Tier 2 Systems Capacity

Susan BarrettMichele Capio

The Challenge

• Bumping into existing structures that are guided by procedural safeguards….

• Problem Solving Team focus on one student at a time

• District Support: Make or Break• Data Collection System designed around

district needs

Parallel Construction Across TiersTier 1 Tier 2 Tier 3

Team•Authority•Composition•Screening

Implementation•Expectations and Teaching•Process for defining problem behaviors•Formal process to teach staff•Feedback and Acknowledgment•Student/Family and community

Evaluation•Data :360•Decision Making•Fidelity•Annual Evaluation

Team•Authority•Composition •Screening

Implementation of InterventionsTime, Structure and FeedbackIntervention matchAccess to T1Formal process to teach staff and students

Evaluation•Level of Use•Student Outcome•Fidelity•Annual Evaluation

Team•Authority•Composition •Screening•Individual Team•Access to T1,T2

Implementation •Resources•Assessment•Support Plan Features

Evaluation•Monitoring•Fidelity•Outcome•Annual Evaluation

CICO serves as opportunity to install critical systems features required for advanced tiers • Resource: CICO Training

Lessons Learned

Outcome: How is the practice linked to overall outcome outlined in your school improvement plan? Selection of Core curriculum

Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? Communication: How do your academic and behavior teams communicate with each other ? Provide summaries to entire staff? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in place?Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

What are the Systems Features ?

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

Sample: Daily Progress Report for GROUP Intervention

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeUse your words

Use deep breathing

2 1 T 2 1 T 2 1 T 2 1 T

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 T 2 1 T 2 1 T 2 1 T

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 T 2 1 T 2 1 T 2 1 t

Total Points

Teacher Initials

PBIS Illinois Network Adapted from Grant Middle School STAR CLUB

T = Try again1 = Good2 = Excellent!

Be Safe Be Respectful Be Responsible

* Rip recycled paper * Only tap pencils (not pens)

* Use “voice level #1” while teacher is speaking (whisper)

* Say “I need help getting started” when having difficulty

Class 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

Total Points = _____ Points Possible = __36___

Date: ________________ Today ______________%

Sample: Daily Progress ReportBehavior Intervention Plan

Check-in Check-out EmbeddedWithin SWIS

Tier 2 Team

Team Authority: Tier II planning team meets at least monthly and uses implementation fidelity and student outcome data to manage small group, strategic support systems.

Team Composition: Tier II planning team includes individuals able to provide (1) Tier II systems coordination (2) applied behavioral expertise, (3) administrative authority, (4) knowledge of students, and (5) knowledge about operation of school.

From focusing on individual student planning to a systems planning team that(a.)develops an advanced tier process in the school, (b) provides information, modeling, feedback, support and recognition for staff who implement Tier 2 interventions, (c) monitors effectiveness for students receiving CICO, CICO plus academic or social instructional groups and (d) reviews data in aggregate.•Resource: Illinois Intervention Tracking Tooland Guiding Questions

Tier 2 Team Problem Solving Team has a shift in

role

Teaming FunctionsBuy in that leads to change

What are the necessary conversations?Secondary Systems Planning ‘conversation’

– Monitors effectiveness of CICO, Social Academic Instructional Group, Mentoring, and Brief FBA/BIP supports

– Review data in aggregate to make decisions on improvements to the interventions themselves

– Students are NOT discussed Problem Solving Team (‘conversation’)

– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited

Level of Use

• Team has written process to track proportion of students participating in Tier II supports, and proportion of these students who are successful (meeting defined goals).

• At least 5% of students are receiving Tier II interventions with at least 70% experiencing success (per defined goals)

Tier 2/3 Tracking Tool

• Structured to follow 6 levels/types of interventions from Secondary through Tertiary

• Increases accountability – Schools have to count # of kids 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

• …..the tool assesses the success rate, or effectiveness of the interventions themselves

• Connects each level of intervention to the next level

Team: RFA

• Request for Assistance: Tier II planning team uses written request for assistance process that is available to all teaching and support staff, families, and students.

• Communication and Visibility

Team: Screening

• Tier II planning team uses decision rules and data (e.g., discipline referrals, academic progress, instructional time, physical condition, absences, teacher/family/student nominations) to identify students who require Tier II supports.

• Decision Rules for getting access to T2/3 supports is in place

• Staff and Families are informed about how to get access to supports

• Request for Assistance in place• Office referral form includes, name, date, time,

location, problem behavior, possible motivation, referring staff, and is used as a screening tool

• Resource: Time out of class form, decision rules, student activity list

Student identification process in place at Tier 1

• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:

Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then we can

prevent it from happening)

Formal Process to Teach Staff

• Written process for teaching all staff all aspects of intervention delivery including request for assistance process, using progress report as an instructional prompt, delivering feedback and monitoring progress

Practice Match to Need

• Formal process in place to select evidence-based practices that match student need, and are developmentally and culturally appropriate

U-46 at a Glance

Enrollment: Total school enrollment 40,57054.8% Low Income97 languages spoken in U-46 homes

Facilities: 40 Elementary Schools (PreK-6)8 Middle Schools (7-8) + 1 Alternative Middle School5 High Schools + 2 Alternative High Schools2 Early Childhood Centers

Communities Served:11 communities3 counties (Cook, DuPage, Kane)

SD U-46 Student ProfileBased on School Report Card 2012

Do we have to add another thing?

