1. S200i: Formalizing Tier 2/ Secondary Systems, Data, & Practices Tier 2/Secondary Series Training Version 3.0, Rev. 11.2.2011  This is a presentation of the Illinois PBIS Network. All rights reserved.

2. Training Behavioral Expectations EXPECTATIONTRAINING SITE BE RESPONSIBLE  Make yourself comfortable & take care of your needs  Address question/activity in group time before discussing “other” topics  Ask questions BE RESPECTFUL  Turn cell phones, beepers, and pagers “off” or to “vibrate”  Contribute where possible BE PREPARED  Follow up on tasks for next training day  Take (and Pass) notes (use Action Plan throughout day)

3. PBIS Supports the Illinois Professional Teaching Standards 1.Content Knowledge 2.Human Development and Learning 3.Diversity 4.Planning for Instruction 5.Learning Environment 6.Instructional Delivery 7.Communication 8.Assessment 9.Collaborative Relationships 10.Reflection and Professional Growth 11.Professional Conduct http://www.isbe.net/profprep/PDFs/ipts.pdf

4. S200 Objectives 1. Review Tier 2/Secondary system designed in S100i 2. Learn how to use data for decision making and on-going progress monitoring 3. Identify Students for Tier 2/Secondary interventions 4. Review critical features and processes of Check-in Check-out, Social/Academic Instructional Groups and Mentoring (Check-N-Connect) Action Plan: Design the actual interventions for your school’s Tier 2/Secondary continuum (specifically Social/Academic Instructional Groups and Mentoring)

5. Agenda 8:30-9:15Review of Secondary Systems 9:15-10:15Simple Secondary Interventions: Critical Features 10:15-10:30 Break 10:30-11:30 Social/Academic Instructional Groups 11:30-12:15 Lunch 12:15-12:45Individualized CICO 12:45-1:45 Interpersonal Groups & Mentoring 1:45-2:00Break 2:00-2:30 Guiding Questions: Choose 1 intervention & start working on it 2:30-2:45 Action Plan review, report out on progress & next steps 2:45-3:00 Questions/concerns/technical assistance

6. Introductions and Acknowledgments Introduce your team  Region of state, district, school name, roles of people here today, how would you characterize your school and/or your team? What have been your successes with implementing a Secondary Systems Team and/or with Check-in Check-out?

7. 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

8. 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

9. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g. Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, 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 Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

10. 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

11. Secondary Systems Planning Team Meeting Agenda Number of youth in CICO (record on TT)?  Number of youth responding (record on TT)? * Send Reverse Request for Assistance to teachers of all youth not responding  Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)? Repeat for S/AIG, Group with Individual Feature & Brief FBA/BIP If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

14. TEAMING: Review Level I of Guiding Questions

15. Coordinator vs. Facilitator Coordinator Organizes and/or oversees the specific interventions such as CICO, S/AIG & Group with Individual Features Roles include: scheduling meetings, review & collect data to share during team meetings, etc… Facilitator Directly provides intervention support services to youth/families Roles include: meeting with students for CICO, running groups

16. Consider using non-clinical staff for running simple secondary intervention such as CICO and S/AIG’s.  Simple secondary interventions are skill based interventions that do not need to be provided by clinicians.  Remember these interventions are used to provide additional opportunities for students to see, practice and internalize Universal expectations. Consider using clinical based staff for higher level interventions such as simple/complex FBA/BIP & WRAP’s Things to consider

17. Examples of who can run simple Secondary Interventions? Teachers Aide Classroom teachers Librarians Volunteers Local community partners

18. Simple Secondary Interventions Check-in Check-out (covered in S100) Covered today: Social/Academic Instructional Groups Individualized CICO Mentoring

19. Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support SYSTEMS PRACTICES DATA OUTCOMESSocial Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school- wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwid e.htm http://www

20. Consider Use of Daily Progress Report Assesses transference and generalization of skills  Is youth using new skills in actual settings (not just while in intervention) Prompting of replacement behaviors Reinforcement of replacement behaviors Stakeholder feedback and buy-in

