PBIS Refresher Series Day Two: Developing Tier II Targeted Interventions ORANGE COUNTY DEPARTMENT OF EDUCATION

NOVEMBER 29, 2016

Inclusion Activity: Eight Steps Reflection

As a team, review the Strengths and Challenges you identified in the Day One Refresher of the Eight Steps of Universal PBIS Implementation ◦ Identify 1-2 of your team’s Strengths and one

Challenge Area

Be prepared to share out.

Day 2 Outcomes

Define the logic and core features of T2 Targeted Interventions within the PBIS multi-tiered framework.

Build a “Menu” of Evidence-based Targeted Interventions a. Check-in/Check-Out

b. Mentoring

c. Check and Connect

d. Targeted Social and Academic Instructional Skills Groups

Understand the role of Function of Behavior in selecting T2 targeted interventions.

Examine Social Emotional Learning (SEL) foundations

Identify student need for Targeted (T2) Interventions.

Agenda: Tier Two Targeted Interventions within a Multi-tiered System of Positive Behavior Supports.

Overview of Tier Two Targeted Interventions ◦ Tier 2 Interventions Jigsaw Activity ◦ Targeted Interventions “Expert Groups”

“Menu” of Evidence-based Targeted Interventions: ◦ CICO ◦ MENTORING ◦ CHECK & CONNECT ◦ TARGETED SOCIAL SKILLS INSTRUCTIONAL GROUPS

Identifying Student Need: Universal Screening ◦ Guest Speaker, Dr. Marc Lerner

Progress Monitoring and Team Action Planning

Working Norms

• Take care of your own needs Be Safe

• Please allow others to listen

• Please turn off cell phones and pagers

• Please limit sidebar conversations

• Share “air time”

Be Respectful

• Attend to the “Come back together” signal

• Active participation…Please ask questions

Be Responsible

“Touch Each Page” Activity Review the T2 Team Member Handbook

◦ Section Tabs

◦ Team Initiated Problem solving (TIPS)

◦ T2 Targeted Interventions

◦ Behavior Education Program (BEP)

◦ Functional Behavior Analysis (FBA)

◦ Social Emotional Learning (SEL)

◦ Progress Monitoring

Tier II within a Multi-tiered System of Positive Behavior Supports

Universal Interventions: School-/Classroom- Wide Systems for

All Students, Staff, & Settings

Targeted Group Interventions:

Specialized Group Systems for Students with

At-Risk Behavior

Intensive Individual Interventions:

Specialized Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

Source: Sue Vande Voort, Highline Public Schools PBIS Specialist, November, 2013

MTSS Logic Pyramid

A Layered Approach

Tier 1

Tier 2

Tier 3

Every student has access to Universal supports

Some students also receive Targeted supports

Few students also receive Intensive supports

T2 Foundations

All specialized interventions are more effective and more durable if they are done with school-wide behavioral expectations as a foundation.

80.00%

Some

Few

ALL School &

Classroom

Systems

Assumption: A Solid Tier 1 Prevention Foundation

Universal school-wide norms, behavioral expectations and supports

Intentional teaching of social-emotional life skills

Data-based decision making

Staff can identify student behavioral, mental health, and trauma-based issues & use referral processes

Best first instruction

Restorative approach to community building and positive relationships

What are Characteristics of T2 Targeted Interventions?

(Some)

Targeted

Interventions

for Students

At-Risk

• Targeted interventions are designed

for a smaller portion of students with

some risk.

• The goal of targeted interventions is to

reduce or eliminate this risk.

• Focus on specific, targeted skill or

deficit.

• Targeted interventions are usually

short term, maybe 6-8 weeks

• Often delivered in a group, or

standardized delivery across a group

of students with similar at-risk needs.

• Continuous Progress Monitoring.

Key Features of Tier 2 Interventions (TMN, p. 37)

◦ Similar implementation across students

◦ Continuous availability

◦ Rapid access to intervention less than one week

◦ Low effort by teachers

◦ All school staff are trained on the intervention.

◦ Intervention is consistent with school-wide expectations

◦ Intervention is flexible based on functional assessment.

◦ Data are used continuously to monitor student’s progress on the intervention.

◦ Crone, Hawkin, & Horner, 2010; OSEP, 2005

Review the characteristics of T2 interventions on p. 37 of your TMN. Which characteristics stand out to you?

