Tier 2 & 3 External Coaches Network Meeting Location Meeting Time October, 2012.

Tier 2 & 3 External Coaches Network Meeting 

LocationMeeting TimeOctober, 2012

Meeting Agenda• Introductions and Grounding Activity (PLEASE SIGN IN)

• Coaching Skill (Thoughtful and Reflective Questioning)

• Review 6 levels of interventions & percentages

• Teaming Model with Agendas

Teaching and Learning for district-level capacity & sustainability External Coach-led Internal Coach mtgs on-sight school-based team mtg

• Open networking time

Grounding Activity

At your table, discuss what is where your building is with tier 2/3

What is working well?What needs tweaking?Share with large group

Coaching Skills

Thoughtful and Reflective Questioning was covered in the Tier 1 N200

Review these questions How could they be helpful as your coaching tier 2/3

interventions?

Coaching for Capacity BuildingIllinois State Board of Education

Readiness for Tier 2/3?

Remember to check the www.pbisillinois.org website for the Tier 2/3 readiness documents

If your ready for S300-301, T200, T300-301, your district would submit the readiness documents to your TAC.

TAC’s will follow up and confirm next steps with your district

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

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

Check-in Check-out (CICO)

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 (SAIG)

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

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

Tier 2/Secondary

Tier 3/Tertiary

Inte

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What questions do you have?

Use flipchart paper or whiteboard to capture questions from the room… CICO SAIG CICO with ind. Features/mentoring Brief FBA/BIP Complex FBA/BIP Wraparound Wraparound/RENEW

For Review: Data-Based Decision MakingNumbers to Keep in Mind

• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions

• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions

• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based Decision-Rules for ‘determining response’ must be defined Data sources defining response are efficient

• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

TEAMINGThe point of reviewing the teaming structure is to:

1. Check for understanding2. Plan for training needs3. Discuss the use of the agendas for tier 2

systems conversations, problem solving meetings and tier 3 systems conversations.

4. Begin discussing family and agency involvement

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 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: • Family Representative: • CICO Facilitator: adult who checks students in and

out in the morning and afternoon

Community-based Service Agencies: How can they contribute?

• Participate as member of systems team and/or problem solving teams.

• Contribute to Social/Academic Instructional Groups development and/or facilitate S/AIG’s. (ex: DPR and classroom generalization techniques.)

• Useful resource for community-based service linkage and referrals.

• Skill-based clinicians can contribute to BIP techniques.• Provide trainings and individual teacher support. (ex:

homelessness, trauma, communication techniques, classroom management, etc..)

Activity

• Have participants move into small groups and address one of the following two points and then share out:

1. Discuss the use of the agendas for tier 2 systems conversations, problem solving meetings and tier 3 systems conversations.

2. Begin discussing family and agency involvement

Systems Response Tool

Review the following toolShare at your table your thoughts:

What are the strengths of this tool? What questions do you have about this tool?

How do you or how could you use the SRT?

Teaching and Learning Examples

Teaching and learning examples are a way to document and share your successes with data.

• Key Features• Examples

Disproportionality Gap Shrinks for African American Students

Decrease in ODRs and OSS While Gains Are Made in Student Achievement

TATOPIC

1. Identify educational entity (school/district, co-op) and indicate level of implementation (ex: third year of PBIS implementation) and/or Tier 2

2. Indicate ‘problem’ being addressed (ex: disproportionate office referrals for ethnic students)

3. Indicate decision rule(s) used to put student(s) into specific intervention(s)

4. Describe evaluation tool(s) and data used to assess/measure progress (BoQ, TIC, SAS, SSS)

Key Features of Teaching and Learning Examples

Brainstorming your own T/L example…

Think: individually, reflect from the grounding activity what you excited about, jot down the data you know or the data you need (2 minutes)

Pair: turn to a shoulder partnerShare: Share you idea with your partner

and ask for feedback, other ideas you might include, etc. Reverse

Activity

• Discuss how you could use a data stories at the:

District LevelBuilding LevelFamily LevelCommunity Level

Networking

• Teaching & Learning Example Teams, please model & guide practice or present example

• Presentation from the Field Teams, please facilitate presentation as appropriate

• Reveal & Steal Teams, please facilitate sharing as appropriate

Calendar Items & Updates

• Upcoming trainings Teams, please insert upcoming trainings in your

area/statewide

• Upcoming events Teams, please insert upcoming events in your

area/statewide

• Next meeting dates Team, please insert next meeting dates in your area

Register for trainings online http://www.pbisillinois.org/trainings/how-to-register

Share out one step you will take when you return to your district as a result of today’s network meeting.

Closing Activity

Materials

• Tier 2 Systems Meeting Agenda• Tier 3 Systems Meeting Agenda• Problem Solving Meeting Agenda• Systems Response Tool