Welcome to Tier 2 Leadership Team Training! BUILDING A MENU OF TARGETED BEHAVIOR SUPPORTS

OC TOBER 20, 2016

ORANGE COUNTY DEPT. OF EDUCATION

Inclusion Activity With your school team, discuss a change you have observed in student or staff behavior as a result of your school’s PBIS implementation.

Write one observation on an index card.

SWAP Meet Activity Write your observation change on an index card.

Stand up and find a person from another table.

Introduce yourself, and take turns sharing your ideas.

At the cue, please return to your team table.

Outcomes

Define logic and core features of Tier II Interventions.

Build foundations for implementing the Behavior Education

Program (BEP) Check-in/Check-out (CICO).

Understand the role of Function of Behavior in selecting T2

targeted interventions.

Strengthen T2 teaming and problem-solving.

Agenda: T2 Targeted Interventions

Tier Two Targeted Interventions within a Multi-tiered System of Positive Behavior Supports.

Getting Started with Tier Two Targeted Interventions ◦ Tier 2 Interventions Jigsaw Activity

The Behavior Education Program (BEP)/CICO ◦ Check-in/Check-Out Action Planning

TIPS Meeting Foundations ◦ Team Meeting Essentials

Progress Monitoring and Team Action Planning

“Touch Each Page” Activity Review the T2 Team Member Handbook

◦ Section Tabs

◦ Team Initiated Problem solving (TIPS)

◦ T2 Targeted Interventions

◦ Behavior Education Program (BEP)

◦ Functional Behavior Analysis (FBA)

◦ Social Emotional Learning (SEL)

◦ Progress Monitoring

Understanding Tier II within a Multi-tiered system of supports

School-wide PBIS (A multi-tiered Behavioral Framework)

Primary Prevention: School-wide & Classroom-wide

systems for all students and all staff in all settings.

Universal, Tier I

Secondary Prevention: Systems for targeted or

group-based interventions for students needing

additional support beyond the Universal or Tier I

system.

Targeted, Tier II

Tertiary Prevention: System for

students requiring more intensive &

individualized supports for

academic, social, or mental health

services.

Individualized,

Tier III

PBISapps.org, CICO Training

Layered Continuum of Supports

Every student has access to Universal supports

Some students also receive Targeted supports

Few students also receive Intensive supports

T2 Foundations

All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation.

80.00%

Some

Few

ALL School &

Classroom

Systems

Assumption: A Solid Tier 1 Prevention Foundation

Universal school-wide norms, behavioral expectations and supports

Intentional teaching of social-emotional life skills

Data-based decision making

Staff can identify student behavioral, mental health, and trauma-based issues & use referral processes

Best first instruction

Restorative approach to community building and positive relationships

Table Talk

Have a conversation about: ◦What is the status of Tier One Universal foundations at your school?

◦Which components might need attention?

.

Tier 2 Targeted Interventions

Tier II interventions are typically group-based, standardized practices and systems designed to supplement primary prevention efforts, and are appropriate for students who exhibit problem behaviors across multiple settings.

What are characteristics of T2 Targeted Interventions?

(Some)

Targeted

Interventions

for Students

At-Risk

• Targeted interventions are designed

for a smaller portion of students with

some risk.

• Focus on specific, targeted skill or

deficit.

• Targeted interventions are usually

short term, maybe 8-10 weeks

• Standardized delivery across a group

of students with similar at-risk needs.

• Data are used continuously to monitor

student’s progress in the intervention.

Key Features of Tier 2 Interventions

◦ Similar implementation across students

◦ Continuous availability

◦ Rapid access to intervention less than one week

◦ Low effort by teachers

◦ All school staff are trained on the intervention.

◦ Intervention is consistent with school-wide expectations

◦ Intervention is flexible based on functional assessment.

◦ Data are used continuously to monitor student’s progress on the intervention.

Crone, Hawkin, & Horner, 2010; OSEP, 2005

What Could Targeted Interventions Look Like?

•Behavior contracts

•Social skills training

•Check-in/Check out

•Mentors

•Reteaching school-wide expectations in small groups/targeted areas

•Student Support Groups • E.g., anger management, social skills,

conflict management

Say Something

Can you identify a potential Tier 2 Intervention at your site?

Describe the criteria that make this (or could make this) a T2 Targeted Intervention.

