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Tier 2 Systems & InterventionsJulie Nadrchal Carol Riedesel-BauerTier 3/Tertiary Interventions 1-5%Individual studentsAssessment-basedHigh intensity 1-5%Tier 3/Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresTier 2/Secondary Interventions 5-15%Some students (at-risk)High efficiencyRapid responseSmall group interventions Some individualizing

5-15%Tier 2/Secondary InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing

Tier 1/Universal Interventions 80-90%All studentsPreventive, proactive80-90%Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactiveSchool-Wide Systems for Student Success:A Response to Intervention (RtI) ModelAcademic SystemsBehavioral SystemsIllinois 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.htmReadiness for Tier 2School-wide universal behavioral frameworkAll staff & students have a shared understanding of the behavior expectations in all the school environmentsConsistent use of school-wide data for making decisionsEvidence of a system for tracking minor behavioral violation Support from your administration Tier 1/Universal

School-Wide Assessment School-Wide Prevention SystemsSIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO)Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)Complex or Multiple-domain FBA/BIPWraparound 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 (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) ModelIllinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004 Tier 2/Secondary

Tier 3/ TertiaryInterventionAssessment

4 Main Messages/Stages: Tier 2 InterventionsSystemsDataAssessment/ReferralBrief Functional AssessmentInterventionsProgress MonitoringWhere to BeginCreate a system that includesA set of readily available interventionsDevelops interventionsProvides information & support for interventionsA process to identify at-risk studentsData decision rulesTeacher nominationUniversal screening instrumentA procedure for matching interventions according to student needA method for monitoring progress that uses objective dataWho should be on the team?AdministratorCounselorSpecial Education TeacherReading TeacherSomeone with behavior/FBA backgroundCoordinator for each targeted intervention3-Tiered System of Support Necessary Conversations (Teams) CICOSAIGGroup w. individualfeatureComplexFBA/BIPProblem Solving TeamTertiary Systems TeamBrief FBA/BIPBrief FBA/BIPWRAP

Secondary Systems TeamPlans SW & Class-wide supportsUses Process data; determines overall intervention effectivenessStanding team; uses FBA/BIP process for one youth at a timeUses Process data; determines overall intervention effectivenessSept. 1, 2009UniversalTeamUniversal Support888Critical FeaturesContinuously availableRapid access to interventionVery low effort by teachersConsistent with schoolwide expectationsImplemented by all staff/facultyFunction BasedStudent chooses to participateContinuous monitoring Evidence Based Tier 2 InterventionsCheck-in and Check-outCheck and ConnectSocial Skills Club/GroupsNewcomers ClubOrganizational SkillsAcademic SupportHomework SupportSimple Function Based Behavior Plans Tier 2 SystemsDATA*ODR*Suspension*Detention*Minors*Intervention dataSYSTEM PRACTICES*Structure *Classroom team meeting management*Bi-monthly *CICO meeting *Check & Connect*Nomination *Social Skill Training process *Organizational*Intervention skills Coordinators *Homework Club*Progress *Newcomers Club monitoring11Developing a Tier 2 InterventionLink intervention to assessment informationDefine the problem behavior or area of concern (observable and measurable)What school-wide assessment data indicate this targeted intervention is necessary?What is the measureable goal (desired outcome) of this intervention?What evidence based strategy will address the goal (either pre-packaged or designed)?Developing a Tier 2 InterventionStudent IdentificationWhat data will be used it identify individual students (e.g. data decision rule)/Identify process for staff or parents to nominate a student for interventionIdentify process to notify parentsDeveloping Tier 2 InterventionMonitor Student PerformanceHow will baseline be measured?What assessment criteria is used to determine if this intervention is appropriate for a student?How will progress be monitored?

Developing Tier 2 InterventionOutline Intervention ProceduresEssential components listed to attain goals of intervention

ImplementationCoordinator identifiedData system developedTraining provided for implementers/staffTechnical assistance provided for implementersTier 2 MeetingTeam meets regularly (2Xs per month) ScreeningMatchingProgress MonitoringTracking Fidelity_

16 Sample Agenda FormTier 2 Team Meeting AgendaDate:____________Note Taker:___________Team Members Present:___________________________List of Priority Students:1) Discuss Priority Students- progress monitoring data2)Discuss New Referrals-screening- match to the correct intervention3) Evaluate effectiveness of tier 2 interventions- fidelity

17Fidelity Check of Tier 2 InterventionsMonthly check to determine the students that are receiving tier 2 intervention.

