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PBIS Refresher Series Day Two: Developing Tier II Targeted Interventions ORANGE COUNTY DEPARTMENT OF EDUCATION
NOVEMBER 29, 2016
Inclusion Activity: Eight Steps Reflection
As a team, review the Strengths and Challenges you identified in the Day One Refresher of the Eight Steps of Universal PBIS Implementation ◦ Identify 1-2 of your team’s Strengths and one
Challenge Area
Be prepared to share out.
Day 2 Outcomes
Define the logic and core features of T2 Targeted Interventions within the PBIS multi-tiered framework.
Build a “Menu” of Evidence-based Targeted Interventions a. Check-in/Check-Out
b. Mentoring
c. Check and Connect
d. Targeted Social and Academic Instructional Skills Groups
Understand the role of Function of Behavior in selecting T2 targeted interventions.
Examine Social Emotional Learning (SEL) foundations
Identify student need for Targeted (T2) Interventions.
Agenda: Tier Two Targeted Interventions within a Multi-tiered System of Positive Behavior Supports.
Overview of Tier Two Targeted Interventions ◦ Tier 2 Interventions Jigsaw Activity ◦ Targeted Interventions “Expert Groups”
“Menu” of Evidence-based Targeted Interventions: ◦ CICO ◦ MENTORING ◦ CHECK & CONNECT ◦ TARGETED SOCIAL SKILLS INSTRUCTIONAL GROUPS
Identifying Student Need: Universal Screening ◦ Guest Speaker, Dr. Marc Lerner
Progress Monitoring and Team Action Planning
Working Norms
• Take care of your own needs Be Safe
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share “air time”
Be Respectful
• Attend to the “Come back together” signal
• Active participation…Please ask questions
Be Responsible
“Touch Each Page” Activity Review the T2 Team Member Handbook
◦ Section Tabs
◦ Team Initiated Problem solving (TIPS)
◦ T2 Targeted Interventions
◦ Behavior Education Program (BEP)
◦ Functional Behavior Analysis (FBA)
◦ Social Emotional Learning (SEL)
◦ Progress Monitoring
Universal Interventions: School-/Classroom- Wide Systems for
All Students, Staff, & Settings
Targeted Group Interventions:
Specialized Group Systems for Students with
At-Risk Behavior
Intensive Individual Interventions:
Specialized Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
~80% of Students
~15%
~5%
Source: Sue Vande Voort, Highline Public Schools PBIS Specialist, November, 2013
MTSS Logic Pyramid
A Layered Approach
Tier 1
Tier 2
Tier 3
Every student has access to Universal supports
Some students also receive Targeted supports
Few students also receive Intensive supports
T2 Foundations
All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation.
80.00%
Some
Few
ALL School &
Classroom
Systems
Assumption: A Solid Tier 1 Prevention Foundation
Universal school-wide norms, behavioral expectations and supports
Intentional teaching of social-emotional life skills
Data-based decision making
Staff can identify student behavioral, mental health, and trauma-based issues & use referral processes
Best first instruction
Restorative approach to community building and positive relationships
What are Characteristics of T2 Targeted Interventions?
(Some)
Targeted
Interventions
for Students
At-Risk
• Targeted interventions are designed
for a smaller portion of students with
some risk.
• The goal of targeted interventions is to
reduce or eliminate this risk.
• Focus on specific, targeted skill or
deficit.
• Targeted interventions are usually
short term, maybe 6-8 weeks
• Often delivered in a group, or
standardized delivery across a group
of students with similar at-risk needs.
• Continuous Progress Monitoring.
Key Features of Tier 2 Interventions (TMN, p. 37)
◦ Similar implementation across students
◦ Continuous availability
◦ Rapid access to intervention less than one week
◦ Low effort by teachers
◦ All school staff are trained on the intervention.
◦ Intervention is consistent with school-wide expectations
◦ Intervention is flexible based on functional assessment.
◦ Data are used continuously to monitor student’s progress on the intervention.
◦ Crone, Hawkin, & Horner, 2010; OSEP, 2005
Review the characteristics of T2 interventions on p. 37 of your TMN. Which characteristics stand out to you?
