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SEB Groups

Day 2

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Overall Training Objectives

1) Discuss how different levels of groups meet the needs of students.

2) Assess the status of groups implemented within the district.

3) Select and define a continuum of groups matched district needs.

4) Develop an action plan prioritizing the implementation of one group.

5) Gain knowledge to install and implement additional groups with fidelity.

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Trainer Notes ---

-- We want to prepare you that you will not be walking out of today’s training ready to install or modify groups happening in your district or building.

-- Over the course of this training, we want to help build the capacity for your team to replicate applying MTSS/PBIS logic over and over within your district or school.

--- This means supporting your team to use data to identify and prioritize your needs, intentionally select evidence based practices that best match your need and capacity in your district and then apply critical features to install SEB groups.

Teams will walk away with an action plan to either modify or install one new SEB group within your school-wide continuum, but with knowledge of how to continue to modify and/or install additional SEB groups.

Training Objectives:

1) Discuss how different levels of groups meet needs of students

2) Assess current status (i.e., SEB groups currently in place and need to modify and/or install additional SEB groups) of targeted interventions implemented within the district

3) Select and define a continuum of targeted interventions matched to your district needs

4) Develop an action plan that prioritizes implementation of one type of group to build continuum of groups within your district and school

5) Gain knowledge to install and implement additional groups with fidelity

- Develop data decision rules

- Identify skills to be taught

- Identify roles and responsibilities of facilitators

- Monitor outcome and fidelity of groups

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Today’s Work

Section I – Review school intervention map
Section II – Assess need from data
Section III – Build action plan
Section IV – Preparing for homework on selecting intervention

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Midwest PBIS Network Homepage

www.midwestpbis.org

Training Content > Tier 2 > Tier 2 SEB Groups

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Tier 2 SEB Group Materials

Scroll down below description

Materials posted in view only

Download or Make Copy to edit

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A tool for today…..

A tool for documenting each step.

Each site should have their own tab at bottom of sheet.

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Attendance Procedures�For Illinois PDH or CEU

Register in Zoom and Click to join on your own device

Make sure your name in Participant List shows first and last name

2) Hard copy sign-in submitted by your team leader

Downloadable template with materials
Submit to support@midwestpbis.org

PBIS

MWPBIS is an approved provider through IL State Board of Education for Professional Development Hours (PDH) and Continuing Education Units (CEU). Out of state participants, we can provide any need documentation, but you would need to work with your district and/or professional development boards to approve time.

In order to ensure your hours are counted, we need each participant to do one of two options.

1) If you all join virtually but separately, you'll still be able to gather as a team during the training as teams will be placed in virtual rooms (for their team only) during parts of the training so you can process and work together as a team. You'll see each other via Zoom, and get virtual team-only time, but you would not be in-person.

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2) We record attendance (for PDHs/CEUs, for ISBE) by tracking who signs on electronically, or receiving a copy of physical sign-in sheets from the school/district. Therefore, if you do decide to gather together in-person and view one screen, you'll need to either...

- have everyone sign-in individually and then shut their computers (to view one screen together) so that we have record of all who attended OR

- scan and send me a sign-in sheet for each day of the training that each person in attendance signs.

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Timed Agenda�150 minutes

Opening – 10 mins
Section I – Review school intervention map

Content – 5 mins
Team Time – 15 mins
Report out / questions – 10 mins

Section II – Assess need from data

Content – 15 mins
Team Time – 20 mins
Report out / questions – 10 mins

Break – 10 mins
Section III – Build action plan

Content – 10 mins
Team Time – 25 mins
Report out / questions – 10 mins

Section IV --- How to consider selection?

Content – 10 mins

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Assess Current Status

Outcome:

Assess current SEB groups in your district/school
Identify expanded data sources to analyze need
Organize data to bring back to next training session

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Purpose:

Use data to prioritize type of SEB group to install/modify first

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Assessing Current Status – 2 Steps

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Identify what is currently in place

Target population/outcome
Fidelity of implementation
Outcomes

Step 1: Resource Map

What does current data tell you about student needs?
What level of response is needed?

Step 2: Identify Need

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Resource Mapping at Tier 2

Example of School Intervention Map

PBIS

This example is from the School Intervention Mapping Tool (https://drive.google.com/file/d/1-B1PiqYbu7b5QEndfV0xezpZ695-vSyb/view?usp=sharing), a resource within the Advancing Education Effectiveness Volume 2: An Implementation Guide (https://www.pbis.org/resource/interconnecting-school-mental-health-and-pbis-volume-2)

Cautionary reminder: As with any example, it may not fit your contextual needs and is not meant to be directly replicated. For example, what is low-risk or criteria for entrance into a tier 2 intervention in this example, most likely is not directly replicated within your data.

