E11: Secondary/Tertiary Systems Development, Part 2: Tools & Strategies Michele Capio, Illinois PBIS Network Pam Horn, School District U-46 (IL)

Objectives Exposure to tools and strategies used to bring about Tier 2/Tier 3 systems-change. Exposure to tools specifically designed for building-, district- and state-level data use for action planning will be shared. Share examples of implementation and modeling of the use of these Tier 2/Tier 3 tools will be provided.

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 Rev Universal Team Universal Support Illinois PBIS Network

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 Rev Universal Team Universal Support Illinois PBIS Network

Request for Assistance Addressed to: Secondary Systems Planning Team Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) Yes No Teacher: _____________________________________ 1) I am a (circle one): Teacher/team Family Member Student Name: ______________________________________ Relationship to student:__________________________ 2) Type of Concern: ____Academic only ____Behavior only ____Both Academic and Behavior Thank you.

Reverse 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. *Insert list of additional interventions available; see Illinois example*

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

Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Use your words Use deep breathing Be Respectful Keep arm’s distance Use #2 voice level when upset Be Responsible Ask for breaks Self-monitor with DPR Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Systems- Response Tool

1.Linked directly to school-wide expectations and/or academic goals 2.Continuously available for student participation 3.Implemented within 3 school days of determination that the student should receive the intervention 4.Can be modified based on assessment and/or outcome data 5.Includes structured prompts for ‘what to do’ in relevant situations 6.Results in student receiving positive feedback from staff 7.Includes a school-home communication exchange system at least weekly 8.Orientation materials provide information for a student to get started on the intervention 9.Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson 10 Critical Features for Tier 2 Interventions

School District U-46 Secondary/Tertiary Coaches Network Meetings Wraparound/FBA/BIP Facilitator Network Meetings Brain Bank District Leadership Tools analyzed for decision making at the district level Coaches Tool Box U-46 Multi-tiered Action Plan

Coach Tool Box for Network Meetings Calendar/Timeline Coaches Network Meetings Multi-Tiered Action Plans School Profile Tool System Data (TT, SRT) Evaluation Tools (BAT, ISSET, PoI, SAS) District Leadership/Community Alliance School Tools (Matrix, T-Chart, Referral, DPR Card) Universal Screener Resources School Recognition Notes

U-46 MAP Tweaks made to tool by U-46  Prompts for agenda items/next meeting items  Review previous action items  Review data  Review Calendar Items  Communication to stakeholders (Staff/Community/Family)  Prompt to note any questions for External Coach

Action Planning at District and State Level Analyze percentage of students in interventions across Tier 2/3  Percentage Responding  Action Plan for gaps on Tracking Tool Training and coaching support based on needs (Systems Response Tool) Trends across the district and state (FBA/BIP) to influence coaching support/policy District Leadership and State Leadership Teams are informed through data

QUESTIONS

Contact Information Michele Capio Pam Horn