21. Consider How You Will In-service Staff re: Secondary Interventions? How will you explain/model the skills that are outlined for each intervention? What do teachers need to know:  How a student gets into the intervention (Decision rules)  How long a student will participate (Decision rules)  How transference of the skill/s will be measured  How to use Daily Progress Reports  Their role in teaching, pre-correcting, shaping and reinforcing noted skills  Common questions/concerns

22. CICO Card (PALS Point Sheet) Key 2= Great Job 1= Did OK 0= Tough RESPECT Property RESPECT All Others RESPECT Learning RESPECT Self Homeroom2 1 0 Language Arts 2 1 0 Mathematics2 1 0 Social Studies Science 2 1 0 Exploratory2 1 0 PE2 1 0 Lunch2 1 0 Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________ Name : _________________________________ Date :­___________ Homeroom Teacher : _____________________________________

24. Guiding Questions Example 1. How are students identified as in need of Simple Tier 2 Interventions (S/AIG, individualized CICO & Mentoring)? Student/s receive less than 80% on DPR over 4 weeks 2. What are the data sources used to identify this? Data-based decision rules for identification: 1) Data source #1: __Daily Progress Reports_______ Rule for Inclusion in Intervention: ____Less than 80%_______ Time frame: __After 4 weeks of intervention__ Teacher Request for Assistance enters youth (circle one): Yes No  This would be the Reverse Request for Assistance

25. Break

26. Check on Assumptions You already have at least one type of ‘group’ being offered in your school? Your teachers sometimes ‘inquire’ about the purpose/goal/format of these groups?  Ex. “What do you DO with him in group? He said he played Connect Four today!” You’d like to be able to give teachers concrete feedback on student progress? You really just want to improve your current group support ‘system’?

27. Social and Academic Instructional Groups

28. Social/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Best if involves use of Daily Progress Report These are often the skill groups facilitated by Social Workers, Counselors & Psychologists  However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.

29. Social/Academic Instructional Groups  Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)  Skills taught are common across youth in same group (ex. use your words)  Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.)  Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

30. Choosing or Designing Group Interventions  Choose & modify lessons from pre-packaged material based on the skill needed for the group and/or  Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

31. SAIG Template Considerations Name/Type of group  Pro-social skills  Problem-solving skills  Academic Behavior skills Skill sets and purpose of group Identify skills that need to be taught Culturally appropriate Behavior Lesson Plans/Curriculum that addresses skill set

32. Create Your Own Lesson Plans: Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

33. Steps of a Behavioral Lesson Plan 1) Explain expectations & why need 2) Check for student understanding/buy-in 3) Model examples 4) Check for student understanding/buy-in 5) Model non-examples 6) Check for student understanding/buy-in 7) Model examples 8) Students practice

34. Examples of Packaged Instructional Groups Second Step (Grades PreK-8) Thinking, Feeling, Behaving (Grades 1-12) Tough Kids Social Skills (Grades 3-7) Walker Social Skills Curriculum (Grades 6-12) Skillstreaming (Grades PreK-12) Stop & Think Social Skills (Grades PreK-8) Passport (Grades 1-12) I Can problem Solve (Grades PreK-6) Aggression Replacement Training All of above examples could be used to develop universal behavior lesson plans.

35. 3 Keys to Successful S/AIG’s 1.Have a Roadmap/Template Skills that are taught need to be pinpointed before choosing “curriculum” and are clear enough that teachers can pre-correct, shape and reinforce for generalization in classroom ie. “Working on expressing feelings” equates to “Using ‘I messages’” on DPR form 2.Pay attention if you are choosing to use pieces of a packaged curriculum rather than your already created universal behavior lesson plans. Differentiate between stand-alone curriculum and curriculum made to have lessons build upon one another ie. Stand alone curriculum can be used  Skills Streaming  Second Step ie. Curriculum that builds upon previous lessons – use with caution -ART 3. Build S/AIGs on top of a strong universal curriculum

36. Procedural Considerations Welcome  Introductions, if necessary Purpose of Group Group Norms – ie. expectations of group, aligned to school-wide expectations “Curriculum” with practice Closing  Reflection  Application  Goal setting Corey & Corey, 2006

