Positive Behavioral Intervention and Supports Tier 2 Day

Positive Behavioral Intervention and Supports Tier 2 Day 4 Training

E 4—Where do we fit?

Model of Skill Relationships Student Response to Instruction and Classroom Environment Teaching and Learning Progression Classroom Instruction Interpersonal Academic Enablers Engagement Academic Skills Motivation Study Skills Academic Proficiency/ Mastery Understanding the essential link between the Common Core State Standards and direct behavioral instruction. Adapted from Diperna & Elliott, 2000; Elliott, Di. Perna & Shapiro, 2001

Training Expectations Be Safe • Watch for power cords • Keep belongings tidy to prevent trips • Share ideas for support Be Respectful • • Disconnect to connect Listen during presentation time Question to clarify Use Parking Lot when appropriate Be Engaged • • Participate fully with your team Use team time to complete tasks Listen to learn Adhere to training agenda

Continuum of Instructional & Positive Behavior Support TIER III Intensive Individualized Interventions: Systems for Students with High-Risk Behavior TIER II Targeted Group Interventions: Check In Check Out Other Tier 2 Options TIER I School-/Classroom. Wide Interventions: All Students, Staff, & Settings

Overview of Tier II PBIS Training Date Content Day 1 Solidify Tier I Practices Classroom and TIPS Extension Stop, Walk and Talk/Expect Respect—Bully Prevention Intervention Team Established Communication System for Tier I and Tier II Teams Day 2 Intervention Team Roles/Meeting Template Identifying Students for Tier II Menu of Tier II Interventions Identifying Community Supports Check In Check Out Introduction Day 3 Check in Check Out Roles Identified Check In Check Out Process Check in Check Out Communication System Day 4 Assess fidelity and outcomes in CICO Decision Rules Established Targeted Intervention Guide

Acknowledgments PBIS Technical Assistance Center Co Directors: Dr. Rob Horner, University of Oregon & Dr. George Sugai, University of Connecticut Celeste Rossetto-Dickey, University of Oregon Dr. Chris Borgmeier, Portland State University Dr. Cindy Anderson, West Virginia University Jessica Swain-Bradway, Midwest PBIS Network

Tools for the day PBIS Tier 2 Binder Tier 2 Day 4 Packet EGUSD PBIS Website http: //www. egusd. net/students- families/wellness/

Let’s have some fun! Everyone stand up! Please tell us your name and your position at your site…and then, please answer this question: If you had an unexpected free day, what would you like to do?

Training Objectives Review Tier 2 progress Proactive Evaluate CICO Use Intervention Checklist CICO implementation Fading/Modifications data for decision making Discuss Tier 2 Intervention Options

How’s it going? Review your Day 3 Action Plan Be prepared to share your progress…

Proactive Intervention

Proactive Teaching vs. Reactive Teaching Proactive Students provided with support to ensure they can perform the expected behavior. Repeatedly stating to a student what they are doing wrong. Opportunity to practice. Clear feedback. Reactive

Intervention Checklists

Guiding question Team task Use What kind of proactive intervention practices currently exist on your campus? Create your own site intervention list. TJMS sample Rutter sample

Check In Check Out (CICO) Troubleshooting

Common CICO Issues Brainstorm problem solving when… Student not making progress Parent doesn’t sign the card Student loses the card Student tears up the card Student doesn’t like the incentives Teacher doesn’t deliver CICO consistently and/or positively Teacher doesn’t understand CICO process

Analysis of why it’s not working… Set-up and Structure Materials & Processes Knowledge and Skills Motivation

Document 138 Use this form for the next activity

Set-up and Structure Materials & Processes Knowledge and Skills Motivation Usenot Document 138 withtickets Teacher has only been focusing Mentor has meetings in theare Student has been earning for Student is remembering Student’s your CICO point cards team to identify two checking in, butsolutions never has check won possible tolater each on the lost negative behaviors whenin morning, and can’t always to check in. often and then found scenario anything in the drawing. checking in with student. in student’s backpack.

