S200i:  Formalizing Tier 2/ Secondary Systems, Data,

& Practices

Tier 2/Secondary Series Training

Version 3.0, Rev. 11.2.2011 This is a presentation of the Illinois PBIS Network. All rights reserved.

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

PBIS Supports the Illinois Professional Teaching Standards

1. Content Knowledge 2. Human Development and

Learning 3. Diversity 4. Planning for Instruction 5. Learning Environment 6. Instructional Delivery

7. Communication 8. Assessment 9. Collaborative

Relationships 10. Reflection and

Professional Growth11. Professional Conduct

http://www.isbe.net/profprep/PDFs/ipts.pdf

S200 Objectives1. Review Tier 2/Secondary system designed in S100i 2. Learn how to use data for decision making and on-going

progress monitoring 3. Identify Students for Tier 2/Secondary interventions 4. Review critical features and processes of Check-in

Check-out, Social/Academic Instructional Groups and Mentoring (Check-N-Connect)

• Action Plan: Design the actual interventions for your school’s Tier 2/Secondary continuum (specifically Social/Academic Instructional Groups and Mentoring)

Agenda8:30-9:15 Review of Secondary Systems

9:15-10:15 Simple Secondary Interventions: Critical Features

10:15-10:30 Break

10:30-11:30 Social/Academic Instructional Groups

11:30-12:15 Lunch

12:15-12:45 Individualized CICO

12:45-1:45 Interpersonal Groups & Mentoring

1:45-2:00 Break

2:00-2:30 Guiding Questions: Choose 1 intervention & start working on it

2:30-2:45 Action Plan review, report out on progress & next steps

2:45-3:00 Questions/concerns/technical assistance

Introductions and Acknowledgments

• Introduce your team Region of state, district, school name, roles of

people here today, how would you characterize your school and/or your team?

• What have been your successes with implementing a Secondary Systems Team and/or with Check-in Check-out?

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

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

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

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

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

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 (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

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

Secondary Systems Planning Team Meeting Agenda

• Number of youth in CICO (record on TT)? Number of youth responding (record on TT)?

* Send Reverse Request for Assistance to teachers of all youth not responding

Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)?

• Repeat for S/AIG, Group with Individual Feature & Brief FBA/BIP

• If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

TEAMING: Review Level I of Guiding Questions

Coordinator vs. Facilitator

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

• Consider using non-clinical staff for running simple secondary intervention such as CICO and S/AIG’s. Simple secondary interventions are skill based

interventions that do not need to be provided by clinicians.

Remember these interventions are used to provide additional opportunities for students to see, practice and internalize Universal expectations.

• Consider using clinical based staff for higher level interventions such as simple/complex FBA/BIP & WRAP’s

Things to consider

Examples of who can run simple Secondary Interventions?

Teachers AideClassroom teachers

LibrariansVolunteers

Local community partners

Simple Secondary Interventions

• Check-in Check-out (covered in S100)

Covered today:• Social/Academic Instructional Groups • Individualized CICO• Mentoring

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

Consider Use of Daily Progress Report

• Assesses transference and generalization of skills Is youth using new skills in actual settings (not just

while in intervention)• Prompting of replacement behaviors

• Reinforcement of replacement behaviors

• Stakeholder feedback and buy-in

Consider How You Will In-service Staff re: Secondary Interventions?

• How will you explain/model the skills that are outlined for each intervention?

• What do teachers need to know: How a student gets into the intervention (Decision

rules) How long a student will participate (Decision rules) How transference of the skill/s will be measured How to use Daily Progress Reports Their role in teaching, pre-correcting, shaping and

reinforcing noted skills Common questions/concerns

CICO Card (PALS Point Sheet)

