PBIS Systems of Support: Tier2/Secondary 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. Lori Cameron and Heidi Erstadt Wisconsin RtI Center/PBIS Network

Objectives Provide a brief overview of Tier 2 systems Outline key Tier 1 practices that are the foundation for Tier 2 implementation Identify challenges in implementation You will have a clear idea of how to prepare for Tier 2 training. You will not have the tools to implement Tier 2 interventions.

3 Multi-Tiered Intervention Models  Rationale – Emphasize prevention – Match intensity of intervention to need  Components – Evidence-based interventions – Data-based decision-making Screening/early detection/problem identification Progress monitoring – Emphasis on school and district systems/capacity building

4 Core + Supplemental 4 Tier II guiding questions 1.What is the goal of the intervention? 2.What resources are needed to implement? 3.Who is this intervention a good fit for? Intervention is for _____________________ Considered effective if ________________________ Students not responding to Tier I** At least 80% meeting set goals

5 Tier III: Individualized, intensive Tier II guiding questions 1.What is the function of the student’s behavior? 2.What can we do to prevent the problem? 3.What can we do to promote desired behavior? 4.What can we do to make problem behavior less likely? Intervention is for _____________________ Considered effective if ________________________ Previous less intensive interventions Have not been successful or student’s behavior is dangerous to self or others At least 80% meeting set goals Omit?

Multi-Level System of Support Increasing Intensity Systematically providing differing levels of intensity of supports based upon student responsiveness to instruction and intervention Tier 1/Universal 80-90% Tier 2/Selected Level 5-15% Tier 3/Intensive Level 1-5%

Attendance Math (Acceleration) Reading (Intervention) PE Hallway Behavior Strengths & Challenges Language Arts Science

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 We ALL are going to have to Change ! Sobering Observations "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get." R. Spencer Darling Business Expert

Implementation of School- Wide PBIS Fidelity at Tier 1 MUST be achieved prior to moving to advanced tiers PBIS Assessment: – Team Implementation Checklist = 80 – Self Assessment Survey = 80 – Benchmarks of Quality = 70 Sound PBIS practices at the classroom level – Teaching classroom procedures – 5:1 ratio of positives to correctives Are you ready?

The numbers No more than 15-20% of students receive more than 2 office referrals This ratio holds for all subgroups Tier 2 is not designed to address disproportionality! Are you ready?

Readiness Procedure Administrator views This is PBIS and attends a Tier 2 Administrator Overview (half day) School completes Tier Readiness Checklist Identify the data system you will use to track Tier 2 data Identify a team and allocate additional External Coaching time Are you ready?

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 Handout 3

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 Handout 3

1.Universal Tier 1 Team Responsible for Tier 1, Universal Systems 2. Tier 2/3 Systems Team (Look at Agenda) Responsible for Fidelity of Interventions at Tiers 2 and 3; Moving students in and out of Interventions 3. Tier 2 Problem Solving Team Responsible for Brief FBA/BIP on individual students that are not succeeding with basic Tier 2 interventions 4. Tier 3 Wrap Around Teams Each team is developed around a student. Responsible for Complex FBA/BIP development and follow through for each individual student 4 Teams

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out (CICO) Group Intervention w. Individualized Feature (e.g., Check and Connect and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound Social/Academic Instructional Groups (S/AIG) The continuum of support (ordered by intensity of intervention & effort needed to implement) Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 The Basic Interventions Check In Check Out – A basic daily progress report - Form that includes the school expectations - School greeters at the beginning and end of the day - Data analyzed bi-weekly and used to progress monitor all Tier 2 interventions - Requires staff willing to check in and increase the number of positives to correctives

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. 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

BEP Cycle (CICO) Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Video

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 The Basic Interventions Social and Academic Instructional Groups – Small group lessons to reinforce procedures and social skills - Students rotate in and out every 6 – 8 weeks - Does not require a counselor or social worker or psychologist to lead - Progress monitored with CICO

SAIG—Critical Features Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization) Results in student receiving positive feedback from staff Includes a school-home communication exchange system at least weekly Progress monitored with Daily Progress Report (DPR)

Social Skills/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills (i.e.: getting along with others) 2) Problem-solving skills (i.e.: using self-talk) 3) Academic Behavior Skills (i.e.: ignoring distractions, completing work, asking for help) OR Around School expectations

Other Types of Group Interventions Newcomers Club Homework Study Groups Lunch Bunch Bus Riders School Anger Management Group Grief Group Remember: Data Collection and Decision rules for entry/exit are critical!!

