pbis cber swis donna morelli and cynthia zingler

CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106 1

www.pbis.org www.cber.org www.swis.org

Donna Morelli and Cynthia ZinglerCREC Education Specialists

School-Wide Positive Behavior Support:

Year 2 Team Training – Day 2

SWPBIS is

Objectives

Benchmarks of Quality Completed Establish an understanding of Tier II Commitment and Agreements for Tier II Specialized Behavior Support Team

Established Identify CICO Coordinator Setting up CICO

Select a program name Write a description of the program Develop a daily progress report name Progress Report

Sharing - Update Each team will have 2-3 minutes to update on

what is going on with PBIS in your school.

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Benchmarks of Quality Teams stay at your table

Coaches find a seat at a table at the back of the room.

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Action Plan Based on the BoQ– what does your team

need to do?

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When is a school ready for Tier II Practices and Systems?

“Does Implementation of Tier I practices and systems need a booster?”

Tier I Self-Assessment

Step 1: complete the Benchmarks of QualityStep 2: Review most recent School-wide Evaluation Tool scoreStep 3: Review most current school-wide discipline data (e.g., SWIS)Complete page 12 -14 in Tier II workbookStep 4: Modify Tier I implementation action plan based on data from Steps 1 & 2

Remember…. We can’t “make” students learn or behave We can create environments to increase the

likelihood students learn and behave Environments that increase the likelihood are

guided by a core curriculum and implemented with consistency and fidelity

Big IdeasUnderstand interaction between behavior and

the teaching environmentBehavior is functionally related to the

teaching environment Build Positive Behavior Support Plans that

teach pro-social “replacement” behaviors Create environments to support the use of

pro-social behaviors (practice, practice, practice)School-wideClassroomSmall Group / Individual

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

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

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

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success

Academic Systems Behavioral Systems

“Shout Out” Activity3 Points from 3 Tiers

Audience volunteers to share three important points from:

• Tier 1

• Tier 2

• Tier 3

Activity – pg. 9 Let’s revisit the triangle What do you have in place for Tier 1 and Tier

2 interventions? Reflect – what has changed in your school in

the last year and a half? Be ready to share.

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Table Talk: Systems, Data, Practices Conversation (10 mins)

• As a team discuss what is meant at Tier 2 of PBIS in regards to: Systems Data Practices

Basic Steps1. School-wide, including classroom,

universals in place

2. Identify students who need additional supports

3. Identify what supports student needs Environment Intervention

4. Monitor & evaluate progress

Are behavior/social skills looked at in the EIP process at your school?

Starting Point Work within current formal and informal

systems Develop missing steps of efficient process Provide training and technical assistance to

facilitators Classroom Problem Solving Teams (partnership) Tier II Team

Guided process with templates for environmental modifications and interventions

Goal = fluency among all faculty and staff

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

Tier II Supports Check in / Check Out Social Skill Groups Academic Supports

Continuum of Teaming:Systems & Student-Specific

• Secondary Systems Planning Team• Secondary (Generic) Problem Solving Team• Tertiary Systems Planning Team• Individual Youth FBA/BIP Team• Wraparound Team• District Tertiary Leadership Team

Classroom Problem Solving Process (EIP) Develop intervention based on function of

behavior Environment changes Student skills to teach/practice/reinforce

Monitor progress Same data that brought them to your attention Problem and Appropriate behavior Teacher observations

Tier II Supports Students who do not respond to classroom /

informal supports (grade level 2-3 weeks) Student brought to Tier II Team

Classroom problem solving plan Progress data

Based on function of problem behavior and response to classroom supports, match student to Tier II intervention

Tier II Supports Centralized Each has a coordinator Placed in support by Tier II Team Classroom supports continued / modified ALL in building aware of their role in

supporting students in Tier II Supports

Tier II Team For now, primary role will be to:

Continue to build process Assist with Grade Level Team Problem Solving

Process Once Classroom Problem Solving in

operation, your role will be to: Review referrals and place students in appropriate

tier II interventions Serve as “coordinators” of tier II interventions Monitor student progress Monitor overall process

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 can be invited

Tier 2 Systems Teaming Conversation (5 mins)

• At your table, discuss the differences between Systems Teams and Problem Solving Teams

• How does this fit in your building?

