Welcome to Tier 2 Networking

Agenda 8:30 – 12pm Welcome Big Picture Review of MTSS Tier 2 Conversations Guest Presentations Lake Forest North Elementary Gallaher Elementary Tiered Fidelity Inventory Team Intervention Evaluation Team Time and Action Planning

The Big Picture: A Brief Review

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5% Tier 3/Tertiary Interventions 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 Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90% Tier 1/Universal Interventions All settings, all students 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 4

Positive Behavior Support as Your MTSS ODRs, Credits, Attendance, Grades, etc. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Classroom Management Tier 2/ Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Daily Progress Report (DPR) Assessment Intervention Continuum of Groups Interviews, Questionnaires, Behavior Rating Scale, etc. Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP) Observations and ABC Analysis Complex FBA/BIP

REMEMBER Tiers 2 gives students a higher dosage of what we already do at Tier 1. Teach Prompt Reinforce Monitor Communicate

Creating your Expected Triangle Percentage Activity Creating your Expected Triangle What is your total building population? What would 15% of your building population be? What would 5% be? Consider these 2 numbers as range of students who should be receiving Tier 2 interventions. What would 5% of your building population be? What would 1% be? Consider these 2 numbers as range of students who should be receiving Tier 3 interventions.

Compare with Actual Triangle Percentage Activity Tier 2 System Conversation Percentage Activity Looking at your DDRT, is your SW program working as intended? (80% are responding) Do you have roughly the expected percentages of students in tier 2 and 3? Consider next steps needed based on your data. Do you have tier 1 needs? What supports are needed for your next steps?

Teams Lead the Systems within a MTSS 12/5/13 Teams Lead the Systems within a MTSS School-wide Team Tier 2 Team(s) Tier 3 Team Identifies targeted student needs, selects relevant interventions; implements & evaluates interventions’ use Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Universal Support through SW Program Relationship-Building Interventions Skill-Building Interventions FBA/BSP PTR Person Centered Planning DE-PBS Cadre Meeting 9 9

Ideally, the skills being taught in intervention groups should be a re-boost of the skills already learned at Tier 1

An effective MTSS is a coordinated system. Tier 1 Tier 2 Tier 3 “PBS” is a MTSS Framework SW Expectations Reference Within Interventions Shared Membership Among Teams Between-Team Referrals are On-Going and Data-Based

Teams Lead the Systems within a MTSS 12/5/13 Teams Lead the Systems within a MTSS Tier 2 Team(s) Identifies targeted student needs, selects relevant interventions; implements & evaluates interventions’ use System Conversations Uses process data; evaluates overall effectiveness; does NOT involve discussion of individual students Problem Solving Conversations Matches students to interventions and monitors progress, making adjustments as needed Systems Problem-Solving DE-PBS Cadre Meeting 12 12

Systems Development is KEY 12/5/13 Systems Development is KEY Fixsen, Blase, Horner, & Sugai (2008) To scale up interventions we must first scale up implementation capacity Building implementation capacity is essential to maximizing the use of Positive Behavior Support and other innovations Adapted from the Illinois PBIS Network DE-PBS Cadre Meeting

“When a school implements an intervention without careful consideration of the systems features necessary to guide implementation, the intervention is likely to disappear quickly, be implemented with poor fidelity, or becomes part of a hodgepodge of interventions, none of which have documented effects.” Anderson & Borgmeier 2010

Tier 2 System Conversation Outcomes Systems Tier 2 System Conversation Outcomes Examining & addressing gaps in available Tier 2 interventions Identifying interventions for implementation and that need refinement * Determining percent of students successful in group interventions* Identifying students for problem solving conversations* * Data will guide yours systems team in these activities.