What Could Targeted Interventions Look Like?

•Behavior contracts

•Social skills training

•Check-in/Check out

•Mentors

•Reteaching school-wide expectations in small groups/targeted areas

•Student Support Groups • E.g., anger management, social skills,

conflict management

Say Something

Can you identify a potential Tier 2 Intervention at your site?

Describe the criteria that make this (or could make this) a T2 Targeted Intervention.

◦ Tip: See Tier 2 Interventions Checklist

(pp. 49-51) and Critical Features, p. 37.

Rob Horner’s Tier II Intervention Checklist:

Use this tool to evaluate current interventions in place in your school and to determine whether interventions meet the needs of students in your school and are implemented systematically.

oTeam Practice: A. Complete the Assessment Tool for CICO at your school.

B. Choose one other Tier II intervention and complete the checklist.

“Menu” of Evidence-based T2 Interventions

CICO (Check-in/

Check-Out)

Mentoring

Check and Connect

SAIGs

(Social & Academic

Instructional Groups)

Tier II Interventions: Jigsaw Reading

Number 1-4 at your table.

Read the section assigned to your number: 1. Check-in Check Out

2. Check and Connect

3. Mentoring

4. Social Skills

Complete the Table for your pair’s intervention.

Share with the whole group to complete the entire Tier II Interventions Table.

Tier 2 Targeted Interventions Matrix (p. 46)

Intervention Describe the Intervention.

How are students identified?

Who implements?

Research Base Possible examples at my school.

Check and Connect

Check-In/ Check-out (CICO)

Social Skills Instruction

Mentoring

Targeting Student Need

a. Students at risk for behavior, social-emotional, or mental health concerns

b. Students who are unresponsive to Tier I practices and systems (based on progress monitoring data)

c. Student who do not require more immediate individualized interventions

d. Students’ needs are observed across multiple settings or contexts.

e. Student at risk for (but not yet demonstrating) T3 intensive needs.

f. Other (discuss with an elbow partner)

Table Talk: Identifying Targeted Group Needs

What might be some targeted group needs on your campus?

Examples: ◦ Students with social skills deficits ◦ Students with disruptive behaviors ◦ Students with poor study/organizational skills ◦ Students with tardy/attendance problems.

Discuss with your table partners.

Making Predictions: List, Label, Sort Activity

Imagine you had the ability to be invisible and hover over could observe all areas on your school/campus (e.g., during lunch, class time, recess, etc.).

What targeted student needs might you observe? Examples:

Individually, record your ideas on post-its.

Table facilitator collects post-its and sorts into categories.

What are some priority targeted student needs on your campus?

Building A “Menu” of T2 Interventions (p. 47)

• A more long term relationship is established with a trained mentor.

• Students receive group instruction to build social skills,e.g., Bully prevention, Social Skills, Self-regulation.

• Students are matched with an adult or peer mentor.

• Targeted students are placed on a daily progress report (DPR) to receive more frequent feedback and attention.

CICO

(Check-in/

Check-Out)

Mentoring

Check and Connect

Targeted Social Skills

Instructional Groups

The Behavior Education Plan (BEP) CHECK-IN/CHECK-OUT (CICO)

Critical Features of CICO Increased positive adult contact

Embedded social skills training

Direct link to school-wide behavioral goals and expectations

Frequent feedback

Daily home-school communication

Positive reinforcement contingent on meeting behavioral goals

CICO Cycle

The Daily Progress Report (DPR)

Linked to school-wide behavior expectations.

Standard for all students

3 point rating scale.

No more than 10 check in periods.

Developmentally appropriate.

More information and examples are available at www.pbisapps.org in the Resources

section

Daily Progress Report/Point Card

1. Standard for all students? 2. 3 point rating scale? 3. No more than ten check in periods?

1. Standard for

all students?

2. 3-5

expectations?

3. 3-point rating

scale?

4. No more than

10 check in

periods?

For Whom is the BEP Appropriate?

