JOIN THE CONVERSATION PBISLC 20 Actions to Ensure

JOIN THE CONVERSATION #PBISLC 20

Actions to Ensure an Efficient, Effective, and Equitable Tier 2 System Stephanie Dyer Mi. MTSS Technical Assistance Center sdyer@mimtss. org http: //mimtsstac. org Stephanie Skolasinski skolasinskis@wisconsinrticenter. org @Mamaskolly Rachel Denning denningr@wisconsinrticenter. org

Experiencing Audio or Connection Issues? Call in Via phone: 646 -558 -8656 Meeting ID: 995 8341 8483

We Want You To Get the Most Out of Your Virtual Conference Attendance CHAT: If you have any questions or issues during this session, please chat us! (The chat will not be delivered to all participants, only to the presenter and facilitator. )

We Want You To Get the Most Out of Your Virtual Conference Attendance BREAKOUT ROOMS: During the session, your host will place you into a breakout room. Click Join Breakout Room. An alert will display two minutes before a breakout room ends. When the breakout rooms close, you will be given the option to return to the main room immediately or in 60 seconds.

Please Complete a Brief Survey at the End of This Session The link for this session’s survey is on the last slide of this presentation.

An Equitable, Multi -Level System of Supports This session connects to: Continuum of Supports Systematic Implementation

Equity Connection If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Five Factors Resource If you see this icon on a slide, there is a specific connection to “Five Factors that Facilitate Sustained Implementation of a Culturally Responsive, Multi-level System of Support in Wisconsin. ” This resource can also be viewed on our website.

Session Outcomes • • Explain how an intervention grid provides an efficient, effective, and equitable tier 2 system Examine the components of the intervention grid Practice using an intervention grid to apply decision rules Develop a concrete next step toward development of a tier 2 intervention grid Specific assessment line items connected to this session’s content: SWPBIS Tiered Fidelity Inventory (TFI) TFI 2. 3: Screening TFI 2. 7: Practices matched to student need TFI 2. 12: Fidelity data

Tier 2 Tier 3 Centered Planning Complex FBA/BIP Brief Function-based Problem Solving Social/Academic Instructional Mentoring Modified Groups CICO First: Check in/Check out (CICO) Then, select one intervention on next level up Universal/Tier 1 Social, Emotional, and Behavioral General Education and Special Education

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 intervention features • Team driven

Anonymous Poll Question #1 How does your school currently make decisions about which students need tier 2 intervention and which intervention they get?

What is an Intervention Grid? The intervention grid provides an “at-a-glance” view of interventions accessible to students within the school. The grid outlines critical information for each intervention within a school and is used to match a student to an intervention. This information includes: • Description/purpose of the intervention • Entrance criteria • Permission • Progress monitoring guidelines • Decision rules Adapted from Lane & Oakes, Ci 3 T Model

Example Intervention Grid for Attendance Check-In Intervention Support ATTENDANCE CHECK-IN Description Function: Obtain adult attention Targets increasing attendance by establishing a relationship with an identified adult at school to increase positive interactions with student (obtain adult attention); student checks in with identified adult before the start of the school day. Designed for students who will not come to school and not for students with medical or other needs that prevent him/her from attending school. Entrance Criteria Attendance: Students with four or more absences within a 6 -week marking period Permission forms will be sent home by the classroom teacher Progress Monitoring Data Student: Daily attendance Implementation Fidelity: Assigned “Check-In” staff will complete the selfassessment fidelity checklist weekly Maintain: If data for fading or altering the intervention are not met, continue monitoring and reviewing progress Decision Rules Fade: One 6 -week marking period with no more than 2 absences Alter: More than 1 absence in a month

Efficient, Effective, Equitable Access Through developing and using an intervention grid, we can empower out teams to make: Effective decisions – matching students to intervention based on their identified need(s) in critical skill area(s) Efficient decisions – quickly matching students to the right intervention at the right place in the intervention in order to maximize time and outcomes Equitable decisions – all students will have access to interventions because all staff will know what is available, how entrance criteria is applied, and how to match a student to an intervention

Entrance Criteria provide guidance to help teachers, staff and/or families determine when an intervention may be appropriate for a student Entrance Criteria clearly identify data points that indicate when a student may benefit from the intervention to support efficient and equitable access to intervention supports

Example Entrance Criteria Intervention Attendance Check-In Support Entrance Criteria Attendance: Students with four or more absences within a 6 -week marking period AND Moderate or high risk on internalizing or externalizing scale of the Student Risk Screening Scale

Possible Data Sources for Entrance Criteria • Attendance • Visits to the nurse’s or counselor’s office • Time out of classroom • Discipline referrals (types, number) • Course completion • Screening data (i. e. , Student Risk Screening Scale) • Lack of response to other interventions • Percentage of incomplete assignments • Nominations?

