Tier 2 Systems Capacity

1. Tier 2 Systems Capacity Susan Barrett Michele Capio

2. The Challenge • Bumping into existing structures that are guided by procedural safeguards…. • Problem Solving Team focus on one student at a time • District Support: Make or Break • Data Collection System designed around district needs

3. Parallel Construction Across Tiers

4. Lessons Learned CICOserves as opportunity to install critical systems features required for advanced tiers • Resource: CICO Training

5. What are the Systems Features ? Outcome: How is the practice linked to overall outcome outlined in your school improvement plan? Selection of Core curriculum Systems/Process: Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team) What are roles and responsibilities of each team? Communication: How do your academic and behavior teams communicate with each other ? Provide summaries to entire staff? RFA processHow do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place? Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities? What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching) Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

6. Daily Progress Report consistent with SW Expectations CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

7. Sample: Daily Progress Report for GROUP Intervention PBIS Illinois Network Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

8. Sample: Daily Progress ReportBehavior Intervention Plan

10. Check-in Check-out EmbeddedWithin SWIS

11. Tier 2 Team Team Authority: Tier II planning team meets at least monthly and uses implementation fidelity and student outcome data to manage small group, strategic support systems. Team Composition: Tier II planning team includes individuals able to provide (1) Tier II systems coordination (2) applied behavioral expertise, (3) administrative authority, (4) knowledge of students, and (5) knowledge about operation of school.

12. Tier 2 Team Problem Solving Team has a shift in role From focusing on individual student planning to a systems planning team that (a.)develops an advanced tier process in the school, (b) provides information, modeling, feedback, support and recognition for staff who implement Tier 2 interventions, (c) monitors effectiveness for students receiving CICO, CICO plus academic or social instructional groups and (d) reviews data in aggregate. • Resource: Illinois Intervention Tracking Tool and Guiding Questions

13. Teaming FunctionsBuy in that leads to changeWhat are the necessary conversations? Secondary Systems Planning ‘conversation’ • Monitors effectiveness of CICO, Social Academic Instructional Group, Mentoring, and Brief FBA/BIP supports • Review data in aggregate to make decisions on improvements to the interventions themselves • Students are NOT discussed Problem Solving Team (‘conversation’) • Develops & monitors plans for one student at a time • Every school has this type of meeting • Teachers and family are typically invited

14. Level of Use • Team has written process to track proportion of students participating in Tier II supports, and proportion of these students who are successful (meeting defined goals). • At least 5% of students are receiving Tier II interventions with at least 70% experiencing success (per defined goals)

15. Tier 2/3 Tracking Tool • Structured to follow 6 levels/types of interventions from Secondary through Tertiary • Increases accountability • Schools have to count # of kids in interventions • Data-based decision-rules are necessary (Identify, Progress-monitor, Exit) • Must define ‘response’ to each intervention type/level • Shows % of kids who responded to each intervention • …..the tool assesses the success rate, or effectiveness of the interventions themselves • Connects each level of intervention to the next level

18. Team: RFA • Request for Assistance: Tier II planning team uses written request for assistance process that is available to all teaching and support staff, families, and students. • Communication and Visibility

19. Team: Screening • Tier II planning team uses decision rules and data (e.g., discipline referrals, academic progress, instructional time, physical condition, absences, teacher/family/student nominations) to identify students who require Tier II supports.

20. Student identification process in place at Tier 1 • Decision Rules for getting access to T2/3 supports is in place • Staff and Families are informed about how to get access to supports • Request for Assistance in place • Office referral form includes, name, date, time, location, problem behavior, possible motivation, referring staff, and is used as a screening tool • Resource: Time out of class form, decision rules, student activity list

22. Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then we can prevent it from happening) • Youth has 2 Major ODRs • Youth has 1 Suspension • Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences • Youth drops GPA by more than ?? • Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework • Attendance (look at predictors for drop-out and school completion) • Admin Referral • Teacher/Staff Referral • Family Referral • Other:

24. Formal Process to Teach Staff • Written process for teaching all staff all aspects of intervention delivery including request for assistance process, using progress report as an instructional prompt, delivering feedback and monitoring progress

25. Practice Match to Need • Formal process in place to select evidence-based practices that match student need, and are developmentally and culturally appropriate

26. U-46 at a Glance Enrollment: Total school enrollment 40,570 54.8% Low Income 97 languages spoken in U-46 homes Facilities: 40 Elementary Schools (PreK-6) 8 Middle Schools (7-8) + 1 Alternative Middle School 5 High Schools + 2 Alternative High Schools 2 Early Childhood Centers Communities Served: 11 communities 3 counties (Cook, DuPage, Kane)

27. SD U-46 Student Profile Based on School Report Card 2012

28. Do we have to add another thing?

29. Tier 2 Systems Development 2008-2013 • Started with 4 pilot sites (39 current sites) • 5 middle schools, 2 high schools, 1 alternative high school • External Coach designated FTE for Tier 2 • District Leadership Team with Tier 2 focus • Team-based approach (with administrator) • Training Plan based on school needs • Tier 1 coaching and support continues

