S200 Formalizing Selected Systems, Data, and Practices Social Academic Instructional Groups The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Objectives Understand how to layer & differentiate tier 2 interventions for students whose data indicates that they need more support. Understand the purpose & key features of additional supports at tier 2. Understand how student outcome data is used to identify students in need of support & progress monitor. Understand how system data is used for action planning.

Agenda Review 1.Self assessment 2.Data-based decision making Social Academic Instructional Groups (SAIG) 1.Individualizing interventions 2.Mentoring 3.Team time: action planning

Review

Tier 3/Intensive Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Intensive Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Selected Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Selected 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 Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school- wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

1-5%Tier III/Intensive Interventions Individual students, Assessment based, intense, durable procedures 5-15% Tier II/Selected Interventions Some students (at-risk) High efficiency, rapid response, small group Some individualizing 80-90% Tier I/Universal Interventions All settings, all students Preventive, proactive School-wide Systems for Student Success Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/check-out CICO Individualized Check-In/ Check-Out, Groups, Mentoring Brief Functional Behavioral Assessment/Behavior Intervention Planning Brief FBA/BIP Complex FBA/BIP Wraparound or RENEW Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 Social/Academic Instructional Groups SAIG Tier 2/ Selected Tier 3/ Intensive Intervention Assessment

Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Wraparound or RENEW ODRs, Attendance, “Tardies,” Grades, DIBELS, etc. Daily Progress Report Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 Tier 2/ Selected Tier 3/ Intensive Intervention Assessment

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 Selected 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

Wisconsin Conversation Chart

Complete: Sections A, B, and C specific to current systems CICO intervention External Coaches – use Interview Questions to guide conversation Monitoring Advanced Tiers Tool

Selected Systems Planning Team Meeting Agenda 1.Number of youth in CICO? (record on TT) Number of youth responding? Ready to fade? How do you fade? Send Reverse Request for Assistance to teachers of all youth not responding Number of new youth potentially entering intervention? (Share numbers of reverse requests for assistance, request for assistance) 2.Repeat for SAIG, mentoring, and brief FBA/BIP If <70% respond to any intervention 1.review the integrity of the intervention 2.make adjustments as needed

Tier II-III Automated Tracking Tool →coach →resources

___________________ Selected PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Date:Time:Location:Facilitator:Minute Taker: Data Analyst Today’s Meeting Next Meeting Interventions% Responding Interventions% Responding Interventions% Responding Interventions% Responding CICO Mentoring Complex SAIG Complex FBA/BIP Simple SAIG Individualized CICO Simple FBA/BIP Wrap- around Team Members (bold are present today):

Create a Precisions Statement Based on Data 40 students are involved in CICO, 20 are responding. Only 50 percent of students involved in CICO are responding--dig deeper into SYSTEM. Are our data rules identifying the correct students? Is our full staff oriented in the CICO intervention and using it appropriately? Is our location easily accessible, and our greeter always positive? Are there patterns in the data? Grade level, day of the week, time of day? Are subgroups of students over-represented? Precision statement: 50% of students involved in CICO are not making progress. Most of these students are in 8 th grade. 8 th grade teachers consistently write negative comments on the DPR. Action steps? Team work time around your data!

Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (system adjustment, additional data, additional intervention) Who? By When? Goal with Timeline, Fidelity & Outcome Measures, Updates Problem-Solving Action Plan Meeting Minutes Form in workbook

Simple Tier IIInterventions SAIG CICO Mentoring CICO Individual features Basic Social/Academic Instruction Group DATA Supporting performance Attention and building relationships

Precision Statement Based on Individual Student Data BASIC SAIG Basic Mentoring CICO Ind. Features CICO There are 40 students involved in CICO; 36 of them are making progress. What additional interventions /supports would benefit the four who are not making progress? Are there patterns/trends in the data? Is the behavior location specific? Is the behavior time specific? Is the behavior content specific? Is the behavior expectation specific? Why is the behavior maintaining? Further simple tier II intervention? Precision statement: Student A is not making progress with the CICO intervention. Behaviors typically occur during math class throughout the week, involving the expectation of Be Respectful.

Precision Statement Based on Individual Student Data BASIC SAIG Basic Mentoring CICO CICO Ind. Features Students B and C are not making progress in CICO. Behaviors typically occur on the playground, after lunch, and in the classroom during the period right after lunch, with the expectation Be Safe consistently being the lowest scoring, comments written about rough football play. Further simple tier II intervention?

