Building Tier 2 / Tier 3 Capacity
Within A Multi-tiered (PBIS) System
of Support
PBIS MD Coach’s Meeting
February 9, 2015
Patti Hershfeldt, Ed.D.
Sheppard Pratt Health System
Learning Expectations
EXPECTATION
BEHAVIOR
BE
RESPONSIBLE
 Make yourself comfortable
 Take care of your needs
 Tell us your questions
BE
RESPECTFUL
 Turn cell phones off or to “vibrate”
 Listen to others attentively
 Follow up on assigned tasks
BE
ENGAGED
 Share your passion
 Contribute to the team
 Have FUN!!!!
Objectives
• Critical features of advanced tiers
– Overview
– Problem solving
• Identification of students
– Data for selection, progress monitoring (student and
intervention)
– Knowing the students …
• CICO +
– SAIG
– What else?
Conversation: Critical Features
1. Intervention is continuously available
2. Rapid access to intervention (72 hrs)
3. Very low effort by teachers
4. Positive system of support
5. Students agree to participate
6. Implemented by all staff/faculty in a school
7. Adequate resources allocated (admin, team)
8. Continuous monitoring for decision-making
Tier 2: Check-in-Check-out (CICO)
• Merely an extension of Tier 1
• Some get high frequency scheduled positive
contact with adults
• Low effort for teacher if built on Tier 1
• Need to have 7-12% accessing if it is to come to
be a routine in your school(s)
• If you only have 1-2% on CICO, those are likely to
be kids who need more….
Why do you want 7-12% on CICO?
5-7% of students in simple Tier 2 (CICO & SAIG Groups with
ind. features) and here are some reasons why….
• Students in the past who would have gotten nothing (‘til
they ‘got worse”) now get a positive boost of support
• All teachers will expect that every day they will have kids
cross their threshold who need higher rate of positive
contact
• Quicker/easier to support kids who need Tier 3
Conversation: Critical Features
• Intervention is continuously available
– What teaming structures do you utilize to place students in CICO?
•
Very low effort by teachers
–
•
Positive System of Support
–
•
What is the time commitment from the coordinator, team members...?
Continuous monitoring for decision-making
–
•
Dissemination of information about the intervention and securing adult feedback?
Adequate resources allocated (admin, team)
–
•
What role do students play in development, implementation, building sense of community?
Implemented by all staff/faculty in a school
–
•
Encouraging staff to support CICO by ensuring interaction w/students is 'positive and instructional'?
Students agree to participate
–
•
How do you promote buy in and participation from staff? (entering data, interacting with
students..)?
What data are collected, where are they stored, how consistent are DPRs completed, what
challenges are faced having students carry DPR (and what accommodations have been made to
address this)?
Rapid access to intervention (72 hrs)
3-Tiered System of Support Necessary Conversations
Family and
community
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Family and
community
Community
Secondary
Systems Team
Problem Solving
Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team with
family; uses FBA/BIP
process for one youth
at a time
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
Family and
community
FBA/
BIP
Complex
FBA/BIP
WRAP
Teaming at Tier 2
• Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG, Mentoring, and
Brief FBA/BIP supports
– Review data to make decisions on improvements to the
interventions
– Individual students are NOT discussed
• Problem Solving Team ‘conversation’
– Develops plans for one student at a time
– Every school has this type of meeting
– Teachers and family are typically invited
Tier 2 Team Roles
Roles Needed:
Who can fill these roles?
•
•
•
•
•
•
•
•
•
•
Team leader
CICO coordinator
Action plan recorder
Time keeper
Family Representative
Community partner
General Education Teachers
Special Education Teachers
Paraprofessionals
Special teachers (music, PE,
librarian, etc)
• School Counselors, Social
Workers, psychologists
Conversation: Critical Features
•
•
•
•
Intervention is continuously available
– What teaming structures do you utilize to place students in CICO?
Very low effort by teachers
– How do you promote buy in and participation from staff? (entering data,
interacting with students..)?
Positive System of Support
– Encouraging staff to support CICO by ensuring interaction w/students is
'positive and instructional'?
Students agree to participate
–
•
Implemented by all staff/faculty in a school
–
•
What is the time commitment from the coordinator, team members...?
Continuous monitoring for decision-making
–
•
Dissemination of information about the intervention and securing adult feedback?
Adequate resources allocated (admin, team)
–
•
What role do students play in development, implementation, building sense of community?
