tier 2 supports: beyond check in check out€¦ · tier 2 supports: beyond check in check out...

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Pennsylvania Training and Technical Assistance Network

Tier 2 Supports: Beyond Check in Check out

December 19, 2012

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education, and to build the capacity of local educational agencies to serve students who receive special

education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment.

Outcomes

Participants will: • Describe the Tier 2 system of support• List the types of supports that are typically

offered at Tier 2• Describe the features of the Check &

Connect intervention

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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 Interventions5-15%

•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 System for Student Success

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

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Tier 1/UniversalSchool-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., Check and Connect -CnC and 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

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

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SYSTEMS

PRACTICES

DATASupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

STUDENT OUTCOMES

Social Competence &Academic Achievement

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Adapted from University of South Florida

An Essential Shift in Thinking

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The central question is not:“What about the students is causing the

performance discrepancy?”But

“What about the interaction of the curriculum, instruction, learners and

learning environment should be altered so that the students will learn?”This shift alters everything else.

Ken Howell

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3‐Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w. individualfeature

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



UniversalTeam

Universal Support

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3 Tier System of Support

Problem Solving Team (individual student)



Universal Systems Team

PRACTICES PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

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Tier 2 Defined

Tier 2 interventions are intended to impact the behavior of students with similar behavior problems or causes for their behavior.

Adapted from: University of South Florida

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Tier 2 Essentials

• Tier 1/Universal is implemented with high fidelity– 80/80 on the School-Wide Evaluation Tool (SET)

or– 70 on the Benchmarks of Quality (B0Q)– Self Assessment and Safety Surveys reflect the

BoQ and SET– Data system is in place and used for decision

making

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Big Ideas about Tier 2/3

• At risk students benefit from:– clearly defined expectations– frequent feedback– consistency– positive reinforcement

• Problem behavior and academic success are often linked

• Tier 2/3 behavior support continues the development of effective adult-student relationships.

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Big Ideas about Tier 2/3

• Students receiving Tier 2/3 supports continue to have access to universal supports

•• Administrators play a key role in the

implementation of Tier 2/3 systems

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Administrators

• Be active/visible on teams• Know what the practices look like when

implemented with fidelity• Be aware of data on the Tier 2/3 Interventions

Tracking Tool• Help decide what needs to change • Apply high-level problem-solving skills to

address systems level issues

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Teaming at Tier 2

• Secondary Systems Planning – Individual students are NOT discussed– Monitors effectiveness of CICO, S/AIG, CICO

with individualized features– Review data in aggregate to make decisions on

improvements to the interventions themselves

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Secondary Systems Team Roles• Team Leader: responsible for agenda & overall

facilitation

• Intervention Coordinators (CICO, S/AIG, Check & Connect etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker

• Time Keeper: help team to set time limits and stay within allotted time for each agenda item 17

Data-Based Decision-Making1) Student outcome data used:

– To identify youth in need of support and to identify appropriate intervention

– For on-going progress-monitoring of response to intervention

– To exit or transition youth out of interventions

2) Intervention integrity or process data used:– To monitor the effectiveness of the intervention

itself– To make decisions regarding the continuum/

menu of interventions/supportsThis data is monitored by the Secondary Systems Team

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10 Critical Features for Tier 2 Interventions

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

Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

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10 Critical Features6. 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/ substitutes/ volunteers who have students using the intervention

10. Opportunities to practice new skills are provided dailyIndividual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson20

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Levels of Support for Tier 2

Tier 2/Secondary Interventions

Level 1 Simple Tier 2/Secondary Interventions: Check-in Check-Out

Level 2 Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group

Level 3 Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring

Level 4 Brief Function Based Interventions: A simple function based behavior support plan for a student focused on one specific behavior; Brief FBA/BIP for one behavior