Tier 2 System Conversation Logistics, Set Up and Monitoring Systems Tier 2 System Conversation Logistics, Set Up and Monitoring Team Operating Procedures (Logistics) Monthly meeting schedule Agenda, minutes, and use of meeting roles System Set up Activities Develop process for identifying students for Tier 2 support Request for assistance Forms & data rules Staffing Identification of coordinators & facilitators of existing interventions Identification of coordinators & facilitators of new interventions Your Interventions Relationship- and Skill-Building Communication: With staff, student, families Ongoing Monitoring Develop system to monitor overall intervention effectiveness

SWPBIS Tiered Fidelity Inventory 12/5/13 SWPBIS Tiered Fidelity Inventory Self-Assessment Tool External coach/evaluator can help you to complete the tool Tiers 1, 2, 3 30-60 min per tier Facilitates action planning Online portal to data summaries Total Score Subscale Scores Graphs www.pbis.org/Common/Cms/files/pbisresources/2015_10_7_SWPBIS_Tiered_Fidelity_Inventory.pdf DE-PBS Cadre Meeting 17

Phase Recognition Phase I- Developing a SWPBS System Phase II- Establishing an Advanced SWPBS System Phase III- Developing a Tier 2 Problem Solving Team with Tier 2 Interventions Phase IV- Developing a Strong Tier 2 System

Phase III District School Appoquinimink Townsend Elementary Developing a Tier 2 Problem Solving Team with Tier 2 Interventions District School Appoquinimink Townsend Elementary Cape Henlopen Milton Elementary Shields Elementary Lake Forest North Elementary Milford Ross Elementary Red Clay Stanton Middle

Phase IV District School Appoquinimink Brick Mill Elementary Christina Developing a Strong Tier 2 System District School Appoquinimink Brick Mill Elementary Christina Gallaher Elementary Red Clay Marbrook Elementary

Applying for Recognition Application distribution: typically January/February Application includes: end of the year program reflection Recognition reflects: CURRENT year effort Schools maintaining or advancing levels: should apply yearly Application Completion: should be a team effort Pre-Application Support: utilize your district coach or the DE-PBS Project for support Application review: May

Phase Recognition Recipient Presentations LAKE FOREST NORTH ELEMENTARY SCHOOL GALLAHER ELEMENTARY SCHOOL Thank you!

Tier 2 Sections: Teams Interventions Evaluation

Teams

Team Meeting Structure Elementary Example Team Leaders organize ahead of time: All data Meeting agenda Cumulative chart (tracker with dates, intervention type and designated staff) Monthly meeting combines Tier 1 and 2 Small # of students

Screening Process Minimum of two data sources to accurately identify students with Externalizing and/or internalizing social, emotional or behavioral risk factors Request for Assistance Existing School Data Does the student data meet our decision rule? Universal Screening What other sources of data do we need? Team Collects and Reviews Data

TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS! A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building (Lewis, 2009).

TFI Section 1: Teams 2.1 Team Composition 2.2 Team Operating Procedures 2.3 Screening 2.4 Request for Assistance

TFI Reflection - Teams What is going well? 12/5/13 TFI Reflection - Teams What is going well? What are areas for improvement? Specific next steps? DE-PBS Cadre Meeting

Interventions

10 Critical Features of Tier 2 Interventions Intervention linked directly to school wide expectations and/or academic goals. Intervention can be modified based on assessment and/or outcome data Intervention includes structured prompts for what to do in relevant situations.

10 Critical Features of Tier 2 Interventions Intervention results in students receiving positive and corrective feedback from staff (with emphasis on positive). Intervention includes a school-home communication exchange system at least weekly. Orientation process and introduction to materials is provided for students as they begin the intervention Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.

10 Critical Features of Tier 2 Interventions Systematic attention to generalization and fading of supports. Intervention continuously available for student participation. Intervention is implemented within a few school days of determining the student is in need of the intervention.

How is academic success being addressed? Relationship-Building Interventions For students: whose behavior is a function of seeking adult attention who “can do” appropriate behavior but typically “don’t do” Goal: to provide greater reinforcement for desired behaviors than is currently provided for undesired behavior If the student does not experience the interactions as positive and supportive, the intervention will not work!

