PBIS Tier 2SAIG & GWIFJanuary 31, 2014

M. CoconateK. McElligatt

Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPECTF

UL

Turn cell phones “off” or to “vibrate” Listen to each other & share ideas

BE RESPONSI

BLE

Make yourself comfortable & take care of your needs

Ask questions Use time wisely Network with other school teams Leave no trace

BE PREPARED

Use your data Record tasks on MAP Follow up on tasks after today!

Guiding Questions Are your PBIS Tier 2 interventions aligned

to the critical features? How do you know?

Are your PBIS systems culturally responsive? How do you know?

Are your PBIS Tier 2 group interventions effective? How do you know?

How are you documenting the integrity/fidelity of the interventions?

What data needs to be shared with all staff? How often? Why?

PBIS

3 Tiered System of Support Teams

CICO

SAIG

ComplexFBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief FBA/BIP Wraparound

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

1/2014 –

Adapted from PBIS Illinois

UniversalTeam

Universal Support

GWIFCICO w/

Individualized Features

OR

Mentoring

10 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

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.

Critical Features continued8. Orientation process and introduction to materials is provided for students as they begin the intervention9. 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.

Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators

Practices Curricula, instruction, interventions, and strategies that are evidence-based

Data Information that is used to identify status, need for change, and effects of interventions

Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS

CICO & SAIG Checkpoint/Sharing

Where are you with implementation of CICO and SAIG groups?

What is working?What issues have you resolved?What questions do you have?

Groups with Individualized Features

GWIF

Roles & ResponsibilitiesCoordinator Facilitator

Organizes and/or oversees the specific interventions such as CICO, SAIG & GWIF

Directly provides intervention support services

Roles include: schedule meetings; review & collect individual student data to share during PBIS Tier 2 meetings, etc.

Note: Tier 2 team checks for fidelity & intervention effectiveness.

Roles include: meeting with students for CICO, running groups

Sending out Reverse Requests for Assistance

Communicating with Coordinator about issues/questions

Reverse Request for AssistanceReverse Request for Assistance: Interventions Change

(Addressed to Student’s Teacher)  Student Name: ________________________________________ Grade: _________  Date: __________________ IEP (circle one) Yes No  Teacher: _____________________________________  Based on preliminary data, it has come to our attention that the _____________________ Intervention (CICO) is NOT having a significantly positive effect on your student (i.e. he/she “is not responding” well to the intervention). Please identify which additional support/s, you feel, would be the best fit for this youth.  1) ____No change in behavior support requested at this time, please continue CICO.2) Social/Academic Instructional Groups:____Problem-Solving: To learn replacement behaviors for fighting, arguing etc. (externalizing behaviors) ____Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal etc. (internalizing behaviors) Academic:____Academic Behavior: To learn replacement behaviors for calling out, getting out of seat, behaviors related to homework etc.  ____Academic skills/content area 3) Individualized Check-In/Check-Out: Same CICO with one or more of the following changes:____Change location of Check-In and/or Check-Out ____Change Check-In/Check-Out person (change adult or use a peer instead)  ____Change Check-In and/or Check-Out time (or add addition time/s)  4) ____ Mentoring (Focus is on connection/relationship between one adult and youth, designed/individualized based on youth needs)  Thank you!

Two Types of Groups with Individualized Features

o CICO with individualized featureso Mentoring

GWIFCICO with

Individualized Features

CICO with Individualized Features

Adds support to general CICO Used after general CICO has been tried

for predetermined amount of time (i.e. 4-6 weeks) and student has not met pre-determined goal set for ALL students

Teachers choose more individualized options on the Reverse Request for Assistance form

CICO with Individualized Features

Tier 2 team designs the options for the school and communicates them to all staff

The Reverse Request for Assistance form lists the specified options from which to choose

CICO with Individualized Features

Uses the same DPR as used in general CICO

Designed to be quick and efficient

Examples of CICO with individualized features Extra check in time before/after lunch

with facilitator or other staff member Peer accompanies student to check in at

beginning of the day and check out at end of the day

Check in with supportive adult prior to a difficult class period

GWIFMentoring

5 Types of Mentoring(School-based or community-based)

Traditional one-to-one mentoringGroup mentoringTeam mentoringPeer mentoringE-mentoring

School-based MentoringMost common form of mentoringMatches need to happen early in

the school-yearOne year commitment is the

normFrequent contact between

mentors & mentees

Elements of Effective Practice for MentoringRecruitmentScreeningTrainingMatchingMonitoring & supportClosure

MentoringSchool-based Mentoring

64% of students developed more positive attitudes towards school

60% improved relationships with adults 56% improved relationships with peers 55% were better able to express their feelings 64% developed higher levels of self-confidence 62% were more likely to trust their teachers Less likely than peers to repeat a grade Average number of unexcused absences dropped

Source: Curtis, T., & Hansen-Schwoebel, K. (1999). Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America.

Mentoring Resources www.mentoring.org www.bbbs.org (Big Brothers, Big Sisters)

School-based mentoring study http://www.ncbi.nlm.nih.gov/pubmed/12002242

meta-analysis of mentoring research http://

www.ihrp.uic.edu/researcher/david-dubois-phd Research & resources from University of Illinois

Chicago, David L. Dubois, Ph.D. http://whatworks.uwex.edu/Pages/1factsheet.html

Data-based Decision Making

Data-based decision-making

Data is used to monitor the effectiveness of the intervention

To make decisions regarding the continuum of the intervention

Intervention integrity data is monitored by the PBIS Tier 2 team

Data Tools10 Critical Features ChecklistTier 2/3 Tracking ToolCICO (measuredeffects.com)

databaseBenchmarks of Advanced Tiers

(BAT)New national Implementation

Inventory (replaces the PoI)ISSET (External evaluation tool)

Tier 2/3 Tracking Tool

Planning for a PBIS Tier 2 Team Meeting Record data on Tier 2/3 Tracking Tool:

Number of students responding Send RRFA to teachers of all students not responding

Number of new students potentially entering the intervention based upon the data-decision rule

Repeat for SAIG, GWIF, Brief FBA/BIP If less than 70% of students are

responding to any of the interventions, the Tier 2 team must review the integrity of the intervention and make necessary adjustments.

FAQ #1Q. Do we have to start with CICO first if a student is immediately exhibiting higher needs?

A. No. You can place a student at the level of intervention that meets the intensity of the problem behavior. CICO, et al should be included as part of the layers of intervention.

FAQ #2Q. We have community groups willing to provide mentoring to our students. Should we use them?

A. Community partnerships can provide great resources, relationships, and diversity for your students. However, safety and evidence-based practices are first and foremost. Follow district guidelines on background checks, compare community programs to the 10 Critical Features, and inquire what data outcomes will be kept.

What other questions do you have?

What are your next steps?

Review your data including Tracking Tool Add tasks to MAP Revisit Guiding Questions Select GWIF coordinators/facilitators Develop accompanying documents

Request for assistance Reverse request for assistance Develop a written document summarizing your

systems processes for each intervention Orientation materials

Plan staff orientation/training on GWIF

The Next Training Series is…FBA/BIP

The RtI Facilitators are currently participating in this training series in order to train teams when demonstrating readiness.