PBIS Tier 2 InterventionsHigh School Counselors MeetingMarch 19, 2014Kristen McElligatt, RtI Facilitator

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!

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

10 Critical Features of Tier 2 Interventions1. Intervention linked directly to

school wide expectations and/or academic goals.

2. Intervention continuously available for student participation.

3. Intervention is implemented within 3 school days of determining the student is in need of the intervention

4. Intervention can be modified based on assessment and/or outcome data

Critical Features continued

5. Intervention includes structured prompts for what to do in relevant situations.

6. Intervention results in students receiving positive and/or corrective feedback from staff.

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

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.

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?

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

Check In, Check Out

CICO

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)

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

DPR &

Other Data

Morning Check-

In

Daily Teacher Evaluati

on

Afternoon

Check-Out

Home Check-

In

Students are identified based on data rules.

CICO CycleEvery 2 weeks

Coordinator reviews individual student DPR data

@ 4 weeksCoordinator 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)

CICO Daily Cycle

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)(March & Horner, 1998)

CICO Daily Cycle continued…

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)

(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)

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

CICO Daily Cycle continued…

(March & Horner, 1998)

Social/Academic

Instructional Groups (SAIG)

Social/Academic Instructional Groups

Three types of skills-building groups:

1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills

Skill groups can be facilitated by:Social WorkersCounselors PsychologistsTeachersOther staff

Use the CICO Daily Progress Report for student support

and data collection

3 Keys to Successful SAIG

1. Build SAIG on top of a strong Tier 1 System

2. Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form

3. Collect and use data to problem solve

Sample Documentation Form

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

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

Academic Behavior Skills

• 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

Skills from Skillstreaming

Pro-Social Skills – Friendship

From Skill Streaming

• Introducing Yourself

• Beginning a Conversation

• Ending a Conversation

• Joining In

• Playing a Game

•Asking a Favor •Offering Help to a Classmate •Giving a Compliment •Accepting a Compliment •Suggesting an Activity •Sharing •Apologizing

Problem-Solving Skills• 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 Skills from Skillstreaming

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?

Two Types of Groups with Individualized Features

o CICO with individualized featureso Mentoring

GWIFCICO with

Individualized Features

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

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

CICO with Individualized Features

• Uses the same DPR as used in general CICO

• Designed to be quick and efficient

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

GWIFMentoring

5 Types of Mentoring(School-based or community-based)

• Traditional one-to-one mentoring• Group mentoring• Team mentoring• Peer mentoring• E-mentoring

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

MentoringSchool-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.

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

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Brief Complex

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)

Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Brief to Complex FBA/BIP: Continuum

Data-based Decisions

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?

CICO/SAIG/GWIF Database for Progress Monitoring

www.measuredeffects.com

• Group Effectiveness• Individual Response

Data Decisions - Group

If Intervention is Effective

If Intervention is Ineffective

ContinueProblem Solve

& Modify

Intervention Effectiveness

70% or better

Data Decisions - Individual Student

If Intervention is Effective:

If Intervention is Ineffective:

Continue Modify

Fade (Self Monitoring)

Intensify

Discontinue/Graduate

Recycle through Problem Solving Process

Cultural Responsiveness

PBIS

Cultural Responsiveness

• How is your team/school addressing cultural responsiveness?

• How have you addressed CR in:• Analyzing proportionality• Teaching expectations (Behavioral

Lessons/Cool Tools)• Acknowledging student behavior• Collecting data of majors and minors• Building Relationships with students and each

other

US Dept of Education Comprehensive Report & Resources

New Federal Guidance on School Discipline and Discrimination

http://www2.ed.gov/policy/gen/guid/school-discipline/index.html

This resource is invaluable in helping to examine data, systems and practices to problem-solve and action plan around topics/issues related to cultural responsiveness.

Virtuoso’s Top 10 List

1. Awareness, Knowledge & Skills re: culture impacting behavior

2. PBIS benefits all groups of students3. Culturally meaningful school-wide expectations4. Explicit definition of rules across settings5. Culturally connected lessons6. Positive adult/student relationships7. Culturally meaningful acknowledgment system8. Flowchart for managing behaviors without

cultural bias9. Culturally responsive interventions10.Culturally responsive family-school partnerships

Renae Azziz, Ed.S, NCSPVirtuoso Educational Consulting

2012-2013 2013-2014

PBIS is WORKING in PSD 150!