd one was in the Nurse’s office– The 3rd one was in the Library

• The CICO coordinator (counselor) noticed that Mary had been documented as being “somewhere other than class” for the third time this month. This prompted him to start the process of entry into the intervention:– Contacting/orienting family– Contacting/orienting youth– Contacting/orienting necessary staff

Examples of Data Used to Identify Students in Need of a Simple Secondary

Intervention• Student outcome data:

– Office Discipline Referrals– BIST Movements– Grades / Credits– Suspensions– Attendance– Tardies– Nurses office visits / Clinician office visits– Time spent in areas other than classrooms– Response to lower level interventions

• Requests for Assistance made by teachers, family members and/or students

Always exceptions to the “rule”

At Your Tables…

Discuss your entry criteria into Tier 2Begin thinking about your criteria points for entry into Tier 2 (CICO)? Action Plan #3 Page 5● What data sources (criteria) will you use to identify

students in need of CICO?○ Are you considering students with externalizing and

internalizing characteristics in your criteria? Who will look at the data for entry?

● Who is looking at this data?

● How often will this data be considered/reviewed?

Action Plan - Entry Criteria

MIKE• 3 Days later Mike enters into Check In Check Out.• He was randomly assigned to check in at

location #2 (in the media center). • Mrs. Smith the librarian stations this desk in the

morning.• The goal for Mike (as with the other students in

CICO) is to achieve 80% of his points/80% of the time.– Because Mike was identified through ODR data, the team

will look to see that no more than 1 ODR is accrued during his time in CICO

MARY• Mary enters into Check In Check Out the next day.• She will go to an orientation that takes place every

Tuesday for students who are entering into CICO. It is held in the cafeteria and breakfast is offered. She will learn more about the intervention at that time.

• Mary will check in and out at location #3 located by the bus entry to the building.

• Jason the SEM stations this desk in the morning.• The goal for Mary (as with the other students in CICO)

is to achieve 80% of her points/80% of the time– Because Mary was identified through “time out of class”

data, she will also need to not accrue any further instances during her time on CICO to be considered “responding”

At Your Tables…Consider your CICO intervention

● Once a student is identified, how will this student get entry/started in the intervention?

● How will the family be communicated with?

● How will you know the student is “responding” to the CICO?

● How long will a student remain in CICO before the student graduates or you layer up?

● What data will you use to determine if a student should be transitioned back down from CICO or if the student needs another intervention layered with CICO?





Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Wraparound / RENEW






Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent



Check-In-Check-Out


Features






MIKE▪ After 2 weeks, Mike has not received higher

than 30% of his points on his Daily Progress Report card.

▪ The CICO coordinator noticed this concerning data and sent a Reverse Request form out to Mike’s classroom teacher.

▪ On the form, the teacher checked off the box “SAIG group”- problem solving skills.

▪ The teacher returned the form to the CICO coordinator.

▪ The coordinator passed this form off to the SAIG Problem Solving Group facilitator (para).

▪ Mike will start in the group on Friday.

Example of SAIG within your building...

Example of Groups

Skills

MIKE

▪The Problem Solving Skills group meets 1 x per week during lunch.

▪The para from the self-contained classroom leads the group.

▪The curriculum was put together by the school psychologist based on the Second Step Curriculum.

▪The school psychologist lead the group once with the para as a co-facilitator, and now the para leads the group herself.

▪The psych will continue to do fidelity checks.

MARY▪ After 6 weeks, Mary has been hovering around the 65-

70% range for points earned on the DPR card.▪ The CICO coordinator has been monitoring this data and

today, sent a Reverse Request form out to Mary’s teacher

▪ The teacher check off CICO with individual feature as the next intervention to try for Mary. He thinks Mary will have success meeting with (contribution) Mrs. Smith- the Art Teacher.

▪ The teacher returns the form to the CICO coordinator.▪ Mary will start this next week. ▪ In the mean time the CICO coordinator talked with Mrs.

Smith and will make sure she is on board before starting with Mary.

Reverse Request

for Assistanc

e Form(example)

At Your Tables…page 9-10

▪What other Tier 2 interventions (beyond CICO) are you considering to have in place? - ex. groups, individual featureso What data sources will you use

▪How would you use a Reverse Request for

Assistance form to get information from teachers?

▪How will you train staff to effectively and efficiently use this form?

▪How will you communicate with parents?

Fourth StopLayering Up the Support

Moving into

Functional Based Assessment







FBA/BIP

Wraparound / RENEW






Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent



Check-In-Check-Out


Features


Classroom Managed Plan




MIKE▪ Mike has been in the Problem Solving SAIG group for 6

weeks.▪ He is receiving approximately 55% of his points on his

DPR card 80% of the time, and he has received 2 Office Discipline referrals since he started the group.

▪ The SAIG Coordinator has passed Mike’s name on to the Coordinator for FBA/BIP (special education coordinator).

▪ The Coordinator has added Mike’s name to the Problem Solving Team meeting list (where BIPs are developed).

