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Tier 2 and 3: Behavior Interventions

Tier 2 and 3: Behavior Interventions. Presenter(s) August 6, 2013. Learning Intention.

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Tier 2 and 3: Behavior Interventions

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  1. Tier 2 and 3: Behavior Interventions Presenter(s) August 6, 2013

  2. Learning Intention • School leaders will experience and discuss their role in their school's Tier 2 and Tier 3 behavior interventions and understand how to provide additional supports to students in need and how these additional supports can have a positive impact on the overall climate in the building.

  3. Success Criteria You know you are successful when: • You have a clear understanding of your role in your school’s implementation of Tier 2 and Tier 3 interventions. • Understand and can implement some PBIS best practices around your school.

  4. The Importance of our Work • Tariq • http://youtu.be/1lUO5ko4ew8

  5. Discuss and Share • What aspects of Tariq’s story stood out and why? • What solutions did Tariq offer?

  6. Principal Testimony • Video of Principal on effect of Tier 2 a their school: • Golda Meir- • http://youtu.be/U2ONHuUecqk • Burdick- • http://youtu.be/YDB6hCu1vG8

  7. Tier 2 Entrance Criteria • Students with 2+ ODRs in 20 school days (K- 5) • Students with 3+ ODRs in 20 school days (6-12) • Students with 2+ suspensions in 90 school days • Can lower either of these criteria • Teacher, parent, or student referral to Tier 2 • 3,630 Tier 2/3 interventions documented on EXCEED RtI in 2012-2013

  8. Tier 2 BinderShould be stored in Main Office/ location everyone has access to (not locked in a room) • Action Plan • DPR Card • At-Glance Document • CICO Explanation • Tier 2 Tracking Tool • Tier 2 Meeting Schedule, Agendas, Minutes • Parent Notifications • Staff PD • SAIG Curriculum • Data Warehouse/ Exceed Reports

  9. Tier 2 Interventions • Check-In/ Check-Out (CICO) • Social Academic Instructional Group (SAIG) • Modified CICO • Brief Functional Behavior Assessment (Brief FBA) • Also known as BA/IP

  10. Pop Quiz • Which Tier 2 Intervention should all students receive first? • The school can choose • CICO • SAIG • Modified CICO • Brief FBA/ BIP

  11. Simple tier two interventions All students first: DATA DATA DATA

  12. Pop Quiz • How long should it take to check-in with a single student in the morning? • 1 minute • 2 minutes • 5 minutes • 10 minutes • Way too long

  13. Checking-In with Greeter • All variations of CICO require a morning check-in with a staff member • Meet with student for ONE MINUTE • Kilbourn Video • http://youtu.be/D1kx6gOdZTY • SCTE Video • http://youtu.be/7rSNMC14Rq0

  14. Check-in/Check-outRelatively easy & quick to implement for up to 7-10% of all students throughout the course of the year. Description: • Each adult volunteer checks in and out with multiple youth (up to 10 students) • All youth get same intervention • Same check in and out time • Same school-wide behavioral expectations as goals • Same number of opportunities for behavioral feedback • Same Daily Progress Report (DPR) Datato assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

  15. CICO Daily Cycle • Check-in with assigned adult upon arrival to school • Positively greet youth • Review SW expectations (daily goals) • Pick-up new Daily Progress Report card • Provide materials (pencil etc.) if needed • Meet with teacher in each class • Teacher provides behavioral feedback • Teacher completes DPR • Check-out at end of day • Receive reinforcer

  16. Pop Quiz • Thumbs up or Thumbs down: • All students must be progress monitored while receiving an intervention.

  17. Tier 2 Progress Monitoring • DPR for all interventions • Collected daily/ weekly • Scores put on Exceed • Exceed data should be monitored to see if students are responding to CICO or not.

  18. DPR Options • Traditional, Teacher holds, Electronic Excel, Survey Monkey, Self-monitoring Rubric • KEEP IT SIMPLE • Don’t over complicate the DPR process • Have student carry DPR whenever possible • Don’t adjust the system for a few teachers, adjust those teachers.