◦ Tip: See Tier 2 Interventions Checklist

(pp. 57-59) and Critical Features, p. 33.

Targeting Student Need

a. Students at risk for behavior, social-emotional, or mental health concerns

b. Students who are unresponsive to Tier I practices and systems (based on progress monitoring data)

c. Student who do not require more immediate individualized interventions

d. Students’ needs are observed across multiple settings or contexts.

e. Other (discuss with an elbow partner)

Making Predictions What might be some targeted student needs on your campus?

Examples: ◦ Students with social skills deficits ◦ Students with disruptive behaviors ◦ Students with poor study/organizational skills ◦ Students with tardy/attendance problems.

Discuss with your table partners.

Table Talk: Identifying Targeted Group Needs

What might be some targeted group needs on your campus?

Examples: ◦ Students with social skills deficits ◦ Students with disruptive behaviors ◦ Students with poor study/organizational skills ◦ Students with tardy/attendance problems.

Discuss with your table partners.

Got Data? What Data Sources might be used to identify student need for targeted interventions at your school?

◦ Healthy Kids Survey Data

◦ SWIS Data

◦ Aries Data

◦ Counseling Referral Logs

◦ Observation Data

◦ Anecdotal Records

◦ Other?

Building A “Menu” of T2 Interventions

CICO Mentoring

Check and Connect

Targeted Social Skills

Groups

Tier II Interventions: Jigsaw Reading

Number 1-4 at your table.

Read the section assigned to your number: 1. Check-in Check Out

2. Check and Connect

3. Mentoring

4. Social Skills

Complete the Table for your pair’s intervention.

Share with the whole group to complete the entire Tier II Interventions Table.

Secondary Tier Interventions Matrix Intervention Describe the

Intervention. How are students identified?

Who implements?

Research Base Possible examples at my school.

Check and Connect

Check-In/ Check-out

Social Skills Instruction

Mentoring

Break

The Behavior Education Plan (BEP) CHECK-IN/CHECK-OUT (CICO)

Intervention Overview

Small group intervention to provide…

◦Daily organization and behavioral support

◦Systematic performance feedback

◦High rates of adult attention

◦Mechanism for making data-based decisions

◦Communication link between school and home

Check-In/Check-Out: A Tier II Targeted Group Intervention

Check-In Check-Out (CICO) is a Tier II, group-oriented intervention, designed especially for students whose problem behaviors: a. are unresponsive to Tier I practices and systems b. do not require more immediate individualized

interventions c. are observed across multiple settings or contexts.

Check-in/Check-out is also known as the BEP:

Behavior Intervention Program

Where does CICO-SWIS fit?

80.00%

CICO-SWIS is a decision system for targeted or

group-based interventions for students needing

additional support beyond the Universal or Tier I

system.

Critical Features of CICO Increased positive adult contact

Embedded social skills training

Direct link to school-wide behavioral goals and expectations

Frequent feedback

Daily home-school communication

Positive reinforcement contingent on meeting behavioral goals

CICO Cycle

The Daily Progress Report (DPR)

Linked to school-wide behavior expectations.

Standard for all students

3 point rating scale.

No more than 10 check in periods.

Developmentally appropriate.

1. Standard for all students? 2. 3 point rating scale? 3. No more than ten check in periods?

1. Standard for

all students?

2. 3-5

expectations?

3. 3-point rating

scale?

4. No more than

10 check in

periods?

1. Standard for all students?

2. 3-5 expectations?

3. 3-point rating scale?

4. No more than 10 check in periods?

More information and examples are available at www.pbisapps.org in the Resources

section

Daily Progress Report/Point Card

The New Card Streamwood High School: U- 46

For Whom is the BEP Appropriate?

APPROPRIATE

Low-level problem behavior (not severe)

2-5 referrals

Behavior occurs across multiple locations

◦ Examples talking out

◦ minor disruption ◦ work completion

INAPPROPRIATE

Serious or violent behaviors/ infractions

Extreme chronic behavior (8-10+ referrals) ◦ Require more individualized

support Functional Assessment ◦ Wrap Around Services

Intervention Overview Research supported practice

◦ Schools can successfully implement

◦ Decreases problem behavior

◦ Effective for 60-75% of Tier II, at-risk students

◦ Ineffective for students who do not find adult attention reinforcing

(Crone, Horner, & Hawken, 2004, pp. 9-10)

Let’s take a Look… Behavior Education Program DVD, part 1

Action Planning: “Getting Started” Workbook

Review sample Daily Progress Charts appropriate for your grade level (pp. 85-87p. 76).

