Coaching Tier 2Secondary

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Coaching Tier 2/Secondary

• Pam Horn, Secondary Coach U-46
• Susan Ditch, PBIS TAC
• Michele Capio-Collins, PBIS TAC

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Agenda

• Overview of secondary interventions
• Key Features
• Coaching Strategies and Tips
• Secondary Tools
• Secondary Systems Meeting
• Secondary Training Sequence

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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SAIG, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Brief FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, SD-T, EI-T
Wraparound
Illinois PBIS Network, Revised Sept.,
2008 Adapted from T. Scott, 2004
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Data-Based Decision-Making

• Student outcome data is used
• To identify youth in need of support and to
  identify appropriate intervention
• For on-going progress-monitoring of response to
  intervention
• To exit or transition youth out of interventions
• Intervention integrity or process data is used
• To monitor the effectiveness of the intervention
  itself
• To make decisions regarding the continuum/menu of
  interventions/supports

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Check In Check Out

• One adult checks in and out with multiple youth
• All youth get same intervention (ex. Behavior
  Education Program/BEP)
• Same check in and out time
• Same school-wide behavioral expectations as goals
• Same number of opportunities for behavioral
  feedback (ratings)
• Same Daily Progress Report (DPR)

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Daily Progress Report
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Coaching Tips CICO

• Most teams struggle with implementing a generic
  intervention (want to individualize)
• Evaluating intervention not students (SWIS Graph)
• Teams need to establish decision rules
• Communication with Universal Team
• CICO requires building level commitment
• Staff Training/Overview

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Social Skills/Academic Instructional Groups

• Three types of skills-building groups
• 1) Pro-social skills
• 2) Problem-solving skills
• 3) Academic Behavior Skills
• May or may not involve DPR
• These are often the skill groups facilitated by
  social workers and counselors

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Social Skills/Academic Instructional Groups

• Selection into groups should be based on youths
  reaction to life circumstance not existence of
  life circumstances (ex. fighting with peers, not
  family divorce)
• Goals for improvement should be common across
  youth in same group (ex. use your words)
• Data should measure if skills are being USED in
  generalized settings (ex. classroom, not in
  counseling session)
• Stakeholders (teachers, family etc.) should have
  input into success of intervention

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Coaching Tips Small Groups

• Teams may be very attached to groups that are not
  instructional/research-based
• Previously groups were not discussed at a systems
  team meetings
• Groups need to be accessible to general education
  students

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Mentoring (Check-N-Connect)

• More individualized than CICO
• Youth can have individualized goals
• Scheduling can be varied (doesnt have to be a.m.
  p.m. each day)
• Could use peer support instead of adult mentor
• Generally, one student to one adult
• More focus on relationship building (mentoring)
• May or may not involve a daily progress report
  (DPR)

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CICO vs CnC

• CICO

• CnC

• Generic
• One adult multiple students
• Same CICO time
• DPR used for all students
• School wide expectations as goal for all students

• More Individualized
• One adult one student
• Time and location may vary
• Do not need to use DPR
• May individualize goal for student

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Coaching Tips Mentoring

• Make sure teams start with CICO
• Allow students to have control in selection of
  mentor
• Assist teams to begin looking at function to
  adjust CNC time and location
• Involving teachers in the problem solving process

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Functional Assessment Pathway
Maintaining Consequence THE FUNCTION Get
something Get away from Something
Problem Behavior
Setting Event
Triggering Event or Antecedent
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Build a Competing Behavior Pathway
Maintaining Consequence
Desired Behavior
Setting Event
Triggering Antecedent
Maintaining Consequence
Problem Behavior
Replacement Behavior
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Behavioral Pathway

Setting Event Days with Gym
Antecedent Less structured activities that
involve competition
Problem Behavior Negative comments about
activity and to peers leading to physical contact
Consequence Sent out of P.E. class
Function To escape setting
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Brief Function-based Interventions

• Consequence Supports
• Acknowledging/rewarding student when uses new
  skills (asking for a drink of water to leave,
  using respectful language with peers, being a
  good sport, etc)

• Setting Event Supports
• Add check-in before gym

• Teaching Strategies
• Teach social skills (getting along with others,
  friendship, problem solving, sportsmanship)
• Teach how to approach gym teacher to ask for a
  drink of water to leave setting.
• Teach student how to re-enter and continue with
  activity

• Antecedent Strategies
• Behavior Lessons for all students about using
  respectful language with self and others and how
  to be to be a good sport
• More frequent activities with less focus on
  competition (parachute, 4-square, etc...)
• Pre-correct

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Coaching TipsBrief FBA/BIP

• Practice, practice, practice
• Select students that are not in need of tertiary
  interventions
• Bring in additional support if necessary
• Involve the general education teacher in the
  process give them the ownership

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

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Guiding QuestionsSample

• Tier 2 /Secondary
• Level I Simple Tier 2/Secondary Interventions
  (ex. Check-In/Check-Out) Student receives Simple
  Tier 2/Secondary support when Tier 1/Universal
  interventions and core curriculum are not meeting
  their needs.
• List team members involved in planning for
  students in need of Simple Tier 2/Secondary
  Interventions (probably your Tier 2/Secondary
  Systems Planning Team) (name and title)
• At what team meeting are students identified as
  in need of Simple Tier 2/Secondary Interventions?
  
• What are the Tier 1/Universal data sources used
  to identify this need (i.e. SWIS, Universal
  screening, attendance, grades etc...)?
• What are the data-based decision-rules for a
  student to be automatically entered into a Simple
  Tier 2/Secondary Intervention? What data sources
  will you use (ex. how many office referrals,
  absences, tardies, etc.)? What time period will
  you use for assessment (2 weeks, 4 weeks etc.)
• Data source 1 How many? Time period_________
• Data source 1 How many? Time period
• Data source 1 How many? Time period_________
• Data source 1 How many? Time period_________

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Secondary Systems Conversation

• Building-based Secondary Systems Planning Team
• Meeting Agenda
• Complete the Secondary/Tertiary Tracking Tool
  while you discuss the following
• Number of youth in CICO and potentially upcoming?
  Number of youth responding?
• Number of youth in Social/Academic Instructional
  Groups and potentially upcoming? Number of youth
  responding?
• Number of youth in Simple Secondary Intervention
  with Individualized Features and potentially
  upcoming? Number of youth responding?

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Secondary System Conversation, continued

• Brief FBA/BIP support implementation
• Brief FBA/BIPs currently in progress and
  potentially upcoming ( of FBA/BIPs, name the
  FBA/BIP lead, when were they started/ended?)
• Are the students responding to brief FBA/BIPs?
  What data is used? How often is it collected
  used for progress-monitoring?

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Problem Solving Team (Individualized Secondary
Conversations)

• Teams meet to problem solve around individual
  youth
• Standing or generic team with rotating individual
  child stakeholders (psych, social worker,
  administrator, etc are always there and
  individual kids teacher will change, kids family
  will be there)
• Often times, multiple youth are discussed in the
  same meeting (ex. 15 min. per child, one after
  another )
• For each student
• Team reviews FBA
• Team creates BIP
• Schedules BIP review

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Secondary Training Sequence

• S100
• Moving from Tier 1/Universal to Tier2/Secondary
  Interventions A Seamless System of Support
• S200
• Formalizing the Tier 2/Secondary System
  Intervening Early through the Behavior Education
  Plan, a Research-based Example
• S300
• Tier2/Secondary Levels of Support through
  Function-based Assessment with experienced
  behavior practitioners (psych, social workers,
  behavior interventionists)
• S301
• Tier2/Secondary Levels of Support through
  Behavior Intervention Planning for the secondary
  team
• STA 400
• Tier 2/Secondary Levels of Support Follow-up 
• Secondary Technical Assistance
• Go To Meetings and Conference calls after
  completion of S200/S300

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Additional Resources

• 1) Simple Tier 2/Secondary Intervention
  (Check-In/Check-Out)
• Responding to Problem Behavior in Schools The
  Behavior Education ProgramA book by Deanne A.
  Crone, Robert H. Horner and Leanne S. Hawken
  (2003) Guilford.
• 2) Social/Academic Instructional Groups
• Second Step Violence Prevention Program
• Edwards, Hunt, Meyers, Grogg, Jarrett (2005).
  Acceptability and student outcomes of
• a violence prevention curriculum. Journal of
  Primary Prevention, 26(5), 401-418.
• Strong Kids A social emotional learning
  curriculum
• Oregon Resiliency Project, Kenneth Merrell,
  Ph.D., director http//strongkids.uoregon.edu/
• Effective School Interventions Strategies for
  enhancing academic achievement and social
  competence.
• A book by Natalie A. Rathvon (1999). Guilford.
• 3) Simple Tier 2/Secondary Interventions with
  Individual Features (Check-N-Connect or
• Check-In/Check-Out with an individualized
  feature)
• Responding to Problem Behavior in Schools The
  Behavior Education ProgramA book by Deanne A.
  Crone, Robert H. Horner and Leanne S. Hawken. (
  2003). Guilford.
• Anderson, Christenson, Lehr, Sinclair (2004).
  Check Connect The Importance of relationships
  for promoting engagement with school. Journal of
  School Psychology, 42(2), 95-113.
• 4) Brief Function-based Behavioral Intervention
  Planning
• Building Positive Behavior Support Systems in
  Schools Functional Behavioral Assessment A book
  by Deanne A. Crone and Robert H. Horner. (2003).
  Guilford.