1. PBIS Tier 2 Training
Day 3: Layering Support

2. Objectives for Today Teams will…
Create a plan for how the team will develop or refine Social Academic Instruction Groups that includes all six intervention features, training, and supporting stakeholders.
Create a plan for how the team will develop or refine Mentoring that includes all six intervention features, training, and supporting stakeholders.
6a. the core components of T2 interventions - TFI 2.6, 2.8
Develop or refine Social Academic Instruction Groups or Mentoring that include all critical features of Tier 2 interventions.
Identify how current data available fits within a screening process and create a plan to address any gaps.  
6b. Revise and build additional supports that match the core components of T2 - TFI 2.5, 2.7
2a) Actually create data rules the team will adhere to for PS and action-planning supports for students that include… TFI 2.4, 2.11

3. Implementation Update
What progress has the team made on the action items identified at the end of Day 2?
How has the team started training staff on the features of Tier 2 interventions? CICO?
How many students are receiving CICO? Responding?
Capture answers on poster paper. Prepare to share with the whole group.
DISCUSSION
Implementation
Update

4. Continuum of Supports Reduce severity Early identification Reduce risk
Tier 3/Intensive 1-5%
(6+ ODRs)
Reduce severity
Tier 2/Selected 5-15%
(2-5 ODRs)
Early identification
Reduce risk
The ODRs are over the course of the year, national recommendations. Today you will determine your own local criteria. We will discuss the “early indication of risk.” One of the goals with each tier is “How can the lower tier sufficiently support this student?” Reduction in risk / severity.
Make clear we are not talking about the severe behavior. We are building off of the universal to provide low-level support for low-level behavior. Early indication of risk is PREVENTATIVE and PROACTIVE. We want to catch things as soon as possible. We don’t want students to continually learn and be reinforced for inappropriate / problem behavior. Let’s not let students get comfortable using behavior which is why RAPID RESPONSE is key.
EARLY IDENTIFICATION IS SCREENING. DON’T OVERCOMPLICATE IT. JUST LOOK AT YOUR DATA.
Tier 1 – adjust supports to large groups / all students to provide additional support
Tier 2 – adjust individual / group supports
Tier 3 – individual intensive supports based on behavior that is dangerous, unsafe, high intensity/frequency/duration
Tier 1/Universal %
(0-1 ODRs)
Prevention

8. Are the students accessing Tier 2 supports representative of your overall student population?
Determine % of students by group (gender, race/ethnicity, special education status)
Determine % of students accessing Tier 2 supports for each group
ACTIVITY
Data Review
Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?
Workbook Page

9. Social Academic Instruction Groups
Why will we spend so much time on CICO
Most should respond, and it will remain the base layer of interventions.

10. Tier 2 Interventions Targeted group-based support for some students
Intervention is similar for all students based on need, not that all students receive intervention together
Connected to Tier 1
Includes the six features
Team driven
Potential examples include:
CICO
Social Skills (friendship groups, lunch bunches, etc.)
Academic Seminar-type class
Mindfulness Groups
Mentoring
Group-based does not mean 6 students removed from the classroom

11. Tier 2

12. Social Academic Instruction Groups
Social Academic Instruction Groups (SAIGs) assist students in acquiring and building fluency in appropriate behaviors. SAIG is most appropriate for students who have acquisition deficits; the appropriate social skills are missing from their repertoire. SAIG teaches skills that are connected with and supplemental to the universal curriculum.
Center for SW-PBS, College of Education, University of Missouri 2011

13. Social Academic Skills
Are learned behaviors
Include specific verbal and nonverbal behaviors
Require both initiations and responses
Are interactive by nature
Are highly contextual and depend on environment

14. Social Academic Instruction
Types of social academic skills:
Social emotional learning standards
Self awareness
Self management
Responsible decision-making
Relationship skills
Social awareness
Procedures and routines
Academic enablers (help seeking, organization, etc.)
Tied to a specific skill within this, and connected to Tier 1 (school and class wide matrices).
Refer to Day 1 work re: skills within matrix work, and refer to Day 2 re: what is taught systematically school-wide and class-wide
Add DPI citation once it is available

15. Social Academic Instruction Groups
Teach and shape prosocial behaviors
Verbal and nonverbal
Provide opportunities to practice in the natural setting with support
Scaffold teaching and provide transfer of learning to natural environment
Delivery is consistent across students
Students do not have to be in a group to access Social Academic Instruction
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.

