Session 64: Exploring Tier 2 Interventions in High Schools September 9 th, 2014 Facilitated/Presented by: Equity and Access for All Students: MTSS Conference 2014 Equity and Access for All Students: MTSS Conference 2014 Ali Hearn, LCSW - ISTAC Karen Miller- Counselor/Tier 2 Coach – Huntley High School Tami Broskow- Social Worker/Tier 3 Coach – Huntley High School I-RTI NETWORK

The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) The Illinois Statewide Technical Assistance Collaborative (ISTAC) is funded by ISBE using federal IDEA Part B discretionary grant dollars to be a model of integrated technical assistance for families and school districts. I-RTI NETWORK

Data Driven Decision Making Professional Development Leadership Conditions for Learning Community and Family CurriculumInstruction Assessment MTSS Essential Elements

Participants will be able to explain the purpose and function of Tier 2 interventions. Participants will be able to give examples of High School Tier 2 interventions. Participants will be able to explain the purpose and the function of the 10 Tier 2 Critical Features. Outcomes

Today’s Agenda  Introduction to Tier 2 Interventions  What makes Tier 2 interventions in High Schools different?  1 Exemplar District of High School Tier 2 Implementation

I-RTI NETWORK Exploring Tier 2 Interventions in High Schools

“Implementation of Positive Behavior Interventions and Supports is the hardest to do in our setting. There are so many reasons why it will not work.” … said every age group, EC-12

Raise your hand if you know… A student who needs extra support around Math A student who typically gets straight A’s A student who would rather not dress for PE A student who needs to go and check in with the nurse (perhaps more often than others) A student who is always picked as a partner A student who typically does not have work turned in on time A student who asks a LOT of questions A student who is extremely quiet

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

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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT : SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT : Students Staff Parents Families

We all want the same things for our youth VIDEO

Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support SYSTEMS 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

I-RTI NETWORK Exploring Tier 2 Interventions in High Schools SYSTEMS

3-Tiered System of Support Necessary Conversations (Teams) CICO Check in Check Out SAIG Social / Academic Instructional Groups Groups w. individualized features Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/BI P 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 Universal Team Universal Support

Tier 1 Tier 2 Tier 3 Layering of Support

CICO Check In Check Out SAIGs Social / Academic Instructional Groups Groups with Individualized Features Layering of Support

JESS PBIS 3 Tiered System of Support (Model #1- LARGE number of resources) CICO Intervention Coordinator SAIG Intervention Coordinator Mentoring Intervention Coordinator BOB SARAH BETTY SAM CICO Facilitator PAUL CICO Facilitator BRIAN WENDY SAIG Facilitator MARCO SAIG Facilitator JESSICA Mentoring Facilitator PHIL Mentoring Facilitator SALLY JEFF Tier 2 School-Based Coach

Systems to Consider in a High School Discipline Communication – Teams/teachers/etc. – Parent/family Acknowledgments – Celebrations/kick-offs – Token Economy – Appropriate motivators Data – Tracking System – Progress Monitoring – Reporting out to staff Student Voice – Get input on EVERYTHING!

PRACTICES I-RTI NETWORK

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., Check and Connect -CnC and 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 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

CICO (BEP) Cycle 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 Check-in-Check-Out (BEP Cycle)

Three types of skill-building groups: (vs. therapeutic) 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills These are often the skill groups facilitated/ coordinated by Social Workers, Counselors & Psychologists – However, can consider other providers : Teacher Assistants, Behavior Interventionists etc. Best if involves use of Daily Progress Report (generalize) Social Academic Instructional Groups (SAIGs)

Examples of CICO with Individualized Features Example 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 Examples of CICO with Individualized Features

Traditional One-to-One Mentoring Group Mentoring – one adult several youth Team Mentoring – several adults with small groups of youth (1:4) Peer Mentoring E-mentoring – internet, sometimes in person (great for over the summer) 5 Types of Mentoring Elements of Effective Practice

Reverse Request for Assistance Form (example)

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 of a Tier 2 Intervention

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 of a Tier 2 Intervention

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. Critical Features of a Tier 2 Intervention

Time to Talk Think of interventions that are offered in your school. Do they meet the 10 critical features? Could you make some adjustments that might improve the current intervention?

