Planning for Tier 2. TIER 1, 2, or 3? Are there ANY schools that aren’t motivated to support the...
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Transcript of Planning for Tier 2. TIER 1, 2, or 3? Are there ANY schools that aren’t motivated to support the...
Planning for
Tier 2
TIER 1, 2, or 3?
Are there ANY schools that
aren’t motivated to support
the difficult, at-risk kids?
Answer = NO
So, why don’t we start with Tier 2 in PBIS training?
Answer = Need Tier 1 for Tier 2 to work
TIER 1, 2, or 3?
What is Tier 2 really about?
It’s NOT just about INTERVENTIONS
It IS a way to support
students at-risk
It IS the SYSTEM that connects Tier 1 to Tier 3
Tier 1 Accomplishments
○Students know behavior expectations○System for acknowledging
appropriate behavior○Consistent response to behavior
violations○Team using data to make decisions○District supporting efforts
What is Your Most Recent SET Score?
SET
80% or higher total score
School Wide Evaluation Tool (SET)
READINESS
Do your SET scores
look this this?
Or do they look this
this?
READINESS
Who Might Benefit From Tier 2?
Those students who do not sufficiently respond to
Tier 1 strategies.
IMPORTANT MESSAGE
Be sure Tier 1 is solid, before investing in Tier 2 ☺
Tier 1 is the
FOUNDATION of
the PBIS triangle
So….
Examples of Tier 2 Interventions○ Check, Connect & Engage○ Organizational Check-up○ Social Skills Training○ Check-in/Check-out
Are their others?
Tier 2
Let’s Evaluate
• Take five minutes to review the programs available in your school for Tier 2
Critical Features of Tier 2
○Continuously available to student○Rapid access to intervention (72
hrs.)○Minimum effort for
teacher/maximum benefit for student
○Consistent with school-wide expectations
○ Implemented uniformly by all staff
CRITICAL FEATURES
Critical Features of Tier 2
○Flexible based on students needs/function
○Student chooses to participate○Continuous progress monitoring○ Intervention “packages” matched
to student need
CRITICAL FEATURES
Benefits of Tier 2 Interventions
○ Improved structure○ Student is “set-up” for success○ Increase in contingent feedback○ Applied across school settings○ Increased reward for appropriate
behavior○ Evolve to Self-management○ Supportive response to teacher
BENEFITS
Student Identification for Tier 2
○ School ODR○ Referral – Teacher/Parent
○ Data decision rule ○ 3-5 office referrals○ 2 Detentions○ 2 Suspensions○ Incomplete Work
IDENTIFICATION
Are You Doing Some of This?Most schools have some supports
available for students at risk.However, they often haven’t been
systematically reviewed and connected.
So, here’s what we should be considering…
Question?
TIER 1Implemented Same Way as Tier 1 in Schools, 2, or 3?Implemented Same Way as Tier 1 in
Schools
PBIS
What Data Could Be Used?
○ ODR○ Suspensions○ Attendance○ Grades○ Detentions○ Minors ○ Intervention Data
DATA
Data
Selecting Students
Office Discipline Referrals: Using Existing Data○ Rule of Thumb = 2 to 7 ODRs○ Not an immediate danger to self or others
○What are the problem behaviors?○ Matching behavior function to
intervention
SELECTION
What Systems Could Be Used?
○ Structured Team Meetings
○ Nomination Process
○ Progress Monitoring○ Fading
Interventions○ Criteria For Moving
Between Tiers
SYSTEMS
Systems
What Practices Could Be Used?
○ Classroom Management
○ CICO○ Check & Connect○ Social Skills
Training○ Organizational
Skills○ Homework Club○ Newcomer Club
PRACTICES
Practices
Other Readiness Issues
○ Coordinator for Tier 2 supports (10 hrs.)○ Commitment to train ALL staff ○ Problem solving team
○ Can be PART of PBIS team, a regular function of WHOLE PBIS team, or a SEPARATE team
○ If separate, then plan to connection to Tier 1
Readiness
Records and Decisions
○Keep records of who is participating in each program○ Name○ Progress○ Decision
○ KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!!
○ Follow-up AFTER they are removed from program
Records
Steps for Identification for Tier 2 Interventions
○ Select student – Data decision rule○ Enroll student in appropriate Tier 2 Interventions○ Monitor progress data○ Evaluate success/modify program
○ Fade the intervention or use more intense intervention
Steps
Now that We Identified the Students…What Interventions Should We Use?
○ Interventions should be directly linked to the student’s area of concern
○Targeted interventions should be “scientifically-based”
○ Intervention content should be linked to the school-wide systems
Interventions
Examples of Tier 2 Interventions○ Check, Connect & Engage○ Organizational Check-up○ Social Skills Training○ Check-in/Check-out
Tier 2
What is Check, Connect & Engage?○ Check & Connect is a comprehensive intervention
designed to enhance student engagement at school to assist disengaged students in grades K-12, through relationship building, problem solving and persistence.