◦ Select a format.

◦ Begin to complete chart, using your schoolwide behavior expectations.

Sample Referral Form (p. 90 “Getting Started”)

Parent Permission Form

Action Planning

Think About… What will your school forms be?

How will you teach CICO to faculty and staff?

How will you communicate with parents/families?

How will student’s progress be reinforced?

CICO Implementation Guide

Process Information People

Where, When, Who? Data Criteria for Selection/Referral CICO Coordinator

Location: Morning/afternoon check-in

Progress monitoring Criteria Behavior Support Team Members

Forms: DPR Spreadsheets

Exit Transition Communication Plan

Use this planning form to implement CICO with your PBIS Team.

Adapted from Susan Barrett, Chicago PBIS Forum 2014

Data Decision Rules (p. 56) What data criteria will your team establish for referral, progress monitoring, and exit/transition from the CICO intervention? ◦ Data benchmarks for student referral

◦ Data benchmarks for progress monitoring

◦ Data benchmarks for exit/transition from the intervention?

Lunch Enjoy your lunch!

Introduction to Team-Initiated Problem

Solving (TIPS)

A PA C I TAT I O N :

T O D D , A . W. , N E W T O N , J . S . , A L G O Z Z I N E , K . , H O R N E R , R . H . , &

A L G O Z Z I N E , B . ( 2 0 1 3 ) . T H E T E A M I N I T I AT E D P R O B L E M S O LV I N G

( T I P S I I ) T R A I N I N G M A N U A L . E D U C AT I O N A L A N D C O M M U N I T Y

S U P P O RT S , U N I V E R S I T Y O F O R E G O N . W W W. U O E C S . O R G

.

TIPS II TRAINING MANUAL (2013) WWW.UOECS.ORG 54

People aren’t tired from solving problems – they are tired from solving the same problem over and over.

Implement Solution with High Integrity

Identify Goal for Change

Identify Problem with

Precision

Monitor Impact of Solution and

Compare against Goal

Make Summative Evaluation

Decision

Meeting

Foundations

Team-Initiated Problem Solving (TIPS

II) Model

Identify Solution and

Create Implementation

Plan with Contextual Fit

Collect and Use Data

What, Who, When, Where, and Why?

How do we want the problem to change?

What are we going to do to bring about desired change? Did we implement with

fidelity?

Has the problem been solved?

What next?

Roles on TIPS Team

Facilitator Note-taker

Data Analyst

Team Member

Define Roles for Effective Meetings

Core roles ◦ Facilitator ◦ Minute taker ◦ Data analyst ◦ Active team member ◦ Administrator

Backup for each role

NEWTON, J. S., TODD, A. W., ALGOZZINE, K., HORNER, R. H., & ALGOZZINE, B. (2009). THE TEAM

INITIATED PROBLEM SOLVING (TIPS) TRAINING MANUAL. EDUCATIONAL AND COMMUNITY

SUPPORTS, UNIVERSITY OF OREGON, UNPUBLISHED TRAINING MANUAL.

57

Typically NOT the administrator

Facilitator Minute Taker

Before meeting, provides agenda items to Minute Taker

During meeting,

Starts meeting on time

Determines date, time, and location of next meeting

Manages the “flow” of meeting by adhering to the agenda

Prompts team members (as necessary) with the TIPS

problem-solving “mantra”

Is active participant in meeting

Ask questions

75% of what a facilitator says should be in question form

Implement group norms/agreements

Keep people on track (back on track)

Before meeting Collects agenda items from Facilitator Prepares TIPS Meeting Minutes agenda form, including content from Data Analyst’s Report, as appropriate Prints copies of the TIPS Meeting Minutes form for each team member, or is prepared to project form via LCD

At meeting, asks for clarification of tasks/decisions to be recorded on TIPS Meeting Minutes form, as necessary

Uses computer & word processer Save/edit files Ability to listen to a discussion and paraphrase critical information in written form Fluent with meeting minute form Is active participant in meeting

After meeting, disseminates copy of completed TIPS Meeting Minutes form to all team members within 24 hours

