midwest network pbis tier 2 team training 2 day training day one midwest pbis network
TRANSCRIPT
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Tier 2 Team Training2 day Training
DAY ONE
Midwest PBIS Network
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EXPECTATION
BEHAVIOR
Be Responsi
ble
Make yourself comfortable Take care of your needs (water,
food, restroom, etc.) Share your questions with the
group
Be Respectf
ul
Turn cell phones off or to “vibrate” Listen to others attentively by
staying quiet while they are speaking
Follow up, and complete assigned tasks
Be Engaged
Ask what you need to know to understand and contribute
Contribute to the team by sharing relevant information and ideas
Learning Expectations
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Agenda Day 1
Understanding Tier 2 Systems Layering of support
Teaming at Tier 2
Other systems for consideration
Shifting roles of educational professionals
Critical Features of Tier 2 Interventions
Check-In Check-Out Identify CICO cycle and features
Understanding Positive Corrective Feedback
Be able to identify and apply the 10 critical features of
secondary interventions
Begin identifying who, what, when, where, why for
implementation of CICO
Tips and Troubleshooting
Wrap up & Time to Work
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Agenda Day 2
Data Using the DPR Card to layer up interventions
Digitalized Tier 2/3 Tracking Tool
Tiered Fidelity Index
Social Academic Instructional Groups
Groups with Individualized Features-
CICO w/ind. Features and Mentoring
Identify key features
Be able to identify and apply the 10 critical features of secondary
interventions
Begin identifying who, what, when, where, why for implementation
Tips and Troubleshooting
Wrap up
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Day 1 Objectives Create a Tier 2 System Team
Team members' roles and responsibilities
Use Data for decision making and on-going progress monitoring
Understand the 10 critical features of secondary interventions and apply the 10 Critical Features of simple Tier 2 interventions to Check-In Check-Out
Understand the components of Check-in Check-out (CICO)
Share Guiding Questions with CICO planning completed
Action Plan: Teams will plan and begin installation of Check-in Check-out
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Introductions and Networking
Introduce yourself: Name District & School PBIS role and role in the building
What is currently working well? Tier/Data/Systems/Practices (Brag!)
What are you currently working on? Briefly discuss any current roadblocks?
(Ask for help!)
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Tier 2
… is not for the faint-hearted
VIDEO
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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions
• Individual students• Assessment-based• Intense, durable
proceduresTier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
5-15 Tier 2/Secondary Interventions
• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
WHERE ARE WE AT IN THE TRIANGLE?
Academic Systems Behavioral Systems
80- 90% Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive
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Time to Chat!
What new ideas/messages from your experiences/learning at Tier 1 do you think you can bring into the work at Tier 2?
How do you see Tier 1 and Tier 2 effectively working together?
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Do not pass GO, do not collect $200
(without considering…)
3-5 clearly defined behavioral expectations Matrix developed with plan for daily/weekly teaching Acknowledgement system established and
implemented with fidelity (short term, intermittent, and long term schedules)
Data system established, data entered daily, analyzed at least monthly
Utilizing problem solving process to make continuous improvements based on data
Communication in place to key stakeholders 4 subcommittees on your Universal team that cover
a) data, b) teaching, c) acknowledgments, d) communication
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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
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SYSTEMSTier 2
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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 (CICO)
Group Intervention with Individualized Feature (e.g. Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound / RENEW
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)
A Multi-Tiered System of Support for Behavior
Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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Tier 1
Tier 2
Tier 3
Layering of SupportMore individualization as student needs increase/intensify
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CICOCheck In Check Out
SAIGsSocial / Academic
Instructional Groups
Groups with Individualized
Features
Layering of SupportMore individualization as student needs increase/intensify
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Who can do what?
Coordinator• Organizes and/or
oversees the specific interventions such as CICO, S/AIG & Group with Individual Features
• Roles include: scheduling meetings, review & collect data to share during team meetings, etc…
Facilitator• Directly provides
intervention support services to youth/families
• Roles include: meeting with students for CICO, running groups
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PBIS 3 Tiered System of Support
(Model #1- LARGE number of resources)
CICO Intervention Coordinator
SAIG Intervention Coordinator
Mentoring Intervention Coordinator
CICO Facilitator
CICO Facilitator
CICO Facilitator
SAIG Facilitator
SAIG Facilitator
SAIG Facilitator
Mentoring Facilitator
Mentoring Facilitator
Tier 2 School-Based Coach
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3-Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w.
individual
feature
Complex
FBA/BIP
Brief Function-Based Problem Solving Team
Tertiary Systems
Team
Brief
FBA/BIP
Brief FBA/BI
P
WRAPRENEW
Secondary Systems
TeamPlans 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
Universal
Team
Universal
Support
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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
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Secondary Systems Team RolesMeet at least monthly for maximum of 1 hour
• 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: keeps team on topic and manages time per topic
• Family Representative: provide family voice on modifying interventions, need for additional interventions, and improving family involvement with interventions
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Tier 2 Team Roles
Roles Needed: Team leader CICO coordinator Action plan recorder Time keeper Family Representative Community partner
Who can fill these roles? General Education
Teachers Special Education
Teachers Paraprofessionals Special teachers
(music, PE, librarian, etc)
Social worker, school psychologist, guidance counselor
Etc.