DATA I-RTI NETWORK

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block2nd block3rd block4th block5th block6th block7th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Mark will keep hands to self Mark will hold up a yellow card to indicate needing a break Mark will fill out assignment notebook “Individualized Student Card for Mark” (FBA/BIP) Replacement behavior Possible behaviors taught in previous SAIG groups “Social & Academic Instructional Groups” (sample academic skills group) Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

Time to Reflect What does/might a Tier 2 intervention look like in your school? What systems would make Tier 2 interventions the most challenging? What benefit(s) can you see to implementing a variety of Tier 2 interventions?

I-RTI NETWORK Exemplar: Huntley High School District #158 Karen Miller- Counselor & Tier 2 coachKaren Miller- Counselor & Tier 2 coach Tami Broskow- Social Worker & Tier 3 CoachTami Broskow- Social Worker & Tier 3 Coach

Layered Interventions at HHS CICO is the gateway support to Tier 2 SAIGs Making Connections Intensive SAIG’s * Clinical Case Management* Tier 3 Layered Interventions at HHS

Layering We use: – Technology – Teacher Feedback – Parent Involvement – Common Incentives in Tier 2 Layering

CICO Entry/Exit Criteria Currently: – 2 Major discipline referrals – 6 Minor referrals in 4 weeks (tardies) – RFA (Tier 2 request for assistance) Exit Criteria – 80% of weekly points  Responding – <80% of weekly points  RRFA CICO Entry/Exit Criteria

Our Transition to Paperless CICO is in year 5. – Started as weekly DPR card. – Transitioned to daily DPR card. – Switched November 2012 to paperless weekly card Our Transition to Paperless

Why did we go paperless? Google Apps for school Insufficient data with paper cards – Students refused to carry a card – Staff forgot to give cards – Timeliness of data entry Keeping parents involved with data. Why Did We Go Paperless?

Why we used Google Apps Google Apps was introduced to our school during the year Every teacher and student has a Google account – Allows for teachers to edit documents simultaneously. Data Entry was spread amongst entire staff Data Collected was significantly more complete Flexible data entry – Score for period could be entered at any time. Easy to be consistent from intervention to intervention – Use Google Docs for multiple Tier 2 interventions. Why We Used Google Apps

Our Data Before paperless (2012 School year): – Out of 335 students, 72 were responding – 21.5% Paperless (Since full implementation): – Out of 261 students, 205 were responding – 78.5% Our Data

For the sceptics… Positive conversations are still happening between teacher and students. Students see their cards daily. – They ask teachers about their daily points. Teachers have been trained in our philosophy of CICO. Parents have access to view the DPR card. For the Skeptics

Layering beyond CICO The google docs implementation is: – Used for all Tier 2 interventions – Used as a referral form for Tier 3 – Used to track data for Tier 3 Layering Beyond CICO

Example of Layering for a Student Continued access to Universal supports Has an assigned mentor Still accessing DPR card and CICO supports Student with an individualized RENEW plan

Closing Activity Tell your shoulder neighbor one thing you learned from this session. Ask your shoulder partner one thing regarding Tier 2 in his/her setting. Write down one action step regarding Tier 2 implementation that you will take after today.

Key Ideas: 1.It is beneficial to be able to offer a continuum of interventions to meet the needs of all youth. 2.High schools are able to successfully implement Tier 2. There may be some unique systems challenges to take into consideration. 3.Consider the 10 Critical Features to help with implementation fidelity at Tier 2.

What Questions Do You Still Have?

I-RTI NETWORK Ali Hearn, LCSW - ISTAC Karen Miller- Counselor & Tier 2 Coach, HHS Tami Broskow- Social Worker & Tier 3 Coach, HHS

Before you leave the session... 1.Review 2.Reflect 3.Record Your comments are valued and assist in developing future conference sessions ! I-RTI NETWORK