S1: Tier 2/Secondary Series Training EMS sites August 30, 2011 Becky Pérez Sandy Washburn Deborah Reichmann

Training Behavioral Expectations EXPECTATIONTRAINING 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)

Objectives 1. Identify the functions of a Tier 2 team 2. Create process for effective communication and data sharing between Tier 1 and Tier 2 Teams and with families 3. Learn how to use data for decision making and on-going progress monitoring; including data decision rules for who needs Tier 2 Intervention and criteria for progress. 4. Learn how to apply the critical features of simple Tier 2 intervention: Check in/Check Out (CICO, BEP) Action Plan: Teams will design their Tier 2 System

Introductions/Acknowledgments What’s in place in your school—Universal Where are you with the Tier 2 system? What Tier 2 Interventions have you built? Successes or challenges?

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

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tracking Tools Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Mod. CICO, Targeted Behavior, Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound/Person Centered Planning ODRs, Attendance, Tardies, Grades, Teacher Referrals, 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 Indiana Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

PRACTICES Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SYSTEMS DATA OUTCOMES Social Competence & Academic Achievement Cultural Equity Cultural Knowledge and Self- Awareness Cultural Validity Cultural Relevance and Validation Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (Mar. 2011) Elements of Culturally Responsive SW PBS 7

Data-Based Decision-Making 1) Student outcome data is used: –To identify youth in need of support and to identify appropriate intervention –For on-going progress-monitoring of response to intervention –c) To determine equity of intervention response across groups –To exit or transition youth off of interventions 2) Intervention integrity or process data is used: –To monitor the effectiveness of the intervention itself –To make decisions regarding the continuum/ menu of interventions/supports

Data-Based Decision-Making 2) Intervention integrity or process data are used –To monitor the effectiveness of the intervention itself –To make decisions regarding the continuum/menu of interventions/supports These data are monitored by the Secondary Systems Team

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool School Name: ___________________________ School Total Pop as of October 1:________ Interventions Check-in Check-out (CICO) Social/Academic Instructional Groups Modified CICO, Targeted Behavior. & Mentoring Brief Function-based Interventions Complex/Multiple-life - domain FBA/BIP # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March April May June Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks. Responding to Check-in Check-out (CICO): Responding to Social/Academic Instructional Groups: Responding to CICO with Modified Features, Targeted Behavior, & Mentoring Responding to Brief Function-based Interventions: Responding to a Complex/Multiple-life -domain FBA/BIP:

Break

Functions of the Tier 2 Team Develop a system for the interventions On-going Teaming –Systems progress monitoring –Problem solving Oversight of Intervention Development

Teaming

Teaming at Tier 2 Secondary Systems ‘conversation’ –Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports –Review data in aggregate to make decisions on improvements to the interventions themselves –Review data disaggregated by ethnicity, IEP status, gender to make decisions on improvements to the system and/or to the interventions themselves –Students are NOT discussed Problem Solving ‘conversation’ –Develops plans for one student at a time –Every school has this type of meeting –Teachers and family might be invited

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 Universal Team Universal Support

Secondary Systems Planning Team Meeting Agenda Number of youth in CICO? (record on TT) –Number of youth responding? (record on TT) * Send Request for Teacher Assistance to teachers of all youth not responding –Number of new youth potentially entering intervention (share # of RTAs and RA’s [request for ass’t.]or youth who met the data-based decision-rule cut offs for Secondary support)? Repeat for S/AIG, Mentoring & 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.

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool School Name: ___________________________ School Total Pop as of October 1:________ Interventions Check-in Check-out (CICO) Social/Academic Instructional Groups Modified CICO, Targeted Behavior. & Mentoring Brief Function-based Interventions Complex/Multiple-life - domain FBA/BIP # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March April May June Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth ‘response’ for each of the five levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks. Responding to Check-in Check-out (CICO): Responding to Social/Academic Instructional Groups: Responding to CICO with Modified Features, Targeted Behavior, & Mentoring Responding to Brief Function-based Interventions: Responding to a Complex/Multiple-life -domain FBA/BIP:

Guiding Questions Activity: Time - Secondary Systems Team Team membership – Administrator, leaders of Secondary interventions (who runs your groups etc.), SSW, School Counselor, School Psychologist, Gen. & Sp. Ed. representation, etc. Team leader & other roles CICO Coordinator (and others) Meeting logistics: – Schedule Regular Meeting Time – Location of meeting – Frequency of team meetings: at least monthly

Secondary Systems Team Roles Team Leader: responsible for agenda & overall facilitation Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Action Plan Recorder: a.k.a. note taker Time Keeper: help team to set time limits and stay within allotted time for each agenda item