Key2= Great Job1= Did OK0= Tough

RESPECTProperty

RESPECTAll Others

RESPECTLearning

RESPECTSelf

Homeroom 2 1 0 2 1 0 2 1 0 2 1 0

LanguageArts

2 1 0 2 1 0 2 1 0 2 1 0

Mathematics 2 1 0 2 1 0 2 1 0 2 1 0

Social StudiesScience

2 1 0 2 1 0 2 1 0 2 1 0

Exploratory 2 1 0 2 1 0 2 1 0 2 1 0

PE 2 1 0 2 1 0 2 1 0 2 1 0

Lunch 2 1 0 2 1 0 2 1 0 2 1 0

Daily Goal: _______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress.Parent Signature: _________________________________________________

Name: _________________________________ Date: ___________

Homeroom Teacher: _____________________________________

Guiding Questions Example

1. How are students identified as in need of Simple Tier 2 Interventions (S/AIG, individualized CICO & Mentoring)? Student/s receive less than 80% on DPR over 4 weeks

2. What are the data sources used to identify this?Data-based decision rules for identification:1) Data source #1: __Daily Progress Reports_______

Rule for Inclusion in Intervention: ____Less than 80%_______Time frame: __After 4 weeks of intervention__

• Teacher Request for Assistance enters youth (circle one): Yes No This would be the Reverse Request for Assistance

Break

Check on Assumptions

• You already have at least one type of ‘group’ being offered in your school?

• Your teachers sometimes ‘inquire’ about the purpose/goal/format of these groups? Ex. “What do you DO with him in group? He said

he played Connect Four today!”

• You’d like to be able to give teachers concrete feedback on student progress?

• You really just want to improve your current group support ‘system’?

Social and Academic Instructional Groups

Social/Academic Instructional Groups

• Three types of skills-building groups:• 1) Pro-social skills• 2) Problem-solving skills• 3) Academic Behavior skills

• Best if involves use of Daily Progress Report

• These are often the skill groups facilitated by Social Workers, Counselors & Psychologists However, can consider other providers : Teacher

Assistants, Behavior Interventionists etc.

Social/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)

Skills taught are common across youth in same group (ex. use your words)

Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)

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

Choosing or Designing Group Interventions

Choose & modify lessons from pre-packaged material based on the skill needed for the group

and/or

Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

SAIG Template Considerations

•Name/Type of group Pro-social skills Problem-solving skills Academic Behavior skills

Skill sets and purpose of group

•Identify skills that need to be taught

•Culturally appropriate Behavior Lesson Plans/Curriculum that addresses skill set

Create Your Own Lesson Plans:Teaching Behavioral Expectations

1) State behavioral expectations2) Specify observable student behaviors (rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Reinforce appropriate behaviors

Steps of a Behavioral Lesson Plan

1) Explain expectations & why need2) Check for student understanding/buy-in 3) Model examples4) Check for student understanding/buy-in5) Model non-examples6) Check for student understanding/buy-in7) Model examples8) Students practice

Examples of Packaged Instructional Groups

• Second Step (Grades PreK-8)• Thinking, Feeling, Behaving (Grades 1-12)• Tough Kids Social Skills (Grades 3-7)• Walker Social Skills Curriculum (Grades 6-12)• Skillstreaming (Grades PreK-12)• Stop & Think Social Skills (Grades PreK-8)• Passport (Grades 1-12)• I Can problem Solve (Grades PreK-6)• Aggression Replacement Training

All of above examples could be used to develop universal behavior lesson plans.

3 Keys to Successful S/AIG’s

1. 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

ie. “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 anotherie. Stand alone curriculum can be usedSkills StreamingSecond Stepie. Curriculum that builds upon previous lessons – use with caution-ART

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

Procedural Considerations

• Welcome Introductions, if necessary

• Purpose of Group• Group Norms – ie. expectations of group, aligned

to school-wide expectations• “Curriculum” with practice• Closing

Reflection Application Goal setting

Corey & Corey, 2006

Academic Behavior SkillsFrom Skill Streaming

• Listening • Asking for Help • Saying Thank You • Bringing Materials to Class • Following Instructions • Completing Assignments • Contributing to Discussions • Offering Help to an Adult • Asking a Question • Ignoring Distractions • Making Corrections • Deciding on Something to Do • Setting a Goal

