Implementing tier two in high schools
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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

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Implementing tier two in high schools

Implementing Tier Two in High Schools

Ami Flammini, IL PBIS Network


Implementing tier two in high schools

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


Implementing tier two in high schools

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


Implementing tier two in high schools

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?


Change the language around staff buy in

Change the language around Staff Buy-In


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


Questions

Questions

[email protected]


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