Precision Statement Based on Individual Student Data BASIC SAIG Basic Mentoring CICO CICO Ind. Features Student D is not making progress in CICO. Behaviors occur when student has a male teacher/supervisor, are more frequent on Mondays and Fridays, and generally involve reports of minor disrespect and insubordination. Further simple tier II intervention?

Individual Student Data Look at individual student data to determine… Effectiveness of intervention: Intervention match (Reverse Request For Assistance) Movement to additional simple interventions Transfer to problem-solving team for brief FBA/BIP (we will address this in day 3)

Looking at Your Data How many students do you have involved in CICO? How many are making progress? 1.Create a precision statement that addresses a systems need and action step/s to address this need 2.Create a precision statement/s to address individual student need if appropriate (do not action plan yet) Include the information in your minute format Work time 7 minutes

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SAIG

Simple Selected Interventions (Differentiate based on need) SAIG CICO Mentoring CICO Individual features BASIC Social/Academic Instruction Group

Finding an Intervention Fit (Or… how is SAIG different than what I do in my classroom?) If the Student: Then You Will: Knows how and when to do the behavior, but does not make good choices Knows how to do the behavior, but not when Does not know how to do the behavior Knows how and when to do the behavior, but often forgets or is unaware of their behavior Effective Consequence - pre-correct & acknowledge good choice (tier I practice – school wide and classroom) Teach a cue for when to use the behavior (tier I practice – school wide and classroom) Use SAIG to teach and acknowledge the Behavior Use the CICO to teach the student the skill and the DPR to help teach student to self-monitor

Anticipatory Guidance Intervention time period: Refers to the time it takes to monitor the performance of skills across settings NOT the duration of instruction Intensity of instruction will match frequency and intensity of behavior (cant by default say 3x/week for 30 minutes) Emphasis is on skill acquisition and self-monitoring of performance and fading of support Roles in intervention delivery shift to system, not position Increased need for professional development around intervention purpose

Schools think they are “already doing it” Need to deconstruct some existing teaming approaches and practices Data not being used except to justify placements Changing Existing Systems SAIG

Basic SAIG Goals for improvement should be common across youth in same group (e.g., use your words) Data should measure if skills are being used in natural settings, not in instructional sessions (e.g., transference of skills to classroom, café) Stakeholders (teachers, family, etc.) should have input into success of intervention (e.g., Daily Progress Report)

Looking Ahead Tier II Critical Elements Applied to SAIG Consistent with school-wide expectations Evidence based Documented procedures that are defined, operationalized, and accessible Efficient implementation achieved by using common practices

Re-teaching of school-wide expectations, Cool Tool format Smaller group In natural location Increased acknowledgement More frequent pre corrects Modified Cool Tool format More concrete examples/role playing Differentiated modality of presentation Instruction in smaller skill set More fully defined steps needed to be successful at expectation Basic SAIG

Common areas (playground, hallway, cafeteria) Classroom procedures (based on classroom data) Staff-identified need (top 3 behavioral challenges – what interferes with learning?) Be Safe Be Respectful Be Responsible EXAMPLE of Basic SAIG Expectations Common areas of need

Critical Considerations Supporting Use of Basic SAIG Continuously available for student participation Time-limited (Exit from intervention, or progress to higher level intervention after re-teaching and progress monitoring) Implemented within three school days of determination Each session can be a stand-alone behavioral lesson, not part of a sequence

Limit modifying actual intervention for individual students Focus on simple modifications that can have large results Inform all staff of intervention details Results in student receiving positive feedback from staff Tickets given for using new skills being taught in group also listed on DPR Critical Considerations Supporting Use of Basic SAIG

Defining Your Groups Designing Systems for Success Compare this type of SAIG to your current practices Determine the best way to implement basic SAIG Do you have time in your daily schedule for students that this could be delivered? If not, when can SAIG INSTRUCTION be conducted? Who will develop the lesson plans that will be delivered? Who will deliver the SAIG lessons? Based on your data, where are your SAIG need priorities? Keep these limited in offerings (organization skills, homework completion, safety on playground, etc.) REPORT OUT: What do you plan your first SAIG group as being?