APPROPRIATE

Low-level problem behavior (not severe)

2-5 referrals

Behavior occurs across multiple locations

◦ Examples talking out

◦ minor disruption ◦ work completion

INAPPROPRIATE

Serious or violent behaviors/ infractions

Extreme chronic behavior (8-10+ referrals) ◦ Require more individualized

support Functional Assessment ◦ Wrap Around Services

Intervention Overview Research supported practice

◦ Schools can successfully implement

◦ Decreases problem behavior

◦ Effective for 60-75% of Tier II, at-risk students

◦ Ineffective for students who do not find adult attention reinforcing

(Crone, Horner, & Hawken, 2004, pp. 9-10)

Let’s take a Look… Behavior Education Program DVD, part 1

https://www.bing.com/videos/search?q=check+in+check+out+pbis+youtube&&view=detail&mid=4F751352F988

072FFC8E4F751352F988072FFC8E&FORM=VRDGAR

https://www.youtube.com/watch?v=GMo5aAm2rVw

Action Planning: “Getting Started” Workbook

Review sample Daily Progress Charts appropriate for your grade level (pp. 85-87p. 76).

◦ Select a format.

◦ Begin to complete chart, using your schoolwide behavior expectations.

Sample Referral Form (p. 90 “Getting Started”)

Parent Permission Form

Action Planning

Think About… What will your school forms be?

How will you teach CICO to faculty and staff?

How will you communicate with parents/families?

How will student’s progress be reinforced?

Mentoring AS A TARGETED INTERVENTION

http://www.pbisworld.com/tier-2/mentoring/

Adapted from Wayne RESA Chris McEvoy mcevoyc@resa.net

What is Mentoring?

Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person.

It is a learning and development partnership between someone with vast experience and someone who wants to learn.

Reference: http://en.wikipedia.org/wiki/Mentorship

Guidelines for Mentoring

Any staff person can be a mentor

Should be voluntary

Match one student per staff person

Mentors agree to spend at least 15 minutes per week with the student –

could be spread out over the week

Things to do as a School-based Mentor

Each lunch together

Stop in at beginning or end of day

Play a game (cards, checkers, etc.)

Shoot baskets

Sit and talk

Get a snack

Knit/sew

Take a walk

Examples of Youth Mentoring Programs

Peer to Peer

All Staff Community Volunteers

After School

Mentoring Programs

Check and Connect

◦ Check and Connect is an evidence-based structured mentoring program to enhance student engagement at school for marginalized and disengaged students in grades K-12.

Check & Connect: Critical Components A mentor who works with students and families for a minimum of two years

Regular checks utilizing data schools already collect on students’ school adjustment, behavior, and educational progress (Check)

Timely interventions, driven by data, to re-establish and maintain students’ connection to school and learning and to enhance students’ social and academic competencies (Connect)

Engagement with families – mentors engage with parents and strive to foster parents’ active participation in their child’s education

Check and Connect

http://checkandconnect.umn.edu/model/overviewrecording.html

http://www.pbismn.org/documents/CheckConnectMentoringPresentation_MNP

BIS2013.pdf

https://www.youtube.com/watch?feature=player_embedded&v=3_-AFbDLn9c *

Social Emotional Learning Foundations SEL AND PBIS

http://www.casel.org/

Inclusion Activity

At the cue, please stand and find a partner that you don’t know.

Introduce yourselves, and have a standing conversation about… ◦ Your favorite activity to do on

the weekend

What social skills did you observe?

What is Social Emotional Learning (SEL)?

Social and Emotional Learning (SEL) is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively.

◦ Source: CASEL: Collaborative for Academic and Social Emotional Learning

www.casel.org

SEL

Self-awareness

Social awareness

Relationship skills

Responsible decision making

Self-management

Form positive relationships, work

in teams, deal effectively with conflict

Make ethical, constructive choices about personal and

social behavior

Manage emotions and behaviors to achieve one’s goals

Show understanding

and empathy for others

What is Social and Emotional Learning?

Credit: CASEL

SEL is a process of acquiring knowledge and skills related to five core competencies:

Recognize one’s emotions, values, strengths, and

limitations

Social Emotional Learning (SEL) Core Competencies Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

Source: CASEL http://www.casel.org/social-and-emotional-learning/core-competencies

Jigsaw Reading Number off 1-5.

Read the corresponding SEL Competency.

Summarize the competency and share an example for your grade level with an elbow partner.

