Transcript PBIS Tier 2 Critical Features

PBIS Tier 2:
Building
Fidelity in
Tier 2
September 23 & 30, 2014
Michelle Coconate
Behavioral Expectations
EXPECTATION
BE
RESPECTFUL
TRAINING SITE
 Turn cell phones “off” or to “vibrate”
 Listen to each other & share ideas
 Make yourself comfortable & take care of your
needs
 Ask questions
BE
 Use time wisely
RESPONSIBLE
 Network with other school teams
 Leave no trace
BE
PREPARED
 Use your data
 Record tasks on MAP
 Follow up on tasks after today!
TODAY’S GOALS
 REVIEW
CICO, SAIG, AND GWIF
 BEGIN
EXPANDING THE CICO HANDBOOKS
INTO A TIER 2 HANDBOOK
 UNDERSTAND
TIER 2
 CREATE
THE DATA PIECES INVOLVED IN
AN ACTION PLAN
Agenda
 Business…
 Announcements
 PD
Calendar & Assessment Tools
 Focus Document
 Guiding
Questions & Critical Features
 CICO/SAIG/GWIF Review
 Data-Based Decision Making
 Team Meetings
 Planning Time
Lunch will be from 11:30-12:30…on your own
Guiding Questions
BIG ONE…Are your Tier 2 Interventions being
implemented with fidelity???
 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?
10 Critical Features of Tier 2
Interventions
1.
Intervention linked directly to school wide
expectations and/or academic goals.
2.
Intervention continuously available for student
participation.
3.
Intervention is implemented within 3 school
days of determining the student is in need of
the intervention
4.
Intervention can be modified based on
assessment and/or outcome data
Critical Features continued
5.
Intervention includes structured prompts for
what to do in relevant situations.
6.
Intervention results in students receiving
positive and/or corrective feedback from staff.
7.
Intervention includes a school-home
communication exchange system at least
weekly.
Critical Features continued
8.
Orientation process and introduction to
materials is provided for students as they begin
the intervention
9. Orientation to and materials provided for
staff/sub’s/volunteers who have students using
the intervention. Ongoing information shared
with staff.
10. 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
GWIF
Check-In/ Check-Out
Social/ Academic
Instructional Groups
Groups with
Individualized
Features
Checkpoint/Sharing
Where
are you with
implementation of CICO, SAIG,
& GWIF groups?
What
is working?
What
issues have you resolved?
What
questions do you have?
Resources
VIDEO:
The Behavior Education Program: a CheckIn/Check-Out Intervention for Students at Risk
Resources
Book:
Responding to Problem
Behavior in Schools:
The Behavior Education
Program
(Crone, Horner, & Hawken, 2010)
Leanne Hawken Materials
https://www.dropbox.com/sh/qwpddz9y
vioiab4/KQKPPMQtGm
Resources
Webinars, etc…
http://www.pbisillinois.org/trainings/
webinar-training-recordings
www.pbis.org
Roles & Responsibilities
Coordinator(s)
Facilitators
Organizes and/or oversees the
specific interventions such as
CICO, SAIG & GWIF
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
Check-In/Check-Out
Reminders
First level of Tier 2 intervention
 Extension of Tier 1
 Same for all identified students
 Large group intervention
 Support for 7-12% of the school
population
 High frequency positive or neutral
feedback
 Low impact on staff time

CICO Cycle
Students are
identified based
on data rules or
request for
assistance.
Every 2 weeks
Coordinator reviews individual
student DPR data
Morning
Check-In
@ 4 weeks
Coordinator determines
level of success
Responding = Continue
Home
Check-In
DPR &
Other
Data
Afternoon
CheckOut
Daily
Teacher
Evaluation
Not Responding = Reverse
Request for Assistance
Monthly
Systems Team Meeting
 Coordinator reports data
 Team completes tracking
tool
 Team makes data-based
decisions
Adapted from Crone, Horner, Hawkin (2004)
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement
in relation to the following sets of expectations/behaviors.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
2
Be Safe
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
Be Responsible
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR
CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
Reverse Request
for Assistance
Reverse Request for Assistance: Interventions Change
(Addressed to Student’s Teacher)
Student Name: ________________________________________
Date: __________________
Grade: _________
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!