Tier 2 Systems Development 2008-2013

• Started with 4 pilot sites (39 current sites)– 5 middle schools, 2 high schools, 1 alternative high

school

• External Coach designated FTE for Tier 2• District Leadership Team with Tier 2 focus• Team-based approach (with administrator)• Training Plan based on school needs• Tier 1 coaching and support continues

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

Teaming at Tier 2Secondary Systems Planning ‘conversation’

– Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports

– Review data to make decisions on improvements to the interventions

– Individual students are NOT discussed

Problem Solving Team ‘conversation’– Develops plans for one student at a time– Every school has this type of meeting – Teachers and family are typically invited

Secondary Systems Team Roles• Team Leader: responsible for agenda &

facilitation of meeting• Intervention Coordinators (CICO, S/AIG

community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker• Time Keeper: • CICO Facilitator: adult who checks students in

and out in the morning and afternoon

Targeted Groups for CICO

• New students entering building mid-year (like orientation to the building)

• Children with low-level problem behavior (identified by # of ODRs etc.)

• As part of a more complex/individualized plan for a youth (as one layer of intervention)

Data-Based Decision-Rules: Sample to Consider

a) Identification for CICO:– Youth is identified by Universal Screener or has 2 or

more ODRs.b) Progress-monitoring:

– DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning:– Youth received a total of 80% of DPR points

averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

Types of Student Outcome Data used to progress monitoring and assess for

transition…

• Points earned on Daily Progress Report (DPR)

• Reduction in ODRs• Attendance improvement• Reduction in In School Suspensions• Reduction in Out of School Suspensions• Improvement in grades• Reduction of tardies

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

1. Standard for all students?

2. 3 point rating scale?

3. No more than ten check in periods?

Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Too individualized

1. Standard for all students?

2. 3 point rating scale?

3. No more than ten check in periods?

Student Recommended for CICO-SWIS

CICO-SWIS is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Secondary Team Assesses System & Student

Progress

Exit Program

ReviseProgram

Check In Check Out (CICO-SWIS)

…more CICO Coaching Tips

• Tier 2 Systems information and should be shared with and understood well by all staff

• All staff should be informed on a regular basis of Tier 2 systems Intervention Integrity Data

• The Guiding Questions becomes, over time as it is completed, a program description for Tier 2 systems and interventions for each building

• Tier 2 Systems Team makes sure there is ongoing communication with Universal Team and vice versa

Student Orientation…

• for all youth about intervention...'some kids may have a card sometimes‘

• for kids on intervention– Who, what, when, where– Precorrect: Teach students what to do when

they disagree with a score

• for youth who become CICO mentors/facilitators

Family Orientation…

• all families...what is CICO– Inform during registration process– Address at open house, through newsletters,

newspaper and other…

• families of kids on CICO...process for explaining/consent– Best if phone call is made directly to family – Followed by letter– Consent: check with your district’s decision

makers

Following theWolf Pack means we are:  SAFE  RESPECTFUL

RESPONSIBLE

Nature Ridge Elementary

PBIS Positive Behavior Interventions and Supports 

 

Check In-Check Out is …

a positive approach to checking in with students as they arrive and before they leave school each day. Students are selected to be in a check in – check out group to help support the behavioral choices they make throughout their day in school and to build positive relationships with an adult at school.

Check In-Check Out is not…a disciplinary or negative response to student behavior.  Your child, ______________________has been selected to participate in a Check In – Check Out group. He/she will be checking in everyday at the beginning of each day and again before going home at the end of theday. We ask that you as a parent/guardian be an active part of our Check In-Check Out process. Your child will bring home a dailygoal sheet for you to see. Please praise your child and recognize those positive choices he/she made regarding behavior and remind him/her on how to make better choices when goals were not met.  The adult that your child will be checking in with is:

_______________________________

If you would like more information on PBIS or Check In – Check Out please contact: Ms. Smith; Principal

Nature Ridge Elementary

IllinoisSocial Emotional Standards Develop an awareness ofpersonal identity & positive self-concept. Exhibit persistence and creativityin seeking solutions to problems. Use appropriate communication skillswhen expressing needs, wants and feelings. Demonstrate respect & responsibilityfor self and others. Begin to understand and follow rules. Manage transitions and begin adapt to change in routines. Show empathy and caring for others. Use the classroom environment purposefully & respectfully. Perform effectively as a member of a group. Begin to share materials & experiences & take turns. Respect the rights of self and others.Develop relationships with children and adults.

 

Our Wolf Pact  BEING SAFE  BEING RESPECTFUL  BEING RESPONSIBLE

Nature Ridge Elementary

PBIS WOLF PRIDE

Staff Training and Overview• Tier 2 Systems and CICO Training for ALL staff• Comprehensive understanding for all• Video alone is not enough…• Building must add their own description of how

the Tier 2 system will operate– Data used to identify students– Referral/Request for Assistance– Reverse Request for Assistance

• Must also introduce your CICO DPR and detailed explanation of how the intervention will work– Precorrect: what to do when a student is unhappy

with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)

Reinforce Staff

• How will you acknowledge staff for participating in CICO?

• What intermittent unexpected reinforcement will be offered to staff?

...final points, CICO Coaching Tips

• Most teams struggle with implementing a generic intervention (want to individualize)– CICO can be individualized but as a

higher level intervention (would be more like mentoring)

• Remember: Secondary Systems Team evaluates intervention not individual students

• Teams need to establish data-based decision rules

• Tracking Tool sent monthly electronically• MAP minutes sent electronically• Monthly Coaches’ Network Meetings• Managing Coaches’ Toolbox Kit (sustainability)• FBA/BIP and Tier 3 Implementation

Expectations• Evaluation Tools

– Phases of Implementation (PoI) spring Rubric !– Benchmarks of Advanced Tiers (BAT)– Evaluation Tools

District Expectations