 This is a presentation of the IL PBIS Network. All rights reserved. Advanced Tiers in High Schools Ali Hearn, IL PBIS Network Ami Flammini, IL PBIS Network

Supporting high schools in Tier2/Tier3 implementation requires focus on specific challenges for high schools. Illinois has recently used a cohort model approach to provide high schools with a multi-year training plan, accompanied by multiple levels of technical assistance. This session will provide an overview of the Illinois model, including outcome data. Participants will have the opportunity to share their own work with advanced tier implementation. Session Description

Describe how Illinois identified and trained 2 cohorts of high schools to participate in advanced tier implementation. Identify lessons learned from a multiple year approach to training and supporting high schools in advanced tier implementation. Review process and outcome data related to the advanced tiers implementation in Illinois. Objectives

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound Credits, ODRs, Attendance, Tardies, Grades, DIBELS, 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 Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support SYSTEMS PRACTICES DATA OUTCOMESSocial 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

One Approach Curriculum Development Readiness Commitments Training in Cohorts Technical Assistance

10 Critical Features for Tier 2 Interventions 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 Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features (Cont’d.) 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: Considerations *Continuously available for student participation  Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention  Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data  Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions

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

Systems Considerations  Universal is the first sign  The language of high schools  Culture of staff  Change the language around buy-in  Lines of communication  Define At-Risk  The moving roadblock  Ask more questions

Universal How do you know you are having the right conversation around tier 2 implementation?

The Language of High Schools

Staff Culture  The role it plays in Tier 2 implementation  How will you know if staff culture is impacting implementation?  What questions will you ask?

Change the language around Staff Buy-In

Lines of communication  How do we communicate a plan?  Are we telling or are we teaching?  How is our team functioning?  Administration

At-Risk  Determine what at-risk means in your building  Who is the intervention designed to help?  Do we have the “right” students?

The moving road-block  What to consider when the roadblock keeps moving.  What to do to help remove it.

Ask more questions  Ask more questions before problem solving  Get specific  Take breaks  Stay at the table

Questions