School Example
Sharing…
Woodrow Wilson
CICO Process
Woodrow Wilson
Check In/Check Out
Badger B.E.S.T.
(Believe in yourself,
Excellent effort,
Show respect, Take
responsibility)
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2
interventions and other CICO information…
Take the next 30 minutes to:
 Review your CICO plan and note adjustments
that need to be made on your MAP
 Discuss your process for identifying students for
CICO (IN-ON-OUT) and determine if it is in
writing (such as a flow chart)
 Other
PBIS
3 Tiered System of Support Teams
Universal
Team
Plans SW &
Class-wide
supports
Secondary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Universal
Support
CICO
GWIF
CICO w/
Individualized
Features
OR
1/2014 –
Adapted from
PBIS Illinois
Mentoring
SAIG
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
Brief
FBA/
BIP
Complex
FBA/BIP
Wraparound
SAIG
Social Academic Instructional Groups
Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic behavior skills
• Involves use of Daily Progress Report
(DPR) Card with focus areas
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
1 st block
EXPECTATIONS
2
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level
when upset
Be Responsible
Ask for breaks
Self-monitor with
DPR
1
2 nd block
0
3 rd block
4 th block
2
1
0
2
1
0
2
1
0
2
1
0
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
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
Three Types of
Skill-Building
SAIG
Pro-social skills
Replacement behaviors for avoidance, withdrawal, etc.
Friendship Skills/Social Awareness/Relationship Building
Problem-solving skills
Replacement behaviors for fighting, arguing, etc.
Conflict Resolution Skills/Anger Management Skills/Self
Management
Academic Behavior Skills
Replacement behaviors for getting out of seat, poor study
habits, talking out during instruction, etc.)
Study/Organizational Skills/Focus/Self-Management
Skills/Responsible Decision-Making
SAIG
 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” for all students in
problem-solving skills group)
 Data
should measure if skills are being used in
natural settings, not in counseling sessions (Is there a
transference of skills to classroom, cafeteria, etc.?)
 Stakeholders
including students, teachers, and
parents should have input into success of
intervention (Daily Progress Report (DPR) Card)
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2
interventions and other information…
Take the next 20 minutes to:
 Discuss SAIG groups that are currently being
implemented and note adjustments that need to be
made on your MAP
 Discuss logistics of putting SAIG groups in place
 Discuss your process for identifying students for SAIG (INON-OUT) and determine if it is in writing (such as a flow
chart)
 Other
GWIF
Groups with Individualized Features
2 Types
1) CICO with Individualized Features
2) Mentoring
GWIF
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 predetermined goal set for ALL students
 Teachers
choose more individualized options
on the Reverse Request for Assistance form
GWIF
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
GWIF
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
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.
GWIF
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
TEAM Planning/Discussion
Based on the 10 Critical Features of Tier 2
interventions and other information…
Take the next 15 minutes to:
 Discuss GWIFs that are currently being implemented
and note adjustments that need to be made on your
MAP
 Discuss logistics of putting GWIF in place
 Discuss your process for identifying students for GWIF
(IN-ON-OUT) and determine if it is in writing (such as a
flow chart)
 Other
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
Pinpoint
Tier 2/3 Tracking Tool
CICO Database
(measuredeffects.com)
Benchmarks for Advanced Tiers
(BAT)
Tiered Fidelity Inventory (replaces the PoI)
PBIS Apps
www.pbisapps.org
Ask Michelle if you need school password
CICO DATABASE
www.psd150.org
Tier 2/3 Tracking Tool
Intervention Effectiveness
For the remainder of today…
 Review
your data including Tracking Tool
 Add tasks to MAP
 Begin creating a detailed Tier 2 Handbook
 Develop/adjust 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
Tier 2
Handbook
Tier 2 Handbook
Guidelines…Your Tier 2 Handbook should include:
 Team
 Goal
Members
Statement
 Description
o
of Roles
Coordinator, Facilitators, Teachers, Students, Parents
 Description
of each intervention (CICO, SAIG Groups
(each one), GWIF
 Criteria
 Daily
for each intervention: IN/ON/OUT
Progress Report (DPR)
 Request
for Assistance
 Reverse
Request for Assistance
 Parent
Informational Letter