Purpose of this activity is to (a) provide an overall picture of existing social emotional behavioral related interventions or initiatives available to students in your building, (b) determine the effectiveness, relevance, and fidelity for each, (c) resource allocation, and (d) determine areas of redundancy. This process is led by the School Level Team with representation from both education and community stakeholders.

Items indicated in red are “flagged” for conversation and action to be taken by the school team.

• Problem Solving Skills Group --- need to identify a fidelity measurement (e.g., monthly facilitator survey)

• Divorce Group --- due to multiple factors (e.g., lack of data, evidence base) not in place with the group. The type of group should also be skills based rather than life event based. A team may decide to add a coping skills SEB group utilizing lessons from Tier 1 curriculum as that is skills base group that is missing in current implementation.

Note that this continuum currently has groups for externalizing behaviors. If there are needs in their data around internalizing behaviors, that would be a group to consider adding. Also note the entrance criteria between problem solving skills group and complex anger management group. The behaviors are similar, but more intense thresholds for complex group.

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Review Your Current Implementation

Considerations:

Is the group structured based on the features described in Day 1?

Do groups utilize data for progress monitoring student response?

Is there evidence for the group?

How does group align and reteach skills from tier 1?

https://docs.google.com/document/d/1-B1PiqYbu7b5QEndfV0xezpZ695-vSyb/edit?usp=drive_link

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Let’s Connect with Your Team

As a team, review current status of groups. Make decisions about SEB Groups to:

Keep
Modify
Eliminate

Document on your tab of the Google Sheet.

PBIS

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Assessing Current Status – 2 Steps

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Identify what is currently in place

Target population/outcome
Fidelity of implementation
Outcomes

Step 1: Resource Map

What does current data tell you about student needs?
What level of response is needed?

Step 2: Identify Need

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Expand Data Sources�to Identify Need

Consider categories of data sources that provide information on both externalizing and internalizing behaviors.

Office Discipline Referrals (ODRs) – majors and minors
Nurse’s office visits
Counselor requests
Attendance
Time out of class
Universal screening data
Crisis calls / Life Threat Assessments

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Applying Multi-tiered Logic�to Determine Level of Response

“MTSS is something to help organize the adults and their implementation of best practices within classrooms and schools. MTSS is not about organizing kids as much as it is about organizing what we do for and with kids and their families.”

- Dr. George Sugai, Professor Emeritus, University of Connecticut

~80% of Students

~15%

~5%

Trainer Notes:

The second component in Identifying Need step is to determine the level of response needed.

Or you might think of this as applying our tiered logic.

So let’s do some practice review --- Click for triangle percentages to appear

• What percentage of students are we aiming to have respond to tier 1 supports? (80 to 90%) So as you analyze your data, if the need is greater than 20%, tiered logic would recommend allocating resources to prevention at tier 1 or bolstering tier 1 supports.

• What percentage of students at tier 2? (5-15%) So if need is in this range, organizing systems of group supports should be sufficient.

• And tier 3? (1-5%)

2 clicks for George Sugai definition, title and picture

- Remind that tiered logic framework came from public health model. The framework is guiding to how we make decisions about organizing our supports that adults implement

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Let’s Practice

Examples of applying two components to data sources

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Office Discipline Referrals�By problem behavior

Typically providing information on externalizing behavior

Reference school-wide definition

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Example

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Office Discipline Referrals �By Grade / Students

36 students is 7% of school population
Possibly prioritizing groups for grades 3-5 and 6-8

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Example

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Time out of class �Sample Data Collection

Consider similar data points to ODR:

Student’s Name
Date
Time of Incident
Location of Incident
Student’s Teacher
Student’s Grade Level
Referring Staff
Others Involved
Problem Behavior
Possible Motivation
What was happening before the behavior (antecedent)?
Possible consequences
Administrative Decision
Other Comments

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Nurse Office Visits �Sample Data Collection

Student Exit Ticket via Google Form

What grade are you in?

What subject/class are you coming from?

How were you feeling before coming to the health office?

How are you feeling now?

Did you understand the health office expectations today?

Did the health office help you with everything you need?

If not, what would help?

Is this something that could be handled on your own next time?