From Getting Organized Without Losing It

• Homework Checklist• After School Scheduler• 9 Great Reasons to Use a Student

Planner

Pro-Social Skills - FriendshipFrom Skill Streaming• Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game • Asking a Favor • Offering Help to a Classmate • Giving a Compliment • Accepting a Compliment • Suggesting an Activity • Sharing • Apologizing

From Strong Kids (Grades 3-5)• About My Feelings • Ways of Showing Feelings

Problem-Solving SkillsFrom Skill Streaming• Knowing Your Feelings • Expressing Your Feelings • Recognizing Another's Feelings • Showing Understanding of

Another's Feelings • Expressing Concern for Another • Dealing with Your Anger • Dealing with Another's Anger • Expressing Affection • Dealing with Fear • Rewarding Yourself• Using Self-Control • Asking Permission • Responding to Teasing • Avoiding Trouble • Staying Out of Fights • Problem Solving • Accepting Consequences • Dealing with an Accusation • Negotiating

From The Peace Curriculum• Using Positive Self-Talk to

Control Anger• Homework #3 Anger Control:

Consequences for Your Actions• Keeping Out of Fights

Example Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals .

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeUse your words

Use deep breathing

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

TEAMING: Review Level II of Guiding Questions

Check-in Check-outwith Individualized Features

CICO with individualized features

This is an intervention that adds support to generic CICO.

Teachers choose these more individualized options on the reverse request for assistance (RRFA).

Teachers are given the option to choose from these features after CICO was not enough support for a student.

CICO with individualized features

What it is• Options are pre-determined and

communicated to all stakeholders.

• Secondary systems team designs the options for the building.

• Quick & Efficient

• A list of specified options teachers can choose from listed on the reverse request for assistance

What it isn’t• Changing the goal line one

child at a time

• Changing or adding a goal for one child

• Changing the goals on the Daily Progress Report for one child or a group of children

• A meeting with the specialized staff and the teacher changing a student’s DPR.

CICO with individualized features

What it is

• Used after generic CICO has been tried for a set time (for example 4-6 weeks) and the student has not met the pre-determined goal set for all children.

• Options for individualizing the intervention are generic and quick

• Uses the same DPR as used in generic CICO

What it isn’t•One adult changing/ adding goals or DPR

•Changing or adding a goal for a group of kids (homework, grades, or a specific behavior).

•Changing the DPR card because there are individualized features

Examples of CICO with Individualized FeaturesExample one: Extra check in time before/after lunch with secretary in office

Example two:Peer accompanies student to check in at beginning of day and check out at end of day

Example three:Check in with supportive adult prior to a difficult class period

When would a child have goals that are specific to him/her?

This is an intervention that is designed after a Functional Behavioral Assessment is completed and created with the problem solving team as part of a Behavior Intervention Plan.

This intervention is specific to the individual child.

What it is

• Put in place after two, tier 2 interventions have been unsuccessful and the problem solving team has conducted an FBA .

• Specific to the student

• DPR reflects the individualized goals determined in BIP

What it isn’t

•One adult changing/adding goals or DPR

•Changing or adding a goal for a group of kids (homework, grades or a specific behavior)

•Done prior to participating in “generic” CICO

Youth would have goals specific to him/herWhat it is and What it isn’t

An example of youth with goals specific to him/her

Change goal lineexample: Students at Summerishere Middle school are expected to meet 80% on their DPR over the course of four weeks. However, in Jaylo’s FBA/BIP meeting the team decided to lower her goal line to 70% for the next two weeks.

Add goals and have a child specific dprexample: It was also determined in Jaylo’s BIP meeting they would add the goal: walks in hallway with hands and feet to self. The CICO coordinator will add this goal to her DPR and have them available at the morning check in station.

Mentoring

Mentoring Fueled from

“…importance that positive relationships with extra-familial adults promotes resiliency among youth from at-risk backgrounds.”Rhodes, 1994

5 Types of MentoringElements of Effective Practice (appendix section iv)

• Traditional One-to-One Mentoring• Group Mentoring• Team Mentoring• Peer Mentoring• E-mentoring

School Based Mentoring SBM

• (SBM) is most common form of mentoring• Growth has outpaced research• Mentoring viewed as privilege and reward• To lengthen matches needs to happen early in

school year. • One year commitment often norm in SBM (BBBS SBM and CIS SMILE

study)

• Communication with mentor and school staff, adequate access to resources and space are linked to match quality & longevity. (Herrera et al., 2007; karcher 2005a).

