Tier 2 Coaching

Jessica Swain-Bradway, IL PBIS Network Jessica.swainbradway@pbisillinois.org

Agenda

Quick overview of Tier 2 interventions Critical Features What Tier 2 does for kids

Tier 2 Coaching Role: Supporting Adults in the Building

Tier 2 systems meetings Tracking Progress and Systems Common errors in Tier 2

Objectives

Explain the idea of systems response Identify common errors in Tier 2

implementation Identify at least 2 additional resources for

Tier 2 implementation

?Think and respond?

What Tier 2 interventions does your school have in place?

For how long have they been doing those interventions?

How much of an expert are you? Could put Jessica to shame! Enough knowledge to be dangerous… I am in the correct room?

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• 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

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

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

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

tionAssessm

en

t

Individual Student Information System (ISIS)

10 Ten Critical Features

10 Critical Features of Tier 2 Interventions

1. 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 intervention9. 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.

Where is your school?

If you had to give your school 1 point for every critical feature, what would your score be? For CICO? Social Academic Instructional Group? Other?

FEATURE Y or N?

Feature Y or N?

Intervention linked directly to school wide expectations and/or academic goals.

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

Intervention continuously available for student participation.

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

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

Orientation process and introduction to materials provided for students as they begin the intervention

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

Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.

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

Opportunities to practice new skills are provided daily.

Tier 2

Builds on Tier 1Provides increased opportunities for:

Teaching Prompting Reinforcing Monitoring

Increase structure and predictability of the day

MOVE your Brain

How does something like CICO increase structure and predictability of the school day?

Talk with a partner and be prepared to share.

Up the Triangle

• Identify Screening Diagnostic measures /

processes • Intervene

Teach & Prompt Practice Reinforce

• Monitor Progress Outcomes

Up the Triangle

• More specific goals Subgoals

• Intensify dosage Duration Frequency

• Increase frequency of monitoring

• Increase supports to the interventionists

We use these vehicles…

Check In Check Out (CICO)Social Academic Instructional Groups

(SAIGs)Check –N- Connect

We can also use these vehicles…

Therapeutic group Trauma informed interventions

Homework clubLunch BunchStudy Buddies Modify and

Improve what we have…

Up the Triangle

• More specific goals Subgoals

• Intensify dosage Duration Frequency

• Increase frequency of monitoring

• Increase supports to the interventionists

ADULTS like hugs too

Create coaching “network” within school & district Resources Time Training Reminders Morale Liasion

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

ComplexFBA/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 SupportTeachers

understand Tier 2

concept and interventions

.

Tier 2 Role Description

Direct support to selected buildingsDistrict-level support and leadershipTrainingsTechnical Assistance Liaison

Use the Science of Teaching…

ModelLeadTest (COACH)!

Set up supports and resources for othersTeach them how to access and use

Importance of Coaching

Facilitation Master ‘time keeper’ (Focus on Efficiency)

Modeling Constantly focusing on building capacity

Prompting/reminding/pre-correcting More than ‘Cheerleading’

Asking the ‘right’ questions Program evaluation

• Ex. It’s not “Did you do the SET?”, it’s “What does your SET data tell you?”

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

Insufficient Methods for bringing about change

Diffusion/dissemination of information by itself does not lead to successful implementation

Training alone, no matter how well done, does not lead to successful implementation

Policies and funding alone do not lead to successful implementation

Training Outcomes Related to Training Components

Training Outcomes (% of participants who demonstrate knowledge and skills in training, use new skills in the classroom)

Training Components Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration in Training

Plus Practice & Feedback in Training

Plus Coaching in Classroom

10% 5% 0%

30% 20% 0% 60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Other Tier 2 Roles

Coordinator• Overall coordinator• May report to Tier 2 coach• Data organization, review

Facilitator • Works with kiddos• May report to Coordinator

Share the wealth…

Secondary Systems Planning Team Meeting Agenda

Number of youth in CICO (main Tier 2)? Number of youth responding Number of new youth potentially entering

interventionRepeat for all other Tier 2 interventions

S/AIG, Mentoring & Brief FBA/BIPLess than 70% of youth are responding?

Review the integrity of the intervention Make adjustments

Secondary Systems Planning Team Meeting Agenda

Less than 70% of youth are responding? Review the integrity of the intervention Make adjustments:

FIDELITY Check in with facilitator Fidelity check list Observe Coach

Tracking Tier 2 Outcomes & Systems

Student Outcomes: Tracking Tool

Systems Outcomes: Systems Response Tool

Progress Monitoring

1. Teams need to track and monitor interventions: How many students are receiving each intervention?

2. What data are used to monitor each intervention type?

3. How many students are responding to each intervention?

4. What systems are we relying on the most?

Tier 2/Tier 3 Tracking Tool

Look at all Tier 2 (and 3) interventions Increases accountability

Teams have to count # of youth in interventions Data-based decision-rules are necessary (Identify,

Progress-monitor, Exit) Must define ‘response’ to each intervention type/level Shows % of kids who responded to each intervention

Assesses the success rate, or effectiveness, of the interventions themselves

Systems-Response Tool

What are we doing with all of our kids? What interventions / placements are we

relying on the most? Systems-reflection

Common Errors in Tier 2

Throw them all in! Weak Tier 1 No Tier 3

Herculean Hillary Not enough people trained / implementing

What System? Lack of systems to support work

• Team• Training• Coaching

We communicate at lunch in the teacher’s lounge Lack of formal communication method

Q&A

What issues are present in your school?

What questions do you have?

Thank you!

Jessica Swain-BradwayJessica.swainbradway@pbisillinois.org