D4_Flammini

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Implementing Tier

Two in High Schools

Ami Flammini, IL PBIS Network

This is a presentation of the IL PBIS Network. All rights reserved.

SCHOOL-WIDE

POSITIVE BEHAVIOR

SUPPORT

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~5%

~15%

Tertiary Prevention:

Specialized

Individualized

Systems for Students with

High-Risk Behavior

Secondary Prevention:

Specialized Group

Systems for Students with

At-Risk Behavior

~80% of Students

Positive Behavior Interventions & Supports:

A Response to Intervention (RtI) Model

Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

ODRs,

Attendance,

Tardies, Grades,

DIBELS, etc.

Tier 2/

Secondary

Check-in/

Check-out (CICO)

Social/Academic

Instructional Groups (SAIG)

Daily Progress

Report (DPR)

(Behavior and

Academic Goals)

Competing Behavior

Pathway, Functional

Assessment Interview,

Scatter Plots, etc.

Illinois PBIS Network, Revised October 2009

Adapted from T. Scott, 2004

Tier 3/

Tertiary

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/BIP

SIMEO Tools:

HSC-T, RD-T, EI-T

Wraparound

Universal

Team

Plans SW &

Class-wide supports

3-Tiered System of Support

Necessary Conversations (Teams)

Secondary

Systems Team

Uses Process data; determines overall intervention effectiveness

Problem Solving

Team

Standing team; uses

FBA/BIP process for one youth at a time

Tertiary

Systems Team

Uses Process data; determines overall intervention effectiveness

Universal

Support

CICO

SAIG

Group w. individual feature

Brief

FBA/BIP

Sept. 1, 2009

Brief

FBA/

BIP

Complex

FBA/BIP

WRAP

1.

10 Critical Features for Tier 2

Interventions

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 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features (Cont’d.)

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 2.0

Anderson, 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

Considerations

Universal is the first sign

The language of high schools

Culture of staff

Change the language around buy-in

Lines of communication

Define At-Risk

The moving roadblock

Ask more questions

Universal

How do you know you are having the right conversation around tier 2 implementation?

The Language of High Schools

U-tube video clip re: language

Staff Culture

The role it plays in Tier 2 implementation

How will you know if staff culture is impacting implementation?

What questions will you ask?

Change the language around

Staff Buy-In

Lines of communication

How do we communicate a plan?

Are we telling or are we teaching?

How is our team functioning?

Administration

At-Risk

Determine what at-risk means in your building

Who is the intervention designed to help?

Do we have the “right” students?

The moving road-block

What to consider when the roadblock keeps moving.

What to do to help remove it.

Ask more questions

Ask more questions before problem solving

Get specific

Take breaks

Stay at the table

Questions

[email protected]

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