Objectives

1. E11: Secondary/Tertiary Systems Development, Part 2: Tools & StrategiesMichele Capio, Illinois PBIS NetworkPam Horn, School District U-46 (IL)

2. Objectives • Exposure to tools and strategies used to bring about Tier 2/Tier 3 systems-change. • Exposure to tools specifically designed for building-, district- and state-level data use for action planning will be shared. • Share examples of implementation and modeling of the use of these Tier 2/Tier 3  tools will be provided.

3. 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 Illinois PBIS Network Rev. 9.1.2009

6. 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 Illinois PBIS Network Rev. 9.1.2009

7. Request for Assistance Addressed to: Secondary Systems Planning Team Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) YesNo Teacher: _____________________________________ 1) I am a (circle one): Teacher/team Family Member Student Name: ______________________________________ Relationship to student:__________________________ 2) Type of Concern: ____Academic only ____Behavior only ____Both Academic and Behavior Thank you.

8. Reverse Request for Assistance: Interventions Change (Addressed to Student’s Teacher) Student Name: ________________________________________ Grade: _________ Date: __________________ IEP (circle one) YesNo Teacher: _____________________________________ Based on preliminary data, it has come to our attention that the _____________________ Intervention (CICO) is NOT having a significantly positive effect on your student (i.e. he/she “is not responding” well to the intervention). Please identify which additional support/s, you feel, would be the best fit for this youth. *Insert list of additional interventions available; see Illinois example*

9. 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

10. 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

11. 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

14. Systems- Response Tool

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 • Includes structured prompts for ‘what to do’ in relevant situations • 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

16. School District U-46 • Secondary/Tertiary Coaches Network Meetings • Wraparound/FBA/BIP Facilitator Network Meetings • Brain Bank • District Leadership • Tools analyzed for decision making at the district level • Coaches Tool Box • U-46 Multi-tiered Action Plan

17. Coach Tool Box for Network Meetings • Calendar/Timeline • Coaches Network Meetings • Multi-Tiered Action Plans • School Profile Tool • System Data (TT, SRT) • Evaluation Tools (BAT, ISSET, PoI, SAS) • District Leadership/Community Alliance • School Tools (Matrix, T-Chart, Referral, DPR Card) • Universal Screener • Resources • School Recognition • Notes

18. U-46 MAP Tweaks made to tool by U-46 • Prompts for agenda items/next meeting items • Review previous action items • Review data • Review Calendar Items • Communication to stakeholders (Staff/Community/Family) • Prompt to note any questions for External Coach

19. Action Planning at District and State Level • Analyze percentage of students in interventions across Tier 2/3 • Percentage Responding • Action Plan for gaps on Tracking Tool • Training and coaching support based on needs (Systems Response Tool) • Trends across the district and state (FBA/BIP) to influence coaching support/policy • District Leadership and State Leadership Teams are informed through data

20. QUESTIONS

21. Contact Information Michele Capio michele.capio@pbisillinois.org Pam Horn pbhorn05@yahoo.com