Tier 2 Systems Capacity
Susan Barrett
Michele 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 Tiers
Tier 1
Tier 2
Tier 3
Team
Team
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
•Authority
•Composition
•Screening
Implementation of
Interventions
Time, Structure and Feedback
Intervention match
Access to T1
Formal process to teach staff and
students
Evaluation
•Level of Use
•Student Outcome
•Fidelity
•Annual Evaluation
•Authority
•Composition
•Screening
•Individual Team
•Access to T1,T2
Implementation
•Resources
•Assessment
•Support Plan Features
Evaluation
•Monitoring
•Fidelity
•Outcome
•Annual Evaluation
Lessons Learned
CICO serves as opportunity to install critical
systems features required for advanced tiers
• Resource: CICO Training
What are the Systems Features ?
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?
Daily Progress Report consistent with SW Expectations
CICO Record
Name: ____________________________
2 = great 1 = OK 0= hard time
Date: ______________
Safe
Responsible
Respectful
Check In
2
1
0
2
1
0
2
1
0
Before
Recess
2
1
0
2
1
0
2
1
0
Before
Lunch
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
Comments:
Today’s total points
Sample: Daily Progress Report
for GROUP Intervention
1 st block
EXPECTATIONS
Be Safe
Use your words
Use deep breathing
Be Respectful
Keep arm’s distance
Use #2 voice level when
upset
Be Responsible
Ask for breaks
Self-monitor with DPR
2
1
2 nd block
T
3 rd block
4 th block
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
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
Sample: Daily Progress Report
Behavior Intervention Plan
T = Try again
1 = Good
2 = 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 ______________%
Check-in Check-out Embedded
Within 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.
Tier 2 Team
Problem Solving Team has a shift in
role
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 Tool
and Guiding Questions
Teaming Functions
Buy 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.
Student identification process in place
at Tier 1
• 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
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)
•
•
•
•
•
•
•
•
•
•
•
•
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:
Early Warning Indicators
On-Track
On-Track Indicators
At-Risk for
Off Track
Off-Track
Highly OffTrack
Extremely
Off-Track
Course
Performance in
Core Subjects
GPA
Credits
FCAT/
Concordance
Scores
Meeting all
graduation
requirements
Cs or better in
all areas
2.5 or more
Meeting credit
graduation
requirement for
grad plan year
Lacking 1
graduation
requirement
2.0 to 2.49
Behind
1 Credits
Lacking 2
graduation
requirements
Failing 1-3
classes
Less than 2.0
Lacking 2 or
more graduation
requirements
Currently failing
3 or more
classes
Meeting no
graduation
requirements
2-3 Years
Behind
Less than or
equal to 1.5
Behind 3 credits Not passed both
sections of 10th
grade FCAT or
retakes
No concordant
scores
Behind 4 or
Not passed 10th
more credits
grade FCAT or
retakes
No concordant
scores
Less than or
equal to 1.0
Not meeting
cohort
graduation plan
Level 3 or
Above or
concordant
scores within
the same school
year
Level 2 on
FCAT
Not passed 10th
grade FCAT or
retakes
No concordant
scores
Attendance
Office
Discipline
Referrals
4% or less
absences per
quarter or
semester
3 or less Level
I and/or minor
referrals
5% or more
absences per
quarter or
semester
4 or less Level
I and/or minor
referrals
Level II ODRs
per semester
5 or more
Level I and/or
Level II ODRs
per semester
10% absences
per quarter or
semester
15% or more
absences per
quarter or
semester
20% or more
absences per
quarter or
semester
5 or more
Level II ODRs
for fighting/
profanity/
disruption per
semester
Established
pattern of
severe
behavior
Level II & III
ODRs
Additional
Factors
Disengagement
No extra curricular
involvement
Substance Abuse
High Mobility
Mental health
issues
Free/Reduced
lunch
Foster/group home
Transient/Homeles
s
Parent
unemployment
Student
employment
Changes in
behavior/
appearance
More recent
traumatic event
Missed guidance
appointments
No show for
yearbook picture
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 evidencebased practices that match student need, and
are developmentally and culturally
appropriate
U-46 at a Glance
Enrollment:



Total school enrollment 40,570
54.8% Low Income
97 languages spoken in U-46 homes
Facilities:




40 Elementary Schools (PreK-6)
8 Middle Schools (7-8) + 1 Alternative Middle School
5 High Schools + 2 Alternative High Schools
2 Early Childhood Centers
Communities Served:


11 communities
3 counties (Cook, DuPage, Kane)
SD U-46 Student Profile
Based on School Report Card 2012
2%
1%
Hispanic 50%
7%
Caucasian 32%
8%
Asian-American 8.3%
50%
32%
African-American 6.7%
Multi-Race 2.4%
Native American 0.5%
Do we have to add another thing?
Tier 2 Systems Development 20082013
• 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)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
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
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Teaming at Tier 2
Secondary 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
1. Standard for
all students?
2. 3 point rating
scale?
3. No more than
ten check in
periods?
CICO Record
Name: ____________________________
2 = great 1 = OK 0= hard time
Safe
Date: ______________
Responsible
Respectful
Check In
2
1
0
2
1
0
2
1
0
Before
Recess
2
1
0
2
1
0
2
1
0
Before
Lunch
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
Comments:
Today’s total points
Name:
Date:
Block 1
Block 2
Block 3
1. Standard for
all students?
2. 3 point rating
scale?
3. No more than
ten check in
periods?
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 Be on time
talk
Keep hands
to self
1. Check in
2.
3. Music on
MWF
4. PE on T
TH
5. Math
6. Lunch
7. Recess
8.
9. Language
arts
10. Snack
11. Research
projects
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
Too individualized
Student Recommended for CICO-SWIS
Check In Check Out (CICO-SWIS)
CICO-SWIS is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Secondary Team
Assesses System & Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
…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
Nature Ridge Elementary
PBIS
Positive Behavior
Interventions and Supports
Following the
Wolf Pack means we
are:
Check In-Check Out is …
SAFE
RESPECTFUL
RESPONSIBLE
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 the
day. 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 daily
goal 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
Illinois
Social Emotional Standards
Develop an awareness of
personal identity & positive selfconcept.
Exhibit persistence and creativity
in seeking solutions to problems.
Our Wolf Pact
Use appropriate communication skills
when expressing
needs, wants and feelings.
Demonstrate respect & responsibility
for self and others.
Begin to understand and follow rules.
BEING SAFE
BEING RESPECTFUL
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.
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
District Expectations
•
•
•
•
•
•
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
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