S200 Formalizing Selected Systems, Data, and Practices

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. Purpose: This is a statement of today’s objectives.

Agenda Review Self assessment Data-based decision making
Social Academic Instructional Groups (SAIG) Individualizing interventions Mentoring Team time: action planning Remind team that additional time for intervention development and planning will be necessary after todays training.

Review

School-wide Systems for Student Success
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 Purpose: To review and recap the previous day training and key concepts. Have participants explain this slide. Important points: Review the 80-90% as key to healthy system, that you plan for 20% accessing higher tiers and that the decreasing need for higher tiers is based on the 70% rule that interventions are working for 70% of students accessing them. Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Selected: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the team School population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue. Universal team/all students, Selected team/small groups/generic problem solving team/Tertiary team/formed for individual student Remind team that a pilot CICO is not enough data to determine need for SAIG group. 80-90% Tier I/Universal Interventions All settings, all students Preventive, proactive 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

School-Wide Assessment School-Wide Prevention Systems
Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/check-out CICO Tier 2/ Selected Tier 3/ Intensive Social/Academic Instructional Groups SAIG Assessment Intervention Individualized Check-In/ Check-Out, Groups, Mentoring Brief Functional Behavioral Assessment/Behavior Intervention Planning Brief FBA/BIP Purpose: To illustrate layered supports and layered assessment, That no one leaves tier I to go straight into tier III. Have participants explain this slide Main points to listen for: Think of T1 as a sieve that filters the data that helps us identify students who will need a T2 intervention and T2 continues as a finer sieve/filter to identify students who need T3 interventions. The progression also pertains to the amt of time and energy required i.e. Mentoring is one-on-one, which is more resource intense. However, this may be the intervention that fits best with a particular student. Don't need to go to SAIG first. Differentiation dictates the intervention. Almost all will start with CICO then differentiation occurs, though there may be some exceptions. Complex FBA/BIP Wraparound or RENEW Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004

School-Wide Assessment School-Wide Prevention Systems
Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, “Tardies,” Grades, DIBELS, etc. Tier 2/ Selected Tier 3/ Intensive Assessment Intervention Daily Progress Report Purpose: To illustrate layered supports and layered assessment, That no one leaves tier I to go straight into tier III. Have participants explain this slide Main points to listen for: Think of T1 as a sieve that filters the data that helps us identify students who will need a T2 intervention and T2 continues as a finer sieve/filter to identify students who need T3 interventions. The progression also pertains to the amt of time and energy required i.e. Mentoring is one-on-one, which is more resource intense. However, this may be the intervention that fits best with a particular student. Don't need to go to SAIG first. Differentiation dictates the intervention. Almost all will start with CICO then differentiation occurs, though there may be some exceptions. Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. SIMEO Tools: HSC-T, RD-T, EI-T Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 Wraparound or RENEW

Purpose: To review the different conversations/structures that occur.
Main points: Interventions are NOT linear. After CICO, differentiation occurs. Teaming structures may be same people or different people, but the conversations WILL Be different. There is the SYSTEM conversation and then the PROBLEM SOLVING conversation.

Wisconsin Conversation Chart
Purpose: shows how DATA guides us in our decision making in intervention choice (and what the interventions are) for students. Main ideas: Explain note at bottom of slide. 3B’s refers to re-teaching of BASIC expectations in a small group setting. May need to explain who the Systems team is and who the Problem solving team is (may be some of the same people as on Systems team with some additions). Today are focusing on FBA part of FBA/BIP process. Will focus on FUNCTION of behavior today, but we will not go into intervention planning today….the BIP intervention planning will come on Day 4. May be hard for you to do that but really want you to focus on FUNCTION because that is critical to everything that comes after that in the process. ADJUST THESE talking points as needed based on audience.

Monitoring Advanced Tiers Tool
Work time 15 minutes Use the questions to review your CICO system and action plan based on your discussion. A = universal B= systems/organizational elements (ignore all references to tier 3) C= intervention specific – apply to CICO Complete on paper, thinking only of tier 2 TEAMS that have not gone into pilot review the features. Once MATT section completed, make sure team ACTION PLANS next steps for CICO (report out one item from action plan) Complete: Sections A, B, and C specific to current systems CICO intervention External Coaches – use Interview Questions to guide conversation

Selected Systems Planning Team
Meeting Agenda 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) Repeat for SAIG, mentoring, and brief FBA/BIP review the integrity of the intervention If <70% respond to any intervention make adjustments as needed Purpose: Have audience review use of Reverse Request for Assistance briefly. (Used to gather more information from staff who know the student well!) Main Points: REMINDER ABOUT THE 70% rule! Less than 70% does not necessarily mean the intervention is failing. It does, however, prompt the team to consider the fidelity overall and determine next steps. It is possible that the intervention is being delivered with fidelity, and that the students not responding really need more. However, it is intended to challenge the assumptions that it is always a kid issue.

