tier 2/secondary interventions rachel saladis kim miller kathy halley
TRANSCRIPT
Tier 2/Secondary Interventions
Rachel Saladis
Kim Miller
Kathy Halley
Inclusion Activity
Maitre D’
• Greet each other
• Share your response to question
• Close the conversation
Maitre D’
At each table, introduce your selves, answer the question and bid farewell.
Question 1: What has been you schools greatest success with PBS?
Question 2: What do you want to take from this training back to your school?
Question 3: What are your hopes for this Tier 2 training?
Outcomes
•Become familiar with Secondary Systems
•Understand the elements of Check in Check out
•Create Check in Check out System
Working Agreements
Parking Lot
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•6 or more office referrals /semester
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•2-5 office referral/semester
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive•0-1 office referral/semester
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
Team Work Time
• Blank Triangle – focusing on the behavior side of the triangle
1. What are the interventions currently in place in your school? List these.
2. Star those that actively use data components.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
0-1 ODR/sem
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
2-5 ODR/sem
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior6 or more ODR/sem
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Using Your Data
• Make the triangle numbers REAL!
– What is 80% of your student population
– What is 15% of your student population
– What is 5% of your student population
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
CICO
Complex individualized Interventions: CICO individual, Complex FBAs
Team-Based Wraparounds
Behavior Referrals
Attendance & Tardies
Daily Progress Reports (CICO)
Behavioral Pathways Data
Pre and Post Data/Groups
Student Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Individual Progress Monitoring, Multi- Disciplinary Assessment and Analysis
CICO or Student groups /individual features, Brief FBAs
What we know…
Video
• Morning check in
• Teacher response
• Afternoon check out
Student Recommended for CICO
CICO is Implemented
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Meetingto Assess Student
Progress
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
Check In Check Out (CICO)
Check In/Check Out
• To identify students who require additional support and provide them with more frequent feedback on their behavior.
• Check in Check out can support students with the following concerns:
attendance work completion organizational skillsrelationship building
Logistics for Setting up a CICO program
• School-wide PBS in place• School-wide expectations defined and taught• Acknowledgement system operating• Clear and consistent consequences for problem
behavior
• Process for identifying a student who may be appropriate for CICO
• Student is not responding to Universal PBS expectations
• Student finds adult attention rewarding• Student is NOT in crisis.
Why does CICO work?• Improved structure• Student is “set up for success”• Increase in contingent feedback• Program can be applied in all school
locations• Elevated acknowledgement for appropriate
behavior• Linking school and home support• Program is organized to morph into a self-
management system
Guiding Questions
Data rules for entry
Logistics for Setting up a CICO program
• Daily CICO progress report card
• Same expectations for all
• Common schedule
• All staff taught rules for accepting, completing and returning the card.
Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Parent Signature(s) and Comments: _______________________________________________
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
respectful
responsible
safe
Teacher comments:
Parent Signature(s) and Comments:
Team Work Time
• Building a Daily Progress Report
• School Share
Building the Basic Cycles
• Morning Check-in Routine• Teaching students when, where, how• Teaching check-in coordinator
» Assess» Acknowledge» Set-up or Redirect
• Teacher Check-in/Check-out Routine• Teach students when, where, how• Teaching staff/faculty
» Acknowledge» Set-up for success, positive momentum» Evaluation
Building the Basic Cycles
• Afternoon Check-out Routine• Teach students when, where, how• Teach CICO greeter data collection process,
acknowledge success, encourage improvement.• Consider self-recording system for older students
• Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign
Check in Check out Staff Roll Out
• Work time
Student Recommended for CICO
CICO is Implemented
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Meetingto Assess Student
Progress
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
Check In Check Out (CICO)
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
Groups
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses System data; determines overall
intervention effectiveness
Standing team (SSIT); uses
FBA/BIP process for one youth at a time
Uses System data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Secondary Systems Planning Team Meeting Agenda
• Number of students participating in check in check out
• Number of students responding• How do we support those not responding
( individualized features)
• Evaluate Check in Check out process
• New referrals
Interventions Check in/Check out(CICO)
Check in/Check outwith individual features
Behavior Pathway(Brief FBA/BIP)
StudentsParticipating
StudentsResponding
StudentsParticipating
StudentsResponding
Students participating
StudentsResponding
September
October
November
December
January
February
March
April
May
Total for Year
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: __________________________________ School Total Pop:________
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and
objects to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Check in check out individual features
• Who might these student be in your building?
• What would be the individual features.
• Design one Individualized Ch in Ch out
at your table.
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
Groups
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Sept. 1, 2009
UniversalTeam
Universal Support
Team Work Time
• Complete Model of Support specific to your school
Data Collection tool
Common Road Blocks
• Finding the right person to be the consistent CI/CO greeter.
• Entering data
• Teacher willingness to participate
• Keeping it simple and consistent
Team Work Time
• Guiding Questions 2-5
CI/CO Action Planning
• Complete CI/CO Self Assessment
*****Give yourselves permission to TAKE YOUR TIME and DO IT RIGHT!!!!!*****
Pilot Plan
Good Bye
-Looking at the Agenda
List what you have learned and feel ready to implement
-What do you still need?