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Tier 2 Systems Capacity

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Title: For Mom Author: Susan Barrett Last modified by: ClickFarm Interactive Created Date: 10/1/2013 10:26:52 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Date added: 11 December 2019
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Title: Tier 2 Systems Capacity


1
Tier 2 Systems Capacity
  • Susan Barrett
  • Michele Capio

2
The Challenge
  • Bumping into existing structures that are guided
    by procedural safeguards.
  • Problem Solving Team focus on one student at a
    time
  • District Support Make or Break
  • Data Collection System designed around district
    needs

3
Parallel Construction Across Tiers
Tier 1 Tier 2 Tier 3
Team Authority Composition Screening Implementation Expectations and Teaching Process for defining problem behaviors Formal process to teach staff Feedback and Acknowledgment Student/Family and community Evaluation Data 360 Decision Making Fidelity Annual Evaluation Team Authority Composition Screening Implementation of Interventions Time, Structure and Feedback Intervention match Access to T1 Formal process to teach staff and students Evaluation Level of Use Student Outcome Fidelity Annual Evaluation Team Authority Composition Screening Individual Team Access to T1,T2 Implementation Resources Assessment Support Plan Features Evaluation Monitoring Fidelity Outcome Annual Evaluation
4
Lessons Learned
  • CICO serves as opportunity to install critical
    systems features required for advanced tiers
  • Resource CICO Training

5
What are the Systems Features ?
Outcome How is the practice linked to overall
outcome outlined in your school improvement plan?
Selection of Core curriculum Systems/Process Te
aming Structure What are your current Service
Delivery Teams (i.e. Leadership Team, Student
Services Team, Problem Solving Team) What are
roles and responsibilities of each team?
Communication How do your academic and behavior
teams communicate with each other ? Provide
summaries to entire staff? RFA process How do
teachers and support staff access these supports?
Request for Assistance? How long does it take to
get supports in place? Coaching and Staff
Support What are the structures that support
skill development for staff? Structures that
support follow along activities? What are the
structures that support fidelity, on going
teacher support and performance feedback?
(Coaching) Data Decision Rules about how
students get access? What tools to measure
fidelity and progress monitoring tools used to
measure effectiveness-How do you know the
practice makes the impact?
6
Daily Progress Report consistent with SW
Expectations
CICO Record Name ____________________________
Date ______________
2 great 1 OK 0 hard time
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
Before Recess 2 1 0 2 1 0 2 1 0
Before Lunch 2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Todays goal Todays goal Todays total points Todays total points
Comments
7
Sample Daily Progress Report for GROUP
Intervention
EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block
Be Safe Use your words Use deep breathing 2 1 T 2 1 T 2 1 T 2 1 T
Be Respectful Keep arms distance Use 2 voice level when upset 2 1 T 2 1 T 2 1 T 2 1 T
Be Responsible Ask for breaks Self-monitor with DPR 2 1 T 2 1 T 2 1 T 2 1 t
Total Points
Teacher Initials
PBIS Illinois Network Adapted from Grant
Middle School STAR CLUB
Adapted from Responding to Problem Behavior in
Schools The Behavior Education Program by Crone,
Horner, and Hawken
8
Sample Daily Progress Report Behavior
Intervention Plan
T Try again 1 Good 2 Excellent! Be Safe Be Respectful Be Responsible
T Try again 1 Good 2 Excellent! 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___ Total Points _____ Points Possible __36___ Date ________________ Today ______________ Date ________________ Today ______________
9
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10
Check-in Check-out Embedded Within SWIS
11
Tier 2 Team
  • Team Authority Tier II planning team meets at
    least monthly and uses implementation fidelity
    and student outcome data to manage small group,
    strategic support systems.
  • Team Composition Tier II planning team includes
    individuals able to provide (1) Tier II systems
    coordination (2) applied behavioral expertise,
    (3) administrative authority, (4) knowledge of
    students, and (5) knowledge about operation of
    school.