Skill-Building Interventions How is academic success being addressed? Skill-Building Interventions Key features of successful relationship- building Interventions: Ongoing mentor training with structured activities Clear expectations regarding contact frequency Involvement of parents by communicating student goals (DuBois et al, 2002; cited in Hawken et al.)

Your Tier 2 Interventions 12/5/13 Your Tier 2 Interventions Decision Rules: Intervention Name Contact Name Type (S/R) In On Out DE-PBS Cadre Meeting 37

successful intervention? 12/5/13 What has been 1 successful intervention? DE-PBS Cadre Meeting

TFI Section 2: Interventions 2.5 Options for Tier II Interventions 2.6 Tier II Critical Features 2.7 Practice Matched to Student Need 2.8 Access to Tier 1 Supports 2.9 Professional Development

TFI Reflection – Interventions 12/5/13 TFI Reflection – Interventions What is going well? What are areas for improvement? Specific next steps? DE-PBS Cadre Meeting

7 Big Ideas about Interventions 12/5/13 7 Big Ideas about Interventions Interventions are efficient Continuously available so students can receive support quickly (within 2-3 days optimally) Minimal time commitment required from classroom teachers Required skill sets needed by teachers easily learned Aligned with school-wide expectations Emphasis on intervention designed to support multiple students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.) Consistently implemented with most students, there can be some flexibility if needed (“Tier 2 plus”) Intervention selected matched to function of student behavior Systems Problem-Solving DE-PBS Cadre Meeting

Plan how you are going to teaching the goals Overall… In order for time in intervention to be meaningful, you need to identify: Goals Plan how you are going to teaching the goals Determine outcome measures for success Progress Monitor

Data Tracking and Evaluation

Individual PROBLEM-SOLVING Discussions Discussing individual students identified for supports Review request for assistance from staff & home Review students identified via school-wide student outcome data Matching students to existing interventions (examine function of behavior) Individual Success Monitoring Identify need for increased supports Identify readiness for decreased supports Identify readiness for graduating from intervention

Monitoring ON-GOING data tracking Systems Per intervention determine: Types of student progress data used Rules of effectiveness Rules for intervention fading & transition Identify how student progress data will be recorded and brought to system meeting Develop system to monitor overall intervention effectiveness

Tracking Success of Targeted Interventions 12/5/13 Tracking Success of Targeted Interventions Define the goal(s) of the intervention If this intervention is successful for this group of students, what will they be doing that they are not doing now? Make these statements as behavioral, objective, and observable as possible Utilize a simple rating scale 5 - Student’s behavior is well above expectations 4 - Student’s behavior is above expectations 3 - Student’s behavior meets expectations 2 - Student’s behavior is below expectations 1 - Student’s behavior is well below expectations Create a simple tracking sheet (see example) Systems Problem-Solving DE-PBS Cadre Meeting

Tracking Success of Targeted Interventions Example: LUNCH BUNCH 12/5/13 Tracking Success of Targeted Interventions Example: LUNCH BUNCH Define the goal(s) of the intervention Students will speak to each other in a conversational tone (”inside voice”) Students will listen to each other Eye contact with speaker Remain quiet until speaker has finished Students will take turns in games Students will show self-management of emotions Demonstrate calm when disappointed Express own needs appropriately * The Lunch Bunch time should include active teaching of each of these skills (e.g., teaching “This is how we play games together.”) Systems Problem-Solving DE-PBS Cadre Meeting

Tracking Success of Targeted Interventions Example: LUNCH BUNCH 12/5/13 Tracking Success of Targeted Interventions Example: LUNCH BUNCH Week 1 Student Inside Voice Listening Taking Turns Managing Emotions Kirk 1 3 Spock 5 Uhura 4 Sulu 2 5 - Student’s behavior is well above expectations 4 - Student’s behavior is above expectations 3 - Student’s behavior meets expectations 2 - Student’s behavior is below expectations 1 - Student’s behavior is well below expectations Systems Problem-Solving DE-PBS Cadre Meeting