Determine the number of students that are responding to the intervention. Average of 80% of the points and no referals

18Use of tier 2/3 tracking toolCatalyst for changing conversationsTeams will have definitions for responding to intervention eg. 80% and no office referralsExamine data in aggregate (# of students receiving intervention compared to # of students responding). Helps teams focus on the system.Creates rules for fading and increasing help

BAT: Section B Question 6

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Tracking tool reviewed monthly to determine fidelity of the interventionsBAT: Section B Question 620Tier 2 interventions do not occur in isolation. Adults in the building need to be active participants in the interventions. Everyone should be aware of which students are involved with targeted interventions.

What skill are they working on? What am I to do if they are engaged in misbehavior? What am I to do if they are engaged in appropriate behaviors?Remember

2121Action StepsDiscuss First: Who will be the members of the tier 2 team?When will you meet?What data decision-making rules will be used to screen students?What tools will you use to match the student need to the intervention?Later:What Tier 2 interventions will we put in place?How will we prepare our staff? Students? Families? What tool will we use to progress monitor?What tools will we use to track the interventions for fidelity?

22Check-in & Check-out (CICO)Who?APPROPRIATELow-level problem behavior (not severe)3-7 referralsBehavior occurs across multiple locationsExamplestalking outminor disruptionwork completionIndicators for more intensive interventionSerious or violent behaviors/ infractionsExtreme chronic behavior (8-10+ referrals)Require more intensive/ individualized supportFunctional assessment Wrap-around services

24Critical Features of CICOImplemented by all staff/faculty in a schoolFlexible intervention based on assessmentFunctional assessmentAdequate resources allocated (admin, team) Continuous monitoring for decision makingTransition to self-management Family Component

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Critical features

Generic daily report cardGeneric goalTarget students are mild at risk studentsBehavioral Priming/ Behavioral MomentumStart school off positivelyStart each class off positivelyPredictabilitySelf-managementData-based decision-making

BAT: Section F Question 22

26Contract/AgreementAgreement to succeedStudent: Student chooses to participateParentCICO coordinatorTeachersContract may be written or verbalBetter if written2727Teach studentsExplain how CICO worksTeach students how to take corrective feedback before starting ahead of timeReinforce when accepting negative feedbackPre-correctPrompt BAT: Section F Question 21, 2228Teach ParentsParent orientation documented Teach parents to give positive feedbackShould not be a punishment Consistent feedback given to parents

Research indicates that it works even when you have tried and have limited parent involvement 29Train TeamDocument team training

Who will be on your tier 2 team? Are all members at this training?

Keep this in mind when team membership changes

The goal is to have at least 50% of team trained on CICO

30Teach all staffTeach staff about core features of CICOShare the videoTeach/ model and practice giving corrective feedbackShould not be a nag sessionShare data with staff quarterly update statusDocument materials / process BAT: Section C Question 931How do we implement?Buy-in for staff/ studentsGive CICO program a high profile in your school, involve referring teachers collaboratively, provide regular feedback to staff, students, familiesCICO RoutineDo students CI and CO in different places or same, do students come early or leave last class early? Determine locationDevelop a CICO manual

32Student Recommended for CICOCICO ImplementedParentFeedbackRegular Teacher FeedbackAfternoonCheck-OutMorning Check-InCICO CoordinatorSummarizes Data for Decision MakingBiweekly Meetingto Assess Student ProgressGraduate ProgramReviseProgram3333Student recommended for CICO by Teacher, parent, other school personnel? Prior to CICO implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I dont know if you this was ever used Kelly)3) CICO Implemented4) Morning check-inWhat did you check for? Pencil, binder, agenda, CICO form from day beforeGave students supplies if they did not have them to help them be successfulCICO Daily progress report given (can flip to next slide to show)Teacher FeedbackStudent carries card to teachersTeachers have been trained to provide some sort of positive interaction upon receiving the card-Teachers have also been trained not to use the system as punishment- no naggingAfternoon check-outCICO coordinator checks for goalReinforcement for checking out (High 5)Bigger reinforcement for checking out and meeting goal (snack)Parent FeedbackSend home- student gets feedback from parentStudent brings back form signed the next day

CICO Coordinator Summarizes Data for Decision MakingUsing Quattro pro Spread sheet program- graphs data

Weekly CICO Meeting hour to assess progresswho attends meetingdecisions made in meeting

CICO CoordinatorTake care of CICO requests for assistanceLead morning check-in/ afternoon check-outEnter CICO data on spreadsheet dailyOrganize and maintain recordsCreate graphs for CICO/ tier 2 meetingsGather supplemental information for CICO meetingsPrioritize CICO students for team meetingsLead CICO meetings 34