Tier II-III Automated Tracking Tool www. wisconsinpbisnetwork
Tier II-III Automated Tracking Tool →coach →resources Purpose: This is a review. Remind them to Use the first link, and walk people through how to find it. Main point: Teams should have tracking tool with them specific to their CICO work – discuss how they have used tool in systems team meeting.

___________________ Selected PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Date: Time: Location: Facilitator: Minute Taker: Data Analyst Today’s Meeting Next Meeting Team Members (bold are present today): Purpose: Teams need to capture and track their system data. This slide demonstrates the use of the TIPS meeting minutes format. Team fill in date, roles, info from tracking tool on minute format, as well as team members, bolding those who are present today. Main Ideas: the 70% rule is not there to show failure, rather a prompt to dig into the data. Since the general framework says students needing tier II support start with CICO and layer on, they are counted in the CICO data (and counted in the “not responding” category if it is layered), as well as the data for the layered intervention. The ACTION PLANNING for the student is based on the response to the highest intervention they contact, but are counted in the data for both. Again, it is to make sure the interventions are being delivered with integrity, not to record “failures” of the interventions. Interventions % Responding CICO Mentoring Complex SAIG Complex FBA/BIP Simple SAIG Individualized Simple FBA/BIP Wrap-around

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 8th grade. 8th grade teachers consistently write negative comments on the DPR. Purpose: Example of precision statement around systems – discuss, and ask teams to look at their data – how is your system operating? Main idea: Create precision statement– precision statement may be around building capacity to serve more students, data rules, full staff understanding… 10 minute work time – OPTIONAL if data is available If no data is available, have teams discuss HOW they can measure fidelity of intervention delivery and how they can provide professional development around fidelity with their staff? Have teams capture next steps on the action plan (action plan slide hidden following this one. Action steps? Team work time around your data!

Problem-Solving Action Plan
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 Include precision statement in problem-solving action plan Meeting Minutes Form in workbook

Simple Tier II Interventions
SAIG Basic Social/Academic Instruction Group CICO DATA DATA Purpose: Review intent of each intervention and talk about differentiation based on need, and to introduce rest of the generic interventions. Main ideas: Basic SAIG is intended to intensify basic universal instruction to provide more acknowledgement and more opportunities to respond. THIS IS NOT heavy social skill instruction or counseling affective groups. Mentoring is intended to foster additional connections/relationships between student and school environment and to provide students with additional attention in a structured manner. IT IS NOT TASK FOCUSED OR ACADEMIC MONITORING. It is about the RELATIONSHIPS and CONNECTIONS. Individualized CICO (iCICO) is providing limited modifications to environmental features in CICO to increase performance within tier II interventions. It is NOT making students jump through more hoops, but it IS about removing barriers in the system to determine if student has acquired and generalized the needed skills. The layer is based on NEED, not process (i.e. first CICO, then SAIG, then mentoring, etc.) If CICO is not working, what does the data suggest should come next? If it appears to be attention need, consider mentoring, if skill issue, consider SAIG, if performance issue, individualized CICO. Attention and building relationships Mentoring CICO Individual features Supporting performance DATA

Precision Statement Based on Individual Student Data
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. BASIC SAIG Basic Mentoring CICO Ind. Features CICO Purpose: To walk through data to layer on next interventions. First question is whether 70% rule is met. Second, what would we layer on for student A?

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? Purpose: Precision statement should be drafted by the intervention coordinator or data manager prior to meeting, can be modified. When action planning, think about these questions: Does the precision statement give enough answers? (Who, what, where, when, why) May need additional data! Do we have a reasonable hypothesis of why? May need brief FBA Are there minor changes to intervention that could have good effect? Do we need to layer an additional simple intervention?

