Transcript PBIS Tier 2 Critical Features
PBIS Tier 2 SAIG & GWIF
January 31, 2014 M. Coconate K. McElligatt
Behavioral Expectations
EXPECTATION TRAINING SITE BE RESPECTFUL
Turn cell phones “off” or to “vibrate”
Listen to each other & share ideas BE RESPONSIBLE
Make yourself comfortable & take care of your needs Ask questions Use time wisely
Network with other school teams
Leave no trace BE PREPARED
Use your data Record tasks on MAP
Follow up on tasks after today!
Guiding Questions
Are your PBIS Tier 2 interventions aligned to the critical features? How do you know?
Are your PBIS systems culturally responsive? How do you know?
Are your PBIS Tier 2 group interventions effective? How do you know?
How are you documenting the integrity/fidelity of the interventions?
What data needs to be shared with all staff? How often? Why?
Universal Team
Plans SW & Class-wide supports
PBIS 3 Tiered System of Support Teams Secondary Systems Team
Uses Process data; determines overall intervention effectiveness
Problem Solving Team
Standing team; uses FBA/BIP process for one youth at a time
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Universal Support CICO GWIF CICO w/ Individualized Features OR Mentoring SAIG
1/2014 – Adapted from PBIS Illinois
Brief FBA/ BIP Complex FBA/BIP Wraparound
1.
2.
3.
4.
10 Critical Features of Tier 2 Interventions
Intervention linked directly to school wide expectations and/or academic goals.
Intervention continuously available for student participation.
Intervention is implemented within 3 school days of determining the student is in need of the intervention Intervention can be modified based on assessment and/or outcome data
Critical Features continued
5.
6.
7.
Intervention includes structured prompts for what to do in relevant situations.
Intervention results in students receiving positive and/or corrective feedback from staff.
Intervention includes a school-home communication exchange system at least weekly.
Critical Features continued
8.
9.
10.
Orientation process and introduction to materials is provided for students as they begin the intervention Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
Opportunities to practice new skills are provided daily.
Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators Practices Curricula, instruction, interventions, and strategies that are evidence-based Data Information that is used to identify status, need for change, and effects of interventions Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS
CICO & SAIG Checkpoint/Sharing
Where are you with implementation of CICO and SAIG groups?
What is working?
What issues have you resolved?
What questions do you have?
Groups with Individualized Features
GWIF
Roles & Responsibilities
Coordinator
Organizes and/or oversees the specific interventions such as CICO, SAIG & GWIF
Facilitator
Directly provides intervention support services Roles include: schedule meetings; review & collect individual student data to share during PBIS Tier 2 meetings, etc. Roles include: meeting with students for CICO, running groups
Note: Tier 2 team checks for fidelity & intervention effectiveness.
Sending out Reverse Requests for Assistance Communicating with Coordinator about issues/questions
Reverse Request for Assistance
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. 1) ____No change in behavior support requested at this time, please continue CICO.
2) Social/Academic Instructional Groups:
____Problem-Solving: To learn replacement behaviors for fighting, arguing etc. (externalizing behaviors) ____Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal etc. (internalizing behaviors) Academic: ____Academic Behavior: To learn replacement behaviors for calling out, getting out of seat, behaviors related to homework etc. ____Academic skills/content area
3) Individualized Check-In/Check-Out: Same CICO with one or more of the following changes:
____Change location of Check-In and/or Check-Out ____Change Check-In/Check-Out person (change adult or use a peer instead) ____Change Check-In and/or Check-Out time (or add addition time/s) 4) ____ Mentoring (Focus is on connection/relationship between one adult and youth, designed/individualized based on youth needs)
Thank you!
Two Types of Groups with Individualized Features
o o CICO with individualized features Mentoring
GWIF CICO with Individualized Features
CICO with Individualized Features
Adds support to general CICO Used after general CICO has been tried for predetermined amount of time (i.e. 4-6 weeks) and student has not met pre determined goal set for ALL students Teachers choose more individualized options on the Reverse Request for Assistance form
CICO with Individualized Features
Tier 2 team designs the options for the school and communicates them to all staff The Reverse Request for Assistance form lists the specified options from which to choose
CICO with Individualized Features
Uses the same DPR as used in general CICO Designed to be quick and efficient
Examples of CICO with individualized features
Extra check in time before/after lunch with facilitator or other staff member Peer accompanies student to check in at beginning of the day and check out at end of the day Check in with supportive adult prior to a difficult class period
GWIF
Mentoring
5 Types of Mentoring
(School-based or community-based) Traditional one-to-one mentoring Group mentoring Team mentoring Peer mentoring E-mentoring
School-based Mentoring
Most common form of mentoring Matches need to happen early in the school-year One year commitment is the norm Frequent contact between mentors & mentees
Elements of Effective Practice for Mentoring
Recruitment Screening Training Matching Monitoring & support Closure
Mentoring
School-based Mentoring
64% of students developed more positive attitudes towards school 60% improved relationships with adults 56% improved relationships with peers 55% were better able to express their feelings 64% developed higher levels of self-confidence 62% were more likely to trust their teachers Less likely than peers to repeat a grade Average number of unexcused absences dropped Source: Curtis, T., & Hansen-Schwoebel, K. (1999). Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America.
Mentoring Resources
www.mentoring.org
www.bbbs.org
(Big Brothers, Big Sisters) School-based mentoring study http://www.ncbi.nlm.nih.gov/pubmed/12002242 meta-analysis of mentoring research http://www.ihrp.uic.edu/researcher/david-dubois phd Research & resources from University of Illinois Chicago, David L. Dubois, Ph.D.
http://whatworks.uwex.edu/Pages/1factsheet.html
Data-based Decision Making
Data-based decision-making
Data is used to monitor the effectiveness of the intervention To make decisions regarding the continuum of the intervention Intervention integrity data is monitored by the PBIS Tier 2 team
Data Tools
10 Critical Features Checklist Tier 2/3 Tracking Tool CICO (measuredeffects.com) database Benchmarks of Advanced Tiers (BAT) New national Implementation Inventory (replaces the PoI) ISSET (External evaluation tool)
Tier 2/3 Tracking Tool
Planning for a PBIS Tier 2 Team Meeting
Record data on Tier 2/3 Tracking Tool: Number of students responding Send RRFA to teachers of all students not responding Number of new students potentially entering the intervention based upon the data-decision rule Repeat for SAIG, GWIF, Brief FBA/BIP
If less than 70% of students are responding to any of the interventions, the Tier 2 team must review the integrity of the intervention and make necessary adjustments.
FAQ #1
Q.
Do we have to start with CICO first if a student is immediately exhibiting higher needs?
A.
No. You can place a student at the level of intervention that meets the intensity of the problem behavior. CICO, et al should be included as part of the layers of intervention.
FAQ #2
Q.
We have community groups willing to provide mentoring to our students. Should we use them?
A.
Community partnerships can provide great resources, relationships, and diversity for your students. However, safety and evidence-based practices are first and foremost. Follow district guidelines on background checks, compare community programs to the 10 Critical Features, and inquire what data outcomes will be kept.
What other questions do you have?
What are your next steps?
Review your data including Tracking Tool Add tasks to MAP Revisit Guiding Questions Select GWIF coordinators/facilitators Develop accompanying documents Request for assistance Reverse request for assistance Develop a written document summarizing your systems processes for each intervention Orientation materials Plan staff orientation/training on GWIF
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