Characteristics of an Effective CICO CoordinatorFlexibility within job responsibility (e.g., educational assistant/paraprofessional)Positive and enthusiasticSomeone the students enjoy and trustOrganized and dependableWorks at school every day35Designing DPRSame card for all tier 2 interventionsUse expectations Age appropriate Positively statedTeacher friendly (circling versus writing and place for initials)Consistent expectations versus individual

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BAT: Section F Questions 23, 2837Daily Progress Report

BAT: Section F Questions 23, 283838Periods (block schedule) along the topGoals (along the side) are the school-wide expectations (may need to be individualized for some students)

Rankings 2 = followed expectation, 1 = so- so, 0 = did not meet expectation

Define key 0, 1, 2Using Data from DPRData from the DPR is entered into a graphing programTeam reviews individual student graphs to determine progressTeam develops decision-making rule for responding (eg. 80% 4 of 5 days and no office referrals over 4-6 weeks)39Manual on How to Implement the CICOCrone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

4040Check & ConnectRequires specific trainingAEA 8 will have trainers on Check & Connect late Fall of 2014Organizational Check-upPurpose: to facilitate student organization and promote student ability to sort and store paperwork, identify assigned homework, and locate completed assignment when they are dueEssential features: consistent monitoring and routine check-ups, adherence to checklists and tracking forms and frequent reinforcementFor whom is the intervention appropriate? Students who turn in homework assignments and projects less than an average of 90% of time across classes.Organizational Check-upGoal of interventionThe student will be able to maintain organization of his/her binder, book bag, and locker without prompting and/or behavioral contingencies in place.Each student receives organized binderAssignment notebook (daily planner) in front Homework folderSubject folder for each classProcedures for Measuring OutcomesBaseline: Organizational Checklist:Put the date at the top of the column and proceed down the list checking for each criterionFor each item, write a Y (for Yes) if the student meets the criterion fully or an N (for No) if the student does not meet the criterion fully.After checking items, follow the direction the percentage for each area.Check-in with the student at least once each week.Intervention ProceduresFirst meeting:Assess blinder, bag and locker organizationOrganize unorganized belongingsWeekly Check-in:Complete the organizational checklistSelf-Monitoring:Student meets criterion for three checksStudent completes the organizational checklist on their ownReduce frequency of checks to once every other week, and then once each monthSocial/Academic Groups InterventionsTargeting Specific Social Skills for TrainingDetermine specific social skill deficitsIdentify competing problems behaviorsEvaluate social validity of targeted social skills (significance, acceptability, importance)Classification of Social SkillsFive Broad DimensionsPeer relations (e.g. complimenting others, offering help, inviting peers to play)Self-management skills (e.g. controlling temper, following rules, compromising)Academic skills (e.g. completing work independently, listening to teacher directing, producing acceptable quality work)Compliance skills (e.g. following directions, following rules, and using time appropriately)Assertion skills (e.g. initiating conversation, acknowledging compliments, inviting peers to play)Evidence Based Social Skill ProgramsSocial Skills Improvement System (SSIS)Early elementary; Upper elementary/middleElliot & Gresham, 2008Screening (student/parent/teacher), integrity measures, student booklets, video clips, skill step cue cards, parent communication formsClasswide Social Skills, Small GroupEvidence Based Social Skills ProgramsSecond StepPre-K through middle schoolCommittee for ChildrenSelf-regulation and problem solving. Pre-teach in small group before teaching to whole classSkillstreamingEarly childhood-AdolescentGoldstein & McGinnis, 2005Five skill groups: Classroom Survival Skills, Friendship-Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress

Selecting & Grouping StudentsConsiderExperience of trainerWork spaceTime availableInterpersonal dynamics between studentsGroups of 3 to 6, 2 times per week for 45-60 minuetsTwo trainersParental PermissionShould not be first contactEncourage participation in assessmentInvolve parents in homework assignmentsWorking with Student GroupsProvide and consistently follow round rules for group interactionsAttendance: voluntary, but strongly recommendedPunctuality: a basic social skill that allows maximum amount of effective interactions to occur.Participation: one of the best predicators of success in the programConfidentiality: encourage all to respect eh confidence of the group, but note it cannot be guaranteed.Take Turns Speaking and Be a Good Listener: Basic social skills, student often fine it difficult to refrain from interruptingProvide corrective Feedback: Encourage students to share feelings with you and others; stress the value of specific, constructive criticism or corrective feedback.Homework Assignments: treat homework as an important activity; complete homework in a timely and careful fashion.

