s200i: formalizing tier 2/ secondary systems, data, & practices tier 2/secondary series training...
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S200i: Formalizing Tier 2/ Secondary Systems, Data,
& Practices
Tier 2/Secondary Series Training
Version 3.0, Rev. 11.2.2011 This is a presentation of the Illinois PBIS Network. All rights reserved.
Training Behavioral ExpectationsEXPECTATION TRAINING SITE
BE RESPONSIBLE Make yourself comfortable & take care of your needs
Address question/activity in group time before discussing “other” topics
Ask questions
BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”
Contribute where possible
BE PREPARED Follow up on tasks for next training day
Take (and Pass) notes (use Action Plan throughout day)
PBIS Supports the Illinois Professional Teaching Standards
1. Content Knowledge 2. Human Development and
Learning 3. Diversity 4. Planning for Instruction 5. Learning Environment 6. Instructional Delivery
7. Communication 8. Assessment 9. Collaborative
Relationships 10. Reflection and
Professional Growth11. Professional Conduct
http://www.isbe.net/profprep/PDFs/ipts.pdf
S200 Objectives1. Review Tier 2/Secondary system designed in S100i 2. Learn how to use data for decision making and on-going
progress monitoring 3. Identify Students for Tier 2/Secondary interventions 4. Review critical features and processes of Check-in
Check-out, Social/Academic Instructional Groups and Mentoring (Check-N-Connect)
• Action Plan: Design the actual interventions for your school’s Tier 2/Secondary continuum (specifically Social/Academic Instructional Groups and Mentoring)
Agenda8:30-9:15 Review of Secondary Systems
9:15-10:15 Simple Secondary Interventions: Critical Features
10:15-10:30 Break
10:30-11:30 Social/Academic Instructional Groups
11:30-12:15 Lunch
12:15-12:45 Individualized CICO
12:45-1:45 Interpersonal Groups & Mentoring
1:45-2:00 Break
2:00-2:30 Guiding Questions: Choose 1 intervention & start working on it
2:30-2:45 Action Plan review, report out on progress & next steps
2:45-3:00 Questions/concerns/technical assistance
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 with implementing a Secondary Systems Team and/or with Check-in Check-out?
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
School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
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
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
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
ODRs, 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)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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
Sept. 1, 2009
UniversalTeam
Universal Support
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 # of youth who met the data-based decision-rule cut offs for Secondary support)?
• Repeat for S/AIG, Group with Individual Feature & 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.
TEAMING: Review Level I of Guiding Questions
Coordinator vs. Facilitator
Coordinator• Organizes and/or
oversees the specific interventions such as CICO, S/AIG & Group with Individual Features
• Roles include: scheduling meetings, review & collect data to share during team meetings, etc…
Facilitator• Directly provides
intervention support services to youth/families
• Roles include: meeting with students for CICO, running groups
• Consider using non-clinical staff for running simple secondary intervention such as CICO and S/AIG’s. Simple secondary interventions are skill based
interventions that do not need to be provided by clinicians.
Remember these interventions are used to provide additional opportunities for students to see, practice and internalize Universal expectations.
• Consider using clinical based staff for higher level interventions such as simple/complex FBA/BIP & WRAP’s
Things to consider
Examples of who can run simple Secondary Interventions?
Teachers AideClassroom teachers
LibrariansVolunteers
Local community partners
Simple Secondary Interventions
• Check-in Check-out (covered in S100)
Covered today:• Social/Academic Instructional Groups • Individualized CICO• Mentoring
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport
SYST
EMS
PRACTICES
DATA
OUTCOMES
Social Competence &Academic Achievement ٭
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/schoolwide.htm
Consider Use of Daily Progress Report
• Assesses transference and generalization of skills Is youth using new skills in actual settings (not just
while in intervention)• Prompting of replacement behaviors
• Reinforcement of replacement behaviors
• Stakeholder feedback and buy-in
Consider How You Will In-service Staff re: Secondary Interventions?
• How will you explain/model the skills that are outlined for each intervention?