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Lincoln Public Schools

Nebraska

School Nurses

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Universal Screening�The Basics

A universal screener is a brief norm-referenced survey that:

Helps identify students needing more social-emotional support.
Is quick (like a vision, hearing, or temperature check).
Identifies internalizing, externalizing, and academic-related behaviors.
Includes levels of Risk (no-risk, some-risk, high-risk)
Identifies internalizing behaviors early that are often missed.
It Is NOT a diagnosis or a special education eligibility.
It IS one data source that can be used with other data sources to support students at all Tiers.
Completed at least twice a year by either the student or the student’s teacher, and results are shared with caregivers.

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Universal Screening Data�for Systems Data

Review data in aggregate for whole student population

Identify areas with greatest need

Match to level of need

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Universal Screening Data Example�School-wide summary

Three Categories

Social, Academic, and Emotional

Three Risk Levels

No Risk, Some Risk, and High Risk,

Each Risk Category is broken down by:

Upper Range and Lower Range

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300 Students	Social Externalizing Behaviors	Academic Academic Related Behaviors	Emotional Internalizing Behaviors
No Risk (45-55)-Lower Range	65% 195 students	55% 165 students	40% 120 students
No Risk (43-36) Upper Range	15% 45 students	25% 75 students	30% 90 students
Some Risk- lower Range (35-31)	15% 45 students	10% 30 students	10% 30 students
Some Risk -Upper Range (30-28)	7% 21 Students	5% 15 students	10% 30 students
High Risk-(27-14) lower range	3% 9 students	3% 9 Students	7% 21 Students
High Risk-(13-0) upper range	2%. 6 students	2% 6 Students	3% 9 students

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Basic SEB Skills Groups

Pro-social/Coping Skills

Data points in the “Some Risk” range in the social category

Problem-Solving

Data points in the “Some Risk” range in the emotional category

Academic Behavior Skills

Data points in the “Some Risk” range in the academic category

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300 Students	Social Externalizing Behaviors	Academic Academic Related Behaviors	Emotional Internalizing Behaviors
No Risk (45-55)-Lower Range	65% 195 students	55% 165 students	40% 120 students
No Risk (43-36) Upper Range	15% 45 students	25% 75 students	30% 90 students
Some Risk- lower Range (35-31)	15% 45 students	10% 30 students	10% 30 students
Some Risk -Upper Range (30-28)	7% 21 Students	5% 15 students	10% 30 students
High Risk-(27-14) lower range	3% 9 students	3% 9 Students	7% 21 Students
High Risk-(13-0) upper range	2%. 6 students	2% 6 Students	3% 9 students

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Complex SEB Skills Groups

Cognitive Behavioral-Based Skills

Data points in the ”Upper Some Risk” and “All High Risk” Range in the Emotional Category.
Also, consider students in the “Upper Some Risk” and “All High Risk” Range in the Social Category.

Emotional Regulation Skills

Data points in the “Upper Some Risk” and “All High Risk” range in the emotional category

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300 Students	Social Externalizing Behaviors	Academic Academic Related Behaviors	Emotional Internalizing Behaviors
No Risk (45-55)-Lower Range	65% 195 students	55% 165 students	40% 120 students
No Risk (43-36) Upper Range	15% 45 students	25% 75 students	30% 90 students
Some Risk- lower Range (35-31)	15% 45 students	10% 30 students	10% 30 students
Some Risk -Upper Range (30-28)	7% 21 Students	5% 15 students	10% 30 students
High Risk-(27-14) lower range	3% 9 students	3% 9 Students	7% 21 Students
High Risk-(13-0) upper range	2%. 6 students	2% 6 Students	3% 9 students

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Let’s Connect with Your Team�“Gut Data Gut”

Step 2: Identify student need
1) What does your "gut" say the need is? �(e.g., skills for problem solving, coping skills, academic beh skills)��	Intense, frequent aggressive behaviors
2) What does your data indicate?�- Review data sources available.�- Consider both sources for externalizing (e.g., ODRs, suspension) and internalizing (e.g., nurse visits, crisis calls).	Most frequent documented behavior in office managed Office Discipline Referral data are physical aggression and disrespect.�- 13% of school population (26 students) have 2 or more ODRs for physical aggression or disrespect��Universal screening data indicates externalizing domain has greatest need.�- 18% of students are in the some risk range �- 5% of students are in the high risk range
3) Does your data indicate a need for all, some or few students?�- More than 15% of students - tier 1 response�- 5-15% of students - tier 2 response�- Less than 5% - tier 3 response	Data indicates our system could benefit from response at Tier 1 as well as a Complex SEB Group.