Guiding question Team task What are some of your Use site specific CICO/Tier 2 Troubleshooting Intervention Issues? Guide to help determine possible solutions. ut o e r a h s o t Be ready ur o y d n a em one probl dea i g n i t o o h troubles Use Trouble. Shooting Worksheet (138 & 139)

Layers and Flavors of Interventions

Layering up: As student needs move up the triangle, we layer and adjust the supports accordingly. L AL L— AL L— AL Some L— AL Few Katie Conley PBIS Applications Training Team

Choose Your Flavor Within the same layer of support there are different flavors to fit the need Social Behavior Academic Behavior Katie Conley PBIS Applications Training Team

Start simple and build… “It is critical to start with a basic foundation and thoughtfully build in flavors and layers that fit within the larger system of tiered supports to ensure fidelity, efficiency, and effectiveness. ” Katie Conley PBIS Applications Training Team

Partial Responders

CICO-SISWEB Report: Daily Percent

Small Changes & “Layers” Progress Monitoring meetings Layers to the plan for Partial Responders should only take a couple of minutes Not an extensive discussion Menu of quick changes/layers Change CICO specialist Change incentives Change/individualize goals More frequent check-ins

Remember… CICO and other Tier 2 interventions should be easy & quick for teaching staff to implement For most students, the standard CICO card is recommended As need dictates, some students may need individualized CICO point cards See examples to follow

CICO Point Card 1: No time spent individualizing 3 -5 School Wide Rules listed here

CICO Point Card 2: Document 141 More Individualized Robbie Now we have added specific behaviors we are looking for here Oct. 14, 2014

CICO Point Card 3: Document 142 Now we have added More Individualized Goal Be Safe Period 1 specific behaviors we are looking for here Period 2 Period 3 Period 4 0 1 2 0 1 2 0 1 2 Use your words Use deep breathing Be Responsible Keep arm’s distance Use #2 voice Be Respectful Ask for breaks Self monitor with CICO card TOTAL

More Frequent Check-Ins: “CICO Hair Club for Kids” Document 143 • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals

Team Work Time Guiding question Team task What changes do you want Develop/capture your to develop to be ready for current menu of partial responders? program tweaks. Use Document 140, 141, 142, & 143 Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less than 2 minutes of discussion…. Having a “Ready to Go” menu of intervention options/ “tweaks” will make this as easy as possible.

Non-Responders: Layer Tier 2 Interventions OR Move to Tier 3?

Determine Function of Behavior Problem behavior serves a PURPOSE, such as… Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student finds unpleasant

Using Function of Behavior to Inform CICO Modifications Individual Student Planning Use information from the purpose of the student’s behavior to match student to appropriate version of CICO or alternate intervention

Modifying CICO: Peer Attention Provide peer attention for meeting expectations! Check in & out with a peer (CICO graduate/alumni club) rather than adult Earn incentives that provide rich opportunity for peer attention • Ex: Special lunch w/ 3 friends of your choice

Modifying CICO: Peer Attention Name: GOALS HAWK Report – Helping A Winning Kid Points received Date: Daily Goal _____ Daily goal reached? Yes No 8: 30 -10 Recess 10: 1511: 30 Lunch 1 II: 15 -1: 15 -3: 00 Be Safe 0 1 2 0 1 2 Be Respectful 0 12 0 1 2 0 1 2 Be Responsible 0 1 2 0 12 0 1 2 TOTAL “Hero Procedure”: Student earns a reward for the whole class 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

Modifying CICO: Escape Academic Task Explicitly teach an alternative/replacement behavior (i. e. , break requests) Promote self-management by teaching students to “keep track” of their breaks Establish & teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement

Breaks are Better Card Breaks are Better Sample Card = Document 144 Break are Better Manual = Document 145

What are some adaptations? Joaquin has been consistently receiving < 60% of his points for the last week • He likes peer attention more than attention from the teachers Hilda has been unsuccessful in CICO for the last 2 weeks • She is consistently losing points for not completing work & being off-task Andrew hasn’t been successful since starting CICO • He has difficulty staying in his seat and is impulsive • He has difficulty with his academic work and asks to leave class

Team Work Time Questions Use • Are students being successful on Your CICO data CICO? • Should you add any students to the CICO intervention? • Should any students have tweaks/revisions made to their CICO program? • What adaptations can you make for the specific students of concern?

