Tier 2 Systems and Practices

Credits: Missouri Department of Elementary and Secondary Educationpbismissouri.org

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

ComplexFBA/BIP

Problem Solving Team

Tier 3

Brief FBA/BIP

Brief FBA/BIP

WRAP

Tier 2

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: Tier 1

Universal Support

Tier 2 Systems

Tier 2 Meeting

Screening using

decision making rule

Match students to intervention

Progress Monitoring

Fidelity of Tier 2

Interventions

Develop bank of Tier

2 interventions

Tier 2

Critical Features of Tier 2 Interventions

• Continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty• Function based• Student chooses to participate• Continuous monitoring: Daily Progress Report

Tier 2 practices

• Check-in Check-out• Social Skills• Mentoring• Organizational check-up• Homework club / newcomers club

6

Tier 2 systems /practices review

• Count off by 7

• Go to your assigned group

• Read about your tier 2 system or practice

• Develop a poster around the subject—become an expert

7

Tier 2 systems / practices review

• Re-assign groups

• When you come back to your poster, explain the information to the group-ask if there are questions

8

Groups with individual features

• Analyzing Progress

9

Monitoring Progress• Positive Response

• Gap between trend line and goal line is closing at acceptable rate

• Questionable Response• Gap stops widening but closure does not occur at an acceptable

rate

• Poor Response• Gap between trend line and goal line continues to widen with no

change in rate

Decision Rules• Positive Response to the Intervention

• Continue intervention with current goal• Continue intervention with goal increase- no higher than 85%

• Fade the intervention to determine if the student has acquired functional independence.

• More on fading later

Decision Rules• Questionable Response to the Intervention

• Was the intervention implemented as intended?• If no, employ strategies to increase fidelity of implementation.• If yes, -increase intensity of current intervention for a short period of

time and assess impact.• If rate improves, continue• If rate does not improve, return to problem solving—brief FBA

How do provide individual features to an intervention• Provide more frequent feedback

• Individualize the feedback procedure

• Add a self-monitoring component

• Individualize the reinforcer

How do provide individual features to an intervention?

Provide more frequent feedback• Implement additional feedback session with the intervention

facilitator• Allow for more frequent interactions between the student and his

or her teachers

How do provide individual features to an intervention?

Individualize the feedback procedure• Allow the student to select the adult whom he or she will

regularly meet to review progress

• All the students to use alternative ways to contact the adult that will monitor his or her progress (e.g. e-mail, text messaging, etc.)

How do you provide individual features to an intervention?

Add a Self-Monitoring Component1. Identify target behavior2. Define the target behavior3. Collect baseline data4. Design procedure materials5. Teach student to self monitor6. Monitor progress7. Follow up and fade

How do you provide individual features to an intervention?• Individualize the reinforcer

• Think about function of behavior and individualize the reinforcer based on their function.

• Examples: if they meet their goal, they earn time with peers. If they meet their goal, they be allowed to skip an assignment.

• Allow the student to select an adult with whom he or she can spend additional time

• Collaboratively develop a individualized contract that specifies the reinforcers the student will earn

How do we provide individual features to an intervention?• Continued Poor Response to the Intervention

• Was the intervention implemented as intended?• If no-employ strategies to increase fidelity of implementation

• If yes- • Was the problem identified correctly?• Is intervention aligned with the function• Are there other functions to consider?

Fading a InterventionCreditsMissouri School-wide Positive Behavior SupportCenter for SW-PBSUniversity of Missouri

BAT Section G Question 30

Turn to a Partner• What do you think “fading” means related to a Tier 2

intervention?

• Why is it important to have a systematic plan for fading intervention supports?

Guidelines for Fading• Use data to guide decisions

• Consider fading on a least a quarterly basis

• Consider aligning fading with grading or reporting periods

Guidelines for Fading • Each Tier 2 team should develop its own criteria for initiating

the fading process• 80% or higher 4 of 5 days each week for 4 weeks*

*decisions should be based on majority of days versus student must always receive 80% or higher

Ready to Fade

The team’s decision rule for starting fading:

When a student’s DPR data is 80% or higher 4 out of 5 days for 4 consecutive weeks, the fading process will begin.

Ready to Fade

The team’s decision rule for starting fading:When a student’s DPR data is 80% or higher 4 out of 5 days for 4 consecutive weeks, the fading process will begin.

