Planning for Tier 2

TIER 1, 2, or 3? Are there ANY schools that aren’t motivated to support the difficult, at-risk kids? Answer = NO So, why don’t we start with Tier 2 in PBIS training? Answer = Need Tier 1 for Tier 2 to work TIER 1, 2, or 3?

What is Tier 2 really about? It’s NOT just about INTERVENTIONS It IS a way to support students at-risk It IS the SYSTEM that connects Tier 1 to Tier 3

Tier 1 Accomplishments ○ Students know behavior expectations ○ System for acknowledging appropriate behavior ○ Consistent response to behavior violations ○ Team using data to make decisions ○ District supporting efforts

What is Your Most Recent SET Score? SET 80% or higher total score School Wide Evaluation Tool (SET)

READINESS Do your SET scores look this this?

Or do they look this this? READINESS

Who Might Benefit From Tier 2? Those students who do not sufficiently respond to Tier 1 strategies.

IMPORTANT MESSAGE Be sure Tier 1 is solid, before investing in Tier 2 ☺ Tier 1 is the FOUNDATION of the PBIS triangle So….

Examples of Tier 2 Interventions ○ Check, Connect & Engage ○ Organizational Check-up ○ Social Skills Training ○ Check-in/Check-out Are their others? Tier 2

Let’s Evaluate Take five minutes to review the programs available in your school for Tier 2

Critical Features of Tier 2 ○ Continuously available to student ○ Rapid access to intervention (72 hrs.) ○ Minimum effort for teacher/maximum benefit for student ○ Consistent with school-wide expectations ○ Implemented uniformly by all staff CRITICAL FEATURES

Critical Features of Tier 2 ○ Flexible based on students needs/function ○ Student chooses to participate ○ Continuous progress monitoring ○ Intervention “packages” matched to student need CRITICAL FEATURES

Benefits of Tier 2 Interventions ○ Improved structure ○ Student is “set-up” for success ○ Increase in contingent feedback ○ Applied across school settings ○ Increased reward for appropriate behavior ○ Evolve to Self-management ○ Supportive response to teacher BENEFITS

Student Identification for Tier 2 ○ School ODR ○ Referral – Teacher/Parent ○ Data decision rule ○ 3-5 office referrals ○ 2 Detentions ○ 2 Suspensions ○ Incomplete Work IDENTIFICATION

Are You Doing Some of This? Most schools have some supports available for students at risk. However, they often haven’t been systematically reviewed and connected. So, here’s what we should be considering… Question?

TIER 1Implemented Same Way as Tier 1 in Schools, 2, or 3? Implemented Same Way as Tier 1 in Schools PBIS

What Data Could Be Used? ○ ODR ○ Suspensions ○ Attendance ○ Grades ○ Detentions ○ Minors ○ Intervention Data DATA Data

Selecting Students Office Discipline Referrals: Using Existing Data ○ Rule of Thumb = 2 to 7 ODRs ○ Not an immediate danger to self or others ○ What are the problem behaviors? ○ Matching behavior function to intervention SELECTION

What Systems Could Be Used? ○ Structured Team Meetings ○ Nomination Process ○ Progress Monitoring ○ Fading Interventions ○ Criteria For Moving Between Tiers SYSTEMS Systems

What Practices Could Be Used? ○ Classroom Management ○ CICO ○ Check & Connect ○ Social Skills Training ○ Organizational Skills ○ Homework Club ○ Newcomer Club PRACTICES Practices

Other Readiness Issues ○ Coordinator for Tier 2 supports (10 hrs.) ○ Commitment to train ALL staff ○ Problem solving team ○ Can be PART of PBIS team, a regular function of WHOLE PBIS team, or a SEPARATE team ○ If separate, then plan to connection to Tier 1 Readiness

Records and Decisions ○ Keep records of who is participating in each program ○ Name ○ Progress ○ Decision ○ KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!! ○ Follow-up AFTER they are removed from program Records

Steps for Identification for Tier 2 Interventions ○ Select student – Data decision rule ○ Enroll student in appropriate Tier 2 Interventions ○ Monitor progress data ○ Evaluate success/modify program ○ Fade the intervention or use more intense intervention Steps

Now that We Identified the Students…What Interventions Should We Use ? ○ Interventions should be directly linked to the student’s area of concern ○ Targeted interventions should be “scientifically-based” ○ Intervention content should be linked to the school-wide systems Interventions

Examples of Tier 2 Interventions ○ Check, Connect & Engage ○ Organizational Check-up ○ Social Skills Training ○ Check-in/Check-out Tier 2

What is Check, Connect & Engage? ○ Check & Connect is a comprehensive intervention designed to enhance student engagement at school to assist disengaged students in grades K-12, through relationship building, problem solving and persistence. ○ Who Can Benefit? ○ Students who are skipping classes, frequent absenteeism, frequent number of school moves, limited extracurricular, those feeling socially isolated Check, Connect & Engage