Fading/Revising Check In Check Out

Monitoring • Some will “graduate” from the program • Some will require support on a continuing basis • Some will not respond & need more or something different Team uses data to monitor student progress Set up processes for: • Fading students off of the program • Escalating intensity of intervention • Maintain & monitor

Things Are Going Well… Now what? Increase student responsibility Transition to Self. Management/Self. Monitoring Program Gradually remove/fade components of • Less frequent check-ins the intervention • Less frequent rewards GOAL: Fade and then graduate students from supports Do so gradually, and support the transition

Transition to Self-Monitoring Student and teacher record separately Decide at what point you will graduate from entry of CICO data Use teacher record for CICOdata entry Compare records; reinforce accuracy Over time, compare less often Periodically reinforce accuracy Reinforce appropriate behavior only

Consider these students… Lucy has been on CICO for 4 months • She has earned 90% of points each week for the last 4 weeks Joe has been on self-monitoring/teacher check for 2 weeks • The scores were very similar the first week • Now, he is rating himself higher than the teachers are rating him Hannah has been checking in once in the morning and once in the afternoon for 3 weeks • Her scores have stayed between 90 -100%

After “Graduation” from CICO Continue to monitor student behavior through discipline referrals & teacher report Celebrate continued success • Monthly “Alumni Club” Lunch • Graduates train new CICO students • Create training videos

What made CICO work? WEIGHT LOSS EXAMPLE CICO EXAMPLE Points Diet Stress Weight Loss Meds Gym Home CICO Reward Adult Rel.

What could we continue? Points Home CICO Reward Adult attention

Team Discussion Time Questions Use What is your process for fading students from CICO? Your CICO data What evidence do you use as your rationale? What can you do to sustain the student’s success? Decision Rules Plan for “Exit/ Graduation Interview”

Data-Driven Decision Making Helping Students Succeed

Data FIDELITY DATA: OUTCOME DATA: Are we doing what we said we would do? Are the interventions helping students be successful? • Tier 2 Action Plan • PBIS Tiered Fidelity Inventory • # of students referred • # of student Turn and talk: Why is it important responding to collect and use fidelity • Data based and outcome data? decisions for fading/increasing interventions

Targeted Interventions Outcome Measures Individua l student reports Schoolwide reports Reviewed by the Tier 2 Coordinator Students needing plan revision addressed at Intervention Team meeting Reviewed by the Tier 2 Coordinator and Intervention Team Assess the effectiveness of the interventions

Tier 2 Fidelity Data (TFI 2. 12) Does the site implement Tier 2 supports as the research or curriculum intends? Formal fidelity “probe” taken each month by tier 2 team Brief observation of groups by coordinator Data obtained is used to refine Tier 2 supports

Team Discussion Time Questions Use Your CICO data How do you know if staff members are implementing CICO Fidelity or other Tier 2 interventions Checklist correctly? Brainstorm easy and efficient ways to assess.

CICO Data: Drilling Down with SISWEB reports

CICO Average Daily Points A B C D

Is Chris responding to the CICO Intervention? Individual Student Report

Individual Student Period Report Chris is meeting his goal in almost all periods, except period 1

Team Discussion Time Questions Use What other information would you Your CICO data want to know to assist Chris? What might you recommend if Chris were a student at your school?

Data from Other Interventions

What questions are we asking? What is the goal of the Tier 2 intervention? What are the behavioral outcomes desired? What are the academic outcomes desired? How can you evaluate progress toward these goals in an observable/measurable way?

Ways to assess interventions… Behavioral Academic Data Attendance Pre/Post Other Data surveys from students/staff ideas?