16. SAIG Roles SAIG Facilitators Teachers and other staff Families
Provide small group instruction
Understand the structure of the lesson
Possess the skill and have the time to implement the lessons
Communicate needs with the team to find solutions
Teachers and other staff
Provide prompts throughout the day
Provide explicit feedback throughout the day
Complete the DPR as trained
Communicate with the team
Families
Follow up after school to extend teaching (not provide punishment or negative consequences)
Cue the student in the morning

17. Coordinating SAIG
Develop curriculum to meet needs identified by the data that is aligned to Tier 1
Train and support SAIG facilitators, staff, families, and students
Broad Overview
Additional In-depth
Ensure intervention features remain present and supported with all stakeholders
Plan communication and data sharing with staff, students, and families

18. Entry Criteria Fidelity of Tier 1
Student is identified at the earliest indication of risk
Identification based on data rather than life events
Requests tied to data
Minimal or no progress for 4 weeks in a previous intervention evidenced by progress monitoring or continued rate and severity of student outcome data
Behaviors have increased in severity during previous intervention
No more divorce groups (based on divorce)-how are they handling the divorce (Anxiety? More ODRs? Lower attendance?)
Outlying incidences tied to data example: family referral or teacher referral-what is the data they are trying to impact
There are going to be times when CICO (Or an entry-level intervention) first will not be appropriate. Professional judgment / data / etc… will need to be taken into consideration.
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.

19. Exit Criteria Fade SAIG features by peeling back layers
Move from explicit teaching to brief check-ins
Provide support through greeters and prompts throughout the day
Continue progress monitoring to examine transfer of learning

20. Entry and Exit PLAN SAIG Features
Entrance Criteria: What data sources will be used?
Exit Criteria: How will progress be defined?
Exit/Fade Process: Determine fade process.
Data Review: Determine the process for reviewing student data to identify who has met Entry/Exit/Enhancement data rules.
Data Review: Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?
PLAN
Entry and Exit
Do this on poster paper
SAIG Features

21. Increased Teaching with Opportunities to Practice
1. Introduce the skill to be learned, why it is important, and where it can be used.
2. Adult models examples and non-example from natural context. Positive examples are emphasized.
3. Students role-play and “think out loud” as they practice the appropriate skill.
4. Adult provides feedback throughout the lesson.
5. Students self-evaluate and practice again. Adults continue to provide feedback.
From Tim Lewis, Danielle Starkey, Barbara Mitchell - University of Missouri
model / demonstrate the skill
select competent and respected students and adults
only the teacher models incorrect responses
select examples from natural context
at least two positive demonstrations of each example
role play activities
focus on relevant features
have student "think aloud"
teacher can provide coaching during lesson
involve all members of the group by assigning tasks / questions
have student self evaluate after activity

22. Increased Teaching with Opportunities to Practice
Instruction should occur in the natural environment as often as possible
Instruction should be provided by the adult typically in charge of the setting
Amount of time will vary by need
Tier 1 lesson plan format focused on discrete skills
45-60 minutes/week for 6-8 weeks
Intensity of intervention matches intensity of behavior
HOWEVER, it is around what the kid needs and when they have mastery.
old model is "keep them for 8 weeks regardless." new model is "keep them until we see they know the skill and can fade layers back."

23. How will teaching be provided (lesson plans/materials; greeter prompts; proactive prompts throughout the day)?
When will students be taught skills and given opportunities to practice in the natural environment?
How is SAIG directly linked to the teaching that occurs at the universal level?
PLAN
Teaching
Do this on poster paper
SAIG Features

24. Increased Adult Feedback
Plan for generalization of the skill for practice and increased feedback in the natural environment.
Increased access to universal reinforcement
Team communicates with relevant adults which skills the student is working on so specific feedback can be provided.