Looking Ahead Tier II/III Organization Elements Applied to SAIG A team has dedicated time allocated for management of Tier II and III interventions. A person/s is identified to coordinate tier II/III support (basic SAIG) Data-based process is used for identifying student in need of tier II/III intervention (basic SAIG)

Wisconsin Conversation Chart

Guiding Questions: Basic SAIG

Looking Ahead: Tier II/III Organizational Elements Applied to SAIG The team has an efficient and accurate data system to: Monitor the impact of the main tier II intervention (CICO) Monitor the fidelity of the main tier II intervention

Progress Monitoring SAIG Use of Daily Progress Report Assesses transference and generalization of skills: Is the youth using new skills in actual settings (not just while in intervention)? Prompt of replacement behaviors Reinforcement of replacement behaviors Stakeholder feedback and buy-in

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. EXPECTATIONS1st block2nd block3rd block4th block Be Safe Be Respectful Be Responsible Be on time for class and have material out and ready when bell rings 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 Only the skill being actively taught goes her in SAIG. The rest are the default expectations,

Guiding Questions Basic SAIG

Other Critical Elements: SAIG There is a documented process for communicating with teachers, families, teams, and administration about: the progress of students on the SAIG group intervention. the fidelity of implementation of the SAIG group intervention.

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior 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

Guiding Questions How will you teach all staff and families about SAIG? When will you teach all family and staff about SAIG? Who will teach family and staff about basic SAIG?

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Interventions with Individualized Features SAIG CICO Mentoring CICO Individual features Basic skill deficit Performance Attention- seeking/Eng agement

Individualized CICO (iCICO)

iCICO with one or more of the following limited changes (examples) Change check-in location/time One specific adult has scheduled check-in times with the student throughout the day Could use peer support instead of, or in addition to, adult support Goal modification Prompts added Individualizations are fairly generic and are pre-designed by the selected systems team and listed on Reverse Request for Assistance May result in a DPR with individualized goals; these could be tied to a BIP

Individualized CICO School Examples Add a check-in before a problematic time of day (e.g., lunch, gym) A “buddy” accompanies youth when checking in and checking out Youth checks in with an adult at his locker in the morning

Team Time As a team, identify 4 or 5 generic individualizations that you can put in place in your building. How are you going to teach your staff the purpose of each individualization so they can accurately select which they think should be used? How will you educate families on the intent and benefit of these individualizations and how they can support student success?

Simple Mentoring

Basic Mentoring as a Tier II SWPBS Intervention Any staff member can be a mentor Voluntary One student: staff member Mentors agree to spend at least 15 minutes/week with the student (could be spread out over the week) Mentoring is not the same as CICO Designed to foster a relationship Behavior data, DPR, and self report to progress monitor

What about the student may suggest the student needs a school-based mentor? Rewards and consequences appear ineffective Student lacks motivation Student appears to lack self-esteem or self-confidence Student lacks positive adult role models Student appears to not like school Criteria

On Mentoring Tim Lewis, University of Missouri Focus on connections Not a work monitor Not a “nag” regarding behavior Use administrators with caution…who else can you use? Match student to the volunteer Emphasize the importance of being ready to meet with the student on a consistent basis Become a positive adult role model who expresses sincere and genuine care for the student

Each lunch together Stop in at beginning or end of day Play a game (cards, checkers, etc.) Shoot baskets Sit and talk Get a snack Knit/sew Take a walk Things to do as a School-based Mentor

Progress Monitoring Continued use of DPR Nothing is added to DPR prompts Mentor “feeds the need” for attention and connection, the expected behaviors become more solid on DPR Additional self-assessment may be considered based on local need and periodic review Did you meet with your mentor? Did you get there on time? Did you enjoy your time? Are you looking forward to your next session?

Our Own Evaluation We would like to address evaluation for a moment before we return you to your final team time

Evaluation Completion What makes this evaluation unique & special? 1.Used as both formative and summative data 2.Two types of questions for you to consider: Questions related to this trainings content and… Questions related to your schools current knowledge and beliefs around implementing a culturally responsive multi-level system of support This slides it be put at the end when the trainer intentionally stops and explicitly announces the evaluation completion.

Revisiting the Objectives Understand how to layer and differentiate tier 2 interventions for students whose data indicates that they need more support. Understand the purpose and key features of additional supports at tier 2. Understand how student outcome data is used to identify students in need of support and to progress monitor. Understand how system data is used for action planning.

Evaluation Link and QR Code Or, to use the QR Code: 1.Open the QR Code reader on your phone (i.e. RedLaser or QR code) 2.Hold your device over the QR Code so that it’s visible within your screen. a.The app will either automatically scan the code or you’ll need to push a button to start the scan 3.Your smartphone reads the code and navigates to the intended destination, which may take a few seconds.

Team Time

Guiding Questions

Fine tune your simple tier II Interventions Be ready to report out on your action for SAIG groups Activity

Looking Forward Begin SAIG intervention for a small group of students Include SAIG data in your systems conversations Day 3 will begin with reviewing progress and critical elements of CICO, SAIG and other generic tier II interventions