Transcript E11: Secondary/Tertiary Systems Development, Part 2: Tools & Strategies Michele Capio, Illinois PBIS Network Pam Horn, School District U-46 (IL)

E11: Secondary/Tertiary Systems
Development, Part 2: Tools &
Strategies
Michele Capio, Illinois PBIS Network
Pam Horn, School District U-46 (IL)
Objectives
 Exposure to tools and strategies used to bring about
Tier 2/Tier 3 systems-change.
 Exposure to tools specifically designed for building-,
district- and state-level data use for action planning
will be shared.
 Share examples of implementation and modeling of
the use of these Tier 2/Tier 3 tools will be provided.
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
FBA/
BIP
Complex
FBA/BIP
WRAP
Brief
FBA/BIP
Rev. 9.1.2009
Illinois PBIS Network
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
FBA/
BIP
Complex
FBA/BIP
WRAP
Brief
FBA/BIP
Rev. 9.1.2009
Illinois PBIS Network
Request for Assistance
Addressed to: Secondary Systems Planning Team
Student Name: ________________________________________
Date: __________________
IEP (circle one)
Grade: _________
Yes
No
Teacher: _____________________________________
1) I am a (circle one):
Teacher/team
Family Member
Name: ______________________________________
Relationship to student:__________________________
2) Type of Concern:
____Academic only
____Behavior only
____Both Academic and Behavior
Thank you.
Student
Reverse Request for Assistance: Interventions Change
(Addressed to Student’s Teacher)
Student Name: ________________________________________
Date: __________________
IEP (circle one)
Grade: _________
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.
*Insert list of additional interventions available;
see Illinois example*
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~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
Example 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
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
Example 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
2 nd block
3 rd block
4 th block
EXPECTATIONS
2
Be Safe
Use your words
Use deep breathing
1
0
2
1
0
2
1
0
2
1
0
Be Respectful
Keep arm’s
distance
Use #2 voice level
when upset
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
Ask 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
Total # of Students in Category for Timeframe:
List date/year at top of column & total # of youth in each box
System Response Options
SystemsResponse
Tool
Totals from
each of the
following:
CICO-
A. Students being monitored by
Secondary Systems Team
S/AIGMentoringBrief FBA/BIP-
B. Students being monitored by
Tertiary Systems Team
C. Students moving to less restrictive
environment or exiting Special Ed.
Complex
FBA/BIPWRAP5c to 5b:
5b to 5a:
Exiting SpEd:
D. Students tested for Special
Education (Initial Evaluations Only)
Eligible:
E. Students suspended on only one
occasion
ISS-
F. Students suspended on two or
more separate occasions
ISS-
G. Students with Special Education
process in progress (Initials only)
H. Students with IEPs that moved to
a more restrictive setting
Students with IEPs placed
outside their home school (ex.
IAES, day treatment, alternative
schools, self-contained programs)
J. Students placed outside their
homes (i.e. hospital, residential,
juvenile justice facility)
K. General education students
placed (or at-risk of being placed)
in separate setting or “Safe
School” (ex. alternative to
suspension program)
L. Students with expulsion hearing in
progress (Disciplinary Review)
Not Eligible:
OSS-
OSSAcademicBehaviorOther5a to 5b:
5b to 5c:
I.
M. Students expelled
At-risk-
Placed-
Date:
Date:
Date:
Date:
Date:
10 Critical Features for Tier 2 Interventions
1.
Linked directly to school-wide expectations and/or academic goals
2.
Continuously available for student participation
3.
Implemented within 3 school days of determination that the student should receive the
intervention
4.
Can be modified based on assessment and/or outcome data
5.
Includes structured prompts for ‘what to do’ in relevant situations
6.
Results in student receiving positive feedback from staff
7.
Includes a school-home communication exchange system at least weekly
8.
Orientation materials provide information for a student to get started on the
intervention
9.
Orientation materials provide information for staff/ subs./ volunteers who have students
using the intervention
10.
Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
School District U-46
 Secondary/Tertiary Coaches Network Meetings
 Wraparound/FBA/BIP Facilitator Network Meetings
 Brain Bank
 District Leadership
 Tools analyzed for decision making at the district
level
 Coaches Tool Box
 U-46 Multi-tiered Action Plan
Coach Tool Box for Network Meetings
 Calendar/Timeline
 Coaches Network Meetings
 Multi-Tiered Action Plans
 School Profile Tool
 System Data (TT, SRT)
 Evaluation Tools (BAT, ISSET, PoI, SAS)
 District Leadership/Community Alliance
 School Tools (Matrix, T-Chart, Referral, DPR Card)
 Universal Screener
 Resources
 School Recognition
 Notes
U-46 MAP
Tweaks made to tool by U-46

Prompts for agenda items/next meeting items


Review previous action items
Review data
Review Calendar Items
Communication to stakeholders (Staff/Community/Family)

Prompt to note any questions for External Coach


Action Planning at District and State Level
 Analyze percentage of students in interventions
across Tier 2/3


Percentage Responding
Action Plan for gaps on Tracking Tool
 Training and coaching support based on needs
(Systems Response Tool)
 Trends across the district and state (FBA/BIP) to
influence coaching support/policy
 District Leadership and State Leadership Teams are
informed through data
QUESTIONS
Contact Information
Michele Capio
[email protected]
Pam Horn
[email protected]