Illinois PBIS Network Secondary Level Training S200i Formalizing Tier 2/Secondary Systems , Data & Practices

1. Illinois PBIS NetworkSecondary Level TrainingS200i Formalizing Tier 2/Secondary Systems, Data & Practices

2. Training Behavioral Expectations

3. Content Knowledge Human Development and Learning Diversity Planning for Instruction Learning Environment Instructional Delivery Communication Assessment Collaborative Relationships Reflection and Professional Growth Professional Conduct PBIS Supports the Illinois Professional Teaching Standards http://www.isbe.net/profprep/PDFs/ipts.pdf

4. S200 Objectives 1. Review Tier 2/Secondary system designed in S100i  2. Learn how to use data for decision making and on-going progress monitoring  3.  Identify Students for Tier 2/Secondary interventions  4.  Review critical features and processes of Check-In/Check-Out, Social/Academic  Instructional Groups and Mentoring (Check-N-Connect)  • Action Plan: Design the actual interventions for your school’s Tier 2/Secondary continuum (specifically Social/Academic Instructional Groups and Mentoring)  

5. Agenda 8:30-9:15 Review of Secondary Systems 9:15-10:15 Simple Secondary Interventions: Critical Features 10:15-10:30 Break 10:30-11:30 Social/Academic Instructional Groups 11:30-12:15 Lunch 12:15-12:45 CICO with Individualized Features 12:45-1:45 Mentoring & CnC 1:45-2:00 Break 2:00-2:30 Guiding Questions: Choose 1 intervention & start working on it 2:30-2:45 Action Plan review, report out on progress & next steps 2:45-3:00 Questions/concerns/technical assistance

6. Introductions and Acknowledgments • Introduce your team • Region of state, district, school name, roles of people here today, how would you characterize your school and/or your team? • What have been your successes with implementing a Secondary Systems Team and/or with Check-In/Check-Out?

7. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

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

9. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out Intervention Assessment Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004

10. 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

11. Secondary Systems Planning TeamMeeting Agenda • Number of youth in CICO (record on TT)? • Number of youth responding (record on TT)? * Send Reverse Request for Assistance to teachers of all youth not responding • Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)? • Repeat for S/AIG, Mentoring & Brief FBA/BIP • If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

13. TEAMING: Review Section I of Guiding Questions

14. Simple Secondary Interventions • Check-In/Check-Out (covered in S100) Covered today: • Social/Academic Instructional Groups • Individualized CICO • Mentoring • Check-N-Connect

15. 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

16. 10 Critical Features (continued) • 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

17. 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

18. ٭ Social Competence & Academic Achievement Positive Behavior Support 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

19. Consider Use of Daily Progress Report • Assesses transference and generalization of skills • Is youth using new skills in actual settings (not just while in intervention) • Prompting of replacement behaviors • Reinforcement of replacement behaviors • Stakeholder feedback and buy-in

20. Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

21. Guiding Questions example 1) How are students identified as in need of Simple Tier 2 Interventions (S/AIG, individualized CICO & Mentoring)? Student/s receive less than 80% on CICO DPR over 4 weeks 2. What are the data sources used to identify this? Data-based decision rules for identification: 1) Data source #1: _Daily Progress Reports_______ Rule for Inclusion in Intervention: ____Less than 80%_______ Time frame: After 4 weeks of intervention • Teacher Request for Assistance enters youth (circle one): Yes No • This would be the Reverse Request for Assistance

22. Break

23. Social and Academic Instructional Groups

24. Check on Assumptions • You already have at least one type of ‘group’ being offered in your school? • Your teachers sometimes ‘inquire’ about the purpose/goal/format of these groups? • Ex. “What do you DO with him in group? He said he played Connect Four today!” • You’d like to be able to give teachers concrete feedback on student progress? • You really just want to improve your current group support ‘system’?

25. Social / Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Best if involves use of Daily Progress Report These are often the skill groups facilitated by Social Workers, Counselors & Psychologists However, can consider other providers : Teacher Assistants, Behavior Interventionists etc.

26. Social / Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (ex. use your words) Data should measure if skills are being USED in natural settings, not in counseling sessions (transference of skills to classroom, café etc.) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Daily Progress Report)

27. Some Critical Features Applied • Linked directly to school-wide expectations and/or academic goals • Specific group goals under the school-wide expectation • Be safe • Use words, not hands • Be Responsible • Ask for breaks • Includes structured prompts for ‘what to do’ in relevant situations • Transference and generalization of skills learned in group to class (ex. When angry with test score, turn paper over) • Results in student receiving positive feedback from staff • Tickets given for using new skills being taught in group (these skills would be listed on DPR also..)