25. How will specific feedback be provided to the student throughout their day?
How will SAIG feedback be supported by the universal acknowledgement system in your school?
PLAN
Feedback
Do this on poster paper
SAIG Features

26. Increased Home School Connection
Conversation with family members to learn how to bridge skill gaps and honor family values
Families provide pre-corrects and support
Team facilitates dialogue on perceived progress on a regular basis (i.e. monthly)
Daily Progress Report details

27. Home School Connection
How will families be contacted when a student is eligible for intervention? Who will be responsible for this?
How will the school get consent from families?
How will feedback from families be solicited?
Student specific
System specific
How will data be shared with families?
PLAN
Home School Connection
Do this on poster paper
SAIG Features

28. Progress Monitoring Daily Progress Report
Goals are included to align with schoolwide expectations
Teacher scores the Daily Progress Report (DPR) based on the SAIG goal(s)
Any criteria that initially identified the student for SAIG (look at your entrance criteria)
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 Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

29. DPR Example ELEMENTARY example
0 – did not show the behavior at all at any point during the period
1 – sort of showed the behavior
2 – showed the behavior as any student would be expected to do (not above and beyond)

30. DPR Example MIDDLE/HIGH Example
High schools have done the sheet successfully.
High schools have essentially done the “sheet” electronically.
How staff TREAT the “sheet” or the PM tool will impact how the student RECEIVES the tool. (this is true at the elementary level)

31. Progress Monitoring PLAN What data will be used to monitor progress?
How/where will data be collected?
Who will enter the data?
How frequently/when will data be entered?
When will data be reviewed?
When and how will data be shared with staff and students?
PLAN
Progress Monitoring
Do this on poster paper
SAIG Features

32. Fidelity System Fidelity Intervention Fidelity TFI, BAT, MATT
Student perception of SAIG
All intervention features are present
Aggregated student data
Lessons are provided as planned
Skills are prompted and feedback is provided in all environments
Daily Progress Reports are filled out accurately
Attendance

33. Fidelity: Intervention

34. What data will be used to monitor fidelity of implementation?
System
Intervention
How will that data be collected?
Who summarizes fidelity data for the team? How frequently?
When and how will fidelity data be shared with all staff?
PLAN
Fidelity
Do this on poster paper
SAIG Features

35. Additional Considerations
Who will develop and organize lessons to meet student needs identified by data?
How can the team ensure that students are able to access SAIG support within 3-5 days of identified need?
PLAN
Additional Considerations
SAIG Features

36. Train and Support PLAN How will your team provide training?
Overview for staff
Broad information for families
Specific information for staff implementation
Introduction for students who will receive the intervention
Boosters
How will your team provide support?
Ongoing
Provided when intervention not implemented as planned
PLAN
Train and Support
Are they identifying that they typically have access to individual students who display EXTERNALIZING behaviors.
What would be the early indication of risk?? If we want to reduce risk what are the earliest indicators of this.
Action Planning

37. Mentoring Why will we spend so much time on CICO
Most should respond, and it will remain the base layer of interventions.

38. Mentoring
Mentoring, from the Greek word meaning enduring, is a sustained relationship between a youth and an adult. Mentoring is most appropriate for students who need additional engagement with school. Through continued involvement the adult offers support, guidance, and assistance.
Dennis, G. ERIC Program, Office of Research 1993
Center for SW-PBS, College of Education, University of Missouri 2011

39. Mentoring
School-based mentoring is more task-oriented in nature than community-based mentoring.
Consider the balance between relationship building and accomplishing tasks
Developmental level of the student
Needs of the mentee
Perception of relationship and its purpose
Remaining task oriented will make it easier to fade and maintain natural supports
Age level (elementary, middle, high)
CAUTIONS of mentoring-potential for harm
Mentoring is NOT therapy. Its not counseling, or social work.

