Download - Advanced Tiers in High Schools
This is a presentation of the IL PBIS Network. All rights reserved.
Advanced Tiers in High Schools
Ali Hearn, IL PBIS NetworkAmi Flammini, IL PBIS Network
Supporting high schools in Tier2/Tier3 implementation requires focus on specific challenges for high schools.
Illinois has recently used a cohort model approach to provide high schools with a multi-year training plan, accompanied by multiple levels of technical assistance.
This session will provide an overview of the Illinois model, including outcome data. Participants will have the opportunity to share their own work with advanced tier implementation.
Session Description
Describe how Illinois identified and trained 2 cohorts of high schools to participate in advanced tier implementation.
Identify lessons learned from a multiple year approach to training and supporting high schools in advanced tier implementation.
Review process and outcome data related to the advanced tiers implementation in Illinois.
Objectives
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, SD-T, EI-T
Check-in Check-out (CICO)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEWFamily Focus
ODRs,Credits, 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 Multi-Tiered System of Support Model (MTSS)
Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Individual Student Information System (ISIS)
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport
SYST
EMS
PRACTICES
DATA
OUTCOMES
Social Competence &Academic Achievement ٭
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm
One Approach
•Curriculum Development•Readiness•Commitments•Training in Cohorts•Technical Assistance
Year One2011-12
Year 22012-13
Business As Usual2013-14
Day One: Systems Academic Seminar Webinar Monthly HS virtual Chats
Day 2: CICO/SAIG Two days for FBA facilitators Monthly regional network meetings
DAY 3: Technical Assistance Two on-line fba/bip modules
Monthly TA Calls Three days of RENEW training
Monthly TA for teams
Monthly TA for facilitators of FBA/BIP & RENEW
COHORT ONE
Year One2012-13
Year 22013-14
Business As Usual2014-15
Day One: Systems Two in person days of FBA/BIP
Monthly HS virtual Chats
Day 2: CICO/SAIG Four online modules for fba/bip instruction & ta
Monthly regional network meetings
Academic Seminar Webinar Three days of RENEW training
Monthly TA Calls Monthly HS Virtual Chats
Monthly TA for facilitators
COHORT TWO
Cohort 3
Three Cohorts
10 Critical Features for Tier 2 Interventions
1. 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 situationsIndividual 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 2.0Anderson, 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, students, families are informed of the details of the interventions
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
ConsiderationsUniversal, Universal, UniversalThe Language of High SchoolsKnow your school and your school
culture“Buy-in” vs. “Participation”Up the Ante!Lines of CommunicationDefining “At-Risk”Road Blocks vs. Road BlockingAsk more questions
Universal, universal, universal…again?
You know you are doing something right…when you are re-visiting what’s happening at the Universal level
As you progress with advanced Tiers, you learn more! Going back to lower tiers is a GOOD
THING!As you progress, you are able to see
the holes in a new and different way!
The “Language” of High Schools
“These kids won’t carry CICO cards…”“How can we do that….we have Plasco!”“Students should know how to behave by 9th
grade…”“That can work in an elementary school, but here we
have teaming, schedules with class periods….hallways….lockers….students….
Settings are more similar than different AND…each building does have their own language….
Know your School language and
Staff CultureYour staff culture can impact your PBIS implementation Does your staff know what PBIS is? Are your staff involved in all 3 Tiers? What is the moral like amongst the staff? Are your staff members “quick to jump in”
or are you “guilty until proven innocent”? What percentage of STAFF is “in the
green?”Your school culture can impact
your PBIS implementation as well
“Buy-in” vs. “Participation”
Think about this in terms of our students Our students can “show up” but not be
engaged Our students can “buy-in” to the fact that
school is happening, but not participate in active learning
Our students can “participate” in school, but in a very negative way
We want staff and students to actively participate in making the school
culture and climate a positive one
By High School…. You better UP the ante
Hopefully, kids have seen a LOT of PBIS by now
Kids know what it means to have 3 tiers of support
Kids are hoping/wanting/expecting Systems to be in place Practices to be in place Data to be used for decision making
Consider bringing something new to the table
Lines of communication
How we communicate PBIS messages to___ matters Staff Students Families
How we communicate in our teams, mattersHow our teams communicate with one
another, mattersHow our administration communicates
about PBIS, matters
Defining “At-Risk”
Determine what at-risk means in your building
Who is the intervention designed to help?
Do we have the “right” students?
Road Blocks vs. Road Blocking
• A Road Block (issue) • Roadblocking (system)
Ask more questions- drill down!
Ask more questions regarding: Data
• Who, where, when, why?
Systems• Who, where, when, why?
Practices• Who, where, when, why?
WHY won’t it work?
Questions