1. E11: Secondary/Tertiary Systems Development, Part 2: Tools & Strategies Michele Capio, Illinois PBIS Network Pam Horn, School District U-46 (IL)

2. Objectives Exposure to tools and strategies used to bring about Tier 2/Tier 3 systems-change. Exposure to tools specifically designed for building-, district- and state-level data use for action planning will be shared. Share examples of implementation and modeling of the use of these Tier 2/Tier 3 tools will be provided.

3. 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 Rev. 9.1.2009 Universal Team Universal Support Illinois PBIS Network

6. 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 Rev. 9.1.2009 Universal Team Universal Support Illinois PBIS Network

7. Request for Assistance Addressed to: Secondary Systems Planning Team Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) Yes No Teacher: _____________________________________ 1) I am a (circle one): Teacher/team Family Member Student Name: ______________________________________ Relationship to student:__________________________ 2) Type of Concern: ____Academic only ____Behavior only ____Both Academic and Behavior Thank you.

8. Reverse Request for Assistance: Interventions Change (Addressed to Student’s Teacher) Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) Yes No Teacher: _____________________________________ Based on preliminary data, it has come to our attention that the _____________________ Intervention (CICO) is NOT having a significantly positive effect on your student (i.e. he/she “is not responding” well to the intervention). Please identify which additional support/s, you feel, would be the best fit for this youth. *Insert list of additional interventions available; see Illinois example*

9. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

10. 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 1 st block2 nd block3 rd block4 th block Be Safe 2 1 0 Be Respectful 2 1 0 Be Responsible 2 1 0 Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

11. 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 1 st block2 nd block3 rd block4 th block Be Safe Use your words Use deep breathing 2 1 0 Be Respectful Keep arm’s distance Use #2 voice level when upset 2 1 0 Be Responsible Ask for breaks Self-monitor with DPR 2 1 0 Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

14. Systems- Response Tool

15. 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 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 for Tier 2 Interventions

16. School District U-46 Secondary/Tertiary Coaches Network Meetings Wraparound/FBA/BIP Facilitator Network Meetings Brain Bank District Leadership Tools analyzed for decision making at the district level Coaches Tool Box U-46 Multi-tiered Action Plan

17. Coach Tool Box for Network Meetings Calendar/Timeline Coaches Network Meetings Multi-Tiered Action Plans School Profile Tool System Data (TT, SRT) Evaluation Tools (BAT, ISSET, PoI, SAS) District Leadership/Community Alliance School Tools (Matrix, T-Chart, Referral, DPR Card) Universal Screener Resources School Recognition Notes

18. U-46 MAP Tweaks made to tool by U-46  Prompts for agenda items/next meeting items  Review previous action items  Review data  Review Calendar Items  Communication to stakeholders (Staff/Community/Family)  Prompt to note any questions for External Coach

19. Action Planning at District and State Level Analyze percentage of students in interventions across Tier 2/3  Percentage Responding  Action Plan for gaps on Tracking Tool Training and coaching support based on needs (Systems Response Tool) Trends across the district and state (FBA/BIP) to influence coaching support/policy District Leadership and State Leadership Teams are informed through data

20. QUESTIONS

21. Contact Information Michele Capio michele.capio@pbisillinois.org Pam Horn pbhorn05@yahoo.com