40. Mentoring Goals connected to previous supports:
Academics
Emotional, social, behavioral development
Includes both relationship-building activities and instrumental tasks
Intentionality
Want to consider a blend of the two. Without the relationship task focused is less likely to work. If going to work on a task, it needs to be a joint decision. High School boys are most likely to feel like task oriented mentoring feels like punishment.
Karcher et al. 2006

41. Coordinating Mentoring
Communicate student goals with classroom teachers, applicable staff, and families
Ensure intervention features remain present and supported with all stakeholders
Recruit, train, and provide ongoing support to mentors
Include district policy on when to refer to pupil services or child protective services
Adopt and support guidelines for physical, emotional, and virtual boundaries

42. Mentoring Roles Teachers and other staff Families Mentors
Provide regularly scheduled one-to-one mentoring meetings
Able to develop healthy relationships with students
Remain goal-oriented
Commit to the remainder of the school year or longer
Communicate needs with the team to find solutions
Need a comfortable space to meet with their mentee
Teachers and other staff
Provide prompts throughout the day
Provide explicit feedback throughout the day
Complete the DPR as trained
Communicate with the team
Families
Follow up after school to extend teaching (not provide punishment or negative consequences)
Cue the student in the morning
Purpose: introduce brief versus intensive mentoring
Main ideas:

43. Entry Criteria Fidelity of Tier 1 Student appears to be disengaged
Attendance, coursework completion, grades, limited natural connections in school, ODRs, minors
Family requests additional adult role models
Minimal or no progress for 4 weeks in a previous intervention evidenced by progress monitoring or continued rate and severity of student outcome data
Behaviors have increased in severity during previous intervention
poor organization of academic materials, poor self-monitoring of academic progress and tasks, vague goals and lack of motivation related to academic tasks such as homework and class participation
With a family request, what are we hoping to impact (that is measurable)-get the information from the family!

44. Exit Criteria Fade Mentoring features by peeling back layers
Fade frequency, intensity, and/or duration of mentoring meetings
Reduce focus on goal-oriented tasks while maintaining relationship
Assist student in identifying natural supports
Improvement in original entrance criteria
May last 6-9 months or more
Improved academic performance (tests, grades)
Improved relationships with peers, teachers, and other school personnel
Increased attendance and class participation
Improved coursework completion
Increased access to other school resources
Reduction in classroom disruption, fighting, and other negative school behavior
Jucovy, L. 2000

45. Entry, Exit, Enhancement
Entrance Criteria: What data sources will be used?
Exit Criteria: How will progress be defined?
Exit/Fade Process: Determine fade process.
Data Review: Determine the process for reviewing student data to identify who has met Entry/Exit/Enhancement data rules.
Data Review: Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?
PLAN
Entry, Exit, Enhancement
Do this on poster paper
Mentoring Features

46. Increased Teaching with Opportunities to Practice
Mentor and student builds relationship while increasing a focus on:
Academic performance or coursework completion
Improved relationships
Increased attendance or class participation
Increased access to school resources
Reduction in classroom disruption, fighting, and other negative school behavior
Student works on and practices steps towards achieving the goal
Jucovy, L. (2000). The ABCs of school-based mentoring. Portland, OR: National Mentoring Center, Northwest Regional Educational Laboratory.
Jucovy, L. 2000

47. How will teaching be provided (explicit instruction provided by mentor; greeter prompts; proactive prompts throughout the day)?
When will students be taught skills and given opportunities to practice in the natural environment?
How is Mentoring directly linked to the teaching that occurs at the universal level?
PLAN
Teaching
Do this on poster paper
Mentoring Features

48. Increased Adult Feedback
Mentor provides feedback during one-on-one meetings
Staff provides feedback throughout the day based on the goal
Increased access to universal reinforcement

49. How will specific feedback be provided to the student throughout their day?
How will Mentoring feedback be supported by the universal acknowledgement system in your school?
PLAN
Feedback
Do this on poster paper
Mentoring Features