“I Do” – Use of Intervention Grid Lisa is a third-grade student at Anywhere Elementary. During the Winter Student Risk Screening Scale screening, Lisa was identified as a student at moderate risk based on the SRSS internalizing scale. In addition, Lisa has had three discipline referrals in the last 6 weeks for disrespect in a variety of settings. The perceived motivation for all of the referrals was adult attention.

Practice in Breakout Rooms 7 minutes Download the document “Practice Intervention Grid” from link in chat or app. With your breakout group, use the intervention descriptions and the entrance criteria to determine which intervention would be the best fit for Leonard and for Xander.

Progress Monitoring Guidelines Two considerations for this intervention grid component: 1. Clearly identifies what data will be used to monitor the progress of a student in the intervention 2. Clearly identifies the data that will be used to monitor the fidelity of implementation of the intervention

Example Progress Monitoring Guidelines Intervention Check-In, Check-Out Support Progress Monitoring Guidelines Fidelity Data: CICO checklist daily until 90% fidelity is reached, then weekly Student Data: • Daily progress reports (point cards) collected by CICO facilitator and viewed by parent/guardian • Data are graphed using CICO-SWIS at least 2 times per week; reviewed by CICO Coordinator every 2 weeks

Anonymous Poll Question #2 To what extent are progress monitoring guidelines for both student progress monitoring data and fidelity data collection defined for each of your interventions?

Decision Rules Progress monitoring data are used to inform instructional decisions. Your team should define the data patterns that would prompt decisions in order to ensure your intervention system is efficient, effective, and equitable Decision rules for: • Maintaining • Altering • Fading

“I Do” – Use of Decision Rules Fade: 4 weeks of data; 4 or more days a week goal was met at 80% or higher Alter: • If 3 or more consecutive data points are below the goal line after student has reached the goal line and fidelity is verified • If progress on trend line indicates that student will take more than 3 weeks before reaching goal line & fidelity is verified • If after two weeks, the gap between the goal line and the trend line widens despite implementation with fidelity Maintain: Criteria for fading or altering the intervention have not been met

Fade: 4 weeks of data; 4 or more days a week goal was met at 80% or higher Alter: Any of the three conditions— If 3 or more consecutive data points are below the goal line after student has reached the goal line and fidelity is verified If progress on trend line indicates that student will take more than 3 weeks before reaching goal line & fidelity is verified If after two weeks, the gap between the goal line and the trend line widens despite implementation with fidelity Maintain: Criteria for fading or altering the intervention have not been met

“You Do” – Practice Applying Decision Rules What would your next steps for Jo. Ann be based on our team’s decision rules?

Fade: 4 weeks of data; 4 or more days a week goal was met at 80% or higher Alter: Any of the three conditions — If 3 or more consecutive data points are below the goal line after student has reached the goal line and fidelity is verified If progress on trend line indicates that student will take more than 3 weeks before reaching goal line & fidelity is verified If after two weeks, the gap between the goal line and the trend line widens despite implementation with fidelity 90 seconds Maintain: Criteria for fading or altering the intervention have not been met

Anonymous Poll Question #3 What are your next steps for Jo. Ann?

Efficient, Effective, Equitable Access Through developing and using an intervention grid, we can empower out teams to make: Effective decisions – matching students to intervention based on their identified need(s) in critical skill area(s) Efficient decisions – quickly matching students to the right intervention at the right place in the intervention in order to maximize time and outcomes Equitable decisions – all students will have access to interventions because all staff will know what is available, how entrance criteria is applied, and how to match a student to an intervention

Return to Breakout Rooms 7 minutes 1. Briefly discuss how the intervention grid allows effective, efficient, and equitable decisions to be made 2. Determine and share with your group a concrete next step toward development of a tier 2 intervention grid in your district or school

Please Complete the Survey and Tell Us What You Thought of This Session https: //bit. ly/3 DUDH 4 N

Resources CICO Fidelity Checklist Student Risk Screening Scale (SRSS) - Internalizing & Externalizing More on applying decision rules from Mi. MTSS TA Center: • CICO Decision Rules Video • CICO Decision Rules Document