12
Tier 2 Team Problem Solving Team has a shift in
role
  • From focusing on individual student planning to a
    systems planning team that
  • (a.)develops an advanced tier process in the
    school, (b) provides information, modeling,
    feedback, support and recognition for staff who
    implement Tier 2 interventions, (c) monitors
    effectiveness for students receiving CICO, CICO
    plus academic or social instructional groups and
    (d) reviews data in aggregate.
  • Resource Illinois Intervention Tracking Tool
  • and Guiding Questions

13
Teaming Functions Buy in that leads to
change What are the necessary conversations?
  • Secondary Systems Planning conversation
  • Monitors effectiveness of CICO, Social Academic
    Instructional Group, Mentoring, and Brief
    FBA/BIP supports
  • Review data in aggregate to make decisions on
    improvements to the interventions themselves
  • Students are NOT discussed
  • Problem Solving Team (conversation)
  • Develops monitors plans for one student at a
    time
  • Every school has this type of meeting
  • Teachers and family are typically invited

14
Level of Use
  • Team has written process to track proportion of
    students participating in Tier II supports, and
    proportion of these students who are successful
    (meeting defined goals).
  • At least 5 of students are receiving Tier II
    interventions with at least 70 experiencing
    success (per defined goals)

15
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

16
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17
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18
Team RFA
  • Request for Assistance Tier II planning team
    uses written request for assistance process that
    is available to all teaching and support staff,
    families, and students.
  • Communication and Visibility

19
Team Screening
  • Tier II planning team uses decision rules and
    data (e.g., discipline referrals, academic
    progress, instructional time, physical condition,
    absences, teacher/family/student nominations) to
    identify students who require Tier II supports.

20
Student identification process in place at Tier
1
  • Decision Rules for getting access to T2/3
    supports is in place
  • Staff and Families are informed about how to get
    access to supports
  • Request for Assistance in place
  • Office referral form includes, name, date, time,
    location, problem behavior, possible motivation,
    referring staff, and is used as a screening tool
  • Resource Time out of class form, decision rules,
    student activity list

21
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22
Decision Rules for Access to Advanced Tiers (and
decision rules for prevention-if we can predict
the trajectories , then we can prevent it from
happening)
  • Youth has 2 Major ODRs
  • Youth has 1 Suspension
  • Youth experiences more than ? minutes out of
    instruction
  • Youth misses more than ? days unexcused absences
  • Youth drops GPA by more than ??
  • Youth benchmark testing- McIntosh
  • Youth- incomplete class work/homework
  • Attendance (look at predictors for drop-out and
    school completion)
  • Admin Referral
  • Teacher/Staff Referral
  • Family Referral
  • Other

23
Early Warning Indicators Early Warning Indicators Course Performance in Core Subjects GPA Credits FCAT/ Concordance Scores Attendance Office Discipline Referrals Additional Factors
On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or more Meeting credit graduation requirement for grad plan year Level 3 or Above or concordant scores within the same school year 4 or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeless Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture
On-Track Indicators At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49 Behind 1 Credits Level 2 on FCAT 5 or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeless Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture
On-Track Indicators Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0 Behind 3 credits Not passed both sections of 10th grade FCAT or retakes No concordant scores 10 absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeless Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture
On-Track Indicators Highly Off-Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10th grade FCAT or retakes No concordant scores 15 or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeless Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture
On-Track Indicators Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10th grade FCAT or retakes No concordant scores 20 or more absences per quarter or semester Established pattern of severe behavior Level II III ODRs Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeless Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture
24
Formal Process to Teach Staff
  • Written process for teaching all staff all
    aspects of intervention delivery including
    request for assistance process, using progress
    report as an instructional prompt, delivering
    feedback and monitoring progress

25
Practice Match to Need
  • Formal process in place to select evidence-based
    practices that match student need, and are
    developmentally and culturally appropriate

26
U-46 at a Glance
  • Enrollment
  • Total school enrollment 40,570
  • 54.8 Low Income
  • 97 languages spoken in U-46 homes
  • Facilities
  • 40 Elementary Schools (PreK-6)
  • 8 Middle Schools (7-8) 1 Alternative Middle
    School
  • 5 High Schools 2 Alternative High Schools
  • 2 Early Childhood Centers
  • Communities Served
  • 11 communities
  • 3 counties (Cook, DuPage, Kane)

