Advanced Tiers in High Schools

1. Advanced Tiers in High Schools Ali Hearn, IL PBIS Network Ami Flammini, IL PBIS Network

2. Session Description Supporting high schools in Tier2/Tier3 implementation requires focus on specific challenges for high schools. Illinois has recently used a cohort model approach to provide high schools with a multi-year training plan, accompanied by multiple levels of technical assistance. This session will provide an overview of the Illinois model, including outcome data. Participants will have the opportunity to share their own work with advanced tier implementation.

3. Objectives Describe how Illinois identified and trained 2 cohorts of high schools to participate in advanced tier implementation. Identify lessons learned from a multiple year approach to training and supporting high schools in advanced tier implementation. Review process and outcome data related to the advanced tiers implementation in Illinois.

4. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

5. ٭ Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Supporting Student Behavior

7. One Approach • Curriculum Development • Readiness • Commitments • Training in Cohorts • Technical Assistance

8. COHORT ONE

9. COHORT TWO

10. Cohort 3

11. Three Cohorts

12. 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

13. 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

14. 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, students, families are informed of the details of the interventions

15. 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

16. Considerations • Universal, Universal, Universal • The Language of High Schools • Know your school and your school culture • “Buy-in” vs. “Participation” • Up the Ante! • Lines of Communication • Defining “At-Risk” • Road Blocks vs. Road Blocking • Ask more questions

17. Universal, universal, universal…again? • You know you are doing something right…when you are re-visiting what’s happening at the Universal level • As you progress with advanced Tiers, you learn more! • Going back to lower tiers is a GOOD THING! • As you progress, you are able to see the holes in a new and different way!

19. The “Language” of High Schools • “These kids won’t carry CICO cards…” • “How can we do that….we have Plasco!” • “Students should know how to behave by 9th grade…” • “That can work in an elementary school, but here we have teaming, schedules with class periods….hallways….lockers….students…. • Settings are more similar than different AND…each building does have their own language….

20. Know your School language and Staff Culture • Your staff culture can impact your PBIS implementation • Does your staff know what PBIS is? • Are your staff involved in all 3 Tiers? • What is the moral like amongst the staff? • Are your staff members “quick to jump in” or are you “guilty until proven innocent”? • What percentage of STAFF is “in the green?” • Your school culture can impact your PBIS implementation as well

21. “Buy-in” vs. “Participation” • Think about this in terms of our students • Our students can “show up” but not be engaged • Our students can “buy-in” to the fact that school is happening, but not participate in active learning • Our students can “participate” in school, but in a very negative way We want staff and students to actively participate in making the school culture and climate a positive one

22. By High School…. You better UP the ante • Hopefully, kids have seen a LOT of PBIS by now • Kids know what it means to have 3 tiers of support • Kids are hoping/wanting/expecting • Systems to be in place • Practices to be in place • Data to be used for decision making • Consider bringing something new to the table

24. Lines of communication • How we communicate PBIS messages to___ matters • Staff • Students • Families • How we communicate in our teams, matters • How our teams communicate with one another, matters • How our administration communicates about PBIS, matters

26. Defining “At-Risk” • Determine what at-risk means in your building • Who is the intervention designed to help? • Do we have the “right” students?

27. Road Blocks vs. Road Blocking • A Road Block (issue) • Roadblocking (system)

29. Ask more questions- drill down! • Ask more questions regarding: • Data • Who, where, when, why? • Systems • Who, where, when, why? • Practices • Who, where, when, why? WHY won’t it work?

30. Questions Ami.flammini@pbisillinois.org