• End of match is CRUCIAL stage

Activities of MentoringRelationships & Tasks

(Developmental) (Instrumental)(Karcher et al. 2006)

Meta Analysis 55 Evaluations (Dubois, Holloway, Valentine & Cooper, 2002).

• Small benefit of program participation of average youth

• Program effects significantly better when best practices in place

• Youth from backgrounds of environmental risk and disadvantage benefit the most

What Makes Mentoring WorkRhodes/Research Cornder at Mentoring.org

1. Conducting reasonably intensive screening of potential mentors

2. Making matches based on interests that both the mentor and mentee share

3. Providing more than 6 hours of training for mentors

4. Offering post-match training and support.

Predictive of Stronger Positive Effects

1. Procedures for monitoring program implementation2. Use of community settings3. Utilization of mentors with backgrounds in helping

roles4. Clearly established expectations for frequency5. Ongoing (post-match) training for mentors6. Structured activities for mentors and youth7. Support for parent involvement

David L Dubois, Ph.D., University of Illinois ChicagoResearch in Action, issue 2

Best Practices (Dubois, Holloway, Valentine, Cooper) 2002

1. Monitoring implementation2. Screening3. Matching4. Pre-match5. Ongoing training6. Supervision7. Support for mentors8. Structured activities9. Parent support10. Expectations for frequency 11. Expectations for length of contact

Understanding the Evidence Supporting School-based MentoringCautions & CaveatsKarcher, 2010

One-on-One mentoring minimizes deviancy training Dishion, McCord & Poulin, 1999; Dodge, Dishion & Lansford, 2006

Misguided MentoringD.M. Hansen & Larson, 2007; K. Hansen & Corlett, 2007; Karcher, 2004

Importance of Best Practices Karcher, 2010

Looking for mentoring resources?

www.mentoring.org

TEAMING: Review Level III of Guiding Questions

Break

Consider this…

Youth A has received his 3rd office discipline referral so he begins CICO. He is in CICO for four weeks and has not yet met the goal that all students have, 80% of points on DPR over four weeks. The reverse request for assistance is given to Youth A’s teacher and he chooses CICO with individualized features, more specifically he chooses to add a check-in with the office secretary between lunch and recess. The individualized CICO continues for four weeks and youth A has not yet met the goal that all students have, 80% of points on the DPR over four weeks. A FBA is completed and, in addition to other function-based strategies, the problem solving team decides to add a mentor through the local Boys and Girls school program.

Activity: Time 20 minutes Using the Guiding Questions

1. Choose one type of intervention to create or improve

2. Review & answer questions to find strengths and needs

3. Action plan next steps

Report Out Progress & Next Steps

Resources available at:

www.pbisillinois.org

Follow-up TA Support for S200i

• On-line Go-to-Meetings will be offered 3 – 6 weeks after this training.

• Visit www.pbisillinois.org to view dates and register.

• The course name is STA200.1i: Technical Assistance on Secondary Interventions (CICO, S/AIG, Mentoring/CnC)

Evaluation and CPDU Process For individuals who registered through Cvent

1. All registrants will receive an email two days after the training asking them to complete an evaluation using the link provided.

2. By clicking on the link, registrants are to complete the evaluation by following the prompts.

3. Once the evaluation is completed, an additional email will automatically be generated thanking the registrant for their time and offering the CPDU link for the session they just attended.

4. When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.

Evaluation and CPDU Process For individuals who did not register prior to the training

1. The attendee contact information will be entered into Cvent and then the evaluation email will be sent two days after the training asking them to complete an evaluation using the link provided.

2. Attendee’s follow the same process for completing the evaluation and obtaining CPDUs as those individuals who registered through Cvent.