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) Purpose: To illustrate how to layer on supports. Main idea: Reiterate reverse request for assistance from teacher – increases buy-in, but also allows you to build capacity by linking data to perceived need. Not a linear movement through interventions

Draw correlations between progress monitoring for reading and progress monitoring for behavior.
Top line measures skill acquisition (just like on the CICO student graph) Bottom line measures errors (similar to ODRs on the CICO student graph)

Include the information in your minute format
Looking at Your Data How many students do you have involved in CICO? How many are making progress? Create a precision statement that addresses a systems need and action step/s to address this need 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 If you do not have data… Review the data in the example precision statements. How would your team be able to answer the data pattern questions? What other data would you consider to answer them based on YOUR building and systems? Work time 7 minutes

Break Take 10

Simple Selected Interventions (Differentiate based on need)
BASIC Social/Academic Instruction Group SAIG CICO Purpose: In this section we will address BASIC SOCIAL ACADEMIC INSTRUCTION GROUPS Main ideas: To start this thinking we will be challenging the notion of what a “group” is. Group in this case means that students with a common data-identified need receive the same basic intervention. The group could be one or two students at any time if the need is the same. This is NOT creating a group of six kids that meet 3 times a week for half an hour. Mentoring CICO Individual features

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 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) Knows how to do the behavior, but not when Does not know how to do the behavior Use SAIG to teach and acknowledge the Behavior Evidence Based Practice for Teaching as Consequence: Helps the student to gain mastery as opposed to being punitive. Allow for change to occur in incremental steps. Provides the student with the opportunity to practice and rehearse the new behavior in a calm, non-threatening setting. Includes a strategy for measuring progress. Determining the effective consequence may require a Brief FBA if it is not clear why the student may not be making good choices. Knows how and when to do the behavior, but often forgets or is unaware of their 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 Purpose: provide guidance points as teams build their SAIG Main ideas: SAIG as intervention is about teaching and more importantly GENERALIZING and SELF MONITORING the skill. Intervention timeline is NOT about instruction but about whether the skill is learned and generalized. Intensity and frequency matches the intensity and severity of behaviors Can be taught by anyone, ideally the people supervising the setting the skill will be demonstrated in, but if can’t their input is critical

Changing Existing SystemsSAIG
Schools think they are “already doing it” Need to deconstruct some existing teaming approaches and practices Data not being used except to justify placements Purpose: Provide BRIEF discussion about that anticipatory guidance and how that differs from what you are doing. Identify Aha moments – what are you doing well – what are some things you need to improve? Main ideas: Deconstuction centers around how they are taught, who teaches, and intent. SAIG is about teaching a missing skill in a particular setting around a particular expectation when controlling for the expectation having been taught to fluency first. In otherwords, you don’t use SAIG for a student to be respectful when you havent taught everyone what respectful means in the first place.

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) Purpose: Outline what SAIG is intended to do. Main ideas: Bullet 1 – affective groups that school counselors and social workers typically have done. May also be more complex SAIG discussed later Bullet 2 – simple SAIG Bullet 3 & 4 apply to both types of SAIG

Tier II Critical Elements
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 Purpose: Align SAIG to critical elements. Main Idea: this is reteaching BASIC EXPECTATION in one setting. It is NOT intense social skill instruction. Consistent with SW Expectations means that the student has been taught expectations and allows the same to be used as foundation to help ensure fluency; allows more and different approach as opposed to supplanted. Notes: SAIG research states that Higher outcomes with 5 – 12 lessons/weeks, Reinforcement improves outcomes, Highest gains when treatment monitored and reported to teacher. (Elizabeth Godbold, Louisiana State University) It takes 2-3 weeks to learn a new habit, and 9.5 weeks for a student to incorporate that habit into their daily lives. (Phillipa London, University College London)

Basic SAIG 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 Purpose: Break down what SAIG is and how its done. Main ideas: Reteaching basic expectation in limited setting Uses cool tool format, NOT intense social skills curriculum Also used to scaffold behaviors that are complex when student is missing part of the skill. Example 1: Ex – CICO data identifies Be Safe as problem, on playground; reteaching of playground expectation/rules to smaller group, on playground, higher level of acknowledgement when skills exhibited, more frequent pre-corrects with small group and whole class HS - - CICO data identifies a small group of students not meeting the expectation of Be Respectful/be on time to class, across all classroom settings, small group instruction around definition of on time to class, clearly linked to “out of school” success, review with whole SAIG group, pre-corrected in each classroom setting, high rate of acknowledgement when skill exhibited Group of students may need cool tool modified to address preferred modality of learning – more examples/ modeling/roleplaying that is more concrete, increased visuals in instruction or prompting/pre-corrects; instruction set to music, rap; Determination that there is one or more portion of the skill set that is problematic ES – specific instruction in “How to accept losing the tetherball game”, or “How to respond when you are pushed while waiting in line to come in”, HS – how to limit social interaction in the hallway, how to organize your locker to allow for easy access to materials Instruction in smaller skill set More fully defined steps needed to be successful at expectation

