Transcript S1: Tier 2/Secondary Series Training EMS sites August 30, 2011 Becky Pérez [email protected] Sandy Washburn [email protected] Deborah Reichmann [email protected].

S1: Tier 2/Secondary Series
Training
EMS sites
August 30, 2011
Becky Pérez
[email protected]
Sandy Washburn
[email protected]
Deborah Reichmann
[email protected]
Training Behavioral Expectations
EXPECTATION
BE RESPONSIBLE
TRAINING SITE
 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)
Objectives
1. Identify the functions of a Tier 2 team
2. Create process for effective communication and data
sharing between Tier 1 and Tier 2 Teams and with
families
3. Learn how to use data for decision making and on-going
progress monitoring; including data decision rules for
who needs Tier 2 Intervention and criteria for progress.
4. Learn how to apply the critical features of simple Tier 2
intervention: Check in/Check Out (CICO, BEP)
Action Plan: Teams will design their Tier 2 System
Introductions/Acknowledgments
• What’s in place in your school—Universal
• Where are you with the Tier 2 system?
• What Tier 2 Interventions have you built?
• Successes or challenges?
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•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
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
Teacher Referrals,
etc.
Check-in/
Check-out (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
Group Intervention with
Individualized Feature
(e.g., Mod. CICO, Targeted
Behavior, Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Tracking Tools
Illinois PBIS Indiana Network, Revised October
2009
Adapted from T. Scott, 2004
Wraparound/Person Centered Planning
Social Competence &
Academic Achievement
Elements of
Culturally
Responsive
SW PBS
Cultural
Equity
OUTCOMES
Supporting
Staff
Behavior
Cultural
Knowledge
and SelfAwareness
Cultural
Validity
Supporting
Decision
Making
PRACTICES
Cultural
Relevance
and Validation
Supporting
Student Behavior
Vincent, C.G., Randall, C.,
Cartledge, G., Tobin, T.J., &
Swain-Bradway, J. (Mar. 2011)
7
Data-Based Decision-Making
1) Student outcome data is used:
– To identify youth in need of support and to identify
appropriate intervention
– For on-going progress-monitoring of response to
intervention
– c) To determine equity of intervention response
across groups
– To exit or transition youth off of interventions
2) Intervention integrity or process data is used:
– To monitor the effectiveness of the intervention itself
– To make decisions regarding the continuum/ menu of
interventions/supports
Data-Based Decision-Making
2) Intervention integrity or process data are
used
– To monitor the effectiveness of the
intervention itself
– To make decisions regarding the
continuum/menu of interventions/supports
• These data are monitored by the
Secondary Systems Team
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: ___________________________
Check-in Check-out (CICO)
Interventions
# Students
Participating
# Students
Responding
Social/Academic
Instructional Groups
# Students
Participating
# Students
Responding
School Total Pop as of October 1:________
Modified CICO, Targeted
Behavior. & Mentoring
# Students
Participating
# Students
Responding
Brief Function-based
Interventions
# Students
Participating
# Students
Responding
Complex/Multiple-life domain FBA/BIP
# Students
Participating
# Students
Responding
July
August
September
October
November
December
January
February
March
April
May
June
Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to
determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily
Progress Report for 4 consecutive weeks.
Responding to Check-in Check-out (CICO):
Responding to Social/Academic Instructional Groups:
Responding to CICO with Modified Features, Targeted Behavior, & Mentoring
Responding to Brief Function-based Interventions:
Responding to a Complex/Multiple-life -domain FBA/BIP:
Break
Functions of the Tier 2 Team
• Develop a system for the interventions
• On-going Teaming
– Systems progress monitoring
– Problem solving
• Oversight of Intervention Development
Teaming
Teaming at Tier 2
• Secondary Systems ‘conversation’
– Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief
FBA/BIP supports
– Review data in aggregate to make decisions on
improvements to the interventions themselves
– Review data disaggregated by ethnicity, IEP status, gender
to make decisions on improvements to the system and/or to
the interventions themselves
– Students are NOT discussed
• Problem Solving ‘conversation’
– Develops plans for one student at a time
– Every school has this type of meeting
– Teachers and family might be invited
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
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
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Secondary Systems Planning Team
Meeting Agenda
• Number of youth in CICO? (record on TT)
– Number of youth responding? (record on TT)
* Send Request for Teacher Assistance to teachers
of all youth not responding
– Number of new youth potentially entering intervention
(share # of RTAs and RA’s [request for ass’t.]or youth
who met the data-based decision-rule cut offs for
Secondary support)?