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 The Basic Interventions Mentoring– For a very select, few students that do not seem engaged in school - 1 adult per student - Relationship vs goal oriented - May require alternative methods to progress monitor

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 Handout 3

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 The Basic Interventions Problem Solving Team– Uses a brief FBA/BIP process to determine needs for a few individual students. - Relies on other Tier 2 interventions - More work up front, but results in more effective behavior plan - Progress monitored with CICO

A Context for Brief FBA/BIP Behavior support is the redesign of environments, not the redesign of individuals. Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

Problem Solving Team Meeting Agenda Highlight use of Problem Solving and use of Brief FBA – Develop plans for one student at a time based on information from the Brief FBA – Most schools already have this type of meeting – Standing team plus teachers and family of the student Meeting result should be a plan for what the adults are doing differently Integration?

System Features “The best way to predict the future is to create it.” – Peter Drucker

System Development is Key! To scale up interventions we must first scale up implementation capacity Building implementation capacity is essential to maximizing the use of Evidence Based Practices and other innovations Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Schools/districts need to reflect on the system of support they are using Is your Tier 2 designed to support 7-15% of your student population? Can Tier 2 interventions be delivered within 72hrs of identification of need? Do your SpEd & GenEd systems work together? Hand-off? or Compete? Does everyone know how the system works? Is it simple, easy & user-friendly? Integration?

System Features Needed for Advanced Tiers Implementation of School-wide PBIS Building Administrator Role Faculty Commitment Allocated Time for Coaching Team Composition and Effective Meeting Practices Professional Development Family & Community Involvement Are you ready?

Effective Systems—A Non-example Does this look familiar?

Collect and Use and UseData Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model Source: SWIS Training - Day 3 Active Decision-making: Transforming Data into Useful Information

The Challenges of Tier 2

Insufficient Coaching Challenge #1:

Importance of Coaching Facilitation – Master ‘time keeper’ (Focus on Efficiency) Modeling – Constantly focusing on building capacity in others Prompting/reminding/pre-correcting – More than ‘Cheerleading’ Asking the ‘right’ questions – Program evaluation Ex. It’s not “Did you do the SET?”, it’s “What does your SET data tell you?”

Tier 2/Tier 3 External Coach Role Description Direct support to selected buildings District-level support and leadership Trainings Technical Assistance Liaison Recommend.4FTE: Year 1—3 buildings Year 2—6 buildings Year 3—9 buildings

Competing, vs Complementing Resources Challenge #2:

Insufficient Staff Buy In Challenge #3:

Poor Data Challenge #4:

This is a Data-Based Decision- Making Model Intervention process data is used to: – Assess intervention fidelity – Monitor the effectiveness of the intervention itself – Make decisions regarding the continuum/menu of interventions/supports Student outcome data is used to: – Identify youth in need of support and to identify appropriate interventions – Progress-monitor youth response to intervention – Exit or transition youth off of interventions

Data Problems 1.System used for tracking office discipline referrals is not used consistently, or cannot sort for disproportionality 2.No system for tracking minors, or it is not used consistently by staff 3.No system for tracking CICO

Sharing the Journey Lessons Learned

Jessica Stoller ELL Teacher Universal Team Member Tier 2 Team Member Tier 3 Team Member Jeanna Goodman School Counselor Internal Coach Universal Team Member Tier 2 Team Member Tier 3 Team Member

Setting the Stage for Tier 2  Ensure that Tier 1 systems are in place: –Utilize fidelity measures (TIC, SAS, BoQ) –Collect and enter data into a system (SWIS) –Have a process for analyzing data

Setting the Stage for Tier 2  Develop Tier 2 framework: –Determine Tier 2 team members being sure to include a classroom teacher as voice of reason –Attend Tier 2 Team training –Know who will implement the supports –Start small, begin with CICO

Starting Tier 2: CICO  We’re trained, now what? –Determine entrance criteria –Determine exit criteria –Select and train CICO contacts –Train staff on CICO procedures –Develop DPR (Wolf Report)  Be flexible –It is a learning process

It’s All About the Data  Weekly Data Team Meetings –Analyze Office Discipline Referral (ODR) and Tier 2 Intervention Data –Enter data into self-created data collection document –Determine which students meet entrance and exit criteria for Tier 2 interventions –Determine which students need a change in intervention

It’s All About the Data  Weekly Tier 2 Team Meetings –Share data –Action plan for individual student needs: –Reverse Referral –Modify intervention –Refer to Tier 3 Team –Discuss any implementation and/or systems concerns to ensure fidelity

Questions? Jessica Stoller ELL Teacher Universal Team Member Tier 2 Team Member Tier 3 Team Member Jeanna Goodman School Counselor Internal Coach Universal Team Member Tier 2 Team Member Tier 3 Team Member