▪ The standing problem solving team will create a BIP for Mike 2 meetings from now.

▪ In the meantime, the school psychologist will be doing the background work needed to fill out the FBA and come with suggestions to the BIP Problem Solving Team meeting.

Daily Progress Report (DPR) Sample

NAME:______________________ DATE:__________________

EXPECTATIONS1st block 2nd block 3rd block 4th block 5th block 6th block 7th block

Be Safe 2 1 0 2 1 0 2 1 0 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 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Mike will keep hands to self

Mike will hold up a yellow card to

indicate needing a break

Mike will bring materials to class

“Individualized Student Card for Mike”

(FBA/BIP)

Replacement behavior

Possible behaviors taught in previous SAIG groups

“Social & Academic

Instructional Groups”

(problem solving skills group)

Walk to classKeep hands to self

Use appropriate language

Raise hand to speak

Bring materials Fill out assignment

notebook

MARY▪ Mary has been in contribution for 6 weeks now. ▪ She has been receiving 85% of her points 90% of the

time and has been attending all of her classes.▪ The Tier 2 Coordinator is going to talk with Mrs. Smith

(art) about beginning the transition process.▪ Mary and Mrs. Smith will continue meeting and will start

to add more time in-between sessions with one another.▪ Then Mary and Mrs. Smith will start to make the sessions

shorter.▪ As Mary starts to transition back to only CICO, Mrs.

Smith (the Art Teacher) will transition into being her CICO facilitator, thus the intervention will become less intensive.

Looking at data to make decisions

At Your Tables…

▪How will you use the tracking form to monitor fidelity of the...

intervention individual student progress

● example: Daily Progress Report

Fourth StopLayering Up & Down Support

• Moving into Functional Based Assessment

• The Transition Process







FBA/BIP

Wraparound / RENEW






Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent



Check-In-Check-Out


Features


Mentoring




MIKE▪ Ms. Timmons, the school psych completed Mike’s Functional

Based Assessment (FBA).▪ She interviewed Mike’s classroom teacher▪ She interviewed Mike’s Mother and Father▪ She interviewed Mike

▪ Ms. Timmons comes to the Problem Solving Team meeting with the data to determine the function of the behavior and to write the BIP.

▪ It is hypothesized that when being given directions or re-directions Mike will shout out or make disrespectful remarks to the teacher (i.e. “this is stupid,” “I don’t need to be here anyway,” “I hate this class,” etc. to gain adult attention.

▪ Mike’s replacement behavior is that he is going to use a break card to indicate to the teacher that he needs a break.▪ A plan is made to teach him how to use this replacement skill. He will

receive extra falcon feathers when he uses the break card appropriately rather than making disrespectful comments.

MARY▪ Mrs. Smith (Art teacher) has been meeting with Mary

daily for CICO in the Art Room.▪ Mrs. Smith and Mary spend the typical 1-2 minutes in the

morning and the afternoon checking in.▪ After about 5 weeks, Mary continues to be successful on

CICO. She is receiving 85%-90% of her points 85% of the time, Mary has officially “graduated” from CICO.

▪ Mary will start to self-monitor on her own CICO card.▪ Mrs. Smith and Mary will not formally meet any longer,

but Mary can come and see here when desired, just like other youth in the building do.







FBA/BIP

Wraparound / RENEW






Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent



Check-In-Check-Out


Features


Mentoring




MIKE▪ As part of Mike’s Behavior Intervention Plan, he

will continue on CICO, but his check-in facilitator will now be the gym teacher, Mrs. Miller (a positive person for Mike).

▪ Mike will also go through a second round of the Problem Solving SAIG to support the teaching of desired behaviors.

▪ In the following weeks, the data shows that Mike is not responding to the Behavior Intervention Plan. ▪ Intervention data was gathered ▪Student data was gathered on problem behavior

and the use of the replacement behavior.

MIKE▪ After 4-5 weeks on the developed Behavior

Intervention Plan, Mike has received about 45% of his points 75% of the time and has received 2 Office Discipline Referrals.

▪ Mike’s attendance has started dropping. He has gone from 90% attendance rate to 75%.

▪ The Coordinator of FBA/BIP brought his name to the Tier 3 coach with the recommendation for Tier 3 level supports.

▪ The team discusses that Mike might be a good candidate for DDSEC.

▪ The principal contacts Mike’s mother and his father and Dr. Oruda at DDSEC.

In Sum…

Mike▪ 5th grade student▪ Access to Tier 1 Supports▪ CICO after 2 weeks

(<30%)▪ SAIG Group Added▪ 2 Rounds of Problem

Solving Skills Intervention ▪ FBA-BIP▪ Consider placement at

DDSEC

Mary▪ 1st grade student▪ Access to Tier 1 supports▪ CICO-6 weeks (65-70%)▪ Contribution Added-6

weeks (85%)▪ Self Monitor▪ Art teacher becomes

CICO▪ Informal Meeting with Art

teacher

elementary tier 2 behavior planning. purpose/agenda review yesterday’s information discuss lps...

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