37. Academic Behavior Skills From Skill Streaming Listening Asking for Help Saying Thank You Bringing Materials to Class Following Instructions Completing Assignments Contributing to Discussions Offering Help to an Adult Asking a Question Ignoring Distractions Making Corrections Deciding on Something to Do Setting a Goal From Getting Organized Without Losing It Homework Checklist After School Scheduler 9 Great Reasons to Use a Student Planner

38. Pro-Social Skills - Friendship From Skill Streaming Introducing Yourself Beginning a Conversation Ending a Conversation Joining In Playing a Game Asking a Favor Offering Help to a Classmate Giving a Compliment Accepting a Compliment Suggesting an Activity Sharing Apologizing From Strong Kids (Grades 3-5) About My Feelings Ways of Showing Feelings

39. Problem-Solving Skills From Skill Streaming Knowing Your Feelings Expressing Your Feelings Recognizing Another's Feelings Showing Understanding of Another's Feelings Expressing Concern for Another Dealing with Your Anger Dealing with Another's Anger Expressing Affection Dealing with Fear Rewarding Yourself Using Self-Control Asking Permission Responding to Teasing Avoiding Trouble Staying Out of Fights Problem Solving Accepting Consequences Dealing with an Accusation Negotiating From The Peace Curriculum Using Positive Self-Talk to Control Anger Homework #3 Anger Control: Consequences for Your Actions Keeping Out of Fights

40. 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

41. TEAMING: Review Level II of Guiding Questions

43. Check-in Check-out with Individualized Features

44. CICO with individualized features This is an intervention that adds support to generic CICO. Teachers choose these more individualized options on the reverse request for assistance (RRFA). Teachers are given the option to choose from these features after CICO was not enough support for a student.

45. CICO with individual ized features What it is Options are pre-determined and communicated to all stakeholders. Secondary systems team designs the options for the building. Quick & Efficient A list of specified options teachers can choose from listed on the reverse request for assistance What it isn’t Changing the goal line one child at a time Changing or adding a goal for one child Changing the goals on the Daily Progress Report for one child or a group of children A meeting with the specialized staff and the teacher changing a student’s DPR.

46. CICO with individual ized features What it is Used after generic CICO has been tried for a set time (for example 4-6 weeks) and the student has not met the pre- determined goal set for all children. Options for individualizing the intervention are generic and quick Uses the same DPR as used in generic CICO What it isn’t One adult changing/ adding goals or DPR Changing or adding a goal for a group of kids (homework, grades, or a specific behavior). Changing the DPR card because there are individualized features

47. Examples of CICO with Individualized Features Example one: Extra check in time before/after lunch with secretary in office Example two: Peer accompanies student to check in at beginning of day and check out at end of day Example three: Check in with supportive adult prior to a difficult class period

48. When would a child have goals that are specific to him/her? This is an intervention that is designed after a Functional Behavioral Assessment is completed and created with the problem solving team as part of a Behavior Intervention Plan. This intervention is specific to the individual child.

49. What it is Put in place after two, tier 2 interventions have been unsuccessful and the problem solving team has conducted an FBA. Specific to the student DPR reflects the individualized goals determined in BIP What it isn’t One adult changing/adding goals or DPR Changing or adding a goal for a group of kids (homework, grades or a specific behavior) Done prior to participating in “generic” CICO Youth would have goals specific to him/her What it is and What it isn’t

50. An example of youth with goals specific to him/her Change goal line example: Students at Summerishere Middle school are expected to meet 80% on their DPR over the course of four weeks. However, in Jaylo’s FBA/BIP meeting the team decided to lower her goal line to 70% for the next two weeks. Add goals and have a child specific dpr example: It was also determined in Jaylo’s BIP meeting they would add the goal: walks in hallway with hands and feet to self. The CICO coordinator will add this goal to her DPR and have them available at the morning check in station.