27
SD U-46 Student Profile Based on School Report
Card 2012
28
Do we have to add another thing?
29
Tier 2 Systems Development 2008-2013
  • Started with 4 pilot sites (39 current sites)
  • 5 middle schools, 2 high schools, 1 alternative
    high school
  • External Coach designated FTE for Tier 2
  • District Leadership Team with Tier 2 focus
  • Team-based approach (with administrator)
  • Training Plan based on school needs
  • Tier 1 coaching and support continues

30
3-Tiered System of Support Necessary
Conversations (Teams)
Problem Solving Team
Tertiary Systems Team
Secondary Systems Team
Universal Team
Uses Process data determines overall
intervention effectiveness
Uses Process data determines overall
intervention effectiveness
Plans SW Class-wide supports
Standing team uses FBA/BIP process for one youth
at a time
CICO
Universal Support
Brief FBA/BIP
SAIG
Complex FBA/BIP
WRAP
Group w. individual feature
Brief FBA/BIP
Sept. 1, 2009
31
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

32
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33
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
  • CICO Facilitator adult who checks students in
    and out in the morning and afternoon

34
Targeted Groups for CICO
  • New students entering building mid-year (like
    orientation to the building)
  • Children with low-level problem behavior
    (identified by of ODRs etc.)
  • As part of a more complex/individualized plan for
    a youth (as one layer of intervention)

35
Data-Based Decision-Rules Sample to Consider
  • a) Identification for CICO
  • Youth is identified by Universal Screener or has
    2 or more ODRs.
  • b) Progress-monitoring
  • DPR data is collected daily reviewed every
    other week. Data is collected for 4-6 weeks
    (individual buildings decide whether 4 or 6 weeks
    will be better for their students).
  • c) Exiting/transitioning
  • Youth received a total of 80 of DPR points
    averaged per day/week for 4 weeks and has had no
    new ODRs. Youth will be transitioned into being a
    CICO student mentor.

36
Types of Student Outcome Data used to progress
monitoring and assess for transition
  • Points earned on Daily Progress Report (DPR)
  • Reduction in ODRs
  • Attendance improvement
  • Reduction in In School Suspensions
  • Reduction in Out of School Suspensions
  • Improvement in grades
  • Reduction of tardies

37
  1. Standard for all students?
  2. 3 point rating scale?
  3. No more than ten check in periods?

CICO Record Name ____________________________
Date ______________
2 great 1 OK 0 hard time
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
Before Recess 2 1 0 2 1 0 2 1 0
Before Lunch 2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Todays goal Todays goal Todays total points Todays total points
Comments
38
  • Standard for all students?
  • 3 point rating scale?
  • No more than ten check in periods?

Name Date Block 1 Block 2 Block 3 Block 4
Safety 0 1 2 0 1 2 0 1 2 0 1 2
Organization 0 1 2 0 1 2 0 1 2 0 1 2
Achievement 0 1 2 0 1 2 0 1 2 0 1 2
Respect 0 1 2 0 1 2 0 1 2 0 1 2
Name Date Pencil sharpened Homework completed Raise hand to talk Be on time Keep hands to self
1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
2. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
3. Music on MWF 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
4. PE on T TH 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
6. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
7. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
8. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
9. Language arts 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
11. Research projects 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Too individualized
39
Student Recommended for CICO-SWIS
Check In Check Out (CICO-SWIS)
CICO-SWIS is Implemented
CICO Coordinator Summarizes Data For Decision
Making
Morning Check-in
Parent Feedback
Regular Teacher Feedback
Secondary Team Assesses System Student Progress
Afternoon Check-out
Exit Program
Revise Program
40
more CICO Coaching Tips
  • Tier 2 Systems information and should be shared
    with and understood well by all staff
  • All staff should be informed on a regular basis
    of Tier 2 systems Intervention Integrity Data
  • The Guiding Questions becomes, over time as it is
    completed, a program description for Tier 2
    systems and interventions for each building
  • Tier 2 Systems Team makes sure there is ongoing
    communication with Universal Team and vice versa