28. Choosing or Designing Group Interventions • Pre-Packaged (social skill curriculum) • Designed by school • Choose & modify lessons from pre-packaged material based on skill group and/or • Create Lesson Plans (Cool Tools) to directly teach replacement behaviors

29. Identify and Implement Empirically Validated Curriculum/Materials • Bully Proofing your School • Cool Tools: An Active Approach to Social Responsibility • First Steps to Success • Good Talking Words • Second Step Violence-Prevention Curricula • Stop and Think • Skillstreaming • The Social Skills Curriculum • The Tough Kid Social Skills • The Walker Social Skills Curriculum: The Accepts Program

30. Create Your Own Lesson Plans:Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors(rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

31. Steps of a Behavioral Lesson Plan 1) Explain expectations & why need 2) Check for student understanding/buy-in 3) Model examples 4) Check for student understanding/buy-in 5) Model non-examples 6) Check for student understanding/buy-in 7) Model examples 8) Students practice

33. TEAMING: Review Section II of Guiding Questions

34. Lunch

35. Check-In/Check-Outwith Individualized Features

36. Individualized CICO • CICO with one or more of the following changes (examples) • Change Check-In location or time • One adult has scheduled check-in times with the student throughout the day to provide ongoing support • Could use peer support instead of, or in addition to, adult support • Individualizations are fairly generic and are pre-designed by Secondary Systems Team • These would be listed on Reverse Request for Assistance • Makes ‘individualizing’ quick/efficient • Involves a Daily Progress Report with individualized goals(often used as part of a Behavior Intervention Plan)

37. Individualized CICO: School Examples: • Add a ‘check-in’ before a problematic time of day (lunch, gym, etc…) • A ‘buddy’ accompanies youth when checking-in and checking-out. • Youth checks-in with an adult at his locker in the morning.

38. Some Critical Features Applied Linked directly to school-wide expectations and/or academic goals Same CICO DPR with School-wide expectations, but individualized goals listed below those expectations Includes a school-home communication exchange system at least weekly Copy of DPR typically brought home daily Orientation materials for staff/ subs./volunteers who have students using the intervention Process for informing all staff & familiy of the specific changes to student’s CICO

39. Mentoring

40. Types of School-Based Mentoring • Community Mentoring • Students are matched with a adult mentor from the community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation • After-School Mentoring • Youth participate in after school recreational and education-based activities • Often times includes matching older students with younger students (cross-age) • Facilitated by teachers, clinical staff, and education professionals • School-day Mentoring With School Personnel • Students matched with adults in the building

41. Mentoring: School Examples • Community Mentoring • Schools partnering with Big Brothers/ Big Sisters • Mentors join students for lunch, help with school work or play basketball • School-day Mentoring With School Personnel • “10 Boys” Mentoring Project (ex. Elgin U-46) • District personnel each assigned to 10 boys considered at-risk for school problems and find times during the school day to meet with these youth to talk, play, have lunch etc.

42. Some Critical Features Applied • Includes structured prompts for ‘what to do’ in relevant situations • Goals from mentoring may be reflected as skills in DPR; youth are reminded of/prompted to use skills throughout school day • Intervention can be modified based on assessment and/or outcome data. • Based on aggregate intervention outcome data, components of the Mentoring intervention may be modified • Orientation materials for staff/subs./volunteers who have students using the intervention • Critical to clarify expectations/rules with all involved

43. Check & Connect

44. Check & Connect • Created in five year period from 1990-1995 • Supported by 18 years of research • Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008) • Considered a ‘drop-out prevention’ intervention • Manual recommends: “To use the name Check & Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

45. Check & Connect: 4 Components • Mentor who keeps education salient for students • Systematic monitoring (grades, attendance etc.) • Timely & individualized intervention • Enhancing home-school communication & home support for learning

46. Check & Connect: 7 Core Elements • Relationships (2 years recommended) • Problem solving (Cognitive-Behavioral approach) • Individualized, data-based intervention 4. Affiliation with school & learning 5. Persistence-Plus (familiar with youth & family) • A focus on alterable indicators of disengagement (warning signs of drop-out) • Following students & families (even if leave district)

47. Examples of CnC Mentor Activities • Before leaving for work, calls 3 students to make sure they are awake • Stops at house of youth that doesn’t answer phone & leaves note for family/student • Meets with one youth before classes start • Social Worker discusses concerns regarding one of the CnC youth with the Mentor • Hosts open-door lunch for any youth that wants to come by or eat there

48. Some Critical Features Applied • Includes structured prompts for ‘what to do’ in relevant situations • Goals from mentoring may be reflected as skills in DPR; especially academic-related goals like doing homework, studying etc. • Orientation materials for staff/subs./volunteers who have students using the intervention • Critical to clarify expectations/rules with all involved • Includes a school-home communication exchange system at least weekly • Phone calls home, home visits, letters to families etc.

49. TEAMING: Review Section III of Guiding Questions

50. Break