• What do teachers need to know: How a student gets into the intervention (Decision
rules) How long a student will participate (Decision rules) How transference of the skill/s will be measured How to use Daily Progress Reports Their role in teaching, pre-correcting, shaping and
reinforcing noted skills Common questions/concerns
CICO Card (PALS Point Sheet)
Key2= Great Job1= Did OK0= Tough
RESPECTProperty
RESPECTAll Others
RESPECTLearning
RESPECTSelf
Homeroom 2 1 0 2 1 0 2 1 0 2 1 0
LanguageArts
2 1 0 2 1 0 2 1 0 2 1 0
Mathematics 2 1 0 2 1 0 2 1 0 2 1 0
Social StudiesScience
2 1 0 2 1 0 2 1 0 2 1 0
Exploratory 2 1 0 2 1 0 2 1 0 2 1 0
PE 2 1 0 2 1 0 2 1 0 2 1 0
Lunch 2 1 0 2 1 0 2 1 0 2 1 0
Daily Goal: _______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress.Parent Signature: _________________________________________________
Name: _________________________________ Date: ___________
Homeroom Teacher: _____________________________________
Guiding Questions Example
1. How are students identified as in need of Simple Tier 2 Interventions (S/AIG, individualized CICO & Mentoring)? Student/s receive less than 80% on DPR over 4 weeks
2. What are the data sources used to identify this?Data-based decision rules for identification:1) Data source #1: __Daily Progress Reports_______
Rule for Inclusion in Intervention: ____Less than 80%_______Time frame: __After 4 weeks of intervention__
• Teacher Request for Assistance enters youth (circle one): Yes No This would be the Reverse Request for Assistance
Break
Check on Assumptions
• You already have at least one type of ‘group’ being offered in your school?
• Your teachers sometimes ‘inquire’ about the purpose/goal/format of these groups? Ex. “What do you DO with him in group? He said
he played Connect Four today!”
• You’d like to be able to give teachers concrete feedback on student progress?
• You really just want to improve your current group support ‘system’?
Social and Academic Instructional Groups
Social/Academic Instructional Groups
• Three types of skills-building groups:• 1) Pro-social skills• 2) Problem-solving skills• 3) Academic Behavior skills
• Best if involves use of Daily Progress Report
• These are often the skill groups facilitated by Social Workers, Counselors & Psychologists However, can consider other providers : Teacher
Assistants, Behavior Interventionists etc.
Social/Academic Instructional Groups
Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)
Skills taught are common across youth in same group (ex. use your words)
Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)
Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)
Choosing or Designing Group Interventions
Choose & modify lessons from pre-packaged material based on the skill needed for the group
and/or
Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors
SAIG Template Considerations
•Name/Type of group Pro-social skills Problem-solving skills Academic Behavior skills
Skill sets and purpose of group
•Identify skills that need to be taught
•Culturally appropriate Behavior Lesson Plans/Curriculum that addresses skill set
Create Your Own Lesson Plans:Teaching Behavioral Expectations
1) State behavioral expectations2) Specify observable student behaviors (rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Reinforce appropriate behaviors
Steps of a Behavioral Lesson Plan
1) Explain expectations & why need2) Check for student understanding/buy-in 3) Model examples4) Check for student understanding/buy-in5) Model non-examples6) Check for student understanding/buy-in7) Model examples8) Students practice
Examples of Packaged Instructional Groups
• Second Step (Grades PreK-8)• Thinking, Feeling, Behaving (Grades 1-12)• Tough Kids Social Skills (Grades 3-7)• Walker Social Skills Curriculum (Grades 6-12)• Skillstreaming (Grades PreK-12)• Stop & Think Social Skills (Grades PreK-8)• Passport (Grades 1-12)• I Can problem Solve (Grades PreK-6)• Aggression Replacement Training
All of above examples could be used to develop universal behavior lesson plans.
3 Keys to Successful S/AIG’s
1. Have a Roadmap/Template • Skills that are taught need to be pinpointed before choosing “curriculum” and
are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom
ie. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form
2. Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans.
• Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one anotherie. Stand alone curriculum can be usedSkills StreamingSecond Stepie. Curriculum that builds upon previous lessons – use with caution-ART
3. Build S/AIGs on top of a strong universal curriculum
Procedural Considerations
• Welcome Introductions, if necessary
• Purpose of Group• Group Norms – ie. expectations of group, aligned
to school-wide expectations• “Curriculum” with practice• Closing
Reflection Application Goal setting
Corey & Corey, 2006
Academic Behavior SkillsFrom Skill Streaming
• Listening • Asking for Help • Saying Thank You • Bringing Materials to Class • Following Instructions • Completing Assignments • Contributing to Discussions • Offering Help to an Adult • Asking a Question • Ignoring Distractions • Making Corrections • Deciding on Something to Do • Setting a Goal
From Getting Organized Without Losing It
• Homework Checklist• After School Scheduler• 9 Great Reasons to Use a Student
Planner
Pro-Social Skills - FriendshipFrom Skill Streaming• Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game • Asking a Favor • Offering Help to a Classmate • Giving a Compliment • Accepting a Compliment • Suggesting an Activity • Sharing • Apologizing
From Strong Kids (Grades 3-5)• About My Feelings • Ways of Showing Feelings
Problem-Solving SkillsFrom Skill Streaming• Knowing Your Feelings • Expressing Your Feelings • Recognizing Another's Feelings • Showing Understanding of
Another's Feelings • Expressing Concern for Another • Dealing with Your Anger • Dealing with Another's Anger • Expressing Affection • Dealing with Fear • Rewarding Yourself• Using Self-Control • Asking Permission • Responding to Teasing • Avoiding Trouble • Staying Out of Fights • Problem Solving • Accepting Consequences • Dealing with an Accusation • Negotiating
From The Peace Curriculum• Using Positive Self-Talk to
Control Anger• Homework #3 Anger Control:
Consequences for Your Actions• Keeping Out of Fights
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 distance
Use #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
TEAMING: Review Level II of Guiding Questions
Check-in Check-outwith Individualized Features
CICO with individualized features
This is an intervention that adds support to generic CICO.
Teachers choose these more individualized options on the reverse request for assistance (RRFA).
Teachers are given the option to choose from these features after CICO was not enough support for a student.
CICO with individualized features
What it is• Options are pre-determined and
communicated to all stakeholders.
• Secondary systems team designs the options for the building.
• Quick & Efficient
• A list of specified options teachers can choose from listed on the reverse request for assistance
What it isn’t• Changing the goal line one
child at a time
• Changing or adding a goal for one child
• Changing the goals on the Daily Progress Report for one child or a group of children
• A meeting with the specialized staff and the teacher changing a student’s DPR.
CICO with individualized features
What it is
• Used after generic CICO has been tried for a set time (for example 4-6 weeks) and the student has not met the pre-determined goal set for all children.
• Options for individualizing the intervention are generic and quick
• Uses the same DPR as used in generic CICO
What it isn’t•One adult changing/ adding goals or DPR
•Changing or adding a goal for a group of kids (homework, grades, or a specific behavior).
•Changing the DPR card because there are individualized features
Examples of CICO with Individualized FeaturesExample one: Extra check in time before/after lunch with secretary in office
Example two:Peer accompanies student to check in at beginning of day and check out at end of day
Example three:Check in with supportive adult prior to a difficult class period
When would a child have goals that are specific to him/her?
This is an intervention that is designed after a Functional Behavioral Assessment is completed and created with the problem solving team as part of a Behavior Intervention Plan.
This intervention is specific to the individual child.
What it is
• Put in place after two, tier 2 interventions have been unsuccessful and the problem solving team has conducted an FBA .
• Specific to the student
• DPR reflects the individualized goals determined in BIP
What it isn’t
•One adult changing/adding goals or DPR
•Changing or adding a goal for a group of kids (homework, grades or a specific behavior)
•Done prior to participating in “generic” CICO
Youth would have goals specific to him/herWhat it is and What it isn’t
An example of youth with goals specific to him/her
Change goal lineexample: Students at Summerishere Middle school are expected to meet 80% on their DPR over the course of four weeks. However, in Jaylo’s FBA/BIP meeting the team decided to lower her goal line to 70% for the next two weeks.
Add goals and have a child specific dprexample: It was also determined in Jaylo’s BIP meeting they would add the goal: walks in hallway with hands and feet to self. The CICO coordinator will add this goal to her DPR and have them available at the morning check in station.
