SWPBIS Building Tier 2/3 Systems

1. SWPBIS Building Tier 2/3 Systems Adapted from Lucille Eber Ed.D. Illinois PBIS Network www.pbisillinois.org

2. Training Behavioral Expectations

3. Outcomes • Understand Tier 2/3 system infrastructure and resources • Acquire an understanding of Tier2/3 teaming conversations necessary to match presenting problems with interventions • Determine how to integrate, blend, or collaborate with other school & community student support teams • Use a structured process for conducting team meetings

4. Outcomes • Use appropriate tools to identify students with social, emotional and academic skill deficits • Provide an array or menu of Tier 2/3 level supports for identified students • Collect data with appropriate tools and analyze data to progress monitor student response and the effectiveness of the Tier 2 system

5. Agenda • Tier 2/3: The Big Ideas • Tier 2/3: Systems Development • Tier 2/3 Interventions • Check In/Check Out • Social/Academic Instructional Groups • Secondary Tier 2 Interventions with individual features • Brief Function-based Interventions

6. School-Wide Systems for Student Success:A Response to Instruction and Intervention (RtII) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

7. Positive Behavior Interventions & Supports:A Response to Instruction and Intervention (RtII) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

8. An Essential Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” But “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell Adapted from University of South Florida

9. Tier 2 Essentials (BAT Aligned) Tier 1/Universal is implemented with high fidelity 80/80 on the School-Wide Evaluation Tool (SET) or 70 on the Benchmarks of Quality (B0Q) Data system is in place and used for decision making

10. Self Assessment and Safety Survey Review • What are staff perceptions regarding Universal Tier 1 Systems in your building? • What is in place? • What has to be put into place? • Are staff perceptions (online surveys) consistent with the core team (BoQ or SET) perceptions? • If not, what do we have to put into place to strengthen the Universal Tier 1 System?

11. 3 Tier System of Support UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM Problem Solving Team (individual student) Universal Systems Team Secondary Systems Team Tertiary Systems Team PRACTICES PRACTICES PRACTICES PRACTICES Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule

12. Tier 2 Defined Tier 2 interventions are intended to impact the behavior of students with similar behavior problems or causes for their behavior. Adapted from: University of South Florida

13. Big Ideas about Tier 2/3 • At risk students benefit from: • clearly defined expectations • frequent feedback • consistency • positive reinforcement • Problem behavior and academic success are often linked. • Tier 2/3 behavior support continues the development of effective adult-student relationships.

14. Big Ideas about Tier 2/3 • Students receiving Tier 2/3 supports continue to have access to universal supports • Administrators play a key role in the implementation of Tier 2/3 systems

15. Administrators • Be active/visible on teams • Know what the practices look like when implemented with fidelity • Be aware of data on the Tier 2/3 Interventions Tracking Tool • Help decide what needs to change • Apply high-level problem-solving skills to address systems level issues

16. Responding to Problem Behavior • Adult response to problem behavior • adults must model being respectful in their communications with students • Utilize evidence based interventions • not using evidenced based interventions is not an option

17. Student “Need” or System “Need”? • There is a high use of restrictive settings for students with emotional or behavioral disorders; and the outcomes for these students are not good. • There is no self-contained classroom nor one-to-one aide for students in life/society after high school; just jail. • Students removed from general education due to emotional or behavioral factors, are more likely to go to jail than to have good life outcomes.

18. Student “Need” or System “Need”?

19. Some “Big Picture” Challenges • Changing low intensity, low fidelity interventions for behavioral or emotional needs • Habitual use of restrictive settings (and poor outcomes) for youth with disabilities • High rate of undiagnosed mental health problems • Changing ineffective practices that are “familiar” to systems

20. Ineffective Tier 2/3 Structures • Referrals to special education seen as the “intervention” • Functional Behavioral Assessment (FBA) seen as required “paperwork” vs. a needed part of designing an intervention • Interventions the system is familiar with vs. ones likely to produce an effect

21. Mental Health Partnerships Why are mental health partnerships necessary? • Limited access to treatment • Excessive referrals to juvenile justice system • Under-identification of mental health needs • High rates of suicide among young adults

22. A Systems Change Process Goal is to establish host environments that support adoption, sustained use & expansion of evidence-based practices (Zins & Ponti, 1990)

23. Social Competence & Academic Achievement STUDENT OUTCOMES Supporting Decision Making Supporting Staff Behavior SYSTEMS DATA PRACTICES Supporting Student Behavior

24. Tier 2/3 System Structures

25. Teaming at Tier 2 • Secondary Systems Planning • Individual students are NOT discussed • Monitors effectiveness of CICO, S/AIG, CICO with individualized features, and Brief FBA/BIP supports • Review data in aggregate to make decisions on improvements to the interventions themselves • Problem Solving Team • Develops plans for one student at a time • Every school has this type of meeting • Teachers and family are typically invited