Guidelines for Fading

•Tier 2 team should discuss each possible candidate for fading

•Gradual process rather than abrupt drop

• Ideally will incorporate a self-monitoring component• Increases student responsibility• Increases ability to manage own behavior without adult prompting

and redirection

Self Monitoring• Self Monitoring is a research supported practice• Goal within CICO = shift from teacher ratings to student rating

of own behavior• Continue to use DPR and data collection

Self Monitoring• First Phase = student learns to self-assess

• Teacher & student rate student’s behavior simultaneously• Compare ratings at end of each class period• Success = match in ratings (even is low rating)• If discrepancy in score, discuss• Teacher rating assumed accurate• Provide reinforcer for accuracy & honesty (SW ticket)

*Goal is for student rating to get closer to teacher rating until student is reliable and accurate in rating own behavior (80-85% agreement between teacher and student)

Self Monitoring• Second Phase = Teacher Rating Removed

• Begins once a student demonstrates consistency in accurately rating own behavior

• Gradually remove teacher rating component• Week 1 = teacher rates 4 out of 5 days• Week 2 = teacher rates 3 out of 5 days

* On days when teacher does not rate, student ratings are used for data collection and progress monitoring

Self Monitoring• Check-in coordinator Check-out continues throughout self

monitoring process• Teacher DPR ratings are used on teacher rating days• Student DPR ratings are used on student rating days

• Coordinator collects, enters and analyzes data

• Data collection is critical!

• If behavior deteriorates, it may be too early to remove student

Review flow charts

Adapted from Winfield Primary, Winfield R-IV School District 020612

Student is self-monitoring*. Does student’s response match teacher’s response 80% of the

time?

Teacher completes DPR four days, Student completes DPR

one day – CICO 4 days

Student completes DPR all week – No CICO

Teacher completes DPR one day, Student completes DPR

four days – CICO 1 day

Teacher completes DPR two days, Student completes DPR

three days – CICO 2 days

Teacher completes DPR three days, Student completes DPR

two days – CICO 3 days Is student continuing to stay at or above an 80% average?

Is student continuing to stay at or above an 80% average?

Fading From Check-In / Check-Out Winfield Primary, Winfield R-IV School District

Yes

Continue training with self-monitoring

No

Yes

Yes

No

Continue fading

Yes

GRADUATION

No Return to self-

monitoring

Student has an average of 80% for 4 weeks.

Yes – Begin Fading

No

Continue CICO

Student is self-monitoring*. Is student continuing to stay at or above an 80% average?

No

*During self-monitoring, both the student and the teacher are completing a DPR. At the end of each subject the student and teacher still hold a conference to discuss what each other’s rating was and why. If different, need to discuss difference, but know that the teacher’s rating is what is counted.

The goal of self-monitoring is to increase the student’s sense of responsibility and ability to manage his/her own behavior without the need for redirection, prompting, and management by an adult figure.

Fade out of CICO Phase 1: Teacher and student score together Compare ratings at the end of each class period

Match = success Discrepancy = discussion and teacher’s rating assumed accurate

Positive reinforcement for accuracy and honesty Check after 2 weeks

Success to move to Phase 2 2 weeks of 80-85% agreement

And Student data is at or above goal line

Phase 2: Teacher fades, student begins self-monitoring Week 1: teacher rates 4 of 5 days Week 2: teacher rates 3 out of 5 days Week 3: teacher rates 2 out of 5 days Week 4: teacher rates 1 out of 5 days Week 5: teacher rates 0 out of 5 days

Success to move to Phase 3

Student data stays at or above the goal line

Phase 3: Graduation

Weekly alumni check-out

Increasing Success During Fading• Talk with student, parents, & teachers about fading during the

initial introduction to the program• Plan other opportunities & experiences that allow student to

access adult attention• Alumni assistant to CICO coordinator

• Help with checking in/out or organizing reinforcers• Become an assistant to another adult in the building

• Hold a CICO graduation celebration Considerations:

• Invite parents and teachers• Design a diploma

Supporting students after graduation from CICOSuggestions for providing students with incentives for continued success managing their own behavior:

• Quarterly alumni party• Establish criteria such as no ODRS during quarter

• Weekly alumni check-outs• Small reinforcer for continuing to be successful after CICO

intervention

Data Management• Team process for monitoring progress and making decisions

• Regularly scheduled meetings• Standard meeting format• Team roles

• Easy access to additional information • Attendance, grades, ODR, minors

• Informed choices/ evaluate based on goal• Continue or Fade; Modify or Intensify

Data Management• Program for summarizing data

• Frequency of data sharing• Tier 2 team• Participating Teachers• Parents• Faculty/Staff

Questions?