49

https://www.youtube.com/watch?v=DqNn9qWoO1M&x-yt-

ts=1422503916&feature=player_embedded&x-yt-cl=85027636

Good Science Links SEL to the Following Student Gains: • Social-emotional skills

• Improved attitudes about self, others, and school

• Positive classroom behavior

• 11 percentile-point gain on standardized achievement tests

And Reduced Risks for Failure • Conduct problems

• Aggressive behavior

• Emotional distress

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (in press). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development.

Benefits of Social and Emotional Learning

Photo Credit: Morningside Center for Teaching Social Responsibility

The Evidence is Robust

Neuroscience shows that emotion, attention, and learning are linked.

Can be taught by regular teachers, who also benefit: o Less stressful working condition o Stronger focus on learning o Better relationships with students

Direct impact on school climate

Bottom line – student achievement goes up, failure goes down

We Know SEL Works

Social Emotional Learning (SEL) and PBIS

Framework for enhancing adoption and implementation of a

Continuum of evidence-based interventions to achieve

Academically and behaviorally important outcomes for

All students

Social Skills

instruction

is a key

element of

the PBIS

framework

Systemic instruction and practice of pro-social behaviors on a school-wide basis is an important component of the PBIS framework.

Teach Social Skills like Academic Skills

DEFINE

(Simply)

MODEL

PRACTICE

(In Settings)

ADJUST for

Efficiency

MONITOR &

ACKNOWLEDGE

(Continuously)

Let’s practice:

Form partners or triads. Review the Social Skills cards located on your table.

Develop a brief activity or role play to teach the social skill to a group of students.

Practice the role play with your partner.

Sample Behavior and Skill Deficits

Self Awareness • Poor self image • Lack of optimism • Negative outlook • Lack of confidence • Inability to identify emotions &

thoughts • Unable to identify stressors

Social Awareness • Lack of empathy • Inability to take

perspective of others • Inability to identify

emotions of others • Doesn’t understand

social and ethical norms of behavior

Responsible Decision Making • Doesn’t make constructive &

respectful choices about personal behavior & social interactions

• Doesn’t consider safety concerns, social norms

• Unable to assess consequences of actions

Self Management • Unable to regulate impulses,

emotions, thoughts & behaviors in different situations

• Inability to focus • Poor planning & organizing • Violent toward self • Unable to motivate self • Unable to manage stress • Inability to set personal or

academic goals and work towards them

• Off task, missing assignments, tardy

Relationship Skills • Conflict with adults and/or peers • Seeks attention • Lack of respect • Fighting or violent behavior towards others • Bullying • Inability to communicate with others • Lacks active listening skills • Unable to cooperate with others • Unable to resist social pressure • Unable to resolve conflicts constructively • Inability to ask for help • Unable to offer help

Social Skills Curriculum and Resources:

SS CURRICULUM

◦ Skillstreaming the Elementary Student

◦ Skillstreaming the Adolescent

◦ Second Step

◦ Stop and Think

◦ Thinking about You Thinking about Me!

◦ Zones of Regulation

◦ Incredible Flexible You

SS RESOURCES

◦ CASEL (CA Association of Social Emotional Learning) Website

◦ Pinterest Social Skills

◦ DiscoveryEducation.org

◦ PBISWorld

◦ Class DOJO

◦ Cool Tools ◦ Youtube

Functions of Behavior •Challenging behaviors have a function.

•Challenging behavior is communicative: •The student is trying to tell you something •The student has learned that engaging in such behavior will get his/her needs met

•Function = Reason WHY the behavior is occurring

Functions that behaviors serve

58

Problem

Behavior

Obtain/Get

Something

Escape/

Avoid

Something

SocialTangible/

Activity

Adult

Stimulation/

Sensory

Peer

Tier 2 Targeted Interventions Function Matrix (p. 109-110)

Activity: Building a Menu of Targeted interventions

Review the Menu of Interventions Diagram.

Give an example of how each of the four evidence-based T2 targeted interventions might look on your campus.

◦ Check-in/Check-Out (CICO)

◦ Check and Connect

◦ Social Skills Instructional Groups

◦ Mentoring

What is the school psychologist’s role?

Building a Menu of Targeted Interventions

CICO Check & Connect

Social Skills

Groups Mentor

Use the Matrix to draft a ”Menu” of Targeted Interventions. Write a brief description of how each might look on your campus.

Next Steps

• Tier III Interventions

• Data Criteria for T2 and T3 Interventions

• Developing a Blueprint for T2 and T3 Interventions at my site