Lincoln School District August 28, 2014

1. Lincoln School District August 28, 2014 A Follow-up to Building PBIS Tier 2/Secondary Systems of Support Lucille Eber, Susan Barrett, Center on PBIS www.pbis.org

2. Today’s Agenda • 8:15 Quick Review • 8:45 Teaming Activity-Systems • 9:05 Practices-Logistics of CICO • 9:15 Engaging Staff-Activity • 9:45 BREAK • 10:00 Referral System • 10:20 Data-Activity • 10:45 Action Plan • 11:00 Adjourn

3. Today’s Agenda • 1:00 Quick Review • 1:30 Teaming Activity-Systems • 1:50 Practices-Logistics of CICO • 2:00 Engaging Staff-Activity • 2:30 BREAK • 2:45 Referral System • 3:05 Data-Activity • 3:30 Action Plan • 3:45 Adjourn

4. How are the Tier I and Tier II services operated as a coherent whole? • Universal screening • Data-based decision making and problem solving • Continuous progress monitoring, focus on successful student outcomes • Continuum of evidence-based interventions • Core curriculum is provided for all students • Modification of this core is arranged for students who are identified as nonresponsive • Specialized and intensive curriculum for students with intensive needs)

5. ٭ PBIS Equal Priority for Social Competence & Academic Achievement Supporting Staff Behavior- Staff will require support! Supporting Decision Making- Screening, Monitoring, Adjusting at Student and System level OUTCOMES DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Teaching and Supporting Student Social and Academic Behavior

6. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

7. Let’s do the Math… 1) What is your total building population? 2) What would 5% of your building population be? What would 15% be? Consider these two numbers for a range of students who should be receiving Secondary Interventions 3) What would 1% of your building population be? 5%? Consider these two numbers for a range of students who should be receiving Tertiary Interventions. 4) Using these calculations, what are the potential number of students your building could be serving at each Tier 2 and Tier 3 intervention?

8. Why do you want 7-12% on CICO? • PoI states 5-7% of students in simple secondary (CICO & SAIG Groups with ind. features) and here are some reasons why…. • Students in the past who would have gotten nothing (‘til they ‘got worse”) now get a positive boost of support • All teachers will expect that every day they will have kids cross their threshold who need higher rate of positive contact • Quicker/easier to support kids who need Tier 3 • Structure to build transference and generalizing from Social Skills instructional groups and function-based behavior plans

9. How are students identified as needing Tier II supports? • Universal Screening using existing data sources • SWIS (use of ‘minors’) • attendance, nurse visits, grades • Teacher Nomination/Referral process taught by coach/principal/team leader to all staff • Parent referral or self-referral

10. Check-in-Check-out (CICO) • Merely an extension of Tier 1 • Some get high frequency scheduled positive contact with adults • Low effort for teacher if built on Tier 1 • Need to have 7-12% accessing if it is to come to be a routine in your school(s) • If you only have 1-2% on CICO, those are likely to be kids who need more….

11. Tier 2: Check In Check Out • High frequency, scheduled positive contact between adult and student • AM and PM check in and out with hourly feedback using a Daily Progress Report (SWIS) • “Generic” greeters and classroom teachers implement for most (5-10%) • A small percent may need unique features added • direct instruction, higher frequency, unique adult

12. Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. CICO Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

13. SAIG Problem Solving Skills Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. Same card is used for ALL students in this Problem Solving Skills Group Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

14. SAIG Academic Behavior Skills Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. Walk to classKeep hands to self Same card is used for ALL students in this Academic Behavior Skills Group Be on time Raise hand to speak Bring materials Fill out assignment notebook Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

15. CICO: Core Features • 1. Coordinator and Team Identified • 2. CICO Routine Established • 3. Daily Progress Report in place and staff are trained to use and deliver feedback • 4. Student Identification in place • 5. Student Participation and Training in place • 6. Family participation and Training in place • 7. Data Monitoring System in place • 8. Evaluation System in place.

16. Coordinator vs. Facilitator Coordinator • Organizes and/or oversees the specific interventions such as CICO, S/AIG & Group with Individual Features • Roles include: scheduling meetings, review & collect data to share during team meetings, etc… Facilitator • Directly provides intervention support services to youth/families • Roles include: meeting with students for CICO, running groups

17. 1. CICO Team has Administrative Support • Administrator willing to dedicate minutes to: • Identifying team members • Attending meetings • Blocking out time for coordination, team planning, staff meeting time for training and updates

18. Teaming

19. 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

20. 3-Tiered System of Support Necessary Conversations Family and community Family and community Family and community Community 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 with family; 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

21. Who will serve on Tier 2 Team • Focus on Role and Function of team before you select… • Team Composition: Tier II (or combined Tier II/III) teamincludes a Tier II systems coordinator and individuals able to provide (1) applied behavioral expertise, (2) administrative authority, (3) knowledge of students, and (4) knowledge about operation of school across grade levels and programs.