Basic Approach ○ Students: ○ Check in and out with Coach/ mentor ○ Receive systematic daily feedback from teachers ○ Receive weekly (up to daily) reinforcement for performance ○ Receive social skills and problem solving lessons as needed ○ Receive academic tutoring as needed ○ Coaches/ mentors: ○ Serve as daily positive role models ○ Monitor all progress of students ○ Connect with student and all adults ○ Support teachers in implementing DPR effectively Check, Connect & Engage

Social Skills Training ○ Teaching and reinforcing specific skills for those students who demonstrate a skill deficit ○ Who Can Benefit? ○ Students who have the skills, but do not engage in it under the appropriate conditions. Social Skills Training

Basic Approach ○ Establish the Skill ○ Identify the Components ○ Provide a Model ○ Rehearse the Skill ○ Provide Feedback ○ Program for Generalization Social Skills Training

Organizational Check-Up ○ Facilitate student organization ○ Assist student with sorting and storing paperwork ○ Identifying assigned homework ○ Locate completed assignments ○ Who Can Benefit? ○ Students who turn in homework assignments and projects less 90% of the time across classes. Organizational Check-Up

Basic Approach ○ Spend time organizing the targeted areas ○ Locker ○ Book Bag ○ Binder – this is the most critical area for academic success ○ Routinely check targeted areas using a checklist ○ Fade intervention after student has earned 100% after 3 consecutive checks Organizational Check-Up

The Behavior Education Program Check In / Check Out (CICO) Strong evidence-base –Over a dozen published studies –Works for 67% to 75% of ALL kids Best for attention function but can be modified Designed as a Tier 2 intervention Can be purchased from Guilford Press as book and/or DVD

Critical Features Morning check-in Daily Progress Report (point card) Teacher feedback throughout the day Afternoon check-out Home component Team management and decision-making Training –Teachers –Students –Parent

Behavior Education Program Student Recommended for BEP BEP Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-Out Morning Check-In BEP Coordinator Summarizes Data for Decision Making Biweekly Meeting to Assess Student Progress Graduate Program Revise Program Behavior Education Program

Morning Check-In Students check-in with CICO manager Signed card from home is returned New card is delivered Point goal is reviewed Ensure student is ready for the day –Materials, homework

Daily Progress Report One form used by all students –Not individualized Connected to 3-5 positively stated PBIS behavior expectations Points are assigned for each behavior on a 0-2 scale

Check in check out card example HAWK Report Date ________ Student _______________ Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Work in class Class Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today ______________% Goal ______________%

Check IN Check Out esample2

Teacher Feedback Throughout the Day Student is rated on behaviors during naturally-occurring transitions Feedback is brief –Verbal –Reward success and remind how score can improve if not scored as a 2 By using same card for all kids, teachers don’t have to “individualize” things

Afternoon Check-Out Check-out with CICO manager Review points earned relative to goal Deliver rewards –Daily? Progress toward larger goals? CICO manager records points in database

Home Component Daily Progress Report goes home to parent Parent verbally rewards success –Avoid using as a punishment Parent signs card and gives it back to student to return to school next day

Team Management and Decision- Making Team meets biweekly to review CICO program CICO Program Manager organizes data for meeting Discuss students who are not succeeding Plan for graduation for successful student –Fading

Decision-Making Cont’d: Importance of Baseline Data Why? –So we know if the intervention helped How to do it –Collect at least 3 to 5 days of data BEFORE the intervention begins Teachers score behavior but don’t provide feedback to student

Tracking Student BEP Progress (number = % of total daily points) DateJasonLeanneJuanKiranAlexa 1/ / / / / / /

Training Teachers –Explain program to all teachers –Once they know how to rate behavior they can work with any kid Students –Once student starts program, schedule a meeting to review program with student Parents –When a student is being considered for program, talk to parents about what the program is for and how to manage signature and home feedback process

2005 by The Guilford Press How Is BEP Different Than Other “Behavior Card” Interventions A Targeted Intervention Implemented Within a School- Wide System of Behavior Support –Behavior Cards typically classroom interventions Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively and receive support quickly Team uses data for decision making to determine progress

CICO Self-Assessment Review what’s involved with doing a check in/ check out (CICO) program If you choose to invest in CICO/BEP, then this document will help with action planning

Big ideas ○ Tier 2 is a SYSTEM that connects Tier 1 to Tier 3 ○ Not all schools that are interested in Tier 2 supports are ready ○ Invest in Tier 1 ○ Select Tier 2 programs based on evidence ○ Monitor progress of all students in Tier 2 Big Ideas

Planning For More Support ○ If Tier 2 intervention and modified Tier 2 intervention do not lead to improvements for children, then the Tier 3 process should be initiated ○ Tier 3 = FBA that leads to individual behavior support plan Support