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Tier Two Systems in High Schools

Tier Two Systems in High Schools. Ami Flammini , IL PBIS Network. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. ~5% . SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. ~15% . Secondary Prevention: Specialized Group

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Tier Two Systems in High Schools

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  1. Tier Two Systemsin High Schools Ami Flammini, IL PBIS Network

  2. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  3. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Credits, 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

  4. ٭ Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior 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 Supporting Student Behavior

  5. 10 Critical Features for Tier 2 Interventions • Linked directly to school-wide expectations and/or academic goals • *Continuously available for student participation • *Implemented within 3 school days of determination that the student should receive the intervention • *Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  6. 10 Critical Features (Cont’d.) • Results in student receiving positive feedback from staff • Includes a school-home communication exchange system at least weekly • Orientation materials provide information for a student to get started on the intervention • *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

  7. 10 Critical Features: Considerations *Continuously available for student participation • Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. *Implemented within 3 school days of determination that the student should receive the intervention • Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. *Can be modified based on assessment/outcome data • Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support *All staff are informed of the details of the interventions

  8. One Approach • Curriculum Development • Readiness • Commitments • Training in Cohorts • Technical Assistance

  9. 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

  10. Systems Considerations • Universal is the first sign • The language of high schools • Culture of staff • Change the language around buy-in • Lines of communication • Define At-Risk • The moving roadblock • Ask more questions

  11. Universal How do you know you are having the right conversation around tier 2 implementation?

  12. The Language of High Schools U-tube video clip re: language

  13. Staff Culture • The role it plays in Tier 2 implementation • How will you know if staff culture is impacting implementation? • What questions will you ask?

  14. Change the language around Staff Buy-In

  15. Lines of communication • How do we communicate a plan? • Are we telling or are we teaching? • How is our team functioning? • Administration

  16. At-Risk • Determine what at-risk means in your building • Who is the intervention designed to help? • Do we have the “right” students?

  17. The moving road-block • What to consider when the roadblock keeps moving. • What to do to help remove it.

  18. Ask more questions • Ask more questions before problem solving • Get specific • Take breaks • Stay at the table

  19. Questions Ami.flammini@pbisillinois.org

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