Transcript PowerPoint - Wisconsin PBIS Network

WI Coaches forum August 2013
Building Tier 2/3
Capacity Within
School-wide
Systems of PBIS
Lucille Eber IL PBIS Network
www.pbisillinois.org
 This is a presentation of the IL PBIS Network. All rights reserved.
Content
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Context for Tier 2/3 systems development
The Tier 2/3 Readiness Process
Teaming Model & Examples of Interventions
Tools to Support Tier 2/3
A Tier 3 Coaching and TA Process
IL Tier 2/3 Tools
Available at PBISILLINOIS.org
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Tier 2/3 Readiness Tools
Guiding Questions
Tier 2/3 Tracking Tool
Reverse Request for Assistance
IL PoI Tool
System Response Tool
Tier 3 Wraparound Follow-up Checklists
Resources Available at www.pbis.org
Building Tier 2 / Tier 3 Capacity within A PBIS System of Support:
Model Development and Lessons Learned
Benchmarks of Advanced Tiers
Tools Used to Build District and
Building Level Action Plans for
Secondary/Tertiary Implementation
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Guiding Questions Tool
Secondary/Tertiary Tracking Tool
Systems Response Tool
Phases of Implementation (PoI)
Benchmarks of Advanced Tiers
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT:
What is meant by
“layering”
interventions?
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
More Students Access Tier 2/3
Interventions When Tier 1/ Universal is
in Place
FY09 School Profile Tool
Students Accessing Tier 2/Tier 3 Interventions
% students
10%
8%
6%
4%
2%
7.94%
4.95%
0%
Partially Implementing
Fully Implementing
(n=26)
(n=125)
Tier 2/3…..
Changing Existing Systems
• Harder than starting from scratch
• Schools think they are “already doing
it”…
 Need to “deconstruct” some existing
teaming approaches and practices
 Data not being used except to justify
placements
Tools to Support Secondary/Tertiary
Implementation
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Tier 2/3 Readiness Checklists
Secondary/Tertiary Tracking Tool
Reverse Request for Assistance
Systems Response Tool
Guiding Questions Document
Benchmarks of Advanced Tiers (BAT)
Some “Big Picture” Challenges
• Low intensity, low fidelity interventions for
behavior/emotional needs
• Habitual use of restrictive settings (and poor
outcomes) for youth with disabilities
• High rate of undiagnosed MH problems (stigma,
lack of knowledge, etc.)
• Changing the routines of ineffective practices
(systems) that are “familiar” to systems
Examples of Ineffective
Secondary/Tertiary Structures
1. Referrals to Sp. Ed. seen as the
“intervention”
2. FBA seen as required “paperwork” vs. a
needed part of designing an intervention
3. Interventions the system is familiar with vs.
ones likely to produce an effect
 (Ex: student sent for insight based counseling at
point of misbehavior)
Tier 2/3 Readiness
District-level support is necessary for successful
building-level Tier 2 & 3 implementation
 District commitments should be in place before
Tier 2/3 training occurs
Building-level leaders should be aware and
supportive of what Tier 2/3 requires
District-wide Tertiary
Implementation Process
• District meeting quarterly
 District outcomes
 Capacity/sustainability
 Other schools/staff
• Building meeting monthly
 Check on all levels
 Cross-planning with all levels
 Effectiveness of practices (FBA/Wrap)
• Tertiary Coaching Capacity
• Facilitators for complex FBA/BIP and wraparound teams
Components of Tier 2/3 Model
• Differentiated Teaming Structures
 Across all 3 Tiers
 Assigned roles for Coordination/Facilitation
• A Full Continuum of Interventions
 Scaling up and down the continuum
• Universal Screening
 Beyond ODRs
• Ongoing Use of More Specified Data
 Tools for Monitoring Systems and Outcomes
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
QUICK Reflection
Where is your district/school(s) with
regards to the readiness criteria?
