Refining and Customizing Tier 2 Interventions

1. Refining and Customizing Tier 2 Interventions

2. Individualized Plan Evaluate Outcomes &Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks? Obtain Attention? Obtain Attention? Skill Deficit? Targeted Environmental Interventions Function-based Intervention Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team collect data. Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Student Identification Teacher/Parent Nomination Data Decision Rules Office Discipline Referral Data Tier 1 implemented with fidelity? Implement Universals with Fidelity If Yes, then • Classroom System • Nonclassroom System • Schoolwide System MO SW-PBIS Student Support Model 7.6.10

4. Understanding the Framework

5. If there isn’t a solid foundation of behavioral supports……

6. Example Tier 2 Small Group Interventions • Check-in/Check-out (CICO) • PreK-12 • Crone, Hawken & Horner, 2010 • High rates of performance feedback • Check & Connect Mentoring Program • K-12 • Sinclair, Christenson, Lehr & Anderson, 2003 • Drop-out prevention & school engagement

7. Example Tier 2 Small Group Interventions • Small Group Social Skills Training • Second Step • Attendance Clubs • Monitor, encourage & recognize high rates of attendance • Newcomer Clubs • Mentoring for new & transfer students

8. Referrals by Student

9. Student # 121 needs individualized support. 8 students are likely candidates for some type of Tier II support. 87% of our students have received 0-1 ODR

10. Question: What is our current status of office referrals by student? Provide a Summary of Data by % of Students: • We have ( %) of students with ≤ 1 ODRs. • We have ( %) of students having between 2-5 ODRs. • We have ( %) of students with ≥ 6 ODRs. • Compared to the previous data review, this represents a (increase/decrease) trend for students with ( ODRs) by ( %). Reflection for Later Analysis: • Be thinking about why this percentage is changing……

11. Function-based Individualized Student Plans Behavior increases…. • To obtain something (attention, items) • To escape from something (people, activities)

12. Referral by Motivation Problem behaviors appear to be mostly maintained by adult attention

13. Referral by Motivation Problem behaviors appear to be maintained by peer attention

14. Referral by Motivation Problem behaviors appear to be maintained by a variety of functions

15. Quick Sort Matrix *Design reinforcement strategy that allows for escape/avoidance

16. Team Discussion • Identify additional students who may require Tier 2 support • Match identified need with appropriate Tier 2 intervention • Discuss your current Tier 2 interventions in the following categories: • Check In/Check Out • Academic Support • Organizational Group • Newcomer’s Club • Social Skills Group • Identify Action Plan items necessary

17. Quick Sort Matrix *Design reinforcement strategy that allows for escape/avoidance

18. Steps to Implementation Student Identification Consider program design for your school Develop a daily progress report (DPR) Design a reinforcement system Select a system for managing daily data Establish plans for fading Create staff training materials and time Provide information for students and parents

19. Evaluating Your CICO SystemSteps to Implementation

20. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

21. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

22. Evaluating the System of CICO SYSTEMS MODIFICATION • Determine response: • systems modification or individual change?

23. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

24. Daily Points by Student: CICO SYSTEMS MODIFICATION • Determine response: • systems modification or individual change?

25. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

26. Evaluating Your CICO SystemSteps to Implementation

27. System Modifications:Why is it Happening? • Are we implementing with fidelity? • Organizational assistance needed for students in managing DPR • Staff retraining for consistent DPR completion • Overall goals set too high/too low • Reassess student incentive plans for participating in CICO • Staff retraining on specific, positive praise when completing DPR

28. Implementation Script: Teacher

29. Team Time:Systems Assessment for Check-in/ Check-out • Go to: http://www2.smsd.org/cico/default.aspx • Analyze School-wide graph/Analyze Daily Points by Student Graph • As a team score the elements of the CICO Self-Assessment • 2-In place; 1-In progress; 0-Not in place • For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? Add to your Action Plan.

30. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

31. Evaluating the System of CICO ??? • Determine response: systems modification or individual change?

32. Progress Monitoring Individual Student Data • http://www2.smsd.org/cico/default.aspx

33. Daily Points by Student: CICO Individual Change • Determine response: systems modification or individual change?

34. Data Decision Rules • What are data decision rules? • Decision rules for guiding data analysis and interventions • Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose. (Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. , 2004).

35. Progress Monitor Is the intervention being implemented with integrity? Does the intervention match the function of student behavior? Is the student making adequate progress in relation to the goal? • If data indicate adequate response to the intervention • Continue or Fade • If 3-4 consecutive data points are below the goal line • Modify or Intensify

36. Student Progress Graph: CICODaily CONTINUE • Determine intervention plan: continue/fade/modify/intensify?

37. Student Progress Graph: CICODaily FADE • Determine intervention plan: continue/fade/modify/intensify?

38. Fading Procedures:Move Towards Self-Monitoring • Increase the amount of time between feedback: am check/pm check • Eliminate AM Check-In or Eliminate PM Check-Out • Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

39. Student Progress Graph: CICODaily MODIFY • Determine intervention plan: continue/fade/modify/intensify?

40. Student Progress Graph: CICODaily INTENSIFY • Determine intervention plan: continue/fade/modify/intensify?

41. Student Progress Graph: CICOWeekly INTENSIFY • Determine intervention plan: continue/fade/modify/intensify?

42. Team Activity:Evaluating Individual Progress • Analyze individual student graphs. • Apply Data Decision Rules • Determine intervention plan: continue/fade/modify/intensify

43. Customizing Tier 2 Interventions:When Tier 2 interventions do not appear to be effective

44. Student Progress Graph: CICOWeekly INTENSIFY

45. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

46. Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible) Strength Area(s): Need Area(s): *Facilitator check for understanding Problem Analysis/Intervention Selection We are using _____________ to address the skill areas. Match function? (Intervention) We use it _______ per week for ________ minutes per day. Sufficient and Consistent? *Facilitator check for understanding Evaluation When looking at behavior over time changes in skills are: Additional data are necessary to know what to change? *Facilitator check for understanding

47. Individual ModificationWhy is it Happening? • Matching the function to need • Creating student buy-in • Particular class or time of day • Matching the intervention to the intensity of the behavior

48. Function-based Individualized Student Plans Behavior increases…. • To obtain something (attention, items) • To escape from something (people, activities)