What data are collected, where are they stored, how consistent are DPRs completed, what
challenges are faced having students carry DPR (and what accommodations have been made to
address this)?
Rapid access to intervention (72 hrs)
Conversation: Critical Features
Directions for table activity
• Establish recorder and a reporter
• Independently think about the assigned feature &
topic specific to your school.
• On an index card, jot down your school-specific
thoughts
• Share at your table, record, and be prepare to
report out
• Share with larger group
– Use ‘table activity’ sheet to capture ideas
Conversation: Critical Features
Conversation: Critical Features
Action Plan
• Given what we’ve learned about Critical Features
what do you feel is missing (or needs strengthening)
in the implementation of Tier 2 at your school?
• Reflect on the Action Plan
• Consider: As coaches, how will you disseminate this
back at school?
Student Identification:
Data for selection and progress
monitoring
Data-Based Decision-Making
1) Student outcome data is used to:
Identify Students
Progress Monitor
“In”
“On”
Transition
“Out”
Student Identification
• Considerations:
– How will students be identified?
– What are the decision rules?
– Students should be able to access support in
multiple ways
Data Decision Rules
WHY?
• We need to know when a student(s) requires
additional support or no longer needs support
• Decision making points will assist teachers to indicate
need as it occurs
• Provides a formalized system for teachers to make
decisions quickly and effectively
Conversations….
• What data point (s) take priority?
• What role does your profession play when
establishing data rules for access?
• What role do local issues, SIP, goals play?
• What data points will you set to structure
access to advanced tier (more intense)
supports?
Guiding Questions
What are the Tier 1/Universal data sources used to identify this need (i.e.
SWIS, Universal screening, attendance, grades etc.)? Note: Multiple data
points are necessary for a comprehensive school-wide system of
identification, however, each youth does not necessarily need more than
one data point to be identified for support.
Data-based decision rules for identification:
1) Data source #1: ______________
Rule for Inclusion in Intervention: ____________________
Time frame: ______________
2) Data source #2: ______________
Rule for Inclusion in Intervention: ____________________
Time frame: ______________
3) Data source #3: ______________
Rule for Inclusion in Intervention: ____________________
Time frame: ______________
** Teacher/Family Request for Assistance enters youth (circle one): Yes
No
Decision Rules for Access to Advanced Tiers
and decision rules for preventionif we can predict the trajectories, then we can prevent it from happening
•
•
•
•
•
•
•
•
•
•
•
•
student has 2 Major Office Referrals
student has 1 Suspension
student experiences more than ? minutes out of instruction
student misses more than ? days unexcused absences
student drops GPA by more than ??
student – benchmark testing
student- incomplete class work/homework
Attendance (look at predictors for drop-out and school completion)
Admin Referral
Teacher/Staff Referral
Family Referral
Other:
Progress Monitor
• Student progress
– 80% of points
• Effectiveness of the intervention
– 70% of students responding
Student Identification: Early Warning System
http://www.betterhighschools.org/ews.asp
Data-Based Decision-Making
2) Intervention Integrity or Process Data is used:
To monitor
the
effectiveness
of the
intervention
To make
decisions
regarding
the
continuum
of
Interventions
Is monitored
by the Tier 2
Systems
Team
Intervention
Integrity
data
Data-Based Decision Making
Numbers to Keep in Mind
• 80-90%: Percent of total population whose needs will be
met by only Tier 1
• 5-15%: Percent of total population expected to need and
be supported by Tier 2 interventions
• 7 -12% could be supported in CICO
• 1-5%: Percent of total population expected to need and
be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that
should be responding to intervention
• Data-based Decision-Rules for ‘determining response’
must be defined
– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student
maintains an 80% average on DPR for 4 weeks
Knowing Students …
“The One Pager”
Name:
Address:
DOB:
Date:
My Strengths
My Interests
My Preferences
My Needs
Name: Sydney
Address:
DOB:
You’re Invited
(IEPMeeting)
Date:
Time:
My Strengths
• I am learning how to
deal with my stuttering
• I am making changes in
my breathing and how I
talk
Interests
*I like to hunt
*I like to ride my golf
cart
*I like to play with my
brother
Preferences
• Please do not talk about
my speech!
Needs
• Help from speechlanguage pathologist
Hey I’m Robert. I’m 14 no I’m
just joking. I’m really 12. Have
great time reading this.
