secondary/tertiary systems development part 2: tools and strategies cynthia anderson, university of...
TRANSCRIPT
Secondary/Tertiary Systems Development
Part 2: Tools and Strategies
Cynthia Anderson, University of Oregon Kimberli Breen, Illinois
PBIS Network
Description
Positive outcomes for students are achieved when evidence-based interventions are implemented within effective systems and data are used to guide decision-making. We describe the ways data can be used at Tiers 2 and 3 (e.g., for individual students, for a system) and share tools for using data effectively and efficiently.
Kimberli Breen, Illinois PBIS Network
www.pbisillinois.org
Positive outcomes for students are achieved when…
…evidence-based interventions are implemented… Provide guidance on selection of EBP Organize EBP into a framework that
makes sense to all stakeholders
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
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
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Tools
Secondary/Tertiary Resources Secondary/Tertiary Resources
(annotated) Secondary/Tertiary Guiding Questions Blank Triangle Worksheet
Guiding Questions: Purpose
Please fill in your school’s responses to the questions below to help you:
a) design systems at the Tier 2/Secondary and Tier 3/Tertiary tiers of intervention,
b) identify areas of strength and need in your current systems and
c) support your team procedures to be consistent, proactive and objective (data-based).
Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Data and Support Staff
Tiered Supports / Practices
Adapted from Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
within effective systems Creating a framework that supports the:
Creation Allocated time (incl. FTE) Protected time dedicated to ‘development’
(agendas) Systematized stakeholder input/feedback
Use Allocated FTE to Coordinate & Facilitate
interventions Allowable out-of-seat student time (policy) Active stakeholder participation
Progress-monitoring of EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system
Secondary Systems Planning Team Meeting Agenda
Number of youth in CICO (record on TT)? Number of youth responding (record on TT)?
* Send Reverse Request for Assistance to teachers of all youth not responding
Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or # of youth who met the data-based decision-rule cut offs for Secondary support)?
Repeat for S/AIG, Mentoring & Brief FBA/BIP If less than 70% of youth are responding to
any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.
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
and data are used to guide decision-making
Progress-monitoring of the actual EBP Systematized stakeholder input/feedback Progress-monitoring of the actual interventions Progress-monitoring of the system
Progress-monitoring of youth response
Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:
Tier 2/3 Tracking Tool Structured to follow 6 levels/types of
interventions from Secondary through Tertiary Increases accountability
Schools have to count # of kids in interventions Data-based decision-rules are necessary (Identify,
Progress-monitor, Exit) Must define ‘response’ to each intervention
type/level Shows % of kids who responded to each intervention
…..the tool assesses the success rate, or effectiveness of the interventions themselves
Connects each level of intervention to the next level
Systems-Response Tool“Finding” Students in Need of Tertiary Supports
Records the “system’s response” to youth behavior/circumstance
Administrators and team members need to find the #s of youth that meet each criteria Using the tool IS engaging in a ‘systems-reflection’ Prevents the hiding or mis-labeling of youth (ex. “We
don’t have any kids that need Wraparound”)
Systems-Response ToolSystem Response Options Total # of Students in Category for Time Period: List date
at top of column & total # of youth in each box
Date: Date: Date: Date: Date: Date:
A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP)
B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound)
C. Students being considered for Special Education Testing
D. Students with Special Education process in progress (being tested, placement being considered, etc.)
E. Students that were tested and did not qualify for Special Education
F. Students suspended on one occasion
G. Students suspended on two or more separate occasions
H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program)
I. Students in Special Education setting, out-of-home school
J. Students in “short-term” restrictive placement in clinical setting (hospitalization)
K. Students with expulsion hearing in progress
L. Students expelled
Progress-Monitoring in Illinois Progress monitoring is critical at all levels
Student Per student, for individual progress-monitoring In aggregate, to monitor effectiveness of
interventions themselves Ex. Is our ‘problem-solving’ group effective?
Building/District Per school, to monitor building-level systems
Ex. Is our HS effective at keeping youth engaged? In aggregate, to make district-level decisions
District as a whole (set goals, allocate resources) Cohort schools vs non-cohort schools (is an initiative
working?)
Sample: Daily Progress Report
Check-In/Check-OutEXPECTATIONS
1 st block 2 nd block 3 rd block 4 th block
Be Safe 2 1 0 2 1 0 2 1 0 2 1 0
Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0
Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0
Total Points
Teacher Initials
Sample: Daily Progress Report for GROUP Intervention
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be SafeUse your words
Use deep breathing
2 1 0 2 1 0 2 1 0 2 1 0
Be RespectfulKeep arm’s distance
Use #2 voice level when upset
2 1 0 2 1 0 2 1 0 2 1 0
Be ResponsibleAsk for breaks
Self-monitor with DPR
2 1 0 2 1 0 2 1 0 2 1 0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
0 = Try again1 = Good2 = Excellent!
Be Safe Be Respectful Be Responsible
* Rip recycled paper * Only tap pencils (not pens)
* Use “voice level #1” while teacher is speaking (whisper)
* Say “I need help getting started” when having difficulty
Class 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
Total Points = _____ Points Possible = __36___
Date: ________________ Today ______________%
Sample: Daily Progress ReportBehavior Intervention Plan
71 Elementary Schools71 Elementary Schools
71 Elementary Schools71 Elementary Schools
Mean CICO points per school71 Illinois Elementary Schools 08-09
Comments/Questions