Illinois PBIS Network, Revised Sept., 200821

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Check-In/Check-Out

• Designed for Students with moderate problem behaviors

• Most appropriate when problem behaviors are maintained by adult/peer attention

• Students “check-in” with an adult at the start of each school day

• Students “check-out” with an adult at the conclusion of each school day

• Students get feedback from teachers throughout the day

www.pbis.org

Simple Tier 2 Level 1

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CICO

• CICO is research based and the first level of support at Tier 2

• Teams need to establish decision rules

• Communication with Universal Team is important

• CICO requires building level commitment– Staff Training/Overview

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Sample Data-Based Decision-Rules

a) Identification for CICO:– Youth is identified by Universal Screener or

has 3 or more ODRs.b) Progress-monitoring:

– Daily Progress Report (DPR) data is collected daily & reviewed every other week. Data is collected for 4-6 weeks.

c) Exiting/transitioning:– Youth received a total of 80% of DPR points

averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

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CICO

SAIG


Complex

FBA/BIP



Brief

FBA/BIP

Brief FBA/BIP

WRAP








UniversalTeam

Universal Support

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Social Skills/Academic Instructional Groups

Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior Skills

Collect data and monitorprogress…daily? weekly?

What is your system for data collection?26

Tier 2 Level 2Social/AcademicInstructional Groups

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Social Skills/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)

• Goals for improvement should be common across student in same group (ex. use your words)

• Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)

• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Progress Report)

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Critical Features

• Link to school wide expectations and/or academic goals

• Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization)

• Results in student receiving positive feedback from staff

• Includes a school-home communication exchange system at least weekly

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Choosing or Designing Group Interventions

• Pre-Packaged (social skill curriculum)

• Designed by school– Choose & modify lessons from pre-packaged

material based on skill groupand/or– Create Lesson Plans (Cool Tools) to directly

teach replacement behaviors

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SAIG Lesson Plans:Linked to Behavioral Expectations

1) State behavioral expectations2) Specify observable student behaviors

(rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Reinforce appropriate behaviors

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CICO

SAIG


Complex

FBA/BIP



Brief

FBA/BIP

Brief FBA/BIP

WRAP








UniversalTeam

Universal Support

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CICO with Individualized Features

• Individualized Features

• Mentoring

• Check & Connect

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Tier 2 Level 3Secondary Interventions With Individual Features

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Individualized CICO

• CICO with one or more of the following changes (examples)– Change Check-In location or time– One adult has scheduled check-in times with the student

throughout the day to provide ongoing support– Could use peer support instead of, or in addition to, adult

support

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Individualized CICO

• Individualizations are fairly generic and are predesigned by secondary systems team

• Involves a Daily Progress Report with individualized goals– Often used as part of a behavior intervention plsn

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Mentoring

• School-day Mentoring With School Personnel• Students matched with adults in the building

• After-School Mentoring• Youth participate in after school recreational and education-

based activities• Often times includes matching older students with younger

students (cross-age)

• Community Mentoring• Students are matched with a adult mentor from the

community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation

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36http://checkandconnect.org/model/default.html

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Check & Connect

• Tier 2 Level 3 targeted intervention designed to enhance student engagement

• Complements universal interventions• Promotes student engagement and

participation in school• Works with families to promote a positive

home-school relationship

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Check & Connect

• “You may adopt Check & Connect provided you retain the integrity of the core components and elements of the model.”

• School personnel may adopt and adapt CnCto fit the school or community environment

• “To use the name Check and Connect, you must adhere to the four components and 7 elements in your application.”

Check and Connect Manual

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Check & Connect

• Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008)

• Considered a ‘drop-out prevention’ intervention

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Check & Connect: 4 Components

1. Mentor who keeps education salient for students

2. Systematic monitoring of grades, attendance, etc. Check

3. Timely and individualized intervention Connect

4. Enhancing home-school communication & home support for learning

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Check & Connect: 7 Core Elements

• Relationships• Problem solving• Individualized data-based Interventions• Affiliation with school and learning• Persistence-Plus• A focus on alterable indicators of

disengagement• Following students and families

Check and Connect Manual41

Relationships

• Mentors help to build positive relationships• Productive communication among the student,

family, and school staff• Students’ connection with school• Trusting relationship

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Problem Solving

Problem Solving Strategies

Step 1: Stop! Think about the problem.Step 2: What are some choices? Step 3: Choose one.Step 4: Do it.Step 5: How did it work?

