1. Tier 2 Coaching Jessica Swain-Bradway, IL PBIS Network Jessica.swainbradway@pbisillinois.org

2. Agenda  Quick overview of Tier 2 interventions  Critical Features  What Tier 2 does for kids  Tier 2 Coaching Role: Supporting Adults in the Building  Tier 2 systems meetings  Tracking Progress and Systems  Common errors in Tier 2

3. Objectives  Explain the idea of systems response  Identify common errors in Tier 2 implementation  Identify at least 2 additional resources for Tier 2 implementation

4. ?Think and respond?  What Tier 2 interventions does your school have in place?  For how long have they been doing those interventions?  How much of an expert are you?  Could put Jessica to shame!  Enough knowledge to be dangerous…  I am in the correct room?

5. 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 Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

6. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, SD-T, EI-T Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus ODRs,Credits, 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 Multi-Tiered System of Support Model (MTSS) Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS)

7. 10 Ten Critical Features

8. 10 Critical Features of Tier 2 Interventions 1.Intervention linked directly to school wide expectations and/or academic goals. 2.Intervention continuously available for student participation. 3.Intervention is implemented within 3 school days of determining the student is in need of the intervention 4.Intervention can be modified based on assessment and/or outcome data

9. Critical Features continued 5.Intervention includes structured prompts for what to do in relevant situations. 6.Intervention results in students receiving positive and/or corrective feedback from staff. 7.Intervention includes a school-home communication exchange system at least weekly.

10. Critical Features continued 8.Orientation process and introduction to materials is provided for students as they begin the intervention 9.Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10.Opportunities to practice new skills are provided daily.

11. Where is your school?  If you had to give your school 1 point for every critical feature, what would your score be?  For CICO?  Social Academic Instructional Group?  Other?

12. FEATUREY or N? FeatureY or N? Intervention linked directly to school wide expectations and/or academic goals. Intervention results in students receiving positive and/or corrective feedback from staff. Intervention continuously available for student participation. Intervention includes a school- home communication exchange system at least weekly. Intervention is implemented within 3 school days of determining the student is in need Orientation process and introduction to materials provided for students as they begin the intervention Intervention can be modified based on assessment and/or outcome data Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. Intervention includes structured prompts for what to do in relevant situations. Opportunities to practice new skills are provided daily.

13. Tier 2  Builds on Tier 1  Provides increased opportunities for:  Teaching  Prompting  Reinforcing  Monitoring Increase structure and predictability of the day

14. MOVE your Brain  How does something like CICO increase structure and predictability of the school day?  Talk with a partner and be prepared to share.

15. Up the Triangle Identify  Screening  Diagnostic measures / processes Intervene  Teach & Prompt  Practice  Reinforce Monitor  Progress  Outcomes

16. Up the Triangle More specific goals  Subgoals Intensify dosage  Duration  Frequency Increase frequency of monitoring Increase supports to the interventionists

17. We use these vehicles…  Check In Check Out (CICO)  Social Academic Instructional Groups (SAIGs)  Check –N- Connect

18. We can also use these vehicles…  Therapeutic group  Trauma informed interventions  Homework club  Lunch Bunch  Study Buddies Modify and Improve what we have…

19. Up the Triangle More specific goals  Subgoals Intensify dosage  Duration  Frequency Increase frequency of monitoring Increase supports to the interventionists

20. ADULTS like hugs too  Create coaching “network” within school & district  Resources  Time  Training  Reminders  Morale  Liasion

21. 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 Teachers understand Tier 2 concept and interventions.

22. Tier 2 Role Description  Direct support to selected buildings  District-level support and leadership  Trainings  Technical Assistance  Liaison

23. Use the Science of Teaching…  Model  Lead  Test (COACH)!  Set up supports and resources for others  Teach them how to access and use

24. Importance of Coaching  Facilitation  Master ‘time keeper’ (Focus on Efficiency)  Modeling  Constantly focusing on building capacity  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?”

25. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Insufficient Methods for bringing about change  Diffusion/dissemination of information by itself does not lead to successful implementation  Training alone, no matter how well done, does not lead to successful implementation  Policies and funding alone do not lead to successful implementation

26. Training Outcomes Related to Training Components Training Outcomes (% of participants who demonstrate knowledge and skills in training, use new skills in the classroom) Training ComponentsKnowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration in Training Plus Practice & Feedback in Training Plus Coaching in Classroom 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

27. Other Tier 2 Roles Coordinator Overall coordinator May report to Tier 2 coach Data organization, review Facilitator Works with kiddos May report to Coordinator Share the wealth…

28. Secondary Systems Planning Team Meeting Agenda  Number of youth in CICO (main Tier 2)?  Number of youth responding  Number of new youth potentially entering intervention  Repeat for all other Tier 2 interventions  S/AIG, Mentoring & Brief FBA/BIP  Less than 70% of youth are responding?  Review the integrity of the intervention  Make adjustments

29. Secondary Systems Planning Team Meeting Agenda  Less than 70% of youth are responding?  Review the integrity of the intervention  Make adjustments:  FIDELITY  Check in with facilitator  Fidelity check list  Observe  Coach

30. Tracking Tier 2 Outcomes & Systems  Student Outcomes: Tracking Tool  Systems Outcomes: Systems Response Tool

31. Progress Monitoring 1.Teams need to track and monitor interventions: How many students are receiving each intervention? 2.What data are used to monitor each intervention type? 3.How many students are responding to each intervention? 4.What systems are we relying on the most?

32. Tier 2/Tier 3 Tracking Tool  Look at all Tier 2 (and 3) interventions  Increases accountability  Teams have to count # of youth in interventions  Data-based decision-rules are necessary (Identify, Progress-monitor, Exit)  Must define ‘response’ to each intervention type/level  Shows % of kids who responded to each intervention  Assesses the success rate, or effectiveness, of the interventions themselves

35. Systems-Response Tool  What are we doing with all of our kids?  What interventions / placements are we relying on the most?  Systems-reflection

39. Common Errors in Tier 2  Throw them all in!  Weak Tier 1  No Tier 3  Herculean Hillary  Not enough people trained / implementing  What System?  Lack of systems to support work Team Training Coaching  We communicate at lunch in the teacher’s lounge  Lack of formal communication method

40. Q&A  What issues are present in your school?  What questions do you have?

41. Thank you!  Jessica Swain-Bradway  Jessica.swainbradway@pbisillinois.org Jessica.swainbradway@pbisillinois.org