Training SessionsMost effective:Focus on one skill intervention at a timeProvide 3 or 4 adaptations of skillHow to read or evaluate varying social situations3 to 6 studentsMinimum 45 minutes maximum 60 minutes2 or 3 times per week for 8 weeksBooster sessions every 2-4 weeksMonitoring Student ProgressPre-treatment and Post-treatment ratingsDirect observation during role playBrief periodic interviews with teachersInstructional ApproachTelling (coaching)Show (modeling)Do (role play)Practice (behavioral rehearsal)Monitor Progress (feedback)Generalize (apply in multiple settings)Tell (coaching)Providing learning objective for featured social skillIntroduce the skill by asking how it will be helpful to students and situations in which they could use the skillDefine a specific skillDiscuss why the skill is importantOutline steps for performing the behavior

Show (modeling)Model the behaviorModel positive behaviorModel negative behaviorModel discreetly each of the major steps for enacting the featured skillWith student helper, direct a role play of a typical situationLead a discussion of alternative beaviors to accomplish the social behavior objectiveDo (behavior rehearsal)Ask students to define the skillAsk students to state the steps required to accomplish the skillRepeat critical steps for enacting the behaviorAsk students to model the skill in role playsAsk other students to provide feedback for the student using the skill in the role playsPracticeHave pairs practice the skill steps and privide each other with feedbackEncourage the skill in class sessions outside of these lessonsMonitor ProgressAsk students to think about how well they are progressing with the social skillHave students self-monitor their use of the skillGeneralizeGive homework assignments to use skills in other settings or with other studentsCommunicate skill to parents, other teachers and school personnel who work with student. Provide scripts o precorrects and reinforceGeneralizationTeach Relevant BehaviorsTeach behaviors that have a high probability of being reinforced in other environmentsBrainstorm with the group additional behaviors that may be relevant in a given social situationsGeneralizationUse common social stimuliIncorporate peers from generalization environment into trainingUse behavioral contracts and home notes to involve parentsUse self-mediated stimuliTeach self-talk script:What is the problem?What are some things I could do?What is the best thing to do now?What will happen if I do this?Ok, Ill do itWhat happened when I did it?GeneralizationTeach students to self-monitor own behaviorDecide what they will recordDetermine how they will record the behavior (e.g. how often, how long, etc)Determine how they will use the self-monitoring dataUse homework assignments to facilitate generaHomework ClubMatch pairs to form a teamDuos call each other to remind on assignmentsAfter school homework helpChart progress/improvementReinforcers presented for team improvementAward for most improved team (drawing)Newcomers ClubTeach students school-wide expectationsHelp students become connected to schoolFoster relationshipsBrief Functional Behavior InterventionBehavior Pathway

M. K. Strickland-Cohen (2011) ECS, University of OregonDeveloping a Competing Behavior PathwayNatural ConsequenceMaintaining ConsequenceDesired BehaviorProblem BehaviorReplacement BehaviorAntecedentSetting EventTargeted Routine 6969M.K. Strickland-Cohen (2011) ECS, University of Oregon

Identifying Behavior Support Strategies M.K. Strickland-Cohen (2011) ECS, University of OregonConsequence/FunctionStudent is told to go complete her work in the officeAvoids working with peersAntecedentAsked to complete a project with a group (2-3 peers)

Setting EventStudent gets to school late and misses breakfast

Alternative BehaviorAsk appropriately if she may work on the assignment alone Problem BehaviorWhining and refusing to do work

Consequence Success, sense of accomplishment, peer attention Routine: Social StudiesSetting Events

Manipulate Antecedent Teach Behavior Alter Consequences Arrange for more opportunities to work with peers on days when student has not had breakfastWhen passing out assignments provide student with a choice of working with a group or completing the assignment alone

Place a reminder card on students desk stating that she may ask to work alone at any point during the group task Provide social skills training focused on how to work cooperatively with peers 3 x per weekRewardsStudent will be allowed to work alone when asks appropriately

Response to Problem At first sign of problem behavior, student will be told to go to resource room to complete work on her own

Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peersDesired Behavior Work with peers to complete group assignment Goals1/52/63/7HR4/8

Be Respectful2 1 02 1 02 1 02 1 02 1 0

Be Responsible2 1 02 1 02 1 02 1 02 1 0

Keep Hands andFeet to Self2 1 02 1 02 1 02 1 02 1 0

Follow Directions2 1 02 1 02 1 02 1 02 1 0

Be There

Be Ready2 1 02 1 02 1 02 1 02 1 0

TOTAL POINTS