Transcript Implementing Tier Two in High Schools Ami Flammini, IL PBIS Network  This is a presentation of the IL PBIS Network.

Implementing Tier
Two in High Schools
Ami Flammini, IL PBIS Network
 This is a presentation of the IL PBIS Network. All rights reserved.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
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,
DIBELS, 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.
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
Tier 3/
Tertiary
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
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
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
Individual Student Systems Evaluation Tool version 2.0
Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features (Cont’d.)
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
10 Critical Features: Considerations
*Continuously available for student participation

Each student’s participation should be time-limited. Ex.
After 6 weeks, either exit from intervention or progress
to higher level intervention.
*Implemented within 3 school days of determination
that the student should receive the intervention

Youth can enter intervention at point of identification. No
waiting for the ‘beginning’ of a group. Each session is a
stand-alone behavioral lesson.
*Can be modified based on assessment/outcome data

Limit modifying actual intervention for individual
students unless youth is at ‘individualized’ level of
support
*All staff are informed of the details of the
interventions
Considerations
Universal is the first sign
The language of high schools
Culture of staff
Change the language around buy-in
Lines of communication
Define At-Risk
The moving roadblock
Ask more questions
Universal
How do you know you are having the right
conversation around tier 2 implementation?
The Language of High Schools
U-tube video clip re: language
Staff Culture
The role it plays in Tier 2 implementation
How will you know if staff culture is impacting
implementation?
What questions will you ask?
Change the
language around
Staff Buy-In
Lines of communication
How do we communicate a plan?
Are we telling or are we teaching?
How is our team functioning?
Administration
At-Risk
Determine what at-risk means in your building
Who is the intervention designed to help?
Do we have the “right” students?
The moving road-block
What to consider when the roadblock keeps
moving.
What to do to help remove it.
Ask more questions
Ask more questions before problem solving
Get specific
Take breaks
Stay at the table
Questions
[email protected]