PBIS Tier 2 SAIG & GWIF January 31, 2014 M. Coconate K. McElligatt Behavioral Expectations EXPECTATION BE RESPECTFUL TRAINING SITE Turn cell phones “off” or to “vibrate” Listen to each other & share ideas Make yourself comfortable & take care of your needs Ask questions BE Use time wisely RESPONSIBLE Network with other school teams Leave no trace BE PREPARED Use your data Record tasks on MAP Follow up on tasks after today! Guiding Questions Are your PBIS Tier 2 interventions aligned to the critical features? How do you know? Are your PBIS systems culturally responsive? How do you know? Are your PBIS Tier 2 group interventions effective? How do you know? How are you documenting the integrity/fidelity of the interventions? What data needs to be shared with all staff? How often? Why? PBIS 3 Tiered System of Support Teams Universal Team Plans SW & Class-wide supports Secondary Systems Team Uses Process data; determines overall intervention effectiveness Universal Support CICO GWIF CICO w/ Individualized Features OR 1/2014 – Adapted from PBIS Illinois Mentoring SAIG Problem Solving Team Standing team; uses FBA/BIP process for one youth at a time Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Brief FBA/ BIP Complex FBA/BIP Wraparound 10 Critical Features of Tier 2 Interventions 1. 2. 3. 4. Intervention linked directly to school wide expectations and/or academic goals. Intervention continuously available for student participation. Intervention is implemented within 3 school days of determining the student is in need of the intervention Intervention can be modified based on assessment and/or outcome data Critical Features continued 5. 6. 7. Intervention includes structured prompts for what to do in relevant situations. Intervention results in students receiving positive and/or corrective feedback from staff. Intervention includes a school-home communication exchange system at least weekly. Critical Features continued 8. 9. 10. Orientation process and introduction to materials is provided for students as they begin the intervention Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. Opportunities to practice new skills are provided daily. Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators Practices Curricula, instruction, interventions, and strategies that are evidence-based Data Information that is used to identify status, need for change, and effects of interventions Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS CICO & SAIG Checkpoint/Sharing Where are you with implementation of CICO and SAIG groups? What is working? What issues have you resolved? What questions do you have? Groups with Individualized Features GWIF Roles & Responsibilities Coordinator Facilitator Organizes and/or oversees the specific interventions such as CICO, SAIG & GWIF Directly provides intervention support services Roles include: schedule meetings; review & collect individual student data to share during PBIS Tier 2 meetings, etc. Roles include: meeting with students for CICO, running groups Note: Tier 2 team checks for fidelity & intervention effectiveness. Sending out Reverse Requests for Assistance Communicating with Coordinator about issues/questions Reverse Request for Assistance Reverse Request for Assistance: Interventions Change (Addressed to Student’s Teacher) Student Name: ________________________________________ Date: __________________ Grade: _________ IEP (circle one) Yes No Teacher: _____________________________________ Based on preliminary data, it has come to our attention that the _____________________ Intervention (CICO) is NOT having a significantly positive effect on your student (i.e. he/she “is not responding” well to the intervention). Please identify which additional support/s, you feel, would be the best fit for this youth. 1) ____No change in behavior support requested at this time, please continue CICO. 2) Social/Academic Instructional Groups: ____Problem-Solving: To learn replacement behaviors for fighting, arguing etc. (externalizing behaviors) ____Pro-social Skills: To learn replacement behaviors for avoidance, withdrawal etc. (internalizing behaviors) Academic: ____Academic Behavior: To learn replacement behaviors for calling out, getting out of seat, behaviors related to homework etc. ____Academic skills/content area 3) Individualized Check-In/Check-Out: Same CICO with one or more of the following changes: ____Change location of Check-In and/or Check-Out ____Change Check-In/Check-Out person (change adult or use a peer instead) ____Change Check-In and/or Check-Out time (or add addition time/s) 4) ____ Mentoring (Focus is on connection/relationship between one adult