26. 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

27. Data-Based Decision-Making 1) Student outcome data used: • To identify youth in need of support and to identify appropriate intervention • For on-going progress-monitoring of response to intervention • To exit or transition youth off of interventions 2) Intervention integrity or process data used: • To monitor the effectiveness of the intervention itself • To make decisions regarding the continuum/ menu of interventions/supports This data is monitored by the Secondary Systems Team

28. 10 Critical Features for Tier 2 Interventions • Linked directly to school-wide expectations and/or academic goals • Continuously available for student participation • Implemented within 3 school days of determination that the student should receive the intervention • 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

29. 10 Critical Features • Results in student receiving positive feedback from staff • Includes a school-home communication exchange system at least weekly • Orientation materials provide information for a student to get started on the intervention • Orientation materials provide information for staff/ substitutes/ 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

30. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP

31. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP

32. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model: SUPPORTS Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

33. Tertiary, Tier 3, Individual • Child Outcomes Survey • Strengths and Difficulties Q. • Teacher feedback • Academic data • Tertiary, Tier 3, Individual • Guidance counselors see • individual students • SBBH Team • Secondary, Tier 2 • Group/Individual • Guidance counselors run • Targeted groups • IST • CICO • mentoring • Secondary, Tier 2 • Group/Individual • Data from Tier One team • Progress monitoring • Data decision rules Universal, Tier 1 Whole School ODRs, teacher nominations, Card system, MMS, (lessons learned) • Universal, Tier 1, • Whole school • Guidance counselors teach • “I Can Problem Solve” lessons • Treehab D and A awareness • Bully prevention/Character Ed • Peer Mediation Montrose Elementary SchoolsK-6th Grade Data Practices 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

35. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model: SUPPORTS Academic Systems Behavioral Systems • 1-5% Tier 3/Tertiary Interventions • SBMH, Partial Hospitalization • Alt Ed • FBA/PBISP • Home School Visitor • Tier 3/Tertiary Interventions 1-5% • 1:1 instruction • Increased time • 504 • 5-15% Tier 2/Secondary Interventions • Counselor groups, lunch bunch • Friendship groups • Behavior Chart/plan • IST • Parenting Classes • Tier 2/Secondary Interventions 5-15% • Title I Reading and Math • ERI, RM, RN, etc. • IST • 80-90% Tier 1/Universal Interventions • Character Education curriculum • Bullying Prevention • SWPBS (some schools) • Act 211 D&A awareness • Counselor classroom lessons • Community Activities • Health Screening • Tier 1/Universal Interventions80-90% • Core Curriculum – reading and math • AIMS Web • MAP • PSSAs Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

36. Tier 2/3 Interventions

37. Critical Features of Tier 2 Group Interventions • Intervention is continuously available • Rapid access to intervention (72 hr.) • Very low effort by teachers • Consistent with school-wide expectations • All staff/faculty in school are involved/have access • Flexible intervention based on descriptive functional assessment • Adequate resources (admin., team) • Continuous monitoring for decision-making

38. Why do Tier 2 Interventions Work? • Improved structure • Prompts throughout the day for correct behavior • System for linking student with at least one adult • Student chooses to participate • Increased feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded

39. Why do Tier 2 Interventions Work? • Increased frequency of acknowledgment/ reinforcement for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

40. Why Data-BasedDecision Rules ? • Everyone needs to know how students become eligible for the intervention • Everyone needs to know how progress is monitored • Everyone needs to know how students exit the intervention

41. Time-Frames for Data Review • Student outcome data (student effectiveness): • Intervention facilitator to review individual student data at least every 2 weeks • Process data (Intervention effectiveness): • Student aggregate data should be reviewed at least once a month by Secondary Systems Team

42. Levels of Support for Tier 2 Tier 2/Secondary Interventions Level 1 Simple Tier 2/Secondary Interventions: Check-in Check-Out Level 2 Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group Level 3 Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring Level 4 Brief Function Based Interventions: A simple function based behavior support plan for a student focused one one specific behavior; Brief FBA/BIP for one behavior Illinois PBIS Network, Revised Sept., 2008

43. Check-In/Check-Out Simple Tier 2 Level 1 Designed for Students with moderate problem behaviors Most appropriate when problem behaviors are maintained by adult/peer attention Students “check-in” with an adult at the start of each school day Students “check-out” with an adult at the conclusion of each school day Students get feedback from teachers throughout the day

44. CICO Coaching Tips • CICO is research based and the first level of support at Tier 2 • Teams need to establish decision rules • Communication with Universal Team is important • CICO requires building level commitment • Staff Training/Overview

45. Sample Data-Based Decision-Rules 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. 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.

46. Other Data for Consideration • Daily Progress Report (DPR) 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

47. Guiding Questions Tier 1 Level 1 Check In Check Out Page 3

48. Social and Academic Instructional Groups

49. Social Skills/Academic Instructional Groups Tier 2 Level 2 Social/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior Skills Collect data and monitor progress…daily? weekly? What is your system for data collection?

50. Social Skills/Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across student in same group (ex. use your words) Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Progress Report)