Data Analyst Team Member

Before meeting Review data to describe potential new problems with precision Provides data (e.g., Summary and Drill Down Reports) concerning the frequency/rate of precisely-defined problems Provides update on previously-defined problems (i.e., precise problem statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship of change to goal) Distributes Data Analyst’s Report to team members Asks Facilitator to add potential new problems to agenda for meeting

At meeting Leads discussion of potential new problems Responds to team members’ questions concerning content of the Data Analyst’s Report; produces additional data on request (e.g., additional Custom Reports) Is active participant in meeting

Before meeting, recommends agenda items to Facilitator

At meeting, responds to agenda items and

Analyzes/interprets data; determines whether a new problem exists

Ensures new problems are defined with precision (What, Who,

Where, When, Why) and accompanied by a Goal and Timeline

Discusses/selects solutions for new problems

For problems with existing solution actions

Reports on implementation status (Not Started? Partially

implemented? Implemented with fidelity? Stopped?

Suggests how implementation of solution actions could be

improved

Analyzes/interprets data to determine whether implemented

solution actions are working (i.e., reducing the

rate/frequency of the targeted problem to Goal level)?

Is active participant in meeting

Willingness to listen and consider all perspectives

Use sense of humor

Mutual respect

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Team Member Responsibilities

Facilitator’s Responsibilities and Skills Needed

Facilitator

Before Meeting:

• Ask for agenda

items

• Provide items to

Minute Taker

During Meeting:

• Starts meeting on time

• Manages “flow” of meeting

• Prompts team members (as

necessary) with the TIPS

problem-solving “mantra”

• Is an active participant in

meeting

• Determines date, time, and

location of next meeting

Facilitator should be able to:

• Ask questions

• Implement group norms or agreements

• Keep meeting on track (or navigate back

on track when needed)

• Move through agenda in a timely fashion

Minute Taker’s Responsibilities

Minute Taker

Before Meeting:

• Collects agenda items from

Facilitator

• Prepares TIPS Meeting Minutes

agenda form, including content from

Data Analyst, as appropriate

• Is prepared to project TIPS Meeting

Minute form via LCD during

meeting

During

Meeting:

• Records

decisions/not

es on TIPS

Meeting

Minutes form

• Asks for

clarification of

tasks/decisio

ns, as

necessary

• Is active

participant in

meeting

After Meeting:

• Cleans up TIPS Meeting Minutes from meeting

• Disseminates Meeting Minutes to team within 36

hours

Data Analyst Responsibilities

Data Analyst

Before Meeting:

• Review data and define potential new problems with precision (What, Who,

Where, When, Why)

• Gather/organize data on previously-defined and/or potential new problems

• Review data on previously-defined problems (i.e., frequency/rate for most

recently-completed calendar month, direction of change in rate since last

report, and relationship of change to goal)

• Prepares graphs for sharing at meeting

• Asks Facilitator to add potential new problems to agenda for meeting

During Meeting:

• Leads discussion of potential new

problems

• Responds to questions about data;

produces additional data on request

(e.g., additional Drill Down Reports)

• Is active participant in meeting

Team Member Responsibilities

Team Member

Before Meeting:

• Recommends agenda items to Facilitator

During Meeting:

• Analyzes/interprets data; determines whether a new problem exists

• Ensures new problems are defined with precision (What, Who, Where, When, Why)

and accompanied by a Goal and Timeline

• Discusses/selects solutions and evaluation data (fidelity and outcome) for new

problems

• For problems with existing solution actions

• Reports on implementation status (Not Started? Partially implemented? Implemented

with fidelity? Stopped?)

• Suggests how implementation of solution actions could be improved

• Analyzes/interprets data to determine whether implemented solution

actions are

• Is an active team member

Expert Group Activity: Number off 1-4

Each group is assigned a TIPS Meeting Role

Take 5 minutes to discuss the role’s responsibilities.

Be prepared to report out.

