PBIS Tier 2 Interventions

1. PBIS Tier 2 Interventions High School Counselors Meeting March 19, 2014 KristenMcElligatt, RtI Facilitator

2. Announcements/Expectations • Welcome • Thank You for your feedback! • Be respectful • Cell phones off/vibrate • Leave no trace • Be responsible • Use a CR-PBIS lens • Participate!

3. Agenda • Feedback & input • 10 Critical Features of Tier 2 Interventions • PBIS Tier 2 Interventions • CICO • SAIG • 3 types of groups • GWIF • Mentoring • Brief FBA/BIP • Data collection and documentation

5. 10 Critical Features of Tier 2 Interventions • Intervention linked directly to school wide expectations and/or academic goals. • Intervention continuously available for student participation. • Intervention is implemented within 3 school days of determining the student is in need of the intervention • Intervention can be modified based on assessment and/or outcome data

6. Critical Features continued • Intervention includes structured prompts for what to do in relevant situations. • Intervention results in students receiving positive and/or corrective feedback from staff. • Intervention includes a school-home communication exchange system at least weekly.

7. Critical Features continued 8. Orientation process and introduction to materials is provided for students as they begin the intervention 9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

8. Guiding Questions • Are your PBIS Tier 2 interventions aligned to the critical features? How do you know? • Are your PBIS systems culturally responsive? How do you know? • Are your PBIS Tier 2 group interventions effective? How do you know? • How are you documenting the integrity/fidelity of the interventions? • What data needs to be shared with all staff? How often? Why?

9. What does that acronym mean????? CICO – Check-In/Check-Out SAIG – Social/Academic Instructional Groups GWIF – Groups with Individual Features FBA – Functional Behavior Assessment BIP – Behavior Intervention Plan

10. Check In, Check Out CICO

11. Resources Book: Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010) DVD: The Behavior Education Program: A Check-In, Check-Out Intervention for Students At-Risk (Hawken, Pettersson, Mootz, & Anderson, 2005)

12. What is CICO? First level of Tier 2 intervention Extension of Tier 1 Same for all identified students Large group intervention Support for 7-12%of the school population High frequency positive or neutral feedback Low impact on staff time

13. CICO Cycle Students are identified based on data rules. Every 2 weeks Coordinator reviews individual student DPR data @ 4 weeks Coordinator determines level of success Responding = Continue Not Responding = Reverse Request for Assistance • Monthly • Systems Team Meeting • Coordinator reports data • Team completes tracking tool • Team makes data-based decisions Adapted from Crone, Horner, Hawkin (2004)

14. CICO Daily Cycle (March & Horner, 1998) 1. Check-in with assigned adult upon arrival to school • Greets student • Collects previous day’s DPR with parent signature (optional) • Reviews School-wide expectations • Provides new Daily Progress Report • Provides materials (pencil etc.) if needed • Provides reinforcer for check-in (optional)

15. CICO Daily Cycle continued… (March & Horner, 1998) 2. During each time period: • Teacher provides positive/corrective behavioral feedback • Teacher completes DPR or student completes self-monitoring DPR (teacher checks and initials card)

16. CICO Daily Cycle continued… (March & Horner, 1998) 3. Check-out at end of day: • Review points & goals • Reinforce student for checking-out • Receive reinforcer if goal met (optional) • Take DPR card home (optional)

17. CICO Daily Cycle continued… (March & Horner, 1998) 4. Student gives DPR to parent (optional) • Student receives reinforcer from parent • Parent signs card (Students are not “punished” if their parents don’t participate.) 5. Return signed card next day – celebrate

19. Social/ Academic Instructional Groups (SAIG)

20. Social/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Skill groups can be facilitated by: Social Workers Counselors Psychologists Teachers Other staff Use the CICO Daily Progress Report for student support and data collection

21. 3 Keys to Successful SAIG • Build SAIG on top of a strong Tier 1 System • Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form • Collect and use data to problem solve

22. Sample Documentation Form

23. Choosing or Designing Group Interventions • Choose & modify lessons from pre-packaged material based on the skill needed for the group and/or • Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