• Repeat for S/AIG, Mentoring & 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.
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: ___________________________
Check-in Check-out (CICO)
Interventions
# Students
Participating
# Students
Responding
Social/Academic
Instructional Groups
# Students
Participating
# Students
Responding
School Total Pop as of October 1:________
Modified CICO, Targeted
Behavior. & Mentoring
# Students
Participating
# Students
Responding
Brief Function-based
Interventions
# Students
Participating
# Students
Responding
Complex/Multiple-life domain FBA/BIP
# Students
Participating
# Students
Responding
July
August
September
October
November
December
January
February
March
April
May
June
Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to
determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily
Progress Report for 4 consecutive weeks.
Responding to Check-in Check-out (CICO):
Responding to Social/Academic Instructional Groups:
Responding to CICO with Modified Features, Targeted Behavior, & Mentoring
Responding to Brief Function-based Interventions:
Responding to a Complex/Multiple-life -domain FBA/BIP:
Guiding Questions Activity: Time Secondary Systems Team
• Team membership
– Administrator, leaders of Secondary interventions
(who runs your groups etc.), SSW, School
Counselor, School Psychologist, Gen. & Sp. Ed.
representation, etc.
• Team leader & other roles
• CICO Coordinator (and others)
• Meeting logistics:
– Schedule Regular Meeting Time
– Location of meeting
– Frequency of team meetings: at least monthly
Secondary Systems Team Roles
• Team Leader: responsible for agenda &
overall facilitation
• Intervention Coordinators (CICO, S/AIG
etc.): report out on aggregate student data
from interventions they facilitate (ex. “50
youth in CICO, 40 are responding”)
• Action Plan Recorder: a.k.a. note taker
• Time Keeper: help team to set time limits
and stay within allotted time for each
agenda item
Data-Based Decision-Making
Student outcome data is used:
a) To identify youth in need of support and to
identify appropriate intervention
b) For on-going progress-monitoring of response
to intervention
c) To determine equity of intervention response
across groups
d) To transition youth out of interventions at the
appropriate time
Data Used to Identify Youth
in Need of CICO
• Student outcome data:
– Office Discipline Referrals/Class logs
– Suspensions
– Attendance
– Tardies
• Requests from teachers, family members
and/or students
Activity: Time - 20 mins
Identifying Your Youth
• Using your data (Universal screener
and/or ODRs, or other) make a list of
youth that are not responding to Universal
interventions who may need Secondary
support
• * Remember: to do this you need a ‘databased decision-rule’ for ODRS, other
IL Tertiary Demo
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*
*CICO = Check in, Check Out
Check-in/Check-out (CICO)
The Details
Check-in/Check-out
Relatively easy & quick to implement for up to 10-15% of all students.
Description:
• Each adult volunteer checks in and out with
multiple youth (up to 10 students)
• All youth get same intervention
• Same check in and out time
• Same school-wide behavioral expectations as
goals
• Same number of opportunities for behavioral
feedback (ratings)
• Same Daily Progress Report (DPR)
Data to assess Response to Intervention: Points
earned on Daily Progress Report (DPR),
reduction in ODRs, attendance etc.
CICO (BEP) Cycle
BEP Plan
Morning
Check-In
Weekly CICO
Meeting
4 Week Graph
Sent
Daily
Teacher
Evaluation
Home
CheckIn
Afternoon
Check-In
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004
Program
Update
EXIT
CICO Daily Cycle
(March & Horner, 1998)
1. Check-in with assigned adult upon arrival to
school
* Positively greet youth
* Review SW expectations (daily goals)
* Pick-up new Daily Progress Report card
* Provide materials (pencil etc.) if needed
* Turn in previous day’s signed form (optional)
* Provide reinforcer for check-in (optional)
CICO Daily Cycle continued…
2. At each class:
– Teacher reminds of DPR/goals
– Teacher provides behavioral feedback
– Teacher completes DPR or
– Student completes self-monitoring
DPR/teacher checks and initials card
3.
