Tier 2/Secondary Interventions

Rachel Saladis

Kim Miller

Kathy Halley

Inclusion Activity

Maitre D’

• Greet each other

• Share your response to question

• Close the conversation

Maitre D’

At each table, introduce your selves, answer the question and bid farewell.

Question 1: What has been you schools greatest success with PBS?

Question 2: What do you want to take from this training back to your school?

Question 3: What are your hopes for this Tier 2 training?

Outcomes

•Become familiar with Secondary Systems

•Understand the elements of Check in Check out

•Create Check in Check out System

Working Agreements

Parking Lot

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•6 or more office referrals /semester

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•2-5 office referral/semester

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

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive•0-1 office referral/semester

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

Team Work Time

• Blank Triangle – focusing on the behavior side of the triangle

1. What are the interventions currently in place in your school? List these.

2. Star those that actively use data components.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

0-1 ODR/sem

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

2-5 ODR/sem

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior6 or more ODR/sem

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Using Your Data

• Make the triangle numbers REAL!

– What is 80% of your student population

– What is 15% of your student population

– What is 5% of your student population

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Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

CICO

Complex individualized Interventions: CICO individual, Complex FBAs

Team-Based Wraparounds

Behavior Referrals

Attendance & Tardies

Daily Progress Reports (CICO)

Behavioral Pathways Data

Pre and Post Data/Groups

Student Groups

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

Individual Progress Monitoring, Multi- Disciplinary Assessment and Analysis

CICO or Student groups /individual features, Brief FBAs

What we know…

Video

• Morning check in

• Teacher response

• Afternoon check out

Student Recommended for CICO

CICO is Implemented

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

Check In Check Out (CICO)

Check In/Check Out

• To identify students who require additional support and provide them with more frequent feedback on their behavior.

• Check in Check out can support students with the following concerns:

attendance work completion organizational skillsrelationship building

Logistics for Setting up a CICO program

• School-wide PBS in place• School-wide expectations defined and taught• Acknowledgement system operating• Clear and consistent consequences for problem

behavior

• Process for identifying a student who may be appropriate for CICO

• Student is not responding to Universal PBS expectations

• Student finds adult attention rewarding• Student is NOT in crisis.

Why does CICO work?• Improved structure• Student is “set up for success”• Increase in contingent feedback• Program can be applied in all school

locations• Elevated acknowledgement for appropriate

behavior• Linking school and home support• Program is organized to morph into a self-

management system

Guiding Questions

Data rules for entry

Logistics for Setting up a CICO program

• Daily CICO progress report card

• Same expectations for all

• Common schedule

• All staff taught rules for accepting, completing and returning the card.

Adapted from Crone, Horner & Hawken (2004)

Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

 

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL                

BE RESPONSIBLE                

 

BE ON TIME 

              

Parent Signature(s) and Comments: _______________________________________________

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

respectful

responsible

safe

Teacher comments:

Parent Signature(s) and Comments:

Team Work Time

• Building a Daily Progress Report

• School Share

Building the Basic Cycles

• Morning Check-in Routine• Teaching students when, where, how• Teaching check-in coordinator

» Assess» Acknowledge» Set-up or Redirect

• Teacher Check-in/Check-out Routine• Teach students when, where, how• Teaching staff/faculty

» Acknowledge» Set-up for success, positive momentum» Evaluation

Building the Basic Cycles

• Afternoon Check-out Routine• Teach students when, where, how• Teach CICO greeter data collection process,

acknowledge success, encourage improvement.• Consider self-recording system for older students

• Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign

Check in Check out Staff Roll Out

• Work time

Student Recommended for CICO

CICO is Implemented

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

Check In Check Out (CICO)

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

Groups

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses System data; determines overall

intervention effectiveness

Standing team (SSIT); uses

FBA/BIP process for one youth at a time

Uses System data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Secondary Systems Planning Team Meeting Agenda

• Number of students participating in check in check out

• Number of students responding• How do we support those not responding

( individualized features)

• Evaluate Check in Check out process

• New referrals

Interventions Check in/Check out(CICO)

Check in/Check outwith individual features

Behavior Pathway(Brief FBA/BIP)

StudentsParticipating

StudentsResponding

StudentsParticipating

StudentsResponding

Students participating

StudentsResponding

September

October

November

December

January

February

March

April

May

Total for Year

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool

School Name: __________________________________ School Total Pop:________

HAWK ReportDate ________ Student _______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

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

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Check in check out individual features

• Who might these student be in your building?

• What would be the individual features.

• Design one Individualized Ch in Ch out

at your table.

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

Groups

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Sept. 1, 2009

UniversalTeam

Universal Support

Team Work Time

• Complete Model of Support specific to your school

Data Collection tool

Common Road Blocks

• Finding the right person to be the consistent CI/CO greeter.

• Entering data

• Teacher willingness to participate

• Keeping it simple and consistent

Team Work Time

• Guiding Questions 2-5

CI/CO Action Planning

• Complete CI/CO Self Assessment

*****Give yourselves permission to TAKE YOUR TIME and DO IT RIGHT!!!!!*****

Pilot Plan

Good Bye

-Looking at the Agenda

List what you have learned and feel ready to implement

-What do you still need?