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Tier 2/
Secondary
Check-in
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
Group Intervention with
Individualized Feature
(e.g., Check and Connect - CnC
and Mentoring)
(Behavior and Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
Individual Student
Information System (ISIS)
SIMEO Tools:
HSC-T, RD-T, EI-T
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Data-Based Decision Making
Numbers to Keep in Mind
• 7-15%: Percent of total population expected to need
and be supported by Tier 2 interventions
• 1-5%: Percent of total population expected to need
and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”)
that should be responding to intervention
• Data-based Decision-Rules for ‘determining
response’ must be defined
 Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student
maintains an 80% average on DPR for 4 weeks
Check-in-Check-out (CICO)
Merely an extension of Tier 1
Some get high frequency scheduled positive
contact with adults
Youth solicit the positive contact/feedback
Low effort for teacher if built on Tier 1
Need to have 7-12% accessing if it is to come
to be a routine in your school(s)
If you only have 1-2% on CICO, those are
likely to be kids who need more….
Why do you want 7-12% on CICO?
1. Kids who here-to-for would have gotten nothing (‘til they ‘got worse”)
now get a positive boost of support (sea of ineligibility)
2. All teachers will expect that every day they will have kids cross their
threshold who need higher rate of positive contact
3. Quicker/easier to support kids who need Tier 3
3. Structure to build transference and generalizing from Social Skills
instructional groups and function-based behavior plans
Tertiary Demos
Tertiary Demo School Reduces ODRs & Increases
Simple Secondary Interventions
40
36
number of students
35
30
25
20
15
10
5
5
5
1
0
Aug to Nov 2006
2-5 ODRs
Aug to Nov 2007
6+ ODRs
*CICO = Check in, Check Out
CICO*
John Greer Elementary School
Suspensions and Students
Succeeding on CICO
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 Individualized Features
What it is
• Options are pre-determined and
communicated to all stakeholders.
What it isn’t
• Changing the goal line one
child at a time
• Secondary systems team designs the • Changing or adding a goal for
options for the building.
one child
• Quick & Efficient
• A list of specified options teachers
can choose from listed on the
reverse request for assistance
• 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 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).
Examples of CICO with
Individualized Features
Example 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
child.
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)
• Goals for improvement should be 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)
Brief vs. Complex FBA/BIP
Brief
• Generic Individual
Problem solving Team
Complex
• Individualized Youth
FBA/BIP Team
• Meeting time/day
usually already
determined
• Meeting time/day
decided by
individualized team
• Plan developed
quickly/easily
• Interventions are highly
individualized
Brief vs. Complex FBA/BIP
Brief
• Every school has this
type of meeting
Complex
• May be a new type of
meeting for schools
• Behavior intervention
plans address only one
behavior, typically only
in one setting
• Interventions/strategies
address multiple
settings and/or
behaviors
Brief vs. Complex FBA/BIP
Brief
• SWIS data, Daily Progress
Report (DPR) points,
Functional Assessment
interviews
• Effectiveness of system
monitored by Secondary
Systems Planning Team
Complex
• SWIS data, Daily Progress
Report (DPR) points, Functional
Assessment interviews, SIMEO
Data, direct observation data,
additional tools as needed
• Effectiveness of system
monitored by Tertiary Systems
Planning Team
• Data reviewed at least every
other week
• Data reviewed at least weekly
Quick Assessment of Student Access
to Intervention
• Total enrollment of your school?
• Number of students accessing CICO?
• Number of students on complex functionbased or wraparound plans?
• Percent of total population of the school?
Individualized Teams at the
Tertiary Level
• Are unique to the individual child & family
 Blend the family’s supports with the school
representatives who know the child best
• Meeting Process
 Meet frequently
 Regularly develop & review interventions
• Facilitator Role
 Role of bringing team together
 Role of blending perspectives
Individualized Comprehensive
Teams/Plans
• Who?
Youth with multiple needs across home, school,
community
 Youth with multiple life domain needs
 The adults in youth’s life are not effectively
engaged in comprehensive planning
(i.e. adults not getting along very well)
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• What?
 The development of a very unique,
individualized, strength-based team & plan
with the youth family that is designed to
improve quality of life as defined by the
youth/family.
Individualized, Comprehensive
Teams/Plans
What Do Tertiary Plans include?
Supports and interventions across multiple life domains and
settings (i.e. behavior support plans, academic interventions,
basic living supports, multi-agency strategies, family supports,
community supports, etc.)
What’s Different?
Natural supports and unique strengths are emphasized in
team and plan development. Youth/family access, voice,
ownership are critical features. Plans include supports for
adults/family, as well as youth.
What is Wraparound?
• Wraparound is a tool (e.g. a process) used
to implement interagency systems of care
in achieving better outcomes for youth
and their families.
• The wraparound process is similar to
person-centered planning, the
individualized Positive Behavior Support
(PBS) planning process.