and youth, designed/individualized based on youth needs) Thank you! Two Types of Groups with Individualized Features o CICO with individualized features o Mentoring GWIF CICO with Individualized Features CICO with Individualized Features Adds support to general CICO Used after general CICO has been tried for predetermined amount of time (i.e. 4-6 weeks) and student has not met predetermined goal set for ALL students Teachers choose more individualized options on the Reverse Request for Assistance form CICO with Individualized Features Tier 2 team designs the options for the school and communicates them to all staff The Reverse Request for Assistance form lists the specified options from which to choose CICO with Individualized Features Uses the same DPR as used in general CICO Designed to be quick and efficient Examples of CICO with individualized features Extra check in time before/after lunch with facilitator or other staff member Peer accompanies student to check in at beginning of the day and check out at end of the day Check in with supportive adult prior to a difficult class period GWIF Mentoring 5 Types of Mentoring (School-based or community-based) Traditional one-to-one mentoring Group mentoring Team mentoring Peer mentoring E-mentoring School-based Mentoring Most common form of mentoring Matches need to happen early in the school-year One year commitment is the norm Frequent contact between mentors & mentees Elements of Effective Practice for Mentoring Recruitment Screening Training Matching Monitoring Closure & support Mentoring School-based Mentoring 64% of students developed more positive attitudes towards school 60% improved relationships with adults 56% improved relationships with peers 55% were better able to express their feelings 64% developed higher levels of self-confidence 62% were more likely to trust their teachers Less likely than peers to repeat a grade Average number of unexcused absences dropped Source: Curtis, T., & Hansen-Schwoebel, K. (1999). Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America. Mentoring Resources www.mentoring.org www.bbbs.org (Big Brothers, Big Sisters) School-based mentoring study http://www.ncbi.nlm.nih.gov/pubmed/12002242 meta-analysis of mentoring research http://www.ihrp.uic.edu/researcher/david-dubois- phd Research & resources from University of Illinois Chicago, David L. Dubois, Ph.D. http://whatworks.uwex.edu/Pages/1factsheet.html Data-based Decision Making Data-based decision-making Data is used to monitor the effectiveness of the intervention To make decisions regarding the continuum of the intervention Intervention integrity data is monitored by the PBIS Tier 2 team Data Tools 10 Critical Features Checklist Tier 2/3 Tracking Tool CICO (measuredeffects.com) database Benchmarks of Advanced Tiers (BAT) New national Implementation Inventory (replaces the PoI) ISSET (External evaluation tool) Tier 2/3 Tracking Tool Planning for a PBIS Tier 2 Team Meeting Record data on Tier 2/3 Tracking Tool: Number of students responding Send RRFA to teachers of all students not responding Number of new students potentially entering the intervention based upon the data-decision rule Repeat for SAIG, GWIF, Brief FBA/BIP If less than 70% of students are responding to any of the interventions, the Tier 2 team must review the integrity of the intervention and make necessary adjustments. FAQ #1 Q. Do we have to start with CICO first if a student is immediately exhibiting higher needs? A. No. You can place a student at the level of intervention that meets the intensity of the problem behavior. CICO, et al should be included as part of the layers of intervention. FAQ #2 Q. We have community groups willing to provide mentoring to our students. Should we use them? A. Community partnerships can provide great resources, relationships, and diversity for your students. However, safety and evidence-based practices are first and foremost. Follow district guidelines on background checks, compare community programs to the 10 Critical Features, and inquire what data outcomes will be kept. What other questions do you have? What are your next steps? Review your data including Tracking Tool Add tasks to MAP Revisit Guiding Questions Select GWIF coordinators/facilitators Develop accompanying documents Request for assistance Reverse request for assistance Develop a written document summarizing your systems processes for each intervention Orientation materials Plan staff orientation/training on GWIF The Next Training Series is… FBA/BIP The RtI Facilitators are currently participating in this training series in order to train teams when demonstrating readiness.