50. Increased Home School Connection
Conversation with family members to learn how to bridge skill gaps and honor family values
Daily Progress Report (DPR) details
Feedback to learn how the family perceives the area of concern
Ongoing conversation and collaboration regarding progress on the goals

51. Home School Connection
How will families be contacted when a student is eligible for intervention? Who will be responsible for this
How will the school get consent from families?
How will feedback from families be solicited?
Student specific
System specific
How will data be shared with families?
PLAN
Home School Connection
Do this on poster paper
Mentoring Features

52. Progress Monitoring Daily Progress Report
Goals are included to align with school-wide expectations
Teacher provides feedback and scores the Daily Progress Report (DPR) based on the Mentoring goal(s)
Any criteria that initially identified the student for CICO (look at your entrance criteria
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 Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

53. DPR Example ELEMENTARY example
0 – did not show the behavior at all at any point during the period
1 – sort of showed the behavior
2 – showed the behavior as any student would be expected to do (not above and beyond)

54. DPR Example MIDDLE/HIGH Example
High schools have done the sheet successfully.
High schools have essentially done the “sheet” electronically.
How staff TREAT the “sheet” or the PM tool will impact how the student RECEIVES the tool. (this is true at the elementary level)

55. Progress Monitoring PLAN What data will be used to monitor progress?
How/where will data be collected?
Who will enter the data?
How frequently/when will data be entered?
When will data be reviewed?
When and how will data be shared with staff and students?
PLAN
Progress Monitoring
Do this on poster paper
Mentoring Features

56. Fidelity System Fidelity Intervention Fidelity TFI, BAT, MATT
Student participates in Mentoring
Student perception of Mentoring
All intervention features are present
Aggregated student data
Meetings occur regularly and as scheduled
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?

57. Fidelity: Intervention

58. What data will be used to monitor fidelity of implementation?
System
Intervention
How will that data be collected?
Who summarizes fidelity data for the team? How frequently?
When and how will fidelity data be shared with all staff?
PLAN
Fidelity
Do this on poster paper
Mentoring Features

59. Additional Considerations
Identify Potential Mentors:
Where will mentors meet with students?
How can the team ensure that students are able to begin Mentoring within 3-5 days of identified need?
PLAN
Additional Considerations
Mentoring Features

60. Train and Support PLAN How will your team provide training?
Overview for staff
Broad information for families
Specific information for staff implementation
Introduction for students who will receive the intervention
Boosters
How will your team provide support?
Ongoing
Provided when intervention not implemented as planned
PLAN
Train and Support
Are they identifying that they typically have access to individual students who display EXTERNALIZING behaviors.
What would be the early indication of risk?? If we want to reduce risk what are the earliest indicators of this.
Action Planning

61. Team Work Time PLAN Do what you need to do.
Do they use the MATT/BAT? Do we incorporate that into the Workbook/Audit?
Increased home-school connection
Increase in adult feedback
Monitor “health” of intervention as well as individual students / Progress Monitoring (d) (e)
Fidelity assessment of the intervention itself €
Explicit Instruction – how to teach behavior (b)
an operational definition of the target behavior (covered in entrance criteria?)
(c) which antecedent/consequent variables to manipulate (How do we make this a connection to the increase in prompts/predictability and adult feedback which CICO offers)
(f) benchmark goals (exit criteria)
(g) the anticipated length of the intervention to reach the goal (exit criteria?)

62. Evaluation and Feedback

63. Discuss with your team:
Check In and Share Out
Discuss with your team:
1. What was your one big “ah-ha” from the day?
2. What are 2 things your team will accomplish before the next day of training?
3. What is one thing your technical assistance coordinator can do to support your team between today and the next day of training?

64. For Next Time When did the Tier 2 team meet?
What action steps have been taken?
How many students are receiving each intervention?
How many students are responding to each intervention?

65. Resources Academic Seminar Handbook
What Works Clearinghouse – Behavior
Evidence Based Social Skill Instruction Programs
The ABCs of School-Based Mentoring