○ Who Can Benefit?○ Students who are skipping classes, frequent absenteeism,
frequent number of school moves, limited extracurricular, those feeling socially isolated
Check, Connect & Engage
Basic Approach○ Students:
○ Check in and out with Coach/ mentor○ Receive systematic daily feedback from teachers○ Receive weekly (up to daily) reinforcement for
performance○ Receive social skills and problem solving lessons as
needed○ Receive academic tutoring as needed
○ Coaches/ mentors:○ Serve as daily positive role models○ Monitor all progress of students○ Connect with student and all adults○ Support teachers in implementing DPR effectively
Check, Connect & Engage
Social Skills Training○Teaching and reinforcing specific skills for
those students who demonstrate a skill deficit
○Who Can Benefit?○ Students who have the skills, but do not engage in it
under the appropriate conditions.
Social Skills Training
Basic Approach○ Establish the Skill○ Identify the Components○ Provide a Model○ Rehearse the Skill○ Provide Feedback○ Program for Generalization
Social Skills Training
Organizational Check-Up○ Facilitate student organization
○ Assist student with sorting and storing paperwork○ Identifying assigned homework○ Locate completed assignments
○Who Can Benefit?○ Students who turn in homework assignments and
projects less 90% of the time across classes.
Organizational Check-Up
Basic Approach○ Spend time organizing the targeted areas
○ Locker○ Book Bag○ Binder – this is the most critical area for academic
success○ Routinely check targeted areas using a checklist○ Fade intervention after student has earned 100%
after 3 consecutive checks
Organizational Check-Up
The Behavior Education ProgramCheck In / Check Out (CICO)
Check In /Check Out (CICO)• Strong evidence-base
– Over a dozen published studies– Works for 67% to 75% of ALL kids
• Best for attention function but can be modified
• Designed as a Tier 2 intervention• Can be purchased from Guilford Press as book
and/or DVD
Critical Features• Morning check-in• Daily Progress Report (point card)• Teacher feedback throughout the day• Afternoon check-out• Home component• Team management and decision-making• Training
– Teachers– Students– Parent
Behavior Education Program
Student Recommended for BEP
BEP Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-
Out
Morning Check-In
BEP CoordinatorSummarizes Data
for Decision Making
Biweekly Meetingto Assess Student
Progress
Graduate Program
ReviseProgram
Behavior Education Program
Morning Check-In
• Students check-in with CICO manager• Signed card from home is returned• New card is delivered• Point goal is reviewed• Ensure student is ready for the day
– Materials, homework
Daily Progress Report
• One form used by all students– Not individualized
• Connected to 3-5 positively stated PBIS behavior expectations
• Points are assigned for each behavior on a 0-2 scale
Check in check out card example
HAWK ReportDate ________ Student _______________Teacher___________________
0 = No1= Good2= Excellent
Be Safe Be Respectful Be Your Personal Best
Teacher initials
Keep hands, feet, and
objects to self
Use kind words
and actions
Follow directions
Work in class
Class 0 1 2
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
0 1 2
Lunch 0 1 2
0 1 2
0 1 2
Class 0 1 2
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
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Check IN Check Out esample2
Teacher Feedback Throughout the Day
• Student is rated on behaviors during naturally-occurring transitions
• Feedback is brief – Verbal – Reward success and remind how score can
improve if not scored as a 2• By using same card for all kids, teachers don’t
have to “individualize” things
Afternoon Check-Out• Check-out with CICO manager• Review points earned relative to goal• Deliver rewards
– Daily? Progress toward larger goals?• CICO manager records points in database
Home Component
• Daily Progress Report goes home to parent• Parent verbally rewards success
– Avoid using as a punishment• Parent signs card and gives it back to student
to return to school next day
Team Management and Decision-Making• Team meets biweekly to review CICO program• CICO Program Manager organizes data for
meeting• Discuss students who are not succeeding• Plan for graduation for successful student
– Fading
Decision-Making Cont’d: Importance of Baseline Data
• Why?– So we know if the intervention helped
• How to do it– Collect at least 3 to 5 days of data BEFORE the
intervention begins• Teachers score behavior but don’t provide feedback to
student
Tracking Student BEP Progress (number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa1/16 85 95 100 80 651/17 100 100 100 75 771/18 77 0 100 85 631/19 45 75 95 92 851/20 88 89 77 89 901/23 79 0 100 95 951/24 95 67 85 100 78
Training• Teachers
– Explain program to all teachers– Once they know how to rate behavior they can work
with any kid• Students
– Once student starts program, schedule a meeting to review program with student
• Parents– When a student is being considered for program, talk
to parents about what the program is for and how to manage signature and home feedback process
2005 by The Guilford Press
How Is BEP Different Than Other “Behavior Card” Interventions
• A Targeted Intervention Implemented Within a School-Wide System of Behavior Support– Behavior Cards typically classroom interventions
• Implemented in all settings, throughout the school day• All teachers and staff are trained• Students identified proactively and receive support
quickly• Team uses data for decision making to determine
progress
CICO Self-Assessment• Review what’s involved with doing a check in/
check out (CICO) program • If you choose to invest in CICO/BEP, then this
document will help with action planning
Big ideas
○ Tier 2 is a SYSTEM that connects Tier 1 to Tier 3
○ Not all schools that are interested in Tier 2 supports are ready○ Invest in Tier 1
○ Select Tier 2 programs based on evidence○ Monitor progress of all students in Tier 2
Big Ideas
Planning For More Support
○ If Tier 2 intervention and modified Tier 2 intervention do not lead to improvements for children, then the Tier 3 process should be initiated
○ Tier 3 = FBA that leads to individual behavior support plan
Support