30. 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

31. 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

33. Secondary Systems Team Roles • 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”) • Action Plan Recorder:a.k.a. note taker • Time Keeper: • CICO Facilitator:adult who checks students in and out in the morning and afternoon

34. 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 etc.) • As part of a more complex/individualized plan for a youth (as one layer of intervention)

35. Data-Based Decision-Rules: Sample to Consider a) Identification for CICO: • Youth is identified by Universal Screener or has 2 or more ODRs. b) Progress-monitoring: • DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students). c) Exiting/transitioning: • Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

36. Types of Student Outcome Data used to progress monitoring and assess for transition… • Points earned on Daily Progress Report (DPR) • Reduction in ODRs • Attendance improvement • Reduction in In School Suspensions • Reduction in Out of School Suspensions • Improvement in grades • Reduction of tardies

37. Standard for all students? • 3 point rating scale? • No more than ten check in periods? CICO Record Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Comments:

38. Standard for all students? • 3 point rating scale? • No more than ten check in periods? Too individualized

39. Student Recommended for CICO-SWIS Check In Check Out (CICO-SWIS) CICO-SWIS is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Secondary Team Assesses System & Student Progress Afternoon Check-out Revise Program Exit Program

40. …more CICO Coaching Tips Tier 2 Systems information and should be shared with and understood well by all staff All staff should be informed on a regular basis of Tier 2 systems Intervention Integrity Data The Guiding Questions becomes, over time as it is completed, a program description for Tier 2 systems and interventions for each building Tier 2 Systems Team makes sure there is ongoing communication with Universal Team and vice versa

41. Student Orientation… • for all youth about intervention...'some kids may have a card sometimes‘ • for kids on intervention • Who, what, when, where • Precorrect: Teach students what to do when they disagree with a score • for youth who become CICO mentors/facilitators

42. Family Orientation… • all families...what is CICO • Inform during registration process • Address at open house, through newsletters, newspaper and other… • families of kids on CICO...process for explaining/consent • Best if phone call is made directly to family • Followed by letter • Consent: check with your district’s decision makers

43. Nature Ridge Elementary PBIS Positive Behavior Interventions and Supports Check In-Check Out is … a positive approach to checking in with students as they arrive and before they leave school each day. Students are selected to be in a check in – check out group to help support the behavioral choices they make throughout their day in school and to build positive relationships with an adult at school. Check In-Check Out isnot… a disciplinary or negative response to student behavior. Your child, ______________________ has been selected to participate in a Check In – Check Out group. He/she will be checking in everyday at the beginning of each day and again before going home at the end of the day. We ask that you as a parent/guardian be an active part of our Check In-Check Out process. Your child will bring home a daily goal sheet for you to see. Please praise your child and recognize those positive choices he/she made regarding behavior and remind him/her on how to make better choices when goals were not met. The adult that your child will be checking in with is: _______________________________ If you would like more information on PBIS or Check In – Check Out please contact: Ms. Smith; Principal Nature Ridge Elementary Following the Wolf Pack means we are: SAFE RESPECTFUL RESPONSIBLE

44. Illinois Social Emotional Standards Develop an awareness of personal identity & positive self-concept. Exhibit persistence and creativity in seeking solutions to problems. Use appropriate communication skills when expressing needs, wants and feelings. Demonstrate respect & responsibility for self and others. Begin to understand and follow rules. Manage transitions and begin adapt to change in routines. Show empathy and caring for others. Use the classroom environment purposefully & respectfully. Perform effectively as a member of a group. Begin to share materials & experiences & take turns. Respect the rights of self and others. Develop relationships with children and adults. OurWolf Pact BEING SAFE BEING RESPECTFUL BEING RESPONSIBLE Nature Ridge Elementary PBIS WOLF PRIDE

45. Staff Training and Overview • Tier 2 Systems and CICO Training for ALL staff • Comprehensive understanding for all • Video alone is not enough… • Building must add their own description of how the Tier 2 system will operate • Data used to identify students • Referral/Request for Assistance • Reverse Request for Assistance • Must also introduce your CICO DPR and detailed explanation of how the intervention will work • Precorrect: what to do when a student is unhappy with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)

46. Reinforce Staff How will you acknowledge staff for participating in CICO? What intermittent unexpected reinforcement will be offered to staff?

47. ...final points, CICO Coaching Tips • Most teams struggle with implementing a generic intervention (want to individualize) • CICO can be individualized but as a higher level intervention (would be more like mentoring) • Remember: Secondary Systems Team evaluates intervention not individual students • Teams need to establish data-based decision rules

48. District Expectations • Tracking Tool sent monthly electronically • MAP minutes sent electronically • Monthly Coaches’ Network Meetings • Managing Coaches’ Toolbox Kit (sustainability) • FBA/BIP and Tier 3 Implementation Expectations • Evaluation Tools • Phases of Implementation (PoI) spring Rubric ! • Benchmarks of Advanced Tiers (BAT) • Evaluation Tools