What is Wraparound?
• Wraparound is a process for developing
family-centered teams and plans that are
strength and needs based.
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(Not deficit based)
Across multiple settings and life domains.
• Wraparound plans include natural supports,
are culturally relevant, practical and realistic.
Implementing Wraparound:
Key Elements Needed for Success
•
Engaging students, families & teachers
• Team development & team ownership
• Ensuring student/family/teacher voice
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Getting to real (big) needs
Effective interventions
 Serious use of strengths
 Natural supports
 Focus on needs vs. services
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Monitoring progress & sustaining
•
System support buy-in
What’s New in Wraparound?
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Skill set specificity
Focus on intervention design/effectiveness
Integration with school-wide PBS
Phases to guide implementation/supervision
Data-based decision-making
Integrity/fidelity assessment (WIT)
Tools to guide teams:
 Home School Community
 Education Information Tool
Wraparound Skill Sets
1. Identifying “big” needs (quality of life
indicators)
 “Student needs to feel others respect him”
2. Establish voice/ownership
3. Reframe blame
4. Recognize/prevent teams’ becoming
immobilized by “setting events”
5. Getting to interventions that actually work
6. Integrate data-based decision-making into
complex process (home-school-community)
It Takes a System…
…..that builds system capacity for advanced tiers
Continuum of Teaming:
Systems & Student-Specific
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Secondary Systems Planning Team
Secondary (Generic) Problem Solving Team
Tertiary Systems Planning Team
Individual Youth FBA/BIP Team
Wraparound Team
District Tertiary Leadership Team
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Meeting
Plans
schoolwide &
classroom
supports
Universal
Support
Secondary
Systems Team
Meeting
Uses process data;
determines overall
intervention
effectiveness
Problem Solving
Team Meeting
Tertiary Systems
Team Meeting
Standing team; uses
FBA/BIP process for
one student at a time
Uses process data;
determines overall
intervention
effectiveness
Check-In
Check-Out
Skills
Groups
Group w.
individual
feature
Brief
Complex
Wraparound
FBA/BIP
FBA/BIP
Brief
FBA/BIP
Rev. 11.19.2012
Illinois PBIS Network
Teaming at Tier 2
Secondary Systems Planning ‘conversation’
 Monitors effectiveness of CICO, S/AIG,
Mentoring, and Brief FBA/BIP supports
 Review data to make decisions on
improvements to the interventions
 Individual students are NOT discussed
Problem Solving Team ‘conversation’
 Develops plans for one student at a time
 Every school has this type of meeting
 Teachers and family are typically invited
Question
Is the idea of separating out functions
(progress monitoring, brief problemsolving, complex interventions, etc) new to
your districts/schools?
Progress Monitoring
Secondary/Tertiary Interventions
Teams need to track and monitor interventions by
category:
1. How many students are receiving each intervention?
2. How many students are responding to each
intervention?
3. What data is used to monitor each intervention type?
Tier 2/Tier 3 (Secondary/Tertiary) Tracking Tool
Activity : Using Data to Improve
Tier 2/Tier 3 Systems of Support
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Review Tracking Tool & Systems Response Tools.
How can these tools help your school(s) to
identify strengths and weaknesses of their Tier
2/3 systems of support?
How will you encourage/prompt others to use
these data for progress monitoring system
responses that need to change?
How will you encourage/prompt others to use
data for progress monitoring Interventions at
Tiers 2/3?
Universal Screening for Behavior
Results
Implementation Process Summary:
Multiple Gating Procedure
(Adapted from Severson et al. 2007)
Gate 1
Teachers Rank Order
then Select Top 3 Students
on Each Dimension
(Externalizing & Internalizing)
Pass Gate 1
Gate 2
Teachers Rate Top 3
Students in Each Dimension
(Externalizing & Internalizing)
Using a Research-Validated
Tool (e.g., SSBD, BASC2/BESS, SDQ)
Pass Gate 2
Tier 2
Intervention
Universal Screening: Suggested Features
• Obtain district and building level buy-in for universal
screening (e.g., build case for links between student mental
health and academic performance)
• Build, or strengthen Tier 2 systems and practices (use selfassessment tools, e.g. BAT to monitor progress)
• Inform parents/guardians of upcoming screening process
• Use teacher nomination process to initially identify students
demonstrating internalizing/externalizing behaviors
• Incorporate a validated screener that can reliably identify a
broad range of externalizing and internalizing behaviors
• Obtain consent for students meeting screening criteria
• Monitor student response to intervention regularly and use
data to determine next steps
A Model for Building Fluency
with FBA/BIP
Increased focus on building capacity for
school-based T2 and T3 supports
FBA-BIP support
 Kathleen Strickland-Cohen, Ph.D.