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Clinicians- moving from being the only response to identified social emotional
needs, to being social emotional leaders of the building.
TO
Helping to build the capacity of the rest of the
staff
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We want to systematize the way we…
Communicate Do Discipline Include Student Voice Team Hold Meetings Create Data Driven Decision Rules Etc.
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Time to Chat!
How are decisions made about when to give a youth MORE support? When s/he will be supported by the
Clinician? What does that process look like? If it is decided that a youth needs more
support, how does s/he get that support? Would you say that these processes are
systematized, or are they subjectively decided each time (meaning, a conversation is had in order to make a decision)?
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PRACTICESReview of Tier 1
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Consider what is in place at Tier 1 as you move forward
(There may be holes that need to be repaired)
3-5 clearly defined behavioral expectations Matrix developed with plan for daily/weekly teaching Teaching system established and teaching taking place
at least monthly (ideally weekly or every other week) Data system established, data entered daily, analyzed at
least monthly Acknowledgement system established and implemented
with fidelity (short term, intermittent, and long term schedules)
Utilizing problem solving process to make continuous improvements based on data
Communication in place to key stakeholders Subcommittees on your Universal team that cover a)
data, b) teaching, c) acknowledgments, d) communication
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Critical Features of Tier 2 Interventions
1. Intervention linked directly to school wide expectations and/or academic goals.
2. Intervention continuously available for student participation.
3. Intervention is implemented within 3 school days of determining the student is in need of the intervention
4. Intervention can be modified based on assessment and/or outcome data
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Critical Features continued
5. Intervention includes structured prompts for what to do in relevant situations.
6. Intervention results in students receiving positive and/or corrective feedback from staff.
7. Intervention includes a school-home communication exchange system at least weekly.
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Critical Features continued
8. Orientation process and introduction to materials is provided for students as they begin the intervention
9. Orientation to and materials provided for staff/ sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
10. Opportunities to practice new skills are provided daily.
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CHECK IN CHECK OUT
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Data-Based Decision MakingNumbers to Keep in Mind
80-90%: Percent of total population whose needs will be met by Tier1 alone
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 definedData sources defining response are efficientEx: Daily Progress Report (DPR) cards: Studentmaintains an 80% average on DPR for 4 weeks
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Why do you want 7-12% on CICO?
Students in the past who would not have gotten any support “until things got worse” will 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
Structure to build transference and generalizing from Social Skills instructional groups and function-based behavior plans
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Data-Based Decision-Rules: Sample to Consider
a) Identification for CICO (IN): Youth is identified by Universal Screener, has 2 or
more ODRs, 10% out of class time, open referralb) Progress-monitoring (ON):
DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).
c) Exiting/transitioning (OUT): Youth received a total of 80% of DPR points
averaged per day/week for 4 weeks and has had no new ODRs or attendance concerns. Youth will be transitioned into being a CICO student mentor.
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Other Student Outcome Data Sources
Classes passed, credits earned, grades Attendance- classes and days Behavior problems- (SWIS) Employment, internships, clubs Community participation Other activities that relate to post-school goals
(College visits or applications, driver’s license, etc.) Tracking performance on assignments, quizzes, tests,
homework (check in/check out) Behavior problems Employment, internships, vocational programs Housing, relationships at home What the student needs
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Development of Data-Based Decision Rules
All staff need to know how students are eligible for the intervention.
All staff need to know how progress is monitored.
All staff need to know how students exit the intervention.
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How intense is YOUR CICO?
What does “at risk” look like in your building?
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Check-in-Check-out (CICO)
Merely an extension of Tier 1 Some get high frequency scheduled
positive contact with adults Low effort for teachers if built on strong,
already existing Tier 1 Need to have 7-12% accessing if it is to
become a routine in your school(s) If you only have 1-2% on CICO, those
are likely to be kids who need more higher levels of support
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Targeted Groups for CICO
New students entering building mid-year (like orientation to the building)
Children with low-level problem behavior (identified by # of ODRs, teacher referral based on classroom management charts, etc.)
Children who are internalizers (identified by visits to nurses office, sits alone at lunch, etc.)
