Illinois PBIS NetworkSecondary Level TrainingSecondary Level Training

S200i

Formalizing Tier 2/Secondary Systems, Data & Practices

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

PBIS Supports the Illinois Professional Teaching Standards

1. Content Knowledge 2. Human Development and

Learning 3. Diversity 4. Planning for Instruction 5. Learning Environment 6. Instructional Delivery

7. Communication 8. Assessment 9. Collaborative

Relationships 10. Reflection and

Professional Growth11. Professional Conduct

http://www.isbe.net/profprep/PDFs/ipts.pdf

S200 Objectives1. Review Tier 2/Secondary system designed in S100i 2. Learn how to use data for decision making and on-going

progress monitoring 3. Identify Students for Tier 2/Secondary interventions 4. Review critical features and processes of

Check-In/Check-Out, Social/Academic Instructional Groups and Mentoring (Check-N-Connect)

• Action Plan: Design the actual interventions for your school’s Tier 2/Secondary continuum (specifically Social/Academic Instructional Groups and Mentoring)

Agenda8:30-9:15 Review of Secondary Systems

9:15-10:15 Simple Secondary Interventions: Critical Features

10:15-10:30 Break

10:30-11:30 Social/Academic Instructional Groups

11:30-12:15 Lunch

12:15-12:45 CICO with Individualized Features12:45-1:45 Mentoring & CnC

1:45-2:00 Break

2:00-2:30 Guiding Questions: Choose 1 intervention & start working on it2:30-2:45 Action Plan review, report out on progress & next steps2:45-3:00 Questions/concerns/technical assistance

Introductions and Acknowledgments

• Introduce your team– Region of state, district, school name, roles of

people here today, how would you characterize your school and/or your team?

• What have been your successes with implementing a Secondary Systems Team and/or with Check-In/Check-Out?

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

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

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

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

Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Secondary Systems Planning Team Meeting Agenda

• Number of youth in CICO (record on TT)? – Number of youth responding (record on TT)?

* Send Reverse Request for Assistance to teachers of all youth not responding

– Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)?

• Repeat for S/AIG, Mentoring & Brief FBA/BIP• If less than 70% of youth are responding to any of

the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

TEAMING: Review Section I of Guiding Questions

Simple Secondary Interventions

• Check-In/Check-Out (covered in S100)

Covered today:• Social/Academic Instructional Groups • Individualized CICO• Mentoring• Check-N-Connect

10 Critical Features for Tier 2 Interventions1. Linked directly to school-wide expectations and/or academic

goals

2. *Continuously available for student participation

3. *Implemented within 3 school days of determination that the student should receive the intervention

4. *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 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features (continued)6. Results in student receiving positive feedback from staff

7. Includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. *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 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

Consider Use of Daily Progress Report

• Assesses transference and generalization of skills– Is youth using new skills in actual settings (not just

while in intervention)

• Prompting of replacement behaviors

• Reinforcement of replacement behaviors

• Stakeholder feedback and buy-in

Example Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeUse your words

Use deep breathing

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Guiding Questions example1) How are students identified as in need of Simple Tier 2

Interventions (S/AIG, individualized CICO & Mentoring)? Student/s receive less than 80% on CICO DPR over 4 weeks

2. What are the data sources used to identify this?Data-based decision rules for identification:1) Data source #1: _Daily Progress Reports_______

Rule for Inclusion in Intervention: ____Less than 80%_______Time frame: After 4 weeks of intervention

• Teacher Request for Assistance enters youth (circle one): Yes No– This would be the Reverse Request for Assistance

Break

Social and Academic Instructional Groups

Check on Assumptions• You already have at least one type of ‘group’

being offered in your school?• Your teachers sometimes ‘inquire’ about the

purpose/goal/format of these groups?– Ex. “What do you DO with him in group? He said

he played Connect Four today!”

• You’d like to be able to give teachers concrete feedback on student progress?

• You really just want to improve your current group support ‘system’?

Social / Academic Instructional Groups• Three types of skills-building groups:

1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills

• Best if involves use of Daily Progress Report

• These are often the skill groups facilitated by Social Workers, Counselors & Psychologists

– However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.

Social / 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 youth in same group (ex. use your words)

• Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)

• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

Some Critical Features Applied• Linked directly to school-wide expectations and/or

academic goals – Specific group goals under the school-wide expectation

• Be safe– Use words, not hands

• Be Responsible– Ask for breaks

• Includes structured prompts for ‘what to do’ in relevant situations– Transference and generalization of skills learned in group

to class (ex. When angry with test score, turn paper over)

• Results in student receiving positive feedback from staff– Tickets given for using new skills being taught in group

(these skills would be listed on DPR also..)