EXAMPLE of Basic SAIG Be Safe Be Respectful Expectations
Be Responsible Expectations Common areas (playground, hallway, cafeteria) Classroom procedures (based on classroom data) Staff-identified need (top 3 behavioral challenges – what interferes with learning?) Purpose: Identify the scope of SAIG Main ideas: Basic SAIG is a re-teaching of core expectations and rules. Schools often set up their SAIG groups based on their expectations, and common areas/frequently identified needs. More intensive SAIG options will be shared in the 4th day of our training BIG IMPORTANT NOTE: This differs from “reteaching” that is part of classroom correction or management practices. To illustrate: if a teacher is having to reteach the same expectation or procedure to Timmy over and over, it suggests that either it wasn’t taught to fluency in the first place or somehow Timmy isnt getting it. SAIG then means taking the same expectation/procedure and breaking it down into steps, giving more concrete examples, etc, then measuring for effect to see if skill is being acquired and generalized. 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 Purpose: continue to lay out critical elements. Main ideas: SAIG could be one or two sessions or more based on group need and students outcome data. If teaching a routine (lining up) time in group would be short followed by monitoring of data. If teaching a social skill, (anger management or anxiety control) time in group would be based on student outcome data. Don’t identify students for interventions that don’t exist, and don’t put them in things they don’t need simply because it’s the closest thing you have KEY IN HERE TO TIME LIMITED (not driven by curriculum or counselor schedule) and is not based on building a cohort with a start and end date. Students begin within 72 hours of meeting data rule.

Critical Considerations Supporting Use of Basic SAIG
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 Purpose: continue to lay out the critical elements. Main ideas: This links back to the expectation matrix. If you are talking about anger management, frustration tolerance, assertiveness, etc, that is a social skill need and NOT a SAIG. In those cases you are modifying SAIG for individual students based on data and that keeps it from being generic intervention. Social skills instruction is a more individualized intervention. Identify how to teach staff and families and students the elements of the intervention.

Defining Your GroupsDesigning 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? This time should be used as a discussion of bulleted questions. Work time 15 minutes This will also be added to the guiding questions later. Do you have time in your daily schedule for students that this could be delivered in? 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 you data where are your SAIG need priorities? Keep these limited in offerings (organization skills, homework completion, safety on playground, etc.)

Looking AheadTier 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) Purpose: Identify items from the MATT that will be used to develop and monitor the SAIG intervention. Main ideas: Team has time to review system data for SAIG and to make necessary adjustments to system. That this time is intentional and not “as we can” There is a person identified to “own” SAIG management. This may be tier II coordinator, counselor, whoever. They MANAGE the logistics of the intervention and are NOT the only person “doing” SAIG. There is a data based component to identifying who needs SAIG.

Wisconsin Conversation Chart
Purpose: Review the SYSTEM and Problem solving conversations. Main ideas: A new piece to the conversation at your systems team meeting – how many kids are in in SAIG – how many responding? DISCUSS BRIEFLY Who is responsible for coordinating this – bringing the information to the team? This is not necessarily the same person that PROVIDES the basic SAIG You will also need data rules for SAIG, similar to the data rules you created for CICO

Guiding Questions: Basic SAIG
30 min

Looking Ahead: Tier II/III Organizational ElementsApplied 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 Purpose: Identify items from the MATT use to asses SAIG interventions.

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 Purpose: Identify how SAIG is measured and monitored. Main ideas: The DPR is filled in by the teachers, and used for prompting and reinforcement. The data from the DPR is used by the SAIG Coordinator to monitor intervention effectiveness.

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. EXPECTATIONS 1st block 2nd block 3rd block 4th 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 Only the skill being actively taught goes her in SAIG. The rest are the default expectations, Purpose: Illustrate HOW the DPR is tied to SAIG. Main ideas: The blue remark is a reminder/prompt for the student for the skill that is being taught in the SAIG. They get scored on any behavior related to safety, respectful and responsible. They are working on being on time for class as part of the SAIG group. Blue remarks also serve as a reminder to staff of what they should be reinforcing to assist with transference of learning. Try to review these points with whole class, maybe having student modeling. Prepping for the question if the student is in desk but not with material out, how do you score it? It is an emerging skill. Student has shown part of the skill set required, so they would get a 1 because it is emerging but not yet at the ideal level. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Guiding QuestionsBasic SAIG
Work time 15 minutes to start may add time as needed.

