this is a presentation of the il pbis network. all rights reserved. advanced tiers in high schools...
TRANSCRIPT
This is a presentation of the IL PBIS Network. All rights reserved.
Advanced Tiers in High Schools
Ali Hearn, IL PBIS NetworkAmi Flammini, IL PBIS Network
Supporting high schools in Tier2/Tier3 implementation requires focus on specific challenges for high schools.
Illinois has recently used a cohort model approach to provide high schools with a multi-year training plan, accompanied by multiple levels of technical assistance.
This session will provide an overview of the Illinois model, including outcome data. Participants will have the opportunity to share their own work with advanced tier implementation.
Session Description
Describe how Illinois identified and trained 2 cohorts of high schools to participate in advanced tier implementation.
Identify lessons learned from a multiple year approach to training and supporting high schools in advanced tier implementation.
Review process and outcome data related to the advanced tiers implementation in Illinois.
Objectives
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Credits, ODRs,
Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport
SYST
EMS
PRACTICES
DATA
OUTCOMES
Social Competence &Academic Achievement ٭
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm
One Approach
•Curriculum Development•Readiness•Commitments•Training in Cohorts•Technical Assistance
10 Critical Features for Tier 2 Interventions
1. Linked directly to school-wide expectations and/or academic goals
2. *Continuously available for student participation
3. *Implemented within 3 school days of determination that the student should receive the intervention
4. *Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features (Cont’d.)
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features: Considerations
*Continuously available for student participation Each student’s participation should be time-limited. Ex.
After 6 weeks, either exit from intervention or progress to higher level intervention.
*Implemented within 3 school days of determination that the student should receive the intervention
Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson.
*Can be modified based on assessment/outcome data Limit modifying actual intervention for individual
students unless youth is at ‘individualized’ level of support
*All staff are informed of the details of the interventions
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Systems Considerations
Universal is the first signThe language of high schoolsCulture of staffChange the language around buy-inLines of communicationDefine At-RiskThe moving roadblockAsk more questions
Universal
How do you know you are having the right conversation around tier 2 implementation?
The Language of High Schools
Staff Culture
The role it plays in Tier 2 implementationHow will you know if staff culture is impacting
implementation?What questions will you ask?
Change the language around
Staff Buy-In
Lines of communication
How do we communicate a plan? Are we telling or are we teaching?How is our team functioning?Administration
At-Risk
Determine what at-risk means in your buildingWho is the intervention designed to help?Do we have the “right” students?
The moving road-block
What to consider when the roadblock keeps moving.
What to do to help remove it.
Ask more questions
Ask more questions before problem solvingGet specificTake breaksStay at the table
