High School Counselors Meeting March 19, 2014 Kristen McElligatt, RtI Facilitator • Welcome • Thank You for your feedback! • Be respectful • Cell phones off/vibrate • Leave no trace • Be responsible • Use a CR-PBIS lens • Participate! • Feedback & input • 10 Critical Features of Tier 2 Interventions • PBIS Tier 2 Interventions • CICO • SAIG • 3 types of groups • GWIF • Mentoring • Brief FBA/BIP • Data collection and documentation 1. Intervention linked directly to school wide expectations and/or academic goals. 2. Intervention continuously available for student participation. 3. Intervention is implemented within 3 school days of determining the student is in need of the intervention 4. Intervention can be modified based on assessment and/or outcome data 5. Intervention includes structured prompts for what to do in relevant situations. 6. Intervention results in students receiving positive and/or corrective feedback from staff. 7. Intervention includes a school-home communication exchange system at least weekly. Orientation process and introduction to materials is provided for students as they begin the intervention 8. 9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily. 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? What does that acronym mean????? CICO – Check-In/Check-Out SAIG – Social/Academic Instructional Groups GWIF – Groups with Individual Features FBA – Functional Behavior Assessment BIP – Behavior Intervention Plan CICO Book: Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010) DVD: The Behavior Education Program: A Check-In, CheckOut Intervention for Students At-Risk (Hawken, Pettersson, Mootz, & Anderson, 2005) • • • • • • • First level of Tier 2 intervention Extension of Tier 1 Same for all identified students Large group intervention Support for 7-12% of the school population High frequency positive or neutral feedback Low impact on staff time CICO Cycle Students are identified based on data rules. Every 2 weeks Coordinator reviews individual student DPR data @ 4 weeks Coordinator determines level of success Morning Check-In Responding = Continue Home Check-In DPR & Other Data Daily Teacher Evaluation Not Responding = Reverse Request for Assistance Monthly Systems Team Meeting Coordinator reports data Afternoon CheckOut Adapted from Crone, Horner, Hawkin (2004) Team completes tracking tool Team makes data-based decisions 1. Check-in with assigned adult upon arrival to school • Greets student • Collects previous day’s DPR with parent signature (optional) • Reviews School-wide expectations • Provides new Daily Progress Report • Provides materials (pencil etc.) if needed • Provides reinforcer for check-in (optional) (March & Horner, 1998) 2. During each time period: • Teacher provides positive/corrective behavioral feedback • Teacher completes DPR or student completes self-monitoring DPR (teacher checks and initials card) (March & Horner, 1998) CICO Daily Cycle continued… 3. Check-out at end of day: • Review points & goals • Reinforce student for checking-out • Receive reinforcer if goal met (optional) • Take DPR card home (optional) (March & Horner, 1998) 4. Student gives DPR to parent (optional) • Student receives reinforcer from parent • Parent signs card (Students are not “punished” if their parents don’t participate.) 5. Return signed card next day – celebrate (March & Horner, 1998) Social/ Academic Instructional Groups (SAIG) Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Skill groups can be facilitated by: Social Workers Counselors Psychologists Teachers Other staff 1. Build SAIG on top of a strong Tier 1 System 2. Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form 3. Collect and use data to problem solve • Choose & modify lessons from pre-packaged material based on the skill needed for the group and/or • Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors • Strong Teens (Grades 9-12) • Aggression Replacement Training • Skillstreaming for the Adolescent • Tough Kids Social Skills (Grades 3-7) • Other • Listening • Asking for Help • Saying Thank You • Bringing Materials to Class • Contributing to Discussions • Offering Help to an Adult • Asking a Question • Following Instructions • Ignoring Distractions • Completing Assignments • Making Corrections • Deciding on Something to Do Skills from Skillstreaming • Setting a Goal From Skill Streaming • Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game •Asking a Favor •Offering Help to a Classmate •Giving a Compliment •Accepting a Compliment •Suggesting an Activity •Sharing •Apologizing • Knowing Your Feelings • Dealing with Fear • Expressing Your Feelings • Rewarding Yourself • Recognizing Another's Feelings • Using Self-Control • Showing Understanding of Another's Feelings • Responding to Teasing • Expressing Concern for Another • Staying Out of Fights • Dealing with Your Anger • Dealing with Another's Anger • Expressing Affection • Skills from Skillstreaming • Asking Permission • Avoiding Trouble • Problem Solving • Accepting Consequences • Dealing with an Accusation What type(s) of groups are available? How are students identified for a group? What skills are taught? What curriculum, resources/materials are used? What data is collected to determine group effectiveness? How is it documented? What data is collected to determine student response? How is it documented? o CICO with individualized features o Mentoring 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 pre-determined goal set for ALL students • Teachers choose more individualized options on the Reverse Request for Assistance form • 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 • Uses the same DPR as used in general CICO • Designed to be quick and efficient • 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 Mentoring • • • • • Traditional one-to-one mentoring Group mentoring Team mentoring Peer mentoring E-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 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. • 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 Brief to Complex FBA/BIP: Continuum Brief Complex For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., Problemsolving team members whose responsibilities include FBA and behavior intervention planning) Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) 42 • How do you identify students for intervention? • How do you match students to intervention? • What data decisions are used for IN, ON, OUT? • What documentation is necessary? www.measuredeffects.com • Group Effectiveness • Individual Response If Intervention is Effective Continue If Intervention is Ineffective Problem Solve & Modify Intervention Effectiveness 70% or better If Intervention is Effective: If Intervention is Ineffective: Continue Modify Fade (Self Monitoring) Intensify Discontinue/Graduate Recycle through Problem Solving Process PBIS • How is your team/school addressing cultural responsiveness? • How have you addressed CR in: • • • • • Analyzing proportionality Teaching expectations (Behavioral Lessons/Cool Tools) Acknowledging student behavior Collecting data of majors and minors Building Relationships with students and each other New Federal Guidance on School Discipline and Discrimination http://www2.ed.gov/policy/gen/guid/schooldiscipline/index.html This resource is invaluable in helping to examine data, systems and practices to problem-solve and action plan around topics/issues related to cultural responsiveness. 1. Awareness, Knowledge & Skills re: culture impacting behavior 2. PBIS benefits all groups of students 3. Culturally meaningful school-wide expectations 4. Explicit definition of rules across settings 5. Culturally connected lessons 6. Positive adult/student relationships 7. Culturally meaningful acknowledgment system 8. Flowchart for managing behaviors without cultural bias 9. Culturally responsive interventions 10. Culturally responsive family-school partnerships Renae Azziz, Ed.S, NCSP Virtuoso Educational Consulting 2012-2013 2013-2014 PBIS is WORKING in PSD 150!