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Defining a Continuum of Support

Building an action plan

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General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In, Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

SEB Skills Group

Other

Complex SEB Group

Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

Individualized Mental Health Intervention

v1.23.23

FBA-BIP

PBIS

“Some schools think there is general education for students, and then special education for students who need more.

We rethink that, so all students have access to all three tiers of support.

The first thing we do is try CICO for students who need more.

-- We recommend designing the intervention for 10-15% of your population to ensure that all students who need SEB support are able to get it.

-- Entry criteria for CICO should be set to identify students as soon as we know there is a need.

-- CICO is a low level intervention and student need should be matched to the intervention. We can expect that approximately 30% of students in CICO will end up needing more, but CICO gives us a starting place and gathers additional data to provide additional insight into function of behavior.

Once we try that, and if they are not responding, we try other interventions, such as Modified CICO, SEB Skills groups, etc.

--- What other interventions do you have in your building you consider to be Tier 2?

We would recommend at least two tier 2 interventions (yellow boxes) before a student enters a problem solving/SEB Support conversation.

-- Always exceptions to this rule based upon frequency, duration, or intensity of behaviors.

-- Data decision rules are monitored by one person (Coordinator) to make decisions for students making progress.

-- We will define a Reverse Request for Assistance process that is asking the primary stakeholder(s) to give input into next intervention after CICO.

SEB Support team (standing team members representative of SEB expertise) reviews student data and past intervention to match student to higher tier 2 intervention (e.g., Complex SEB Group) or tier 3 interventions (red boxes)

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TIER 2

Supports

Groups

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

FBA-BIP

Person Centered Planning

Individualized MH Intervention

Pro Social Skills Group

Teaching Expectations

Problem Solving Skills Group

TIER 2

Complex Supports

Trauma Focused

Anger Management Group

Coping Skills

Cognitive Behavioral Focus

SAMPLE – Single Continuum of Intervention

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Let’s Connect with Your Team

Step 3: Define an action plan
SEB Group(s) to modify�- What modifications need to be made? �- Example: Align to tier 1, Add data rules for entry/exit, Structure for open enrollment	Girls Group > Basic SEB Skill Group for problem solving skills�- Structure for open enrollment for any student�- Establish 6-8 skills to teach from Tier 1 curriculum�- Add data decision rules
SEB Group(s) to add�- What level of group is needed (e.g., basic, complex)?�- What needs to be explored?	Explore an intervention that could be installed as a Complex SEB Group.
Other��	Collaborate with Tier 1 team about ways to enhance support problem solving skills for all students.

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Considerations for Selecting Interventions

Setting up for homework

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Process for Selecting Interventions

What is it?

Informed team based decision making to adopt a specific intervention based upon:

Fit of intervention within current supports
Prioritized need for intervention
Alignment with mission
Capacity to implement (e.g., readiness and resources to install, sustain and expand intervention)

Why do we need it?

Ensure adequate resource allocation (e.g., funding, staff to facilitate interventions, coaching supports)

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Considerations for Fit

How does the new intervention fit within current supports?

School-wide expectations
Tier 1 SEL Curriculum
Lower level skills groups
Intervention time allotted

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Considerations for Need

How does the intervention match the prioritized need?

Skills match identified student need
Match the level of need within continuum of groups (i.e., basic to complex)
Ages of need
Cultural relevant

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Considerations for Alignment

How does the intervention match the prioritized need?

Skills match identified student need
Match the level of need within continuum of groups (i.e., basic to complex)
Ages of need
Cultural relevant

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Considerations for Capacity

Staff qualifications to implement
Financial capacity
Existing experience or expertise with intervention

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The Hexagon: An Exploration Tool

Supports organizations to evaluate fit and feasibility of programs or practices within their own context.

Program Indicators:

Evidence
Usability
Supports

Implementing Site Indicators:

Need
Fit
Capacity

Metz, A. & Louison, L. (2018) The Hexagon Tool: Exploring Context. Chapel Hill, NC: National Implementation Research Network, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Based on Kiser, Zabel, Zachik, & Smith (2007) and Blase, Kiser & Van Dyke (2013).

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Cognitive Behavioral Therapy (CBT)

What is CBT

Cognitive Behavioral Therapy (CBT) is an evidenced-based approach for students who struggle with academic performance, social interactions, or other emotional challenges.

This type of therapy focuses on identifying and changing negative thought patterns and behaviors that contribute to difficulties in daily life.

CBT Triangle

Situation Occurs

Thought

What we think affects how we feel and act

Behavior

What we do affects how we think and feel

Emotion

What we feel affects what we think and do

American Psychological Association (APA): The APA offers research-based insights into trauma-informed approaches in education and mental health.