51. Mentoring

52. Mentoring Fueled from “…importance that positive relationships with extra-familial adults promotes resiliency among youth from at- risk backgrounds.” Rhodes, 1994

53. 5 Types of Mentoring Elements of Effective Practice (appendix section iv) Traditional One-to-One Mentoring Group Mentoring Team Mentoring Peer Mentoring E-mentoring

54. School Based Mentoring SBM (SBM) is most common form of mentoring Growth has outpaced research Mentoring viewed as privilege and reward To lengthen matches needs to happen early in school year. One year commitment often norm in SBM (BBBS SBM and CIS SMILE study) Communication with mentor and school staff, adequate access to resources and space are linked to match quality & longevity. (Herrera et al., 2007; karcher 2005a). End of match is CRUCIAL stage

55. Activities of Mentoring Relationships & Tasks (Developmental) (Instrumental) (Karcher et al. 2006)

56. Meta Analysis 55 Evaluations (Dubois, Holloway, Valentine & Cooper, 2002). Small benefit of program participation of average youth Program effects significantly better when best practices in place Youth from backgrounds of environmental risk and disadvantage benefit the most

57. What Makes Mentoring Work Rhodes/Research Cornder at Mentoring.org 1.Conducting reasonably intensive screening of potential mentors 2.Making matches based on interests that both the mentor and mentee share 3.Providing more than 6 hours of training for mentors 4.Offering post-match training and support.

58. Predictive of Stronger Positive Effects 1.Procedures for monitoring program implementation 2.Use of community settings 3.Utilization of mentors with backgrounds in helping roles 4.Clearly established expectations for frequency 5.Ongoing (post-match) training for mentors 6.Structured activities for mentors and youth 7.Support for parent involvement David L Dubois, Ph.D., University of Illinois Chicago Research in Action, issue 2

59. Best Practices (Dubois, Holloway, Valentine, Cooper) 2002 1.Monitoring implementation 2.Screening 3.Matching 4.Pre-match 5.Ongoing training 6.Supervision 7.Support for mentors 8.Structured activities 9.Parent support 10.Expectations for frequency 11.Expectations for length of contact

60. Understanding the Evidence Supporting School-based Mentoring Cautions & Caveats Karcher, 2010 One-on-One mentoring minimizes deviancy training Dishion, McCord & Poulin, 1999; Dodge, Dishion & Lansford, 2006 Misguided Mentoring D.M. Hansen & Larson, 2007; K. Hansen & Corlett, 2007; Karcher, 2004 Importance of Best Practices Karcher, 2010

61. Looking for mentoring resources? www.mentoring.org

62. TEAMING: Review Level III of Guiding Questions

63. Break

64. Consider this… Youth A has received his 3 rd office discipline referral so he begins CICO. He is in CICO for four weeks and has not yet met the goal that all students have, 80% of points on DPR over four weeks. The reverse request for assistance is given to Youth A’s teacher and he chooses CICO with individualized features, more specifically he chooses to add a check-in with the office secretary between lunch and recess. The individualized CICO continues for four weeks and youth A has not yet met the goal that all students have, 80% of points on the DPR over four weeks. A FBA is completed and, in addition to other function- based strategies, the problem solving team decides to add a mentor through the local Boys and Girls school program.

65. Activity: Time 20 minutes Using the Guiding Questions 1.Choose one type of intervention to create or improve 2.Review & answer questions to find strengths and needs 3.Action plan next steps

66. Report Out Progress & Next Steps

67. Resources available at: www.pbisillinois.org

68. Follow-up TA Support for S200i On-line Go-to-Meetings will be offered 3 – 6 weeks after this training. Visit www.pbisillinois.org to view dates and register.www.pbisillinois.org The course name is STA200.1i: Technical Assistance on Secondary Interventions (CICO, S/AIG, Mentoring/CnC)

69. Evaluation and CPDU Process For individuals who registered through Cvent 1.All registrants will receive an email two days after the training asking them to complete an evaluation using the link provided. 2.By clicking on the link, registrants are to complete the evaluation by following the prompts. 3.Once the evaluation is completed, an additional email will automatically be generated thanking the registrant for their time and offering the CPDU link for the session they just attended. 4.When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.

70. Evaluation and CPDU Process For individuals who did not register prior to the training 1.The attendee contact information will be entered into Cvent and then the evaluation email will be sent two days after the training asking them to complete an evaluation using the link provided. 2.Attendee’s follow the same process for completing the evaluation and obtaining CPDUs as those individuals who registered through Cvent.