August, Anderson, & Bloomquist, 1992Check & Connect Manual

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Individualized, Data-based Interventions

Two levels of student-focused interventions• Basic interventions

– Same for all students– Regular meetings with mentor to discuss the importance

of staying in school and problem solving

• Intensive interventions which are more frequent and individualized– Available to students who display increased signs of

disengagement

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Affiliation with School and Learning

• Student participation in extracurricular activities is associated with reduced dropout rates.

• There is increased structure, supervised out of school time and the opportunity for youth to develop a sense of belonging and shared values in school.

Feldman & Matjasko, 2005

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Persistence-Plus

• Persistent source of academic motivation• Continuity of familiarity with youth and family• Consistency in the message that “education is

important for your future.”

Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995

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A Focus on Alterable Indicators of Disengagement

• Monitoring of these indicators is the “check” part of the model

• Engagement with school is measured using two alterable indicators:– Behavioral engagement– Academic engagement

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Following Students and Families

• In 1995, Check & Connect shifted from a school-based intervention to one in which the intervention follows the student

• Benefit can be lost if youth do not remain in the building long enough to trust and participate

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CnC Implementation Steps

1. Determine indicators of students’ disengagement

2. Identify students at risk of disengagement or drop out

3. Select/hire mentors4. Use “check” procedures and the monitoring

sheet

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CnC Implementation Steps

5. Organize existing resources for intervention6. Implement “connect” procedures and the

monitoring sheet7. Provide mentor support and supervision8. Evaluate program implementation

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Examples of CnC Mentor Activities

• Before leaving for work, calls 3 students to make sure they are awake

• Stops at house of youth that doesn’t answer phone & leaves note for family/student

• Meets with one youth before classes start

• Social Worker discusses concerns regarding one of the CnC youth with the Mentor

• Hosts open-door lunch for any youth that wants to come by or eat there

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CnC Critical FeaturesIncludes:• Structured prompts for ‘what to do’ in relevant situations

– Goals from mentoring may be reflected as skills in DPR, especially academic-related goals like doing homework, studying etc.

• Orientation materials for staff/subs/volunteers who have students using the intervention

– Critical to clarify expectations/rules with all involved

• A school-home communication exchange system at least weekly– Phone calls home, home visits, letters to families etc.

• Decision rules for entering, exiting, and progress monitoring

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Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex/Multiple-life-domain FBA/BIP6. Responding to Wraparound Plans:

Interventions

Check-in Check-out (CICO)

Tier 2 Level 1

Social/Academic Instructional Groups

Tier 2 Level 2

Simple Tier 2 Interventions with Indiv.

Features (e.g. CnC)Tier 2 Level 3

Brief Function-based Interventions

Tier 2 Level 4

Complex/Multiple-life -domain FBA/BIP

Tier 3 Level 1

Wraparound Support

Tier 3 Level 2# Students

Participating# Students Responding

# Students Participating

# Students Responding









July

August

September

October

November

December

January

February

March

April

May

June

Tier 2 /Tier 3 Interventions Tracking Tool

School__________________ Monitor______________________


CICO

SAIG


Complex

FBA/BIP



Brief

FBA/BIP

Brief FBA/BIP

WRAP








UniversalTeam

Universal Support

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Problem Solving Team (individual student)



Universal Systems Team

PRACTICES PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

3 Tier System of Support

Contact Information www.pattan.net

Diane Funsten [email protected]

Donna [email protected] 800-441-3215

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Carolyn C. Dumaresq, Ed. D., Deputy SecretaryOffice of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education

tier 2 supports: beyond check in check out€¦ · tier 2 supports: beyond check in check out...

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