What Could Targeted Interventions Look Like?
•Behavior contracts
•Social skills training
•Check-in/Check out
•Mentors
•Reteaching school-wide expectations in small groups/targeted areas
•Student Support Groups • E.g., anger management, social skills,
conflict management
Say Something
Can you identify a potential Tier 2 Intervention at your site?
Describe the criteria that make this (or could make this) a T2 Targeted Intervention.
◦ Tip: See Tier 2 Interventions Checklist
(pp. 49-51) and Critical Features, p. 37.
Rob Horner’s Tier II Intervention Checklist:
Use this tool to evaluate current interventions in place in your school and to determine whether interventions meet the needs of students in your school and are implemented systematically.
oTeam Practice: A. Complete the Assessment Tool for CICO at your school.
B. Choose one other Tier II intervention and complete the checklist.
“Menu” of Evidence-based T2 Interventions
CICO (Check-in/
Check-Out)
Mentoring
Check and Connect
SAIGs
(Social & Academic
Instructional Groups)
Tier II Interventions: Jigsaw Reading
Number 1-4 at your table.
Read the section assigned to your number: 1. Check-in Check Out
2. Check and Connect
3. Mentoring
4. Social Skills
Complete the Table for your pair’s intervention.
Share with the whole group to complete the entire Tier II Interventions Table.
Tier 2 Targeted Interventions Matrix (p. 46)
Intervention Describe the Intervention.
How are students identified?
Who implements?
Research Base Possible examples at my school.
Check and Connect
Check-In/ Check-out (CICO)
Social Skills Instruction
Mentoring
Targeting Student Need
a. Students at risk for behavior, social-emotional, or mental health concerns
b. Students who are unresponsive to Tier I practices and systems (based on progress monitoring data)
c. Student who do not require more immediate individualized interventions
d. Students’ needs are observed across multiple settings or contexts.
e. Student at risk for (but not yet demonstrating) T3 intensive needs.
f. Other (discuss with an elbow partner)
Table Talk: Identifying Targeted Group Needs
What might be some targeted group needs on your campus?
Examples: ◦ Students with social skills deficits ◦ Students with disruptive behaviors ◦ Students with poor study/organizational skills ◦ Students with tardy/attendance problems.
Discuss with your table partners.
Making Predictions: List, Label, Sort Activity
Imagine you had the ability to be invisible and hover over could observe all areas on your school/campus (e.g., during lunch, class time, recess, etc.).
What targeted student needs might you observe? Examples:
Individually, record your ideas on post-its.
Table facilitator collects post-its and sorts into categories.
What are some priority targeted student needs on your campus?
Building A “Menu” of T2 Interventions (p. 47)
• A more long term relationship is established with a trained mentor.
• Students receive group instruction to build social skills,e.g., Bully prevention, Social Skills, Self-regulation.
• Students are matched with an adult or peer mentor.
• Targeted students are placed on a daily progress report (DPR) to receive more frequent feedback and attention.
CICO
(Check-in/
Check-Out)
Mentoring
Check and Connect
Targeted Social Skills
Instructional Groups
Critical Features of CICO Increased positive adult contact
Embedded social skills training
Direct link to school-wide behavioral goals and expectations
Frequent feedback
Daily home-school communication
Positive reinforcement contingent on meeting behavioral goals
The Daily Progress Report (DPR)
Linked to school-wide behavior expectations.
Standard for all students
3 point rating scale.
No more than 10 check in periods.
Developmentally appropriate.
More information and examples are available at www.pbisapps.org in the Resources
section
Daily Progress Report/Point Card
1. Standard for
all students?
2. 3-5
expectations?
3. 3-point rating
scale?
4. No more than
10 check in
periods?
For Whom is the BEP Appropriate?
