Tier 2 Systems & Interventions

1. Tier 2 Systems & Interventions Julie Nadrchal Carol Riedesel-Bauer

2. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 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

3. Readiness for Tier 2 • School-wide universal behavioral framework • All staff & students have a shared understanding of the behavior expectations in all the school environments • Consistent use of school-wide data for making decisions • Evidence of a system for tracking minor behavioral violation • Support from your administration

4. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

5. Main Messages/Stages: Tier 2 Interventions • Systems • Data • Assessment/Referral • Brief Functional Assessment • Interventions • Progress Monitoring

6. Where to Begin… • Create a system that includes • A set of readily available interventions • Develops interventions • Provides information & support for interventions • A process to identify “at-risk” students • Data decision rules • Teacher nomination • Universal screening instrument • A procedure for matching interventions according to student need • A method for monitoring progress that uses objective data

7. Who should be on the team? • Administrator • Counselor • Special Education Teacher • Reading Teacher • Someone with behavior/FBA background • Coordinator for each targeted intervention

8. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

9. Critical Features • Continuously available • Rapid access to intervention • Very low effort by teachers • Consistent with schoolwide expectations • Implemented by all staff/faculty • Function Based • Student chooses to participate • Continuous monitoring

10. Evidence Based Tier 2 Interventions • Check-in and Check-out • Check and Connect • Social Skills Club/Groups • Newcomer’s Club • Organizational Skills • Academic Support • Homework Support • Simple Function Based Behavior Plans

11. Tier 2 Systems DATA *ODR *Suspension *Detention *Minors *Intervention data SYSTEM PRACTICES *Structure *Classroom team meeting management *Bi-monthly *CICO meeting *Check & Connect *Nomination *Social Skill Training process *Organizational *Intervention skills Coordinators *Homework Club *Progress *Newcomers Club monitoring

12. Developing a Tier 2 Intervention • Link intervention to assessment information • Define the problem behavior or area of concern (observable and measurable) • What school-wide assessment data indicate this targeted intervention is necessary? • What is the measureable goal (desired outcome) of this intervention? • What evidence based strategy will address the goal (either pre-packaged or designed)?

13. Developing a Tier 2 Intervention • Student Identification • What data will be used it identify individual students (e.g. data decision rule)/ • Identify process for staff or parents to nominate a student for intervention • Identify process to notify parents

14. Developing Tier 2 Intervention • Monitor Student Performance • How will baseline be measured? • What assessment criteria is used to determine if this intervention is appropriate for a student? • How will progress be monitored?

15. Developing Tier 2 Intervention • Outline Intervention Procedures • Essential components listed to attain goals of intervention • Implementation • Coordinator identified • Data system developed • Training provided for implementers/staff • Technical assistance provided for implementers

16. Tier 2 Meeting • Team meets regularly (2X’s per month) • Screening • Matching • Progress Monitoring • Tracking Fidelity_

17. Sample Agenda Form Tier 2 Team Meeting Agenda Date:____________ Note Taker:___________ Team Members Present:___________________________ List of Priority Students: 1) Discuss Priority Students- progress monitoring data 2) Discuss New Referrals-screening- match to the correct intervention 3) Evaluate effectiveness of tier 2 interventions- fidelity

18. Fidelity Check of Tier 2 Interventions • Monthly check to determine the students that are receiving tier 2 intervention. • Determine the number of students that are responding to the intervention. • Average of 80% of the points and no referals

19. Use of tier 2/3 tracking tool • Catalyst for changing conversations • Teams will………… • have definitions for “responding to intervention” eg. 80% and no office referrals • Examine data in aggregate (# of students receiving intervention compared to # of students responding). Helps teams focus on the system. • Creates rules for fading and increasing help BAT: Section B Question 6

20. Tracking tool reviewed monthly to determine fidelity of the interventions • BAT: Section B Question 6

21. Remember • Tier 2 interventions do not occur in isolation. • Adults in the building need to be active participants in the interventions. • Everyone should be aware of which students are involved with targeted interventions. • What skill are they working on? • What am I to do if they are engaged in misbehavior? • What am I to do if they are engaged in appropriate behaviors?

22. Action Steps • Discuss First: • Who will be the members of the tier 2 team? • When will you meet? • What data decision-making rules will be used to screen students? • What tools will you use to match the student need to the intervention? • Later: • What Tier 2 interventions will we put in place? • How will we prepare our staff? Students? Families? • What tool will we use to progress monitor? • What tools will we use to track the interventions for fidelity?