22. Role of Team • Progress Monitoring (Student and System Level) • Screening, Progress Monitoring, Data Sharing • Request for Assistance, Staff Training • Ensure Tier II Features in Place • Tier II interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., Daily Progress Report). • Match to student need

23. Teaming at Tier 2 • Secondary Systems Planning ‘conversation’ • Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports • Review data to make decisions on improvements to the interventions • Individual students are NOT discussed • Problem Solving Team ‘conversation’ • Develops plans for one student at a time • Every school has this type of meeting • Teachers and family are typically invited

24. Secondary Systems Team RolesMeet at least monthly for maximum of 1 hour • Team Leader: responsible for agenda & facilitation of meeting • Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) • Data manager- Accepts new referrals for Tier 2 support, Gathers additional data if needed, Presents intervention information during team meeting, Helps team summarize information to make intervention decision • Administrator Supports process by attending meetings, reallocating resources (time and staff) and communicating with faculty and school community about the program • Action Plan Recorder: a.k.a. note taker • Time Keeper: keeps team on topic and manages time per topic • Family Representative: provide family voice on modifying interventions, need for additional interventions, and improving family involvement with interventions • Intervention Facilitator: ( CICO) Adult who checks students in and out in the morning and afternoon

25. Tier 2 Action Planner • Pages 1,3,4

26. Practices

27. Check-in/Check-outRelatively easy & quick to implement for up to 5-15% of all students. Description: • Each adult volunteer checks in and out with 10-20 students • The intervention is the same for all youth • Same check in and out time • School-wide behavioral expectations as goals • Goals are same for all students • Rating is the same for all students • Same Daily Progress Report (DPR)

28. Targeted Groups for CICO • New students entering building mid-year (like orientation to the building) • Children with low-level problem behavior (identified by # of ODRs, teacher referral based on classroom management charts, etc.) • Children who are internalizers (identified by visits to nurses office, sits alone at lunch, etc.) • As part of a more complex/individualized plan for a youth (as one layer of intervention)

29. Morning Check-in • Student comes to coordinator • Coordinator • Reviews home note • Gives point card • Reviews expectations • Sets positive tone • Provides missing materials if needed Morning check-in Parent feedback Regular teacher feedback Afternoon check-out • Afternoon check-out • Student comes to coordinator • Coordinator • Reviews point card • Provides feedback/acknowledgements • Prepares home report • Records points for day • Teacher Feedback • Set schedule for feedback • Student gives card to teacher at start of class • End of class • Teacher provides points based on behavioral expectations • Provides verbal positive feedback • Parent Feedback • Parent report goes home • Parents provide positive/ neutral feedback • Parents sign report

30. Request for Assistance • Data (Academic and Behavior) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Student Recommended for CICO Morning check-in Parent feedback Regular teacher feedback Afternoon check-out

31. Request for Assistance • Data (Academic and Behavior) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Morning check-in Parent feedback Regular teacher feedback Bi-weekly coordination meeting to assess student progress Afternoon check-out Revise program Student Recommended for CICO CICO Coordinator summarizes data for decision making Exit program

32. Expected Outcomes • Quick access to simple intervention • Gather data across day • Increase access and support from staff • Generalize and maintain new skill across settings • Increase attendance, work completion, instructional time, • Decrease problem events ****REMEMBER ALL Behavior is learned, serves purpose- Try to determine the payoff!

33. Role of Staff • Student walks in with Instructional Support Card…this is the prompt for teacher • Positive first contact • Quick Pre-correct • Engineered successful opportunities (planned activity, special assignment) • Use of signals • Generalize and maintain new skills • Quick conference • Increase ratio of feedback

34. I. Staff Training Considerations: Will staff be trained all at once or in increments? How will team get initial buy in? How will staff provide feedback? (Remind 101) How will impact be shared with staff, school system and community? What is the plan for teaching new staff, substitutes?

35. Training Teachers on CICO System In-service on the “spirit” of program • supportive, not punitive • provides students with immediate feedback on behavior (type of statements, what the ratings mean, examples of feedback) • follow-up forum to express any concerns; answer questions • individual coaching • boosters needed at least yearly

36. Development of Data-Based Decision Rules All staff need to know how students are eligible for the intervention. (think about sports eligibility criteria) All staff need to know how progress is monitored. All staff need to know how students exit the intervention.

37. Request for Assistance Form Developed • Everyone is informed about intervention and referral procedure!! • Referral Procedures- What does the form look like? Who gets the form once completed? • Nurse or Counselor referral • Teacher Referral • Parent Referral

38. CICO Routine Considerations: Do students check in and out at different places? Or same place? Do students need to come early and leave last class early? Develop Name, manual with teacher expectations http://www.youtube.com/watch?v=f8Jhy_LxWDk

39. Daily Progress Report (DPR)and System Considerations: *Caution with Using “Behavior Card” or “Behavior Plan” Instructional Support Card * Up to 10 check in periods * Up to 5 expectations * A three point rating scale

40. Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. CICO Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

41. Using the Daily Progress Report: Staff Training • Determine rules for use • Teach Script for providing feedback

42. Activity • Benefits to teachers • Challenges to implementation • Practice introducing and teaching CICO to your faculty

43. Break

44. Examine current conditionusing Guiding Questions • How are students identified as in need of Simple Tier 2/Secondary Interventions (by data-based decision-rule/s, teacher request for assistance and/or universal screening)?

45. Data-Based Decision-Making 1) Student outcome data is used to:

46. Data Used to Identify Students in Need of a Simple Secondary Intervention Student outcome data serve as Natural Data Screeners: • Office Discipline Referrals • Suspensions • Attendance • Tardies • Universal Screeners (SSBD, BESS etc.) • Requests for Assistance made by teachers, family members and/or students

48. Data-Based Decision-Making 2) Intervention Integrity or Process Data is used:

49. Request for Assistance Tools • Use data to identify students for direct entrance into Tier 2 • AND have the opportunity for families and staff to recommend students for Tier 2.