APPROPRIATE
Low-level problem behavior (not severe)
2-5 referrals
Behavior occurs across multiple locations
◦ Examples talking out
◦ minor disruption ◦ work completion
INAPPROPRIATE
Serious or violent behaviors/ infractions
Extreme chronic behavior (8-10+ referrals) ◦ Require more individualized
support Functional Assessment ◦ Wrap Around Services
Intervention Overview Research supported practice
◦ Schools can successfully implement
◦ Decreases problem behavior
◦ Effective for 60-75% of Tier II, at-risk students
◦ Ineffective for students who do not find adult attention reinforcing
(Crone, Horner, & Hawken, 2004, pp. 9-10)
Let’s take a Look… Behavior Education Program DVD, part 1
https://www.bing.com/videos/search?q=check+in+check+out+pbis+youtube&&view=detail&mid=4F751352F988
072FFC8E4F751352F988072FFC8E&FORM=VRDGAR
https://www.youtube.com/watch?v=GMo5aAm2rVw
Action Planning: “Getting Started” Workbook
Review sample Daily Progress Charts appropriate for your grade level (pp. 85-87p. 76).
◦ Select a format.
◦ Begin to complete chart, using your schoolwide behavior expectations.
Sample Referral Form (p. 90 “Getting Started”)
Parent Permission Form
Action Planning
Think About… What will your school forms be?
How will you teach CICO to faculty and staff?
How will you communicate with parents/families?
How will student’s progress be reinforced?
Mentoring AS A TARGETED INTERVENTION
http://www.pbisworld.com/tier-2/mentoring/
Adapted from Wayne RESA Chris McEvoy [email protected]
What is Mentoring?
Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person.
It is a learning and development partnership between someone with vast experience and someone who wants to learn.
Reference: http://en.wikipedia.org/wiki/Mentorship
Guidelines for Mentoring
Any staff person can be a mentor
Should be voluntary
Match one student per staff person
Mentors agree to spend at least 15 minutes per week with the student –
could be spread out over the week
Things to do as a School-based Mentor
Each lunch together
Stop in at beginning or end of day
Play a game (cards, checkers, etc.)
Shoot baskets
Sit and talk
Get a snack
Knit/sew
Take a walk
Examples of Youth Mentoring Programs
Peer to Peer
All Staff Community Volunteers
After School
Mentoring Programs
Check and Connect
◦ Check and Connect is an evidence-based structured mentoring program to enhance student engagement at school for marginalized and disengaged students in grades K-12.
Check & Connect: Critical Components A mentor who works with students and families for a minimum of two years
Regular checks utilizing data schools already collect on students’ school adjustment, behavior, and educational progress (Check)
Timely interventions, driven by data, to re-establish and maintain students’ connection to school and learning and to enhance students’ social and academic competencies (Connect)
Engagement with families – mentors engage with parents and strive to foster parents’ active participation in their child’s education
Check and Connect
http://checkandconnect.umn.edu/model/overviewrecording.html
http://www.pbismn.org/documents/CheckConnectMentoringPresentation_MNP
BIS2013.pdf
https://www.youtube.com/watch?feature=player_embedded&v=3_-AFbDLn9c *
Inclusion Activity
At the cue, please stand and find a partner that you don’t know.
Introduce yourselves, and have a standing conversation about… ◦ Your favorite activity to do on
the weekend
What social skills did you observe?
What is Social Emotional Learning (SEL)?
Social and Emotional Learning (SEL) is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively.
◦ Source: CASEL: Collaborative for Academic and Social Emotional Learning
www.casel.org
SEL
Self-awareness
Social awareness
Relationship skills
Responsible decision making
Self-management
Form positive relationships, work
in teams, deal effectively with conflict
Make ethical, constructive choices about personal and
social behavior
Manage emotions and behaviors to achieve one’s goals
Show understanding
and empathy for others
What is Social and Emotional Learning?
Credit: CASEL
SEL is a process of acquiring knowledge and skills related to five core competencies:
Recognize one’s emotions, values, strengths, and
limitations
Social Emotional Learning (SEL) Core Competencies Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.
Source: CASEL http://www.casel.org/social-and-emotional-learning/core-competencies
Jigsaw Reading Number off 1-5.
Read the corresponding SEL Competency.
Summarize the competency and share an example for your grade level with an elbow partner.