As part of a more complex/individualized plan for a youth (as one layer of intervention)
CICO (BEP*) CycleBehavior Education Program
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004
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CICO Daily Cycle (March & Horner, 1998)
1. Check-in with assigned adult upon arrival to school* Adult positively greets student* Review School-wide expectations (daily goals) * Students pick up new Daily Progress Report card* Provide materials (pencil etc.) if needed* Turn in previous day’s signed form (optional)* Provide reinforcer for check-in (optional)
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CICO Daily Cycle continued…
2. At each class:* Teacher provides positive and/or corrective
behavioral feedback* Teacher completes DPR or* Student completes self-monitoring DPR/teacher checks and initials card (self-monitoring normally happens as students
begin to successfully exit the intervention)
3. Check-out at end of day:* Review points & goals* Reinforce youth for checking-out
(token/recognition optional, think beyond school-wide token)* Receive reinforcer if goal met (optional, but good
idea)* Take DPR card home (optional)
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CICO Daily Cycle continued…
4. Give DPR to parent (optional)* Receive reinforcer from parent* Have parent sign card* Students are not “punished” if
their parents don’t cooperate
5. Return signed card next day – celebrate (if not returned, simply go on)
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VIDEO: Check-In, Check-Out clipfrom You Tube on the BEP (Behavior Education
Program) by Leann Hawken
http://www.youtube.com/watch?v=AKwMbLNl_zI
References in video: BEP (Behavior Education Program) Coordinator aka
CICO coordinator
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POSITIVE CORRECTIVE FEEDBACK
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A bit of research… Without formal feedback to encourage desired behavior, other forms of
feedback shape undesired behaviors
More positive reinforcement for appropriate school behaviors is needed
Students needing additional support benefit from clear, salient, formal feedback
Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors and fosters a positive school climate
Reduces the need for engaging in time consuming disciplinary measures
Creates positive interactions and rapport with students
Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!
(Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)
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Rationale
Contingent praise is associated with increases in a variety of behavioral and academic skills.
(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)
Behavior specific praise has an impact in both special and general education settings..
(Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)
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Positive Corrective Feedback
POSITIVE specific FEEDBACK
IDENTIFY specific behavior & INTERVENE
END with ENCOURAGEMENT
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Tie your Pie TO
SCHOOL-WIDE EXPECTATIONS
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How will you teach your staff Positive Corrective Feedback
1. Ideas of how you will teach Positive Corrective Feedback
2. How will you provide opportunities to practice
3. How will you acknowledge people are using positive corrective feedback
4. How will you maintain/sustain
5. How will you support staff who have Tier2/Tier 3 needs related to positive corrective feedback
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Other Considerations
Staff
Students
Families
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Staff Training and Overview
• Tier 2 Systems and CICO Training for ALL staff
• Comprehensive understanding for all• Leanne Hawken video great resource• Video alone is not enough…• Building must add their own description of
how the Tier 2 system will operate Data used to identify students Referral/Request for Assistance Reverse Request for Assistance
• Must also introduce your CICO DPR and detailed explanation of how the intervention will work Precorrect: what to do when a student is
unhappy with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)
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Student Orientation
• For all youth about intervention...'some kids may have a card sometimes’
• For kids on intervention Who, what, when, where Pre-correct: Teach students what to do
when they disagree with a score
• For youth who become CICO mentors/facilitators
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Family Orientation
• All families...what is CICO Inform during registration process Address at open house, through
newsletters, newspaper and other…• Families of kids on CICO...process for
explaining/consent Best if phone call is made directly to
family Followed by letter Consent: check with your district’s
decision makers
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TIPS AND TROUBLESHOOTING
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Training is half the battle… if
not more!
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Tier II- CICOTips & thoughts to remember
Data from Tier 1 constantly analyzed to identify youth in need (making sure “at risk” means “as risk” in your building”
System set up for students to be able to enter within 3 days and be oriented to the intervention
A consistent, happy face in the morning to positively greet students and help set the stage for the day
DPR card established based on 3-5 expectations and used daily at set intervals (used as a data gathering tool)
POSITIVE and/or corrective feedback is given in life time (less than 1 min)
What “most important” component would you choose/or add?
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Remember
Ideally same person in the morning and same person in the afternoon
Interactions in the morning and in classes are less than 1min. (be careful: if it’s taking longer, might be entering the “mentoring” zone)
Students with internalizing characteristics and externalizing characteristics can be successful on the intervention
Consider what “at risk” means in your building
Can be referred by student, staff, family, etc. (multiple entry points)
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CICO – what makes it workFinding the challenges before they find you
Make sure students, staff, families know what it is (and what it is not)!
The What it is NOT: Not a Tier 3 intervention Not an intervention to tell the naughty
kids more about why they are naughty Not an opportunity for staff to point out
why students are irresponsible, disrespectful, and unsafe
Another thing that teachers HAVE to do
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CICO – what makes it workFinding the challenges before they find you
The What it IS An extension of Tier 1 Able to help support about 10% of your school A re-boost of Tier 1 messages Opportunity for staff to communicate with youth
who “need a little bit more”: “nudge students” An intervention that should take less than 1 min. An intervention that provides positive adult
contact and direct feedback/learning opportunities
Do practice sessions with staff and allow them to actually experience CICO with one another
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CICO – what makes it workFinding the challenges before they find you
The WHO is this for: Consider students with internalizing
characteristics when designing CICO Nurses office visits, attendance, time with SW,
time out of class, etc. Once staff learn that “check-ins” and “point
sheets” are for “naughty kids”, hard to change that mindset
Make sure to integrate internalizing characteristics into your matrix
Students who need a little “nudge” Consider what “at-risk” means in your
building
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ACTION PLANNING• Use your Guiding Questions
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Guiding Questions
Spend some time reviewing the guiding questions and working on Action Planning
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WRAP UPQuestions, Follow-up, Final Comments