41
Student Orientation
  • for all youth about intervention...'some kids may
    have a card sometimes
  • for kids on intervention
  • Who, what, when, where
  • Precorrect Teach students what to do when they
    disagree with a score
  • for youth who become CICO mentors/facilitators

42
Family Orientation
  • all families...what is CICO
  • Inform during registration process
  • Address at open house, through newsletters,
    newspaper and other
  • families of kids on CICO...process for
    explaining/consent
  • Best if phone call is made directly to family
  • Followed by letter
  • Consent check with your districts decision
    makers

43
Nature Ridge Elementary
PBIS Positive Behavior
Interventions and Supports  
  Check In-Check Out is a positive
approach to checking in with students as they
arrive and before they leave school each day.
Students are selected to be in a check in check
out group to help support the behavioral choices
they make throughout their day in school and to
build positive relationships with an adult at
school.
Check In-Check Out is not a disciplinary or
negative response to student behavior.   Your
child, ______________________ has been selected
to participate in a Check In Check Out group.
He/she will be checking in everyday at the
beginning of each day and again before going
home at the end of the day. We ask that you as a
parent/guardian be an active part of our Check
In-Check Out process. Your child will bring
home a daily goal sheet for you to see. Please
praise your child and recognize those positive
choices he/she made regarding behavior and
remind him/her on how to make better choices
when goals were not met.   The adult that your
child will be checking in with
is _______________________________ If you
would like more information on PBIS or Check In
Check Out please contact Ms. Smith
Principal Nature Ridge Elementary
Following the Wolf Pack means we are     SAFE
  RESPECTFUL RESPONSIBLE
44
Illinois Social Emotional Standards   Develop an
awareness of personal identity positive
self-concept.   Exhibit persistence and
creativity in seeking solutions to
problems.   Use appropriate communication
skills when expressing needs, wants and
feelings.   Demonstrate respect
responsibility for self and others.   Begin to
understand and follow rules.   Manage transitions
and begin adapt to change in routines.   Show
empathy and caring for others.   Use the
classroom environment purposefully
respectfully.   Perform effectively as a member
of a group.   Begin to share materials
experiences take turns.   Respect the rights
of self and others. Develop relationships with
children and adults.  
Our Wolf Pact     BEING SAFE     BEING
RESPECTFUL     BEING RESPONSIBLE
Nature Ridge Elementary PBIS WOLF
PRIDE
45
Staff Training and Overview
  • Tier 2 Systems and CICO Training for ALL staff
  • Comprehensive understanding for all
  • Video alone is not enough
  • Building must add their own description of how
    the Tier 2 system will operate
  • Data used to identify students
  • Referral/Request for Assistance
  • Reverse Request for Assistance
  • Must also introduce your CICO DPR and detailed
    explanation of how the intervention will work
  • Precorrect what to do when a student is unhappy
    with their score (corrective vs. negative
    feedback and other prompts for teachers based on
    common student reactions)

46
Reinforce Staff
  • How will you acknowledge staff for participating
    in CICO?
  • What intermittent unexpected reinforcement will
    be offered to staff?

47
...final points, CICO Coaching Tips
  • Most teams struggle with implementing a generic
    intervention (want to individualize)
  • CICO can be individualized but as a higher level
    intervention (would be more like mentoring)
  • Remember Secondary Systems Team evaluates
    intervention not individual students
  • Teams need to establish data-based decision rules

48
District Expectations
  • Tracking Tool sent monthly electronically
  • MAP minutes sent electronically
  • Monthly Coaches Network Meetings
  • Managing Coaches Toolbox Kit (sustainability)
  • FBA/BIP and Tier 3 Implementation Expectations
  • Evaluation Tools
  • Phases of Implementation (PoI) spring Rubric !
  • Benchmarks of Advanced Tiers (BAT)
  • Evaluation Tools
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