49
https://www.youtube.com/watch?v=DqNn9qWoO1M&x-yt-
ts=1422503916&feature=player_embedded&x-yt-cl=85027636
Good Science Links SEL to the Following Student Gains: • Social-emotional skills
• Improved attitudes about self, others, and school
• Positive classroom behavior
• 11 percentile-point gain on standardized achievement tests
And Reduced Risks for Failure • Conduct problems
• Aggressive behavior
• Emotional distress
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (in press). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development.
Benefits of Social and Emotional Learning
Photo Credit: Morningside Center for Teaching Social Responsibility
The Evidence is Robust
Neuroscience shows that emotion, attention, and learning are linked.
Can be taught by regular teachers, who also benefit: o Less stressful working condition o Stronger focus on learning o Better relationships with students
Direct impact on school climate
Bottom line – student achievement goes up, failure goes down
We Know SEL Works
Social Emotional Learning (SEL) and PBIS
Framework for enhancing adoption and implementation of a
Continuum of evidence-based interventions to achieve
Academically and behaviorally important outcomes for
All students
Social Skills
instruction
is a key
element of
the PBIS
framework
Systemic instruction and practice of pro-social behaviors on a school-wide basis is an important component of the PBIS framework.
Teach Social Skills like Academic Skills
DEFINE
(Simply)
MODEL
PRACTICE
(In Settings)
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
(Continuously)
Let’s practice:
Form partners or triads. Review the Social Skills cards located on your table.
Develop a brief activity or role play to teach the social skill to a group of students.
Practice the role play with your partner.
Sample Behavior and Skill Deficits
Self Awareness • Poor self image • Lack of optimism • Negative outlook • Lack of confidence • Inability to identify emotions &
thoughts • Unable to identify stressors
Social Awareness • Lack of empathy • Inability to take
perspective of others • Inability to identify
emotions of others • Doesn’t understand
social and ethical norms of behavior
Responsible Decision Making • Doesn’t make constructive &
respectful choices about personal behavior & social interactions
• Doesn’t consider safety concerns, social norms
• Unable to assess consequences of actions
Self Management • Unable to regulate impulses,
emotions, thoughts & behaviors in different situations
• Inability to focus • Poor planning & organizing • Violent toward self • Unable to motivate self • Unable to manage stress • Inability to set personal or
academic goals and work towards them
• Off task, missing assignments, tardy
Relationship Skills • Conflict with adults and/or peers • Seeks attention • Lack of respect • Fighting or violent behavior towards others • Bullying • Inability to communicate with others • Lacks active listening skills • Unable to cooperate with others • Unable to resist social pressure • Unable to resolve conflicts constructively • Inability to ask for help • Unable to offer help
Social Skills Curriculum and Resources:
SS CURRICULUM
◦ Skillstreaming the Elementary Student
◦ Skillstreaming the Adolescent
◦ Second Step
◦ Stop and Think
◦ Thinking about You Thinking about Me!
◦ Zones of Regulation
◦ Incredible Flexible You
SS RESOURCES
◦ CASEL (CA Association of Social Emotional Learning) Website
◦ Pinterest Social Skills
◦ DiscoveryEducation.org
◦ PBISWorld
◦ Class DOJO
◦ Cool Tools ◦ Youtube
Functions of Behavior •Challenging behaviors have a function.
•Challenging behavior is communicative: •The student is trying to tell you something •The student has learned that engaging in such behavior will get his/her needs met
•Function = Reason WHY the behavior is occurring
Functions that behaviors serve
58
Problem
Behavior
Obtain/Get
Something
Escape/
Avoid
Something
SocialTangible/
Activity
Adult
Stimulation/
Sensory
Peer
Activity: Building a Menu of Targeted interventions
Review the Menu of Interventions Diagram.
Give an example of how each of the four evidence-based T2 targeted interventions might look on your campus.
◦ Check-in/Check-Out (CICO)
◦ Check and Connect
◦ Social Skills Instructional Groups
◦ Mentoring
What is the school psychologist’s role?
Building a Menu of Targeted Interventions
CICO Check & Connect
Social Skills
Groups Mentor
Use the Matrix to draft a ”Menu” of Targeted Interventions. Write a brief description of how each might look on your campus.