Choosing or Designing Group Interventions

• Pre-Packaged (social skill curriculum)

• Designed by school– Choose & modify lessons from pre-packaged material

based on skill groupand/or– Create Lesson Plans (Cool Tools) to directly teach

replacement behaviors

Identify and Implement Empirically Validated Curriculum/Materials

• Bully Proofing your School • Cool Tools: An Active Approach to Social Responsibility • First Steps to Success • Good Talking Words• Second Step Violence-Prevention Curricula • Stop and Think• Skillstreaming• The Social Skills Curriculum • The Tough Kid Social Skills • The Walker Social Skills Curriculum: The Accepts Program

Create Your Own Lesson Plans:Teaching Behavioral Expectations

1) State behavioral expectations2) Specify observable student

behaviors(rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Reinforce appropriate behaviors

Steps of a Behavioral Lesson Plan

1) Explain expectations & why need2) Check for student understanding/buy-in 3) Model examples4) Check for student understanding/buy-in5) Model non-examples6) Check for student understanding/buy-in7) Model examples8) Students practice

Social Skills Group - Comparision Between Years

0

2

4

6

8

10

12

14

16

Student 1 Student 2 Student 3 Student4*

Student 5 Student 6 Student7**

Student 1 Student 2 Student 3 Student4*

Student 5 Student 6 Student7**

01- 02 02- 03

Referrals Days Suspended

*Student 4 dropped from group after J anuary - Student choice**Student 7 - 2 Referrals 1st semester while in group. Parent did not sign for group to continue until 3-11-03. 6 of the referrals while out of group.

AverageDecrease

49%

Average

Decrease

63%

TEAMING: Review Section II of Guiding Questions

Lunch

Check-In/Check-Outwith Individualized Features

Individualized CICO CICO with one or more of the following changes (examples)

– Change Check-In location or time– One adult has scheduled check-in times with the student

throughout the day to provide ongoing support– Could use peer support instead of, or in addition to,

adult support• Individualizations are fairly generic and are pre-

designed by Secondary Systems Team– These would be listed on Reverse Request for Assistance– Makes ‘individualizing’ quick/efficient

• Involves a Daily Progress Report with individualized goals (often used as part of a Behavior Intervention Plan)

Individualized CICO: School Examples:

• Add a ‘check-in’ before a problematic time of day (lunch, gym, etc…)

• A ‘buddy’ accompanies youth when checking-in and checking-out.

• Youth checks-in with an adult at his locker in the morning.

Some Critical Features Applied• Linked directly to school-wide expectations and/or

academic goals – Same CICO DPR with School-wide expectations, but

individualized goals listed below those expectations

• Includes a school-home communication exchange system at least weekly– Copy of DPR typically brought home daily

• Orientation materials for staff/ subs./volunteers who have students using the intervention– Process for informing all staff & familiy of the specific

changes to student’s CICO

Mentoring

Types of School-Based Mentoring• Community Mentoring

– Students are matched with a adult mentor from the community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation

• After-School Mentoring• Youth participate in after school recreational and education-

based activities

• Often times includes matching older students with younger students (cross-age)

• Facilitated by teachers, clinical staff, and education professionals

• School-day Mentoring With School Personnel– Students matched with adults in the building

Mentoring: School Examples

• Community Mentoring– Schools partnering with Big Brothers/ Big Sisters

• Mentors join students for lunch, help with school work or play basketball

• School-day Mentoring With School Personnel– “10 Boys” Mentoring Project (ex. Elgin U-46)

• District personnel each assigned to 10 boys considered at-risk for school problems and find times during the school day to meet with these youth to talk, play, have lunch etc.

Some Critical Features Applied• Includes structured prompts for ‘what to do’ in relevant

situations– Goals from mentoring may be reflected as skills in DPR; youth are

reminded of/prompted to use skills throughout school day

• Intervention can be modified based on assessment and/or outcome data.– Based on aggregate intervention outcome data, components of

the Mentoring intervention may be modified

• Orientation materials for staff/subs./volunteers who have students using the intervention– Critical to clarify expectations/rules with all involved

Check & Connect

Check & Connect• Created in five year period from 1990-1995• Supported by 18 years of research• Originally focused on High School & Middle

School youth but manual now addresses Elementary School as well (2008)

• Considered a ‘drop-out prevention’ intervention• Manual recommends: “To use the name Check &

Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

Check & Connect: 4 Components

1. Mentor who keeps education salient for students

2. Systematic monitoring (grades, attendance etc.)

3. Timely & individualized intervention4. Enhancing home-school communication &

home support for learning

Check & Connect: 7 Core Elements1. Relationships (2 years recommended)

2. Problem solving (Cognitive-Behavioral approach)

3. Individualized, data-based intervention4. Affiliation with school & learning5. Persistence-Plus (familiar with youth & family)

6. A focus on alterable indicators of disengagement (warning signs of drop-out)

7. Following students & families (even if leave district)

Examples of CnC Mentor Activities• Before leaving for work, calls 3 students to

make sure they are awake• Stops at house of youth that doesn’t answer

phone & leaves note for family/student• Meets with one youth before classes start• Social Worker discusses concerns regarding one

of the CnC youth with the Mentor• Hosts open-door lunch for any youth that wants

to come by or eat there

Some Critical Features Applied• Includes structured prompts for ‘what to do’ in relevant

situations– Goals from mentoring may be reflected as skills in DPR; especially

academic-related goals like doing homework, studying etc.

• Orientation materials for staff/subs./volunteers who have students using the intervention– Critical to clarify expectations/rules with all involved

• Includes a school-home communication exchange system at least weekly– Phone calls home, home visits, letters to families etc.

TEAMING: Review Section III of Guiding

Questions

Break

Data-Based Decision-Rules

Everyone needs to know how students are eligible for the intervention.

Everyone needs to know how progress is monitored.

Everyone needs to know how students exit the intervention.

Activity: Time 20 minutes Using the Guiding Questions

1. Choose one type of intervention to

create or improve 2. Review & answer questions to find

strengths and needs 3. Action plan next steps

Report out progress & next steps

Resources available at:www.pbisillinois.org