 [email protected]
Address some of the most common errors
in BSP development
Common Mistakes Seen in Behavior
Intervention Plans
• “Stuck” on setting events beyond the control of the school,
• Student does not take medication at home
• ID factors the school can impact
• Skipping the replacement behavior
• Must have a alternative or replacement behavior that student is
taught, practiced, reinforced
• Inadequate density for teaching and/or opportunities to
practice replacement skill
• Insufficient density of reinforcement
• EX: If you’re good all week, you can have a soda on Friday
Other Common Mistakes…
• The problem behavior is not operationally defined:
• Observable, countable, measurable
• Aggressive versus hits other peers during unstructured time
on a daily basis
• There is more than one function
• Lack of accurate identification of routines in which problem
behavior occurs
•
• Lack of contextually fit strategies in 3 areas
• Antecedent: Preventing problem behavior,
• Behavior: teaching replacement and desired behaviors
• Consequence: BOTH
• Minimizing reinforcement of problem behavior
• Reinforcing the use of desired/alternative behavior
Redefining the Role of the Behavior Specialist
District Behavior
Specialist
Train and
coach use of
EBP at the
school-wide
and
individual
student level
Support
Teams
building
behavior
support
plans from
Assessment
information
Train 2-3
people per
school to
conduct
“Basic”
FBA/BSP
Reflection
How would this model of rethinking District
Behavior Specialist work within your
district?
Can you think of a handful of teachers who
could conduct basic FBAs?
Could your team use support in aligning
BSPs with FBAs?
How do/can you apply principles of
instruction to supporting your team / staff?
Coaching Tier 3 Implementation
Complex FBA/BIP
Wraparound
Wrap-based RENEW
Tertiary Interventions
Phases of Tier 3 Coaching
Phase 1: Modeling - Coach models the
desired skills and competencies
Phase 2: Support and Feedback - Coach
provides support and feedback
Phase 3: Monitoring – Coach monitors to
ensure fidelity
DO FOR – DO WITH – CHEER ON
IL Coaching Plan for Tier 3 Interventions
 Coaches & Facilitators participate in intervention specific training
Facilitator/s begin implementing intervention immediately (i.e. identify
youth within week or two of training)
 ECs connect with Tier 3 Facilitators to answer questions, ensure youth
are identified & Tier 3 processes are starting, and ensure Facilitators
are signed up for Adobe Connect Tier 3 TA
 Within several weeks of training, Facilitators and External Coaches
participate in an Adobe Connect Tier 3 TA group call
 Facilitators continue to participate in Adobe Connect Tier 3 TA group calls
monthly until fluent with the intervention
 ECs continue to participate in Adobe Connect Tier 3 TA group calls
monthly until fluent with providing Tier 3 TA themselves
 ECs sustain process of providing intensive Tier 3 TA for their district/s
 Facilitators & coaches may be invited to participate in a Tertiary
Learning Community (TLC)
Logistics for Tier 3 TA Calls
 Trainers connect with External Coaches (EC)
 External Coaches gather Tier 3 plans from Tier 3 Facilitators and
forwards to Trainers
 Trainer uses track changes to highlight positive notes,
comments/questions, and corrections to each plan submitted and
sends back to External Coaches to give back to Facilitators
 Coaches should review edited to plans to learn how to replicate
this process in future
 Trainer selects 2-3 plans to review on each call
 Facilitators of those plans are on the call to receive the TA
 Other Facilitators listen/observe to make or understand edits to
their own plans
 ECs listen/observe to learn how to replicate this process in future
 Process repeats for as many rounds as Coaches & Facilitators need
Sample ?’s for Wraparound TA
Have you chosen your first child/family, describe
How did you engage the family? Where did you
meet? What questions did they have? How did
you describe wraparound?
What tools have you used to gather information ?
(i.e. EI-T, HSC-T,) Describe your experience with
the tools
Describe the strengths inventory process.
Share the big need, how did you determine the
big need?