Review of Critical Features TFI 2. 6 Do the Tier 2 Interventions: Provide instruction or skill development? Provide additional structure or predictability? Provide increased opportunity for feedback (i. e. daily progress report)?

0/6 students at or above 80% in Anger Management % of Points Earned x Students on 6/7 students Tier II Interventions at or above 80% in CICO Anger Mgmt Group CICO CICO Anger Mgmt Group % of Points Earned Goal: 80% or higher 6 of 13 (46 %) students are responding to Tier II Interventions What action plan items would How about you suggest now? given this data? Students

Other ideas of assessment… Be Safe Be Responsible 1 2 3 4 5 6 2 1 2 2 2 0 0 1 2 1 -turned in Homework Be Respectful -on task, approp lang. Which is more helpful to determine student success in Homework Club? 2 0 1 1 2 1

Team Discussion Time Questions Use How are you monitoring your Tier Action Plan Document 108 2 interventions? Do you need to make any changes? Add any to your Action Plan, Intervention Fidelity Measures

Tier 2 Intervention Options

Strong Kids Curriculum

Second Step

New Referrals to Interventions Team The Tier 2 Coordinator and the Intervention Team Lead will focus discussion regarding adding new students to your Tier 2 Intervention Menu of possibilities.

Team Time Guiding question Team task What curriculum Identify curriculum would we like to possibilities for your site. build into our Tier 2 Interventions? How will you ensure that data is kept on your targeted interventions. Decide which document what you will use for Pre and Post testing. Use Document on Intervention Team Meeting Minutes. Look at potential pre and post surveys.

Tier 2 Intervention Inventory

Tier 2 Inventory Team Task: Document 137 Blank, or perhaps you have this saved already? Remember the Tier 2 Behavior Intervention Mapping Activity we did on Day 2? Tier II Intervention Check in Check out Strong Kids Group Capacity (# of students at 1 time? ) Who coordinates intervention? 20 Luke Describe students who would be good fit for intervention What data is used to evaluate student outcomes? CICO Points and Students with Office Referrals attention maintained low level externalizing behaviors How many students have been: Referred TBD Successful TBD Maintain, Revise or Discontinue TBD

Intervention Inventory Needs/Site Data: 1. High # of students with attention maintained behavior 2. High # of students with social difficulties 3. High # of students with academic and organization difficulties 4. High # of students experienced loss and GAP having difficulty coping y o D a h ou y n a ve ? s p ga

Document 106 GAP

Assessing Needs Example Tier II Intervention Define What is the problem? Analyze Why is it occurring? Implement What are we going to do? Evaluate Is the solution working? Group of students with grief issues Traumatic community event Grief Counseling Group (G) Pre/post student survey GAP

Team Time Guiding Question Team Task What Tier 2 interventions do we Complete Tier 2 currently have in place? What needs Intervention do these interventions meet? Inventory Use Document 137 Document 136 (filled in example) What does our school’s behavioral, List identified issues Document 106 attendance and academic data tell of need. Document 107 us about the needs of our students? • Do you have an intervention at school (S) to meet the need? • Is there one in the community (C)? • Can the family (F) provide the intervention? • Is there a gap (G)? (filled in Focus on Tier 2 only example)

Tier 2 Intervention Team Meeting Review

Processes Meeting every 2 weeks throughout the year to monitor progress Meeting Structure Are you using the Template? Decision Making Framework Kerri insert pics here

Team Discussion Time Questions Use • How are your intervention team meetings working? • What can you do to improve them? • How are you monitoring your Tier 2 interventions? • If you develop any ideas or additions, remember to add them to your Tier 2 action plan. Tier 2 Meeting Template Tier 2 Action Plan

Tasks to be completed Review and fill out Tier 2 Day 4 Action Plan

What’s Next?

Tier 3 PTR—Prevent, Teach, Reinforce

Questions, Comments and Evaluations

Thank you! Contact information: Diane Stevenson—ddsteven@egusd. net Holly Smallie—hsmallie@egusd. net Brian Patterson—bpatters@egusd. net Nancy Olson—nolson@egusd. net