Secondary/Tertiary Systems Development Part 2: Tools and Strategies Cynthia Anderson, University of Oregon Kimberli Breen, Illinois PBIS Network.

Secondary/Tertiary Systems Development

Part 2: Tools and Strategies

Cynthia Anderson, University of Oregon Kimberli Breen, Illinois

PBIS Network

Description

Positive outcomes for students are achieved when evidence-based interventions are implemented within effective systems and data are used to guide decision-making. We describe the ways data can be used at Tiers 2 and 3 (e.g., for individual students, for a system) and share tools for using data effectively and efficiently.

Kimberli Breen, Illinois PBIS Network

www.pbisillinois.org

Positive outcomes for students are achieved when…

…evidence-based interventions are implemented… Provide guidance on selection of EBP Organize EBP into a framework that

makes sense to all stakeholders

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, 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

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Tools

Secondary/Tertiary Resources Secondary/Tertiary Resources

(annotated) Secondary/Tertiary Guiding Questions Blank Triangle Worksheet

Guiding Questions: Purpose

Please fill in your school’s responses to the questions below to help you:

a) design systems at the Tier 2/Secondary and Tier 3/Tertiary tiers of intervention,

b) identify areas of strength and need in your current systems and

c) support your team procedures to be consistent, proactive and objective (data-based).

Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

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

Data and Support Staff

Tiered Supports / Practices

Adapted from 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/school-wide.htm

within effective systems Creating a framework that supports the:

Creation Allocated time (incl. FTE) Protected time dedicated to ‘development’

(agendas) Systematized stakeholder input/feedback

Use Allocated FTE to Coordinate & Facilitate

interventions Allowable out-of-seat student time (policy) Active stakeholder participation

Progress-monitoring of EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system

Secondary Systems Planning Team Meeting Agenda

Number of youth in CICO (record on TT)? Number of youth responding (record on TT)?

* Send Reverse Request for Assistance to teachers of all youth not responding

Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)?

Repeat for S/AIG, Mentoring & Brief FBA/BIP If less than 70% of youth are responding to

any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

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

and data are used to guide decision-making

Progress-monitoring of the actual EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system

Progress-monitoring of youth response

Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:

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

Systems-Response Tool“Finding” Students in Need of Tertiary Supports

Records the “system’s response” to youth behavior/circumstance

Administrators and team members need to find the #s of youth that meet each criteria Using the tool IS engaging in a ‘systems-reflection’ Prevents the hiding or mis-labeling of youth (ex. “We

don’t have any kids that need Wraparound”)

Systems-Response ToolSystem Response Options Total # of Students in Category for Time Period: List date

at top of column & total # of youth in each box

Date: Date: Date: Date: Date: Date:

A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP)

B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound)

C. Students being considered for Special Education Testing

D. Students with Special Education process in progress (being tested, placement being considered, etc.)

E. Students that were tested and did not qualify for Special Education

F. Students suspended on one occasion

G. Students suspended on two or more separate occasions

H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program)

I. Students in Special Education setting, out-of-home school

J. Students in “short-term” restrictive placement in clinical setting (hospitalization)

K. Students with expulsion hearing in progress

L. Students expelled

Progress-Monitoring in Illinois Progress monitoring is critical at all levels

Student Per student, for individual progress-monitoring In aggregate, to monitor effectiveness of

interventions themselves Ex. Is our ‘problem-solving’ group effective?

Building/District Per school, to monitor building-level systems

Ex. Is our HS effective at keeping youth engaged? In aggregate, to make district-level decisions

District as a whole (set goals, allocate resources) Cohort schools vs non-cohort schools (is an initiative

working?)

Sample: Daily Progress Report

Check-In/Check-OutEXPECTATIONS

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

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

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 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s distance

Use #2 voice level when upset

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

Self-monitor with DPR

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

0 = 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

71 Elementary Schools71 Elementary Schools

71 Elementary Schools71 Elementary Schools

Mean CICO points per school71 Illinois Elementary Schools 08-09

Comments/Questions