Mentoring
Mentoring Fueled from
“…importance that positive relationships with extra-familial adults promotes resiliency among youth from at-risk backgrounds.”Rhodes, 1994
5 Types of MentoringElements of Effective Practice (appendix section iv)
• Traditional One-to-One Mentoring• Group Mentoring• Team Mentoring• Peer Mentoring• E-mentoring
School Based Mentoring SBM
• (SBM) is most common form of mentoring• Growth has outpaced research• Mentoring viewed as privilege and reward• To lengthen matches needs to happen early in
school year. • One year commitment often norm in SBM (BBBS SBM and CIS SMILE
study)
• Communication with mentor and school staff, adequate access to resources and space are linked to match quality & longevity. (Herrera et al., 2007; karcher 2005a).
• End of match is CRUCIAL stage
Activities of MentoringRelationships & Tasks
(Developmental) (Instrumental)(Karcher et al. 2006)
Meta Analysis 55 Evaluations (Dubois, Holloway, Valentine & Cooper, 2002).
• Small benefit of program participation of average youth
• Program effects significantly better when best practices in place
• Youth from backgrounds of environmental risk and disadvantage benefit the most
What Makes Mentoring WorkRhodes/Research Cornder at Mentoring.org
1. Conducting reasonably intensive screening of potential mentors
2. Making matches based on interests that both the mentor and mentee share
3. Providing more than 6 hours of training for mentors
4. Offering post-match training and support.
Predictive of Stronger Positive Effects
1. Procedures for monitoring program implementation2. Use of community settings3. Utilization of mentors with backgrounds in helping
roles4. Clearly established expectations for frequency5. Ongoing (post-match) training for mentors6. Structured activities for mentors and youth7. Support for parent involvement
David L Dubois, Ph.D., University of Illinois ChicagoResearch in Action, issue 2
Best Practices (Dubois, Holloway, Valentine, Cooper) 2002
1. Monitoring implementation2. Screening3. Matching4. Pre-match5. Ongoing training6. Supervision7. Support for mentors8. Structured activities9. Parent support10. Expectations for frequency 11. Expectations for length of contact
Understanding the Evidence Supporting School-based MentoringCautions & CaveatsKarcher, 2010
One-on-One mentoring minimizes deviancy training Dishion, McCord & Poulin, 1999; Dodge, Dishion & Lansford, 2006
Misguided MentoringD.M. Hansen & Larson, 2007; K. Hansen & Corlett, 2007; Karcher, 2004
Importance of Best Practices Karcher, 2010
Looking for mentoring resources?
www.mentoring.org
TEAMING: Review Level III of Guiding Questions
Break
Consider this…
Youth A has received his 3rd office discipline referral so he begins CICO. He is in CICO for four weeks and has not yet met the goal that all students have, 80% of points on DPR over four weeks. The reverse request for assistance is given to Youth A’s teacher and he chooses CICO with individualized features, more specifically he chooses to add a check-in with the office secretary between lunch and recess. The individualized CICO continues for four weeks and youth A has not yet met the goal that all students have, 80% of points on the DPR over four weeks. A FBA is completed and, in addition to other function-based strategies, the problem solving team decides to add a mentor through the local Boys and Girls school program.
Activity: Time 20 minutes Using the Guiding Questions
1. Choose one type of intervention to create or improve
2. Review & answer questions to find strengths and needs
3. Action plan next steps
Report Out Progress & Next Steps
Resources available at:
www.pbisillinois.org
Follow-up TA Support for S200i
• On-line Go-to-Meetings will be offered 3 – 6 weeks after this training.
• Visit www.pbisillinois.org to view dates and register.
• The course name is STA200.1i: Technical Assistance on Secondary Interventions (CICO, S/AIG, Mentoring/CnC)
Evaluation and CPDU Process For individuals who registered through Cvent
1. All registrants will receive an email two days after the training asking them to complete an evaluation using the link provided.
2. By clicking on the link, registrants are to complete the evaluation by following the prompts.
3. Once the evaluation is completed, an additional email will automatically be generated thanking the registrant for their time and offering the CPDU link for the session they just attended.
4. When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.
Evaluation and CPDU Process For individuals who did not register prior to the training
1. The attendee contact information will be entered into Cvent and then the evaluation email will be sent two days after the training asking them to complete an evaluation using the link provided.
2. Attendee’s follow the same process for completing the evaluation and obtaining CPDUs as those individuals who registered through Cvent.