PBIS Tier 2 Critical Features

Report
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.

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