I have an IEP because … I have anger issues I need
to control it and not get angry over little things and
not get frustrated.
My Interests:
I like to play star wars
games and draw
Ways to learn best:
Skip some problems and go
to next one until I can get
it.
Read the question first then
read the story.
My favorite classes:
L.A because I love The word ladder
P.E because I like to play games
My plans for the future:
Go to Virginia Tech college.
Be a game designer .
Buy my own house.
Start a basic job before I be a game designer.
My hardest classes:
Math because division
and multiplication
have a lot of thinking
Social studies because
all the writing and
highlighting.
Tier 3
Individual students sends one to all
teachers prior to school year starting
Use to inform POP at IEP meeting
Tier 2
CICO Coordinator provides copy to ‘mentor’
‘Mentor’ uses one-pager to get to know student
Tier 1
Triangle
Activity:
Applying the
Three-Tiered
Logic
Entire 9th grade class during
1st week of school (PE class)
Complete in 5th and 8th grade to help
w/transition
Knowing Students.. Table Activity
• How else could you use this activity?
• What benefits would an activity like
this serve?
Teresa Cogar & John McNaught
Virginia Department
of Education
www.imdetermined.org
Social and Academic Instructional
Groups (SAIG)
Some students may need more…
• Use data and reverse request for assistance to
determine what the next layer should be
• Continue “CICO System” but add social or
academic instructional group
• Use Tracking Tool to determine success
criteria, monitor progress
Social Academic Instructional Groups
• Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic behavior skills
• Involves use of Daily Progress Report (DPR) Card
• Currently, these are often the skill groups facilitated
by Social Workers, Counselors, and Psychologists
Social Academic Instructional Groups
Three types of skills-building:
1) Pro-social skills (replacement behaviors for avoidance,
withdrawal, etc.) Friendship Skills/Social
Awareness/Relationship Building
2) Problem-solving skills (replacement behaviors for
fighting, arguing, etc.) Conflict Resolution Skills/Anger
Management Skills/Self Management
3) Academic Behavior skills (replacement behaviors for
getting out of seat, poor study habits, talking out during
instruction, etc.) Study/Organizational Skills/Focus/SelfManagement Skills/Responsible Decision-Making
Intervention includes structured prompts
for what to do in relevant situations
1st block
EXPECTATIONS
2
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level
when upset
Be Responsible
Ask for breaks
Self-monitor with
DPR
Total Points
Teacher Initials
1
2nd block
0
3rd block
4th block
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
SAIG
Problem
Solving Skills
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.
1 st block
EXPECTATIONS
2
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level
when upset
Be Responsible
Ask for breaks
Self-monitor with
DPR
1
2 nd block
0
3 rd block
4 th block
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
SAIG
Academic
NAME:______________________ DATE:__________________
Behavior Skills
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement
Daily Progress Report (DPR) Sample
in relation to the following sets of expectations/behaviors.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
2
Be Safe
1
0
2
1
0
2
1
0
2
1
0
Walk to class
Keep hands to self
Be Respectful
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be on time
Raise hand to speak
Be Responsible
Bring materials
Fill out assignment
notebook
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken
Packaged Behavior Lesson Plans
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•
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•
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Second Step (Grades PreK-8)
Thinking, Feeling, Behaving (Grades 1-12)
Tough Kids Social Skills (Grades 3-7)
Walker Social Skills Curriculum (Grades 6-12)
Skillstreaming (Grades PreK-12)
Stop & Think Social Skills (Grades PreK-8)
Passport (Grades 1-12)
I Can problem Solve (Grades PreK-6)
Aggression Replacement Training
All of above examples could be used to develop universal behavior lesson plans.
Create Your Own Lesson Plans:
Teaching Behavioral Expectations
•
•
•
•
•
State behavioral expectations
Specify observable student behaviors (rules)
Model appropriate student behaviors
Students practice appropriate behaviors
Reinforce appropriate behaviors
Example SAIG Facilitators
Teacher’s Aide
Classroom Teachers
Librarians
Secretaries
Volunteers
Local Community Partners
Conversation: Critical Features
1. Intervention is continuously available
2. Rapid access to intervention (72 hrs)
3. Very low effort by teachers
4. Positive system of support
5. Students agree to participate
6. Implemented by all staff/faculty in a school
7. Adequate resources allocated (admin, team)
8. Continuous monitoring for decision-making
Thank you…