24. Examples of Commercial Resources for Small Groups • Strong Teens (Grades 9-12) • Aggression Replacement Training • Skillstreaming for the Adolescent • Tough Kids Social Skills (Grades 3-7) • Other

25. Academic Behavior Skills Skills from Skillstreaming • Listening • Asking for Help • Saying Thank You • Bringing Materials to Class • Following Instructions • Completing Assignments • Contributing to Discussions • Offering Help to an Adult • Asking a Question • Ignoring Distractions • Making Corrections • Deciding on Something to Do • Setting a Goal

26. Pro-Social Skills – Friendship • Asking a Favor • Offering Help to a Classmate • Giving a Compliment • Accepting a Compliment • Suggesting an Activity • Sharing • Apologizing From Skill Streaming • Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game

27. Problem-Solving Skills Skills from Skillstreaming • Knowing Your Feelings • Expressing Your Feelings • Recognizing Another's Feelings • Showing Understanding of Another's Feelings • Expressing Concern for Another • Dealing with Your Anger • Dealing with Another's Anger • Expressing Affection • Dealing with Fear • Rewarding Yourself • Using Self-Control • Asking Permission • Responding to Teasing • Avoiding Trouble • Staying Out of Fights • Problem Solving • Accepting Consequences • Dealing with an Accusation

29. Guiding Questions • What type(s) of groups are available? • How are students identified for a group? • What skills are taught? • What curriculum, resources/materials are used? • What data is collected to determine group effectiveness? How is it documented? • What data is collected to determine student response? How is it documented?

30. Two Types of Groups with Individualized Features • CICO with individualized features • Mentoring

31. GWIF CICO with Individualized Features

32. CICO with Individualized Features • Adds support to general CICO • Used after general CICO has been tried for predetermined amount of time (i.e. 4-6 weeks) and student has not met pre-determined goal set for ALL students • Teachers choose more individualized options on the Reverse Request for Assistance form

33. Reverse Request for Assistance form • Tier 2 team designs the options for the school and communicates them to all staff • The Reverse Request for Assistance form lists the specified options from which to choose

34. CICO with Individualized Features • Uses the same DPR as used in general CICO • Designed to be quick and efficient

35. Examples of CICO with individualized features • Extra check in time before/after lunch with facilitator or other staff member • Peer accompanies student to check in at beginning of the day and check out at end of the day • Check in with supportive adult prior to a difficult class period

36. GWIF Mentoring

37. 5 Types of Mentoring(School-based or community-based) • Traditional one-to-one mentoring • Group mentoring • Team mentoring • Peer mentoring • E-mentoring

38. School-based Mentoring • Most common form of mentoring • Matches need to happen early in the school-year • One year commitment is the norm • Frequent contact between mentors & mentees

39. Mentoring School-based Mentoring • 64% of students developed more positive attitudes towards school • 60% improved relationships with adults • 56% improved relationships with peers • 55% were better able to express their feelings • 64% developed higher levels of self-confidence • 62% were more likely to trust their teachers • Less likely than peers to repeat a grade • Average number of unexcused absences dropped Source: Curtis, T., & Hansen-Schwoebel, K. (1999). Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America.

40. Mentoring Resources • www.mentoring.org • www.bbbs.org (Big Brothers, Big Sisters) • School-based mentoring study • http://www.ncbi.nlm.nih.gov/pubmed/12002242 • meta-analysis of mentoring research • http://www.ihrp.uic.edu/researcher/david-dubois-phd • Research & resources from University of Illinois Chicago, David L. Dubois, Ph.D. • http://whatworks.uwex.edu/Pages/1factsheet.html

42. Brief to Complex FBA/BIP: Continuum 42

43. Data-based Decisions

44. Data-based decision making • How do you identify students for intervention? • How do you match students to intervention? • What data decisions are used for IN, ON, OUT? • What documentation is necessary?

45. CICO/SAIG/GWIF Database for Progress Monitoring www.measuredeffects.com • Group Effectiveness • Individual Response

46. Data Decisions - Group

48. Intervention Effectiveness 70% or better

49. Data Decisions - Individual Student

50. Cultural Responsiveness PBIS