Secondary Systems Team Roles• Team Leader: responsible for agenda & facilitation

of meeting• Intervention Coordinators (CICO, S/AIG community

agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker• Time Keeper: • Family Representative: • CICO Facilitator: adult who checks students in and

out in the morning and afternoon

Community-based Service Agencies: How can they contribute?

• Participate as member of systems team and/or problem solving teams.

• Contribute to Social/Academic Instructional Groups development and/or facilitate S/AIG’s.

• Useful resource for community-based service linkage and referrals.

• Skill-based clinicians can contribute to BIP techniques.

• Provide trainings and individual teacher support. (ex: homelessness, trauma, communication techniques, classroom management, etc..)

Crone & Hawkin

VIDEO: The Behavior Education Program: a Check-in/Check-out Intervention for Students at Risk

District-Region

School

SWPBS Leadership Team

SWPBS Tier 1

T1 Systems T1 Practices

Specialized Behavior Support Team

Group-based Tier 2

T2 Systems T2 Practices

Individual Tier 3

T3 Systems T3 Practices

Agreements/Commitments – pages 15-16

• Principal & Tier II• Principal & team meetings• Principal & resources• Staff & Tier I implementation• Staff & Tier II implementation

Functions of Tier II Behavior Support Team – page 17-21

• Administration• Tier II coordination• Behavior support specialization• Data assessment• SWPBS leadership team• SWPBS coaching

Characteristics of Tier II Behavior Support Coordinator- pages 25-27

• Fluent with CICO procedures• Respected positively by students & adults• Effective communication skills with students, school

staff, & family members• Consistent with task & activity follow-through &

completion• Effective in using data for decision making w/r to

student progress monitoring & implementation fidelity• Capacity to train others on CICO procedures

Setting Up CICO – Team Activity Select a program name Write a description of the program Develop a daily progress report name

See handouts for examples

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Progress Report (CICO) Develop progress report

Incorporate existing 3-5 positively stated, expectations

Defined # of check-in periods (up to 10) A three-point rating scale Daily/weekly goal Place for check-out summary Teacher initials/comments Parent signature Weekly summary

See handouts for examplesCREC 111 Charter Oak Ave., Hartford, CT 06106 36

Social Skills/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 generalized settings (ex. classroom, not in counseling session)

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

3 Keys to Successful S/AIG’s1. Have a Roadmap/Template • Skills that are taught need to be pinpointed before choosing

“curriculum” and are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom

i.e. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form

2. Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans.

• Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one anotheri.e. Stand alone curriculum – perfect for S/AIGs!Skills StreamingSecond Step

3. Build S/AIGs on top of a strong universal curriculum

What do we have? What S/AIG do you have in place in your

school?

Do you need to make changes to it?

Do you need to put in place?

Do you collect data?

How is progress monitored?

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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/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 August 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Action Planning What needs to be done based on BoQ Commitment and Agreements for Tier II Specialized Behavior Support Team

Established Identify CICO Coordinator Setting up CICO

Select a program name Write a description of the program Develop a daily progress report name Progress Report

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Next Time - Year 2 Day 3 Process for identifying students Process/materials for training adults, students

and families (CICO implementation manual) Scheduling Behavior Support Team Meetings Progress Monitoring Social/Academic Instructional Groups

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Session Evaluation Please complete the evaluation for today’s

workshop.

Thank you!

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Contact Information

Donna Morelli – PBIS Trainer

dmorelli@crec.org

Cynthia Zingler – PBIS Coordinator/Trainer

czingler@crec.org

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