Check-out at end of day:
* Review points & goals
* Reinforce youth for checking-out (token/reward
optional)
* Receive reinforcer if goal met (optional)
* Take DPR card home (optional)
CICO Daily Cycle continued…
4. Give Home Report (optional)
* Receive reinforcer from parent
* Have parent sign report
5. Return signed report next day – celebrate
(if not returned, simply go on)
Data Used to Progress-Monitor CICO
• DPR (Daily Progress Report) points earned each
day (data entered into Excel or SWIS)
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Follow-up questionnaire for teachers, family
member, or student who made referral
Daily Progress Reports
form and data examples
Examples
Goals in CICO match the school wide expectations
Grant Middle School STAR CLUB
(Students tracking Awesome Results)
Daily Progress Report
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 nd block
3 rd block
4 th block
Be Safe
2
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
BEP Daily Goal _32___/_40___
In training _____
BEP daily score _____/______
Percentage_________
BEP Member _____
Student Signature______________________________
Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress
(if additional space is required, please staple a note and indicate so below)
Goals
Am to
Midmorning
Midmorning to
Lunch
Lunch
PM
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
Be Safe
Be Kind
Be
Responsible
Total
Points
Teacher
Initials
Daily Goal _____/______
Daily Score _____/_____
Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate Josh’s progress.
AM to Midmorning ___________________________________________
Midmorning to Lunch _________________________________________
Lunch ____________________________________________________
ETC
CICO Card (PALS Point Sheet)
Name: _________________________________ Date:___________
Homeroom Teacher: _____________________________________
Key
2= Great Job
1= Did OK
0= Tough
RESPECT
Property
RESPECT
All Others
RESPECT
Learning
RESPECT
Self
Homeroom
2
1
0
2
1
0
2
1
0
2
1
0
Language
Arts
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
Studies
Science
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:
_________________________________________________
Daily Data Used for Decision-Making
Daily Data Used for Decision-Making
Development of Data-Based
Decision Rules
Everyone needs to know how students are
eligible for the intervention.
Everyone needs to know how progress is
monitored.
Everyone needs to know how students exit
the intervention.
Data-Based Decision-Rules:
Sample to Consider
a) Identification for CICO:
– Youth is identified by Universal Screener or has 3 or
more ODRs.
b) Progress-monitoring:
– DPR data is collected daily & reviewed every other
week. Data is collected for 4-6 weeks. Youth checking
in and out 90% of time, 80% DPR points avg. per
day/week
c) Exiting/transitioning:
– Youth received a total of 80% of DPR points
averaged per day/week for 4 weeks and has had no
new ODRs. Youth will be transitioned into being a
CICO student mentor.
Data Used to Identify Youth Ready
for Exiting/Transitioning Out of
Support
• DPR (Daily Progress Report) points earned each
day (data entered into Excel or SWIS)
• Office Discipline Referrals
• Suspensions
• Attendance
• Tardies
• Follow-up questionnaire for teachers, family
member, or student who made referral
Recommended Time-Frames for
Data Review
CICO, S/AIG, mentoring & Brief FBA/BIP:
• Student outcome data (student effectiveness):
– Intervention coordinator to review individual student
data at least every 2 weeks
• Process data (Intervention effectiveness):
– Student aggregate and disaggregated (by subgroup)
data should be reviewed at least monthly by
Secondary Systems Team using Tracking Tool
Activity: Time
Using
Using the Guiding Questions
Plan for your CICO
intervention—Use guide
Develop your data-based decision-making
rules
CICO Coaching Tips
• Most teams struggle with implementing a
generic intervention (want to individualize)
– CICO can be individualized but as a higher level
intervention (would be more like mentoring)
• Remember: Secondary Systems Team
evaluates intervention not individual students
• Teams need to establish decision rules
• Communication with Universal Team
• CICO requires building level commitment
– Staff Training/Overview
Action Planning--Next Steps