This is a presentation of the IL PBIS Network. All rights reserved.

Advanced Tiers in High Schools

Ali Hearn, IL PBIS NetworkAmi Flammini, IL PBIS Network

Supporting high schools in Tier2/Tier3 implementation requires focus on specific challenges for high schools.

Illinois has recently used a cohort model approach to provide high schools with a multi-year training plan, accompanied by multiple levels of technical assistance.

This session will provide an overview of the Illinois model, including outcome data. Participants will have the opportunity to share their own work with advanced tier implementation.

Session Description

Describe how Illinois identified and trained 2 cohorts of high schools to participate in advanced tier implementation.

Identify lessons learned from a multiple year approach to training and supporting high schools in advanced tier implementation.

Review process and outcome data related to the advanced tiers implementation in Illinois.

Objectives

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Person Centered Planning: Wraparound/RENEWFamily Focus

ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS)

Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Individual Student Information System (ISIS)

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

SYST

EMS

PRACTICES

DATA

OUTCOMES

Social Competence &Academic Achievement ٭

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

One Approach

•Curriculum Development•Readiness•Commitments•Training in Cohorts•Technical Assistance

Year One2011-12

Year 22012-13

Business As Usual2013-14

Day One: Systems Academic Seminar Webinar Monthly HS virtual Chats

Day 2: CICO/SAIG Two days for FBA facilitators Monthly regional network meetings

DAY 3: Technical Assistance Two on-line fba/bip modules

Monthly TA Calls Three days of RENEW training

Monthly TA for teams

Monthly TA for facilitators of FBA/BIP & RENEW

COHORT ONE

Year One2012-13

Year 22013-14

Business As Usual2014-15

Day One: Systems Two in person days of FBA/BIP

Monthly HS virtual Chats

Day 2: CICO/SAIG Four online modules for fba/bip instruction & ta

Monthly regional network meetings

Academic Seminar Webinar Three days of RENEW training

Monthly TA Calls Monthly HS Virtual Chats

Monthly TA for facilitators

COHORT TWO

Cohort 3

Three Cohorts

10 Critical Features for Tier 2 Interventions

1. Linked directly to school-wide expectations and/or academic goals

2. *Continuously available for student participation

3. *Implemented within 3 school days of determination that the student should receive the intervention

4. *Can be modified based on assessment and/or outcome data

5. Includes structured prompts for ‘what to do’ in relevant situationsIndividual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features (Cont’d.)

6. Results in student receiving positive feedback from staff

7. Includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. *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 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

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, students, families are informed of the details of the interventions

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

ConsiderationsUniversal, Universal, UniversalThe Language of High SchoolsKnow your school and your school

culture“Buy-in” vs. “Participation”Up the Ante!Lines of CommunicationDefining “At-Risk”Road Blocks vs. Road BlockingAsk more questions

Universal, universal, universal…again?

You know you are doing something right…when you are re-visiting what’s happening at the Universal level

As you progress with advanced Tiers, you learn more! Going back to lower tiers is a GOOD

THING!As you progress, you are able to see

the holes in a new and different way!

The “Language” of High Schools

“These kids won’t carry CICO cards…”“How can we do that….we have Plasco!”“Students should know how to behave by 9th

grade…”“That can work in an elementary school, but here we

have teaming, schedules with class periods….hallways….lockers….students….

Settings are more similar than different AND…each building does have their own language….

Know your School language and

Staff CultureYour staff culture can impact your PBIS implementation Does your staff know what PBIS is? Are your staff involved in all 3 Tiers? What is the moral like amongst the staff? Are your staff members “quick to jump in”

or are you “guilty until proven innocent”? What percentage of STAFF is “in the

green?”Your school culture can impact

your PBIS implementation as well

“Buy-in” vs. “Participation”

Think about this in terms of our students Our students can “show up” but not be

engaged Our students can “buy-in” to the fact that

school is happening, but not participate in active learning

Our students can “participate” in school, but in a very negative way

We want staff and students to actively participate in making the school

culture and climate a positive one

By High School…. You better UP the ante

Hopefully, kids have seen a LOT of PBIS by now

Kids know what it means to have 3 tiers of support

Kids are hoping/wanting/expecting Systems to be in place Practices to be in place Data to be used for decision making

Consider bringing something new to the table

Lines of communication

How we communicate PBIS messages to___ matters Staff Students Families

How we communicate in our teams, mattersHow our teams communicate with one

another, mattersHow our administration communicates

about PBIS, matters

Defining “At-Risk”

Determine what at-risk means in your building

Who is the intervention designed to help?

Do we have the “right” students?

Road Blocks vs. Road Blocking

• A Road Block (issue) • Roadblocking (system)

Ask more questions- drill down!

Ask more questions regarding: Data

• Who, where, when, why?

Systems• Who, where, when, why?

Practices• Who, where, when, why?

WHY won’t it work?

Questions

Ami.flammini@pbisillinois.org