Who is Responsible? Action Person Responsible

Reserve Room

Recruit items for Agenda

Review data prior to the meeting

Reserve projector and computer for meeting

Keep discussion focused

Record Topics and Decisions on agenda/minutes

Ensure that problems are defined with precision

Ensure that solutions have action plans

Provide “drill down” data during discussion

End on time

Prepare minutes and send to all members

Facilitator

Facilitator

Data Analyst

Minute Taker

Facilitator

Minute Taker

Facilitator

Facilitator

Data Analyst

Facilitator

Minute Taker

All

Meeting

Foundations

Meeting starts

on time

At least 75% of

team members

present at start

of meeting

Previous

meeting minutes

available

Agenda is

available for all

to view

Roles and

responsibilities

of team

members

defined

Next meeting is

scheduled

Meeting ends on

time (unless

agreement to

continue)

At least 75% of

team members

are present at

end of meeting

Elements of

Meeting

Foundations

National PBIS Leadership Forum, October, 2013

Meeting Foundations Brief Self Assessment

In place Partially in place Not in place

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Start on Time

End on time (or agree to extend and end at that time)

Have facilitator/ minute taker/ data analyst

Have Back Ups for each role

Start with previous meeting minutes

Have a public agenda format

Next meeting scheduled

Team members participate regularly & promptly

Decision making authority is present during meetings

Distribute meeting minutes within 24 hours of meeting

Meeting Foundations Activity (15 mins) Identify primary and backup people for roles.

Define:

Meeting Dates, Times, Locations

Add to future meeting agenda to complete the School Information Form

Role Primary Backup

Facilitator

Minute Taker

Data Analyst

Support Team Members

Evaluation of Team Meeting (Mark your

ratings with an “X”)

Our Rating

Yes No So-So

1. Was today’s meeting a good use of our time?

2. In general, did we do a good job of tracking

whether we’re completing the tasks we agreed on at

previous meetings?

3. In general, have we done a good job of actually

completing the tasks we agreed on at previous

meetings?

4. In general, are the completed tasks having the

desired effects on student behavior?

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End of Meeting Brief Debrief

Say Something How might you use the TIPS Meeting Foundations at your school to design more effective Behavior Support Team Problem Solving meetings?

Progress monitoring DETERMINING READINESS FOR ADVANCED TIERS

Determining Readiness for Advanced Tiers

A major feature of SWPBIS is the commitment to ongoing assessment and progress monitoring of fidelity of implementation.

Proceed if you meet one or more of the following criteria: ◦ a. >80% on Team Implementation Checklist (TIC),

◦ b. >70% on the Benchmarks of Quality (BoQ), or

◦ c. > 80%/80% on the School-wide Evaluation Tool (SET).

Tiered Fidelity Inventory ACTION PLANNING PROTOCOL

https://www.pbisapps.org/Resources/Pages/School-Wide-Tiered-Fidelity-

Inventory-(TFI)-Walkthrough.aspx

Tiered Fidelity Inventory (TFI) The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to determine the extent to which school staff are applying the core features of SW PBIS across all three tiers.

Tier I (Universal PBIS) ◦ Whole School Universal Prevention

Tier II (Targeted PBIS) ◦ Secondary, Small Group Prevention

Tier III (Intensive PBIS) ◦ Tertiary, Individual Support Prevention

The TFI is completed by the school PBIS Leadership Team, including the site administrator and PBIS coach*.

Input from staff or other committees that have the knowledge and are supporting students in one or more of the Tiers is recommended.

◦ For example, a behavior specialist may want to be part of the completion of the Tier III section if they are involved in BSP Planning.

*Note: Is strongly recommended the SWPBIS TFI be completed (at least the first time) with an external PBIS coach as the facilitator.

Who Completes the TFI?

TFI Summary and Score Reports

Total Score

Subscale

Sub-subscale

Individual Items

Total score (TFI)

Subscale Report

TFI Sub-subscale Score Report

Feature Name

Feature Name: Detailed description

of the feature.

Possible data sources

0 = descriptors of the feature not being implemented

1 = descriptors of the feature being partially implemented

2 = descriptors of the feature being fully implemented

Feature Data Sources

Scoring Criteria

0 = Not implemented 1 = Partially implemented 2 = Fully implemented

Main Idea: the essence of the feature.

Reflection-Walkabout

SWPBS Feature Response 1. What is 1 thing you learned that you did not know before?

2. What 3 “big ideas” will you take back to your colleagues?

3. What is 1 practice you will do tomorrow that you have not done before?

4. What is 1 practice you will consider not doing tomorrow?

5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?

“Walk about” until you share with at least three other members outside your

school team.

Reflect and record your responses on the right.