23. Check-in & Check-out (CICO)

24. Who? APPROPRIATE • Low-level problem behavior (not severe) • 3-7 referrals • Behavior occurs across multiple locations • Examples • talking out • minor disruption • work completion Indicators for more intensive intervention • Serious or violent behaviors/ infractions • Extreme chronic behavior (8-10+ referrals) • Require more intensive/ individualized support • Functional assessment • Wrap-around services

25. Critical Features of CICO • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional assessment • Adequate resources allocated (admin, team) • Continuous monitoring for decision making • Transition to self-management • Family Component

26. Critical features • Generic daily report card • Generic goal • Target students are mild at risk students • Behavioral Priming/ Behavioral Momentum • Start school off positively • Start each class off positively • Predictability • Self-management • Data-based decision-making BAT: Section F Question 22

27. Contract/Agreement • Agreement to succeed • Student: Student chooses to participate • Parent • CICO coordinator • Teachers • Contract may be written or verbal • Better if written

28. Teach students • Explain how CICO works • Teach students how to take corrective feedback before starting ahead of time • Reinforce when accepting negative feedback • Pre-correct • Prompt BAT: Section F Question 21, 22

29. Teach Parents • Parent orientation documented • Teach parents to give positive feedback • Should not be a punishment • Consistent feedback given to parents • Research indicates that it works even when you have tried and have limited parent involvement

30. Train Team • Document team training • Who will be on your tier 2 team? Are all members at this training? • Keep this in mind when team membership changes • The goal is to have at least 50% of team trained on CICO

31. Teach all staff • Teach staff about core features of CICO • Share the video • Teach/ model and practice giving corrective feedback • Should not be a nag session • Share data with staff quarterly –update status • Document materials / process BAT: Section C Question 9

32. How do we implement? • Buy-in for staff/ students • Give CICO program a high profile in your school, involve referring teachers collaboratively, provide regular feedback to staff, students, families • CICO Routine • Do students CI and CO in different places or same, do students come early or leave last class early? Determine location • Develop a CICO manual

33. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data for Decision Making Morning Check-In Parent Feedback Regular Teacher Feedback Biweekly Meeting to Assess Student Progress Afternoon Check-Out Revise Program Graduate Program

34. CICO Coordinator • Take care of CICO requests for assistance • Lead morning check-in/ afternoon check-out • Enter CICO data on spreadsheet – daily • Organize and maintain records • Create graphs for CICO/ tier 2 meetings • Gather supplemental information for CICO meetings • Prioritize CICO students for team meetings • Lead CICO meetings

35. Characteristics of an Effective CICO Coordinator • Flexibility within job responsibility (e.g., educational assistant/paraprofessional) • Positive and enthusiastic • Someone the students enjoy and trust • Organized and dependable • Works at school every day

36. Designing DPR • Same card for all tier 2 interventions • Use expectations • Age appropriate • Positively stated • Teacher friendly (circling versus writing and place for initials) • Consistent expectations versus individual

37. BAT: Section F Questions 23, 28

38. Daily Progress Report BAT: Section F Questions 23, 28

39. Using Data from DPR • Data from the DPR is entered into a graphing program • Team reviews individual student graphs to determine progress • Team develops decision-making rule for responding (eg. 80% 4 of 5 days and no office referrals over 4-6 weeks)

40. Manual on How to Implement the CICO • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

41. Check & Connect • Requires specific training • AEA 8 will have trainers on Check & Connect late Fall of 2014

42. Organizational Check-up • Purpose: to facilitate student organization and promote student ability to sort and store paperwork, identify assigned homework, and locate completed assignment when they are due • Essential features: consistent monitoring and routine check-ups, adherence to checklists and tracking forms and frequent reinforcement • For whom is the intervention appropriate? Students who turn in homework assignments and projects less than an average of 90% of time across classes.

43. Organizational Check-up • Goal of intervention • The student will be able to maintain organization of his/her binder, book bag, and locker without prompting and/or behavioral contingencies in place. • Each student receives organized binder • Assignment notebook (daily planner) in front • Homework folder • Subject folder for each class

44. Procedures for Measuring Outcomes • Baseline: Organizational Checklist: • Put the date at the top of the column and proceed down the list checking for each criterion • For each item, write a Y (for Yes) if the student meets the criterion fully or an N (for No) if the student does not meet the criterion fully. • After checking items, follow the direction the percentage for each area. • Check-in with the student at least once each week.

45. Intervention Procedures • First meeting: • Assess blinder, bag and locker organization • Organize unorganized belongings • Weekly Check-in: • Complete the organizational checklist • Self-Monitoring: • Student meets criterion for three checks • Student completes the organizational checklist on their own • Reduce frequency of checks to once every other week, and then once each month

46. Social/Academic Groups Interventions

47. Targeting Specific Social Skills for Training • Determine specific social skill deficits • Identify competing problems behaviors • Evaluate social validity of targeted social skills (significance, acceptability, importance)

48. Classification of Social Skills • Five Broad Dimensions • Peer relations (e.g. complimenting others, offering help, inviting peers to play) • Self-management skills (e.g. controlling temper, following rules, compromising) • Academic skills (e.g. completing work independently, listening to teacher directing, producing acceptable quality work) • Compliance skills (e.g. following directions, following rules, and using time appropriately) • Assertion skills (e.g. initiating conversation, acknowledging compliments, inviting peers to play)

49. Evidence Based Social Skill Programs • Social Skills Improvement System (SSIS) • Early elementary; Upper elementary/middle • Elliot & Gresham, 2008 • Screening (student/parent/teacher), integrity measures, student booklets, video clips, skill step cue cards, parent communication forms • Classwide Social Skills, Small Group

50. Evidence Based Social Skills Programs • Second Step • Pre-K through middle school • Committee for Children • Self-regulation and problem solving. Pre-teach in small group before teaching to whole class • Skillstreaming • Early childhood-Adolescent • Goldstein & McGinnis, 2005 • Five skill groups: Classroom Survival Skills, Friendship-Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress