Illinois PBIS Network Secondary Series Training S100: Moving From Tier 1Universal to Tier 2Secondary - PowerPoint PPT Presentation

Loading...

PPT – Illinois PBIS Network Secondary Series Training S100: Moving From Tier 1Universal to Tier 2Secondary PowerPoint presentation | free to view - id: a0d47-MTkxM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Illinois PBIS Network Secondary Series Training S100: Moving From Tier 1Universal to Tier 2Secondary

Description:

Make yourself comfortable & take care of your needs ... DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks. ... – PowerPoint PPT presentation

Number of Views:474
Avg rating:3.0/5.0
Slides: 42
Provided by: marlade
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Illinois PBIS Network Secondary Series Training S100: Moving From Tier 1Universal to Tier 2Secondary


1
Illinois PBIS NetworkSecondary Series Training
S100 Moving From Tier 1/Universal to Tier
2/Secondary Interventions - A Seamless System
of Support
2
Training Behavioral Expectations
3
PBIS Supports the Illinois Professional Teaching
Standards
  • Content Knowledge
  • Human Development and Learning
  • Diversity
  • Planning for Instruction
  • Learning Environment
  • Instructional Delivery
  • Communication
  • Assessment
  • Collaborative Relationships
  • Reflection and Professional Growth
  • Professional Conduct

http//www.isbe.net/profprep/PDFs/ipts.pdf
4
S100 Objectives
  • Modify/create a Tier 2/Secondary intervention
    system including team creation and team members'
    roles and responsibilities
  • Review/create process for effective communication
    and data sharing between Tier 1/Universal and
    Tier 2/Secondary Teams
  • Learn how to use data for decision making and
    on-going progress monitoring including how to
    use Tier 1/Universal data and other referral
    sources to identify students in need of Tier
    2/Secondary Level Interventions
  • Learn how to apply the critical features of
    simple tier 1/secondary interventions
  • Action Plan Teams will design their Tier
    2/Secondary System

5
Agenda
  • 830-1000am Review create a Tier 2/Secondary
    Intervention system
  • 1000-1015 Break
  • 1015-1100 Team members' roles,
    responsibilities communication
  • 1100-1130 Reviewing Your Schools Data
  • 1130-1215pm Lunch
  • 1215-1245 Data continued Request for
    Assistance form
  • 1245-145 Learn how to apply the critical
    features of simple tier 2/secondary
    interventions
  • 145-200 Break
  • 200-230 Action Plan Review and Next Steps
  • 230-245 Report out on progress next steps
  • 245-300 Questions/Concerns/Technical
    Assistance

6
Introductions and Acknowledgments
  • Introduce your team
  • Region of state, district, school name, roles of
    people here today, how would you characterize
    your school and/or your team?
  • What have been your successes in Tier 1/Universal
    Data, Systems, Practices?

7
School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
  • 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

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
8
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, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised Sept.,
2008 Adapted from T. Scott, 2004
9
TEAM ACTIVITY
  • Complete Triangle Activity

10
Activity Review/Create a Secondary Intervention
System
  • Using the Tier2/Tier 3 (Secondary/Tertiary)
    Guidance Tool, discuss answer these important
    questions in the first three sections (CICO,
    S/AIG, CnC) which define your system.

11
Break
12
Activity Reflect, Assess Plan
  • What are your current teams that function at the
    Tier 2/Secondary level
  • What is the current process for FBA/BIP
  • How can you merge teams /or delete teams
  • Create a communication system between Tier
    2/Secondary teams between Tier 1/Universal
    Tier 2/Secondary team(s)

13
Activity Identifying a Tier 2/Secondary Team
  • Invite representative team members
  • Roles
  • Bring universal data
  • Collect graph CICO data
  • Note taker
  • Secondary team leader
  • Create standing meeting schedule, agenda
    location

14
?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
15
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 off 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

16
Matrix of Secondary/Tertiary InterventionsKey
Actual referred/receiving 1st Responding 2nd

17
Data Used to Identify Youth in Need of Simple
Tier 2/Secondary Interventions
  • Office Discipline Referrals/suspensions
  • Attendance/tardies
  • Grades/academic performance indicators
  • Referrals for support made by teachers, family
    members, and/or students
  • Universal Screeners (SSBD etc.)
  • What data-based decision-rules did you come up
    with for the above in your Tier 2/Tier 3
    (Secondary/Tertiary) Guidance Tool?

18
Referrals per Student
19
Universal Screening The SSBD
  • The Systematic Screening for Behavior Disorders
    (SSBD) (Walker and Severson, 1992)
  • Developed as a school-wide (Tier 1/Universal)
    screening tool for children in grades 1-6
  • Similar to annual vision/hearing screenings
  • Identifies behaviors that may impede academic and
    social functioning
  • Leads to earlier intervention
  • May reduce need for formalized requests for
    assistance by using data

20
Data Used to Monitor Simple Tier 2/Secondary
Interventions
  • DPR (Daily Progress Report) points earned each
    day (Excel or SWIS)
  • Office Discipline Referrals/suspensions
  • Attendance/tardies
  • Grades/academic performance indicators
  • Follow-up questionnaire for teachers, family
    member, or student who made referral
  • What data-based decision-rules did you come up
    with for the above in your Tier 2/Tier 3
    (Secondary/Tertiary) Guidance Tool?

21
Daily Data Used for Decision Making
22
Data Used to Identify Youth Ready for Exiting or
Transitioning off of Support
  • DPR (Daily Progress Report) points earned each
    day (Excel or SWIS)
  • Office Discipline Referrals/suspensions
  • Attendance/tardies
  • Grades/academic performance indicators
  • Follow-up questionnaire for teachers, family
    member, or student who made referral
  • What data-based decision-rules did you come up
    with for the above in your Tier 2/Tier 3
    (Secondary/Tertiary) Guidance Tool?

23
Daily Data Used for Decision Making
24
Recommended Time-frames for Data Review
  • Simple Secondary (ex. Check-In/Check-Out,
    Social/Academic Instructional Groups)
  • Student data should be reviewed at least once a
    month
  • Individualized Simple Secondary (ex.
    Check-n-Connect, Brief FBA/BIP)
  • Student data should be reviewed at least every 2
    weeks
  • Tertiary/Complex Individualized Interventions
    (ex. FBA/BIP Wraparound)
  • Student data should be reviewed at least weekly

25
Data-based Decision-rules Sample to Consider
  • Identification for Simple Tier 2/Secondary
    supports
  • Youth is identified by Universal Screener or has
    3 or more ODRs.
  • Progress-monitoring
  • DPR data is collected daily reviewed every
    other week. Data is collected for 4-6 weeks.
  • Exiting/transitioning
  • Youth received a total of 80 of DPR points
    averaged per day/week for 3 weeks and has had no
    new ODRs. Youth will be transitioned into being a
    CICO student mentor.

26
Lunch
27
One Schools Example
  • Bernard J. Ward Elementary
  • Valley View District 365-U
  • Bolingbrook, IL

28
Setting up Check-In/Check-Outs
  • Recruited additional adult volunteers and paired
    students with adults before sending out
    permission slips.
  • Limited groups to 2-4 students per adult
    volunteer.
  • Recommended that teachers call parents of
    internalizers before sending slips home.
  • Voluntary after-school meeting to answer teacher
    questions about the process.

29
Setting up Check-In/Check-Outs
  • Used faculty meeting to refresh teachers and
    adult volunteers on process and introduce revised
    point sheets.
  • Waited until day after faculty meeting to
    officially begin all of the new students.

30
New Point Sheet
  • Concerns about teachers having to circle points
    hourly for multiple students
  • Revised point sheets to have two-hour intervals.
  • In future, will be adding additional intervals
    for lunch and specials
  • Would also like to print point sheets on
    duplicate paper.

31
Example of Point Sheet
Daily Point Sheet Name _____________________ Date
__________________
Daily Goal ____/18 Daily Score
____/18 Did the student receive a referral today?
Yes No Comments State briefly any
achievements that demonstrate progress. __________
__________________________________________________
_______________ Parent Signature
________________________________________
32
Data
  • Turned into psychologist every week
  • Entered on SWIS-CICO

33
Example of SWIS-CICO Report
34
Example of SWIS-CICO School-Wide Report
35
Successes
  • Students love it!
  • Other students are asking how they can get a
    point sheet too!
  • Enhances positive atmosphere of building.
  • Ability to support more students.
  • It is simple and efficient.
  • Many staff members are involved.
  • Internalizers are gaining more confidence.

36
Activity Review/Create a Tier 2/Secondary
Intervention System
  • Using the Tier 2/Tier 3 (Secondary/Tertiary)
    Guidance Tool, review discuss the data-related
    questions.
  • Then capture this information in your Guidance
    Tool.

37
Activity Identifying Your Youth
  • Using your data (Universal, screener and/or
    referrals) make a list of youth that are not
    responding to Tier 1/Universal interventions who
    may need Tier 2/Secondary support

38
Request for Assistance Form
  • Team Activity
  • Review your current form modify to meet your
    schools needs
  • Is it quick?
  • Will the team use all the information listed?
  • Does it help youth who may be internalizing to
    get identified for support?

39
S100 Objectives for Action Planning
  • Modify/create a Tier 2/Secondary intervention
    system including team creation and team members'
    roles and responsibilities
  • Review/create process for effective communication
    and data sharing between Tier 1/Universal and
    Tier 2/Secondary Teams
  • Learn how to use data for decision making and
    on-going progress monitoring including how to
    use Tier 1/Universal data and other referral
    sources to identify students in need of Tier
    2/Secondary Level Interventions
  • Learn how to apply the critical features of
    simple tier 2/secondary interventions
  • Action Plan Teams will design their Tier
    2/Secondary System

40
Wrap-up Planning for Next Steps
  • Goal Using the Tier 2/Tier 3 (Secondary/Tertiary
    ) Guidance Tool teams will design their Tier
    2/Secondary System
  • Additions to Action Plan
  • Prioritize items on Action Plan
  • Designate lead person on items
  • Schedule meetings to accomplish and monitor tasks

41
Report out on progress next steps
42
S100 Resources
  • Crone, D.A. Horner, R.H. (2003). Building
    positive behavior support systems in schools
  • Functional behavioral assessment. New York
    Guilford.
  • Crone, D.A., Horner, R.H. Hawken, L.S. (2004).
    Responding to problem behavior in schools
  • The behavior education program. New York
    Guilford.
  • Horner, R.H., Carr, E.G. (1997). Behavior
    support for students with severe disabilities
    Functional assessment
  • and comprehensive intervention. The Journal
    of Special Education,31, 84-104.
  • Horner, R.H., Hawken, L., March, R. (n.d.).
    Targeted interventions. Retrieved July 24, 2007,
    from OSEP
  • Technical Assistance on Positive Behavioral
    Interventions and Supports Web site
    http//www.pbis.org.
  • Jolivette, K., Barton-Arwood, S., Scott, T.M.
    (2000). Functional behavioral assessment as a
    collaborative
  • process among professionals. Education and
    Treatment of Children, 23, 298-313.
  • Scott, T.M., Caron, D.B. (2005).
    Conceptualizing functional behavior assessment as
    prevention practice
  • within positive behavior support systems,
    Preventing School Failure, 50, 13-20.
  • Scott, T.M., Nelson, C.M., Zabala, J. (2003).
    Functional behavior assessment training in public
    schools
About PowerShow.com