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. Purpose: Finish addressing the SAIG Critical elements Main idea: there is a documented process that teaches all the stakeholders about what SAIG is, how progress in monitored, how the student is layered or faded and how the intervention is monitored for fidelity. Conversation at table: How will you communicate student progress and implementation fidelity info to key stakeholders? 3 minutes

Social Competence & Academic Achievement
OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Purpose: To review the interaction of data, system and practice. Main ideas: Key piece here is how are you going to train the staff required to implement SAIG – putting in place solid evidence based practices for both those conducting the groups, and the teachers who will need to reinforce transfer of learning. Be sure to address this at a later time – guiding questions. PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at Supporting Student Behavior

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? 10 minutes

Break 10 minutes

Interventions with Individualized Features
SAIG Basic skill deficit CICO Purpose: Review the generic interventions and basis for differentiation. Remind teams that CICO and SAIG group instruction are primary interventions before individualizing. Mentoring CICO Individual features Attention- seeking/Engagement Performance

Individualized CICO (iCICO)

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 Purpose: Outline what individualizations to CICO are and what they are for. Main ideas: Prompts are for teachers and students to help with performance issues. Student HAS the skills but for whatever reasons is not consistently demonstrating them. More complex CICO individualization than those modifications discussed earlier in the day: Checking in more often during the day; having a peer mentor (buddy that encourages them in the use of CICO, such as making sure they give it to the teacher, checking in at day's beginning and end; and individualized CICO without SAIG. Individualized CICO is monitored separately from generic CICO.

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 Purpose: to cue the teams thingking. Main idea: thinking of all the possible modifications a school can make to CICO, the school ELECTED to develop these three examples for their individualized CICO. YOUR school will pick your own

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? Purpose: Have team identify their own intervention modifications Main ideas: Team time 10 minutes to address the above bullet points.

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 Purpose: introduce brief versus intensive mentoring Main ideas: Time frame – this is difficult as mentoring is relationship based hard to time limit, but you want to look at the intensity of the mentoring. Intense Mentoring is on border between T2/3, while the intervention is applied to more than one student, what is done in the mentoring relationship may vary among students (making it individualized, closer to Tier 3). Simple mentoring – reverse referral of group of kids seeking adult attention – connect with adult – simply to form relationship – progress monitoring – ODR? DPR? Used to track both intervention fidelity (systems) and individual student outcomes

Criteria 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 Purpose: Identify when basic mentoring may be advised as an intervention Main ideas: Used when students are in CICO and the above bullets show up in student behavior Data rule for inclusion often a bit “softer” – teacher referral, dis-connected from school/learning/others Universal screener could be used to identify students.

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 Purpose: Break mentoring down into key pieces Main ideas: Intervention is all about connection at BRIEF mentoring level Provide positive adult role models Administrator caution explained… Time is limited, consistency is an issue If the admin is also primarily disciplinarian, this undermines purpose of mentor; can you have curriculum coordinators (U96 – Elgin example of how it can work – central office admin come to schools to mentor, but not using building principals)

Things to do as a School-based Mentor
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 Purpose: All of the activities that can engage a student. In the process, students more likely to have a conversation regarding student concerns.

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? Purpose: Identify how the intervention is progress monitored. Main ideas: The intervention is still monitored using the DPR with nothing added. The DPR will show expected behaviors becoming more solid as mentoring feeds the need for attention, etc. Additional self assessment question could be done on separate sheet during check out, or printed on back of CICO sheet for use on days that there is mentoring CICO greeter would need a list of all mentored students and these students MAY need an additional minute or two of checkout time

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? Used as both formative and summative data 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. We request your time in completing this training evaluation! Used as both formative and summative data we will review this information immediately to make changes for the next time we meet based on your input You will notice that most of the eval focuses on todays’ experience and content. However, there is a brief section where we want your insight into the larger systems work; your schools current understanding and beliefs about a culturally responsive multi level system of support.

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. PURPOSE: Outline the objectives for the day MAIN IDEA: Objectives follow critical elements of MATT & BATT – Tier 2/3 progress monitoring tools that will be used to guide all 4 days of tier 2 training, and teams will have the opportunities to self assess each section of the training. It also needs to be stressed that we are looking for a deeper understanding to tier I systems as we move into tier II. Tier I is trained technically (things to put into place) but teams need to make sure that the staff understand that PBIS is about changing systems to support students and not just about a matrix, ODRs and acknowledgments in isolation. The more that can be stressed about the WHY we are doing certain things, the better the teams will understand and be able to apply.

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

Team Time

Guiding Questions Skip the question about mentoring – teams will come back to this on future training days. 15 minutes work time

Be ready to report out on your action for SAIG groups
Activity Fine tune your simple tier II Interventions Be ready to report out on your action for SAIG groups Utilize remaining time as Teamwork time

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 Insert day and time for S200 online TA

S200 Formalizing Selected Systems, Data, and Practices

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S200 Formalizing Selected Systems, Data, and Practices

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Presentation on theme: "S200 Formalizing Selected Systems, Data, and Practices"— Presentation transcript:

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