Tier 2 Coaching Jessica Swain-Bradway, IL PBIS Network Jessica.swainbradway@pbisillinoi s.org
Agenda
Quick overview of Tier 2 interventions Critical Features What Tier 2 does for kids
Tier 2 Coaching Role: Supporting Adults in the Building
Tier 2 systems meetings Tracking Progress and Systems Common errors in Tier 2
Objectives
Explain the idea of systems response Identify common errors in Tier 2
implementation Identify at least 2 additional resources for
Tier 2 implementation
?Think and respond?
What Tier 2 interventions does your school have in place?
For how long have they been doing those interventions?
How much of an expert are you? Could put Jessica to shame! Enough knowledge to be dangerous… I am in the correct room?
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
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/schoolwide.htm
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, SD-T, EI-T
Check-in Check-out (CICO)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEWFamily Focus
ODRs,Credits, 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 Multi-Tiered System of Support Model (MTSS)
Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tionAssessm
en
t
Individual Student Information System (ISIS)
10 Critical Features of Tier 2 Interventions
1. Intervention linked directly to school wide expectations and/or academic goals.
2. Intervention continuously available for student participation.
3. Intervention is implemented within 3 school days of determining the student is in need of the intervention
4. Intervention can be modified based on assessment and/or outcome data
Critical Features continued
5. Intervention includes structured prompts for what to do in relevant situations.
6. Intervention results in students receiving positive and/or corrective feedback from staff.
7. Intervention includes a school-home communication exchange system at least weekly.
Critical Features continued
8. Orientation process and introduction to materials is provided for students as
they begin the intervention9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.10. Opportunities to practice new skills are
provided daily.
Where is your school?
If you had to give your school 1 point for every critical feature, what would your score be? For CICO? Social Academic Instructional Group? Other?
FEATURE Y or N?
Feature Y or N?
Intervention linked directly to school wide expectations and/or academic goals.
Intervention results in students receiving positive and/or corrective feedback from staff.
Intervention continuously available for student participation.
Intervention includes a school-home communication exchange system at least weekly.
Intervention is implemented within 3 school days of determining the student is in need
Orientation process and introduction to materials provided for students as they begin the intervention
Intervention can be modified based on assessment and/or outcome data
Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
Intervention includes structured prompts for what to do in relevant situations.
Opportunities to practice new skills are provided daily.
Tier 2
Builds on Tier 1Provides increased opportunities for:
Teaching Prompting Reinforcing Monitoring
Increase structure and predictability of the day
MOVE your Brain
How does something like CICO increase structure and predictability of the school day?
Talk with a partner and be prepared to share.
Up the Triangle
• Identify Screening Diagnostic measures /
processes • Intervene
Teach & Prompt Practice Reinforce
• Monitor Progress Outcomes
Up the Triangle
• More specific goals Subgoals
• Intensify dosage Duration Frequency
• Increase frequency of monitoring
• Increase supports to the interventionists
We use these vehicles…
Check In Check Out (CICO)Social Academic Instructional Groups
(SAIGs)Check –N- Connect
We can also use these vehicles…
Therapeutic group Trauma informed interventions
Homework clubLunch BunchStudy Buddies Modify and
Improve what we have…
Up the Triangle
• More specific goals Subgoals
• Intensify dosage Duration Frequency
• Increase frequency of monitoring
• Increase supports to the interventionists
ADULTS like hugs too
Create coaching “network” within school & district Resources Time Training Reminders Morale Liasion
3-Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
ComplexFBA/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 SupportTeachers
understand Tier 2
concept and interventions
.
Tier 2 Role Description
Direct support to selected buildingsDistrict-level support and leadershipTrainingsTechnical Assistance Liaison
Use the Science of Teaching…
ModelLeadTest (COACH)!
Set up supports and resources for othersTeach them how to access and use
Importance of Coaching
Facilitation Master ‘time keeper’ (Focus on Efficiency)
Modeling Constantly focusing on building capacity
Prompting/reminding/pre-correcting More than ‘Cheerleading’
Asking the ‘right’ questions Program evaluation
• Ex. It’s not “Did you do the SET?”, it’s “What does your SET data tell you?”
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Insufficient Methods for bringing about change
Diffusion/dissemination of information by itself does not lead to successful implementation
Training alone, no matter how well done, does not lead to successful implementation
Policies and funding alone do not lead to successful implementation
Training Outcomes Related to Training Components
Training Outcomes (% of participants who demonstrate knowledge and skills in training, use new skills in the classroom)
Training Components Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration in Training
Plus Practice & Feedback in Training
Plus Coaching in Classroom
10% 5% 0%
30% 20% 0% 60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Other Tier 2 Roles
Coordinator• Overall coordinator• May report to Tier 2 coach• Data organization, review
Facilitator • Works with kiddos• May report to Coordinator
Share the wealth…
Secondary Systems Planning Team Meeting Agenda
Number of youth in CICO (main Tier 2)? Number of youth responding Number of new youth potentially entering
interventionRepeat for all other Tier 2 interventions
S/AIG, Mentoring & Brief FBA/BIPLess than 70% of youth are responding?
Review the integrity of the intervention Make adjustments
Secondary Systems Planning Team Meeting Agenda
Less than 70% of youth are responding? Review the integrity of the intervention Make adjustments:
FIDELITY Check in with facilitator Fidelity check list Observe Coach
Tracking Tier 2 Outcomes & Systems
Student Outcomes: Tracking Tool
Systems Outcomes: Systems Response Tool
Progress Monitoring
1. Teams need to track and monitor interventions: How many students are receiving each intervention?
2. What data are used to monitor each intervention type?
3. How many students are responding to each intervention?
4. What systems are we relying on the most?
Tier 2/Tier 3 Tracking Tool
Look at all Tier 2 (and 3) interventions Increases accountability
Teams have to count # of youth 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
Assesses the success rate, or effectiveness, of the interventions themselves
Systems-Response Tool
What are we doing with all of our kids? What interventions / placements are we
relying on the most? Systems-reflection
Common Errors in Tier 2
Throw them all in! Weak Tier 1 No Tier 3
Herculean Hillary Not enough people trained / implementing
What System? Lack of systems to support work
• Team• Training• Coaching
We communicate at lunch in the teacher’s lounge Lack of formal communication method