Data-Based Decision-Making Student outcome data is used: a) To identify youth in need of support and to identify appropriate intervention b) For on-going progress-monitoring of response to intervention c) To determine equity of intervention response across groups d) To transition youth out of interventions at the appropriate time

Data Used to Identify Youth in Need of CICO Student outcome data: –Office Discipline Referrals/Class logs –Suspensions –Attendance –Tardies Requests from teachers, family members and/or students

Activity: Time - 20 mins Identifying Your Youth Using your data (Universal screener and/or ODRs, or other) make a list of youth that are not responding to Universal interventions who may need Secondary support * Remember: to do this you need a ‘data- based decision-rule’ for ODRS, other

Tertiary Demo School Reduces ODRs & Increases Simple Secondary Interventions *CICO = Check in, Check Out IL Tertiary Demo

Check-in/Check-out (CICO) The Details

Check-in/Check-out Relatively easy & quick to implement for up to 10-15% of all students. Description: Each adult volunteer checks in and out with multiple youth (up to 10 students) All youth get same intervention Same check in and out time Same school-wide behavioral expectations as goals Same number of opportunities for behavioral feedback (ratings) Same Daily Progress Report (DPR) Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

CICO (BEP) Cycle Weekly CICO Meeting 4 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

CICO Daily Cycle (March & Horner, 1998) 1. Check-in with assigned adult upon arrival to school * Positively greet youth * Review SW expectations (daily goals) * Pick-up new Daily Progress Report card * Provide materials (pencil etc.) if needed * Turn in previous day’s signed form (optional) * Provide reinforcer for check-in (optional)

CICO Daily Cycle continued… 2. At each class: –Teacher reminds of DPR/goals –Teacher provides behavioral feedback –Teacher completes DPR or –Student completes self-monitoring DPR/teacher checks and initials card 3.Check-out at end of day: * Review points & goals * Reinforce youth for checking-out (token/reward optional) * Receive reinforcer if goal met (optional) * Take DPR card home (optional)

CICO Daily Cycle continued… 4. Give Home Report (optional) * Receive reinforcer from parent * Have parent sign report 5.Return signed report next day – celebrate (if not returned, simply go on)

Data Used to Progress-Monitor CICO DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral

Daily Progress Reports form and data examples Examples Goals in CICO match the school wide expectations

Grant Middle School STAR CLUB (Students tracking Awesome Results) 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 BEP Daily Goal _32___/_40___BEP daily score _____/______Percentage_________ In training _____BEP Member _____ Student Signature______________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Goals Am to Midmorning Midmorning to Lunch LunchPM Be Safe             Be Kind             Be Responsible             Total Points Teacher Initials Daily Goal _____/______Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate Josh’s progress. AM to Midmorning ___________________________________________ Midmorning to Lunch _________________________________________ Lunch ____________________________________________________ ETC

CICO Card (PALS Point Sheet) Key 2= Great Job 1= Did OK 0= Tough RESPECT Property RESPECT All Others RESPECT Learning RESPECT Self Homeroom2 1 0 Language Arts Mathematics2 1 0 Social Studies Science Exploratory2 1 0 PE2 1 0 Lunch2 1 0 Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________ Name : _________________________________ Date :­___________ Homeroom Teacher : _____________________________________

Daily Data Used for Decision-Making

Development of Data-Based Decision Rules Everyone needs to know how students are eligible for the intervention. Everyone needs to know how progress is monitored. Everyone needs to know how students exit the intervention.

Data-Based Decision-Rules: Sample to Consider a) Identification for CICO: –Youth is identified by Universal Screener or has 3 or more ODRs. b) Progress-monitoring: –DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks. Youth checking in and out 90% of time, 80% DPR points avg. per day/week c) Exiting/transitioning: –Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

Data Used to Identify Youth Ready for Exiting/Transitioning Out of Support DPR (Daily Progress Report) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral

Recommended Time-Frames for Data Review CICO, S/AIG, mentoring & Brief FBA/BIP: Student outcome data (student effectiveness): –Intervention coordinator to review individual student data at least every 2 weeks Process data (Intervention effectiveness): –Student aggregate and disaggregated (by subgroup) data should be reviewed at least monthly by Secondary Systems Team using Tracking Tool

Activity: Time Using Using the Guiding Questions Plan for your CICO intervention—Use guide Develop your data-based decision-making rules

CICO Coaching Tips Most teams struggle with implementing a generic intervention (want to individualize) –CICO can be individualized but as a higher level intervention (would be more like mentoring) Remember: Secondary Systems Team evaluates intervention not individual students Teams need to establish decision rules Communication with Universal Team CICO requires building level commitment –Staff Training/Overview

Action Planning--Next Steps