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Interventions to Explore� for Complex SEB Groups

Intervention	Target Population	Implementation Details	Getting Started
Support for Students Exposed to Trauma (SSET)	10 to 14 years	Tier 2 10 sessions	Non-clinical adaptation of CBITS Teachers and school counselors Low cost training and materials available
Bounce Back	5 to 11 years	Tier 2 Adaptation to CBITS 10 sessions	Clinicians with CBT aptitude may only need trainer manual Free online training and resources In-person training available from$2000-8000
CBITS Cognitive Behavior Intervention for Trauma in Schools	8 to 15 years	Tier 2 Group, individual, parent and teacher sessions	Master’s or doctorate in clinical field Free online training and resources In-person training available from $4000-10,000
SPARCS (Structured Psychotherapy for Adolescents Responding to Chronic Stress)	12 to 18 years	Tier 2 16 sessions	Generally mental health clinicians with Master’s Degree 4 days of training with follow-up support (contact developers for cost)

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Interventions to Explore� for Complex SEB Groups

Intervention	Target Population	Implementation Details	Getting Started
Resilience Education Program Internalizing REP	Grades 4th-8th	Tier 2 5 sessions	Mental health provider with Master’s Degree Manual and Training Free SMHC Events CBT Focus
Trauma Focused Coping (TFC)	9 to 18 years	Tier 2 14 sessions	Mental health provider with Master’s Degree Manual available for free Training available, but not required $2400 per day
TRAILS (CBT and Mindfulness)	Grade bands: - 3-5, 6-8, 9-12	Tier 2 7 or 10 sessions	Designed for social workers, counselors, psychologists Free materials Paid training available

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Explore Intervention Options- Can you build on what you have?

American Psychological Association (http://effectivechildtherapy.com )
Evidence Based Behavioral Practice (www.ebbp.org)
National Association of School Psychologists (www.nasponline.org )
What Works Clearinghouse (www.whatworks.edu.gov )
Center for School Mental Health (www.csmh.umaryland.edu )
School Based Mental Health: An empirical guide for decision makers (http://rtckids.fmhi.usf.edu/rtcpubs/study04/SBMHfull.pdf )
National Institute of Health (NIH)

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Tasks to Complete before Day 3

Finish gathering or analyzing any data sources not accessible today
Explore interventions for prioritized area of need
Review Day 2 PPT and concepts before returning on January 19
Bring a questions back to Day 3!
Be ready to work on defining your prioritized group using core features of TFI!

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Attendance Procedures�For Illinois PDH or CEU

Submit to support@midwestpbis.org

MWPBIS is an approved provider through IL State Board of Education for Professional Development Hours (PDH) and Continuing Education Units (CEU). Out of state participants, we can provide any need documentation, but you would need to work with your district and/or professional development boards to approve time.

In order to ensure your hours are counted, we need each participant to do one of two options.

1) If you all join virtually but separately, you'll still be able to gather as a team during the training as teams will be placed in virtual rooms (for their team only) during parts of the training so you can process and work together as a team. You'll see each other via Zoom, and get virtual team-only time, but you would not be in-person.

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2) We record attendance (for PDHs/CEUs, for ISBE) by tracking who signs on electronically, or receiving a copy of physical sign-in sheets from the school/district. Therefore, if you do decide to gather together in-person and view one screen, you'll need to either...

- have everyone sign-in individually and then shut their computers (to view one screen together) so that we have record of all who attended OR

- scan and send me a sign-in sheet for each day of the training that each person in attendance signs.

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What’s next?

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Training

January 19 – 8:30-noon

Community of Practice

February 15 – 2-3pm
April 19 –1-2pm
May 10 – 11am-noon

The district team will participate in a series of training and technical assistance activities in a cohort approach with other district and school leaders. Teams from training will continue in a Community of Practice together.
Training is 9 hours of total virtual training divided between three days and held across three months. The training supports assessing current social-emotional-behavioral (SEB) groups in place within your school and using data to identify and prioritize groups to modify and/or install within the school's current continuum. The lapsed time between the training day is to allow your team time for decision making on each step.
Communities of Practice- Representatives from district leaders and school teams (e.g., Director of Student Support, Clinician, Tier 2 Coach, administrator) from training will continue participation in ongoing facilitated communities of practice to monitor benchmarks of implementation, engage in ongoing problem solving, and technical assistance to support deepening implementation as they interact. (3 meetings)

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Exit Form

https://forms.gle/arBFt7vKTsm4v8eJ7

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