  19. Traditional • Students checks-in with “greeter” in morning • Student carries DPR all day • Meets with each classroom teacher towards end of class, complete DPR • Student turns in at end of day • Meets with greeter again • Leaves with last class teacher • Drops in box in a set location

  20. Adapt to your needs • Teacher Holds • Teacher holds DPR and turns in, still meet with student regularly • Survey Monkey • Each student has a survey (same link everyday) that the teacher completes online, still meet with student regularly • Electronic Excel • Each student has an Excel document on share drive completed by teacher, still meet with student regularly

  21. Teacher Holds

  22. Survey Monkey

  23. Excel Document

  24. Self-Monitoring • As students become successful with CICO • Students check-in with “greeter” in morning • Teacher meets with student daily around their behavior • Student meets with greeter at end of day and completes a self-monitoring rubric for the day.

  25. Organizing Data • Need a system to collect and organize data • Don’t just collect a stack of DPRs • Specific data-entry person (separate from those administering the intervention) • All that is needed is score for data entry • Mentor/ greeter can keep sheet with more specific information

  26. Inputting Data on Exceed • Need a separate Exceed staff member • Someone who is not facilitating Tier 2 or providing intense interventions • Someone with basic computer skills • Does not need to understand PBIS or know the student

  27. Lessons learned • Organize data (don’t have a stack of DPRs) • Teachers must carry burden of checking student • Teachers must be excited about process • Acknowledgement needs to be attached • Follow-up/ re-train teachers not participating, don’t reinvent entire system • Catch as many students as possible with CICO • Don’t assume they need Tier 3 • Keep it simple

  28. Pop Quiz • Thumbs up or thumbs down: • The classroom teacher holds responsibility for administering the intervention to students on a daily basis

  29. Adults are Responsible • THE INTERVENTION IS THE REGULARLY SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT • Show excitement over intervention • Remove excuses for students to not participate • Focus on positives

  30. CICO Examples • Curtin Elementary • http://youtu.be/TXzuH5XUxA0 • South Division • http://youtu.be/fXhODEenkyc

  31. Share at table • What is one area you would like to improve or tidy up at your school with CICO? • What is one idea you are going to take back to your school and implement? Put both on your action plan for today.

  32. SAIG • Social Academic Instructional Group • Students unsuccessful with CICO • Success criteria of CICO: receiving a 80% on their DPR 80% of the time for 4 consecutive weeks • Students to receive SAIG for 9 weeks • Monitored weekly with a Daily Progress Report • Weekly may be acceptable for high school

  33. SAIG Curriculum • Re-teaching of school-wide expectations • Smaller group, In natural location • Increased acknowledgement • More frequent pre-corrects • Modified behavior lesson format • More concrete examples/role playing • Differentiated modality of presentation • Instruction in smaller skill set • More fully defined steps needed to be successful at expectation • New curriculum

  34. MPS SAIG • District curriculum created (optional to use) • http://www5.milwaukee.k12.wi.us/dept/rti/saig-curriculum-intro/ • K- 8th Grade: Classroom Survival Skills and Emotional Management • High School: rolled out August 28th, 2013: schools will have choices of weekly topics • 9 weeks in length

  35. SAIG Lessons Learned • Base students’ entrance on data • Behaviors as a result of life circumstances, not on life circumstances alone (pregnant teens) • Try CICO with fidelity first • Pull students from different classes/ times • Classes they are not struggling in • Progress Monitor

  36. Pop Quiz • Who can run a SAIG with a group of students? • Social Worker or Psychologist • Guidance Counselor • Classroom Teacher • Paraprofessional • All of the above

  37. Who Can Run SAIG? • Teachers • Support Staff (psych, SSW) • Paraprofessionals (Aides) • School Counselor • Any adult in your building that can work with students • Stick with your specialty and background

  38. Progress Monitoring of SAIG • Daily Progress Report • Meeting with greeter is optional • Same DPR for all students in SAIG • Same DPR for entirety of SAIG • Goals specific to SAIG skills or use same DPR as CICO with school-wide expectations • Put on Exceed weekly • Monitored and used to make decisions

  39. Share Out • What is a SAIG best practice you do at your school or one you want to take back to your school and implement this year? Enter on action plan

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