Student Data Sharing & Collecting

Other Data Source Examples Teacher rating scale Example: PEERS Individualized Daily Progress Report: Example: Track increase in specific target behaviors being taught

PEERS Teacher Rating Scale 1 = The child almost never uses the skill 2 = The child seldom uses the skill 3 = The child sometimes uses the skill 4 = The child often uses the skill. 5 = The child almost always uses the skill Skill 1 2 3 4 5 Trades information with peers (e.g. asks the other person questions, answers their own question)   Has get togethers with peers Conversation is two way Chooses appropriate friends Uses humor appropriately Starts a conversation appropriately Enters a group conversation appropriately Exits a group conversation appropriately Has good sportsmanship Interacts with peers (e.g. talks to them, shares interests) Handles arguments with others well Maintains eye contact while talking with others

Daily Progress Report (DPR) Sample “Individualized Student Card for Mark” Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block 2nd block 3rd block 4th block 5th block 6th block 7th block Be Safe 2 1 0 2 1 0 Be Respectful Be Responsible Total Points Teacher Initials Walk to class Keep hands to self Mark will hold up a yellow card to indicate needing a break Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook 53

Monitoring ON-GOING Intervention Tracking Tool & Effectiveness # of total students participating = add together all students participating in a particular group intervention and record. If there are multiple groups of a given intervention, add those students together. # of students responding = Based on pre- determined definition of response, record number of students responding to given intervention. % of students responding = Calculate the # of students responding divided by # of students responding and record. Systems

Monitoring ON-GOING Student Level – Lunch Bunch Example Responding to intervention/progress ON: After 4 weeks, student has earned 80% or more on Social Skills rating scale Responding to intervention/progress OUT: After 8 weeks, student earns 80% or more on Social Skills rating scale and no new office referrals = Graduation

Monitoring ON-GOING Intervention Tracking Tool & Effectiveness If less than 70% of students are responding to any interventions, mark “No”. Systems

This is becomes a problem-solving discussion Monitoring ON-GOING Intervention Tracking Tool & Effectiveness Less than 70%: review the fidelity of the intervention and make adjustments as needed. If fidelity is strong, proceed to problem-solving discussion for individual students. This is becomes a problem-solving discussion Problem-Solving Systems

12/5/13 Refining your Tier 2 Interventions: Make additions to your worksheet Please use different colored pen or star your additions Decision Rules: Intervention Name Contact Name Type (S/R) In On Out DE-PBS Cadre Meeting 58

Tier 2 Problem-Solving Conversation Logistics and Set Up Meeting Schedules Meeting Monthly? Biweekly? Problem-Solving Conversation Set Up Using meeting agenda? Norms? Cycles of Discussions? Communication Talking with teachers? With Student? With Family? Monitoring (On-Going) Establishing cycles? Data-Based Decision-Making Looking at trends (and for how long)? Individual Data Tracking Using data tracking system(s)?

TFI Section 3: Evaluation 2.10 Level of Use 2.11 Student Performance Data 2.12 Fidelity Data 2.13 Annual Evaluation

TFI Reflection - Evaluation 12/5/13 TFI Reflection - Evaluation What is going well? What are areas for improvement? Specific next steps? DE-PBS Cadre Meeting

Additional Resources for Interventions CASEL Guides http://www.casel.org/resources-3/ Missouri SW PBS Tier 2 workbook: http://pbismissouri.org/tier-2-workbook-resources/ Milwaukee Public Schools: http://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---PBIS/SAIG-Curriculum.htm

Choose your own adventure… Interventions Overall Action Planning Data Tools Network with Other Schools Coaches Are Here for You…

Thank You Please finish and submit your PD evaluation for attending today’s PD Session! Please finish and submit your PD evaluation before leaving today! Project staff are available to talk if you have any additional questions.