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Implementing Tier Two in High Schools. Ami Flammini , IL PBIS Network. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. ~5% . SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. ~15% . Secondary Prevention: Specialized Group

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implementing tier two in high schools

Implementing Tier Two in High Schools

Ami Flammini, IL PBIS Network

slide2

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~5%

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

~15%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

slide3

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) 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

slide4

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

Sept. 1, 2009

10 critical features for tier 2 interventions
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

10 critical features cont d
10 Critical Features (Cont’d.)
  • 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/ 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
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
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
Universal

How do you know you are having the right conversation around tier 2 implementation?

the language of high schools
The Language of High Schools

U-tube video clip re: language

staff culture
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?
lines of communication
Lines of communication
  • How do we communicate a plan?
  • Are we telling or are we teaching?
  • How is our team functioning?
  • Administration
at risk
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
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
  • Ask more questions before problem solving
  • Get specific
  • Take breaks
  • Stay at the table
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