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DAY 2

1

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Today’s Work:

Gain knowledge to install and implement additional groups with fidelity

Connecting back to Day 1

Team time 1: Define group to modify or install
Report out and questions

Critical Feature 1: Additional Instruction

Team Time 2: Define additional instruction for your group
Report out and questions

Critical Feature 2: Additional Structure

Team Time 3: Define additional structure
Report out and questions

Critical Feature 3: Increased Opportunity for Feedback

Team Time 4: Define feedback
Report out and questions

Data Decision Rules

Team Time 5: Define decision rules
Report out and questions

Wrap-up

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A tool for today

3

Guide your team time.

Use for on-going planning.

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Considerations for Selecting Interventions

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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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Defining Tier 2 �Roles & Responsibilities

Tier 2 Coach/Team Lead

Oversee and ensure fidelity of all Tier II interventions
Facilitate Tier II Systems Meetings
~ 5 hours / week

Intervention Coordinator

Oversee and ensure fidelity of one intervention
Monitors and reports data to Tier II Systems Team
~ 2-3 hours / week

Intervention

Facilitator

Deliver intervention with fidelity
Submit data to Intervention Coordinator
~ 1 hour / week

* One person could perform multiple roles. (i.e.: Coach & SAIG Coordinator or CICO Coordinator & CICO Facilitator)

TFI 2.1: Team Composition

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PBIS 3 Tiered System of Support

Tier II Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

There is support and communication that travels between these roles�to ensure fidelity of implementation.

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Document Roles & Responsibilities

Tier 2 Roles & Responsibilities

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Let’s Connect

Determine as a group to either modify implementation or install new based upon critical features
Complete what you know rows 1-13

Report out to full group for discussion.

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Critical Features of Tier 2 Interventions�TFI Item 2.6

Tier 2 Behavioral Interventions provide:

Additional instruction/time for student skill development,
Additional structure/predictability, and/or
Increased opportunity for feedback (e.g., daily progress report)

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Additional instruction/time for student skill development

Footer

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Critical Feature �Additional Instruction Time

SEB Skills Group
Students participate in social skills instruction in small groups for 30 minutes once a week for 6 weeks.

Complex Cognitive Behavioral Group
Students participate in cognitive behavioral instruction in small group for 45 minutes once a week for 15 weeks.

Complex Emotional Regulation Group
Students participate in social skills instruction small group for 40 minutes once a week for 12 weeks.

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Considerations for Length of Groups

Basic SEB Skills Groups

Age of students

Younger students might be shorter and more frequent (i.e., 20 minutes 2x/week)
Older students might be longer and less frequent (i.e., 35 minutes 1x/week)

Intervention time available

Complex SEB Skills Groups

Follow curriculum guideline

Typically longer session duration and length of group

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Ideally, the skills being taught in groups should be a re-boost of the skills already learned at Tier 1.

Remember dosage.

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Curriculum Considerations

Create your own curriculum using your Tier 1 social/emotional curriculum

Either your previously developed Behavioral Lesson Plans (Cool Tools) or another evidence-based curriculum (i.e. Second Step)
A “re-teaching” or higher dose of what is being given at Tier 1�

Use a ready-made curriculum and pull out lessons based on what your data tells you your youth need

Second Step
Skill Streaming
Coping Cat
Etc.�

Connect back to Expectations at Tier 1

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Pro-Social Skills (Friendship)

From Skills Streaming

Introducing Yourself
Beginning a Conversation
Ending a Conversation
Joining In
Playing a Game
Asking a Favor
Offering Help to a Classmate
Giving a Compliment
Accepting a Compliment
Suggesting an Activity
Sharing
Apologizing

From Strong Kids

About My Feelings
Ways of Showing Feelings

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Problem Solving Skills

From Skills Streaming

Knowing Your Feelings
Expressing Your Feelings
Recognizing Another's Feelings
Showing Understanding of Another's Feelings
Expressing Concern for Another
Dealing with Your Anger
Dealing with Another's Anger
Expressing Affection
Dealing with Fear
Rewarding Yourself
Using Self-Control
Asking Permission
Responding to Teasing
Avoiding Trouble
Staying Out of Fights
Problem Solving
Accepting Consequences
Dealing with an Accusation
Negotiating�

The PEACE Curriculum

Using Positive Self-Talk to Control Anger
Homework #3 Anger Control: Consequences for Your Actions
Keeping Out of Fights

Academic Seminar

Asking for help
Greeting a Teacher

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Academic Behavior Skills

From Skills Streaming

Listening
Asking for Help
Saying Thank You
Bringing Materials to Class
Following Instructions
Completing Assignments
Contributing to Discussions
Offering Help to an Adult
Asking a Question
Ignoring Distractions
Making Corrections
Deciding on Something to Do
Setting a Goal��

From Getting Organized without Losing It

Homework Checklist
After School Scheduler
9 Great Reasons to Use a Student Planner

From Academic Seminar

Using a Planner
Goal Setting
Tracking Your Progress
Organizing your Notebook

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Example Model

https://www.milwaukeepublicschools.org/families/interventions/pbis/tiers/saig

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Complex SEB Group Skills

Review curriculum/intervention selected

Identify the skills being taught

Often skills are similar to skills being taught at Tier 1 and basic skills groups

The difference with Complex SEB Group is often more in depth personal reflection and practice.

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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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Skill Alignment Across Tiers

Tier 1 School-wide Regulation Strategy Dose 1	Tier 2 Basic SEB group Dose 2	Tier 2 Complex SEB group Dose 3
top; take slow deep breath Signal use of Regulation Routine Scan body & name feeling Use calming strategy (eg. breathe, count, positive talk) Re-scan body Express feelings with I statements Ask for break or more support as needed	Knowing Your feelings Expressing Your Feelings Recognizing Others feelings Learning to Recognize when I have BIG emotions Use learned coping and calming strategies. Ask an adult for help if needed!	Getting Acquainted-Anxiety Fear Thermometer Fear Ladder Teaching the fear ladder Learning your anxious feeling Body Map, Thought Bubbles, Finding anxious Behaviors Safety Planning Develop plan and rehearse safety plan Learning to relax Deep Relaxation/Guided Imagery Trauma Narrative Develop Narrative and align coping strategies

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Tier 1 (All)-School-wide Regulation Strategy

Tier 1 (All)- Regulation Strategy

Stop; take slow deep breath
Signal use of Regulation Routine
Scan body & name feeling
Use calming strategy (eg. breathe, count, positive talk)
Re-scan body
Express feelings with I statements
Ask for break or more support as needed

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Tier 2 basic SEB group

Dose 2

Knowing Your feelings
Expressing Your Feelings
Recognizing Others feelings
Learning to Recognize when I have BIG emotions
Use coping and calming strategies. Ask an adult for help if needed!

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Tier 2 Complex SEB group

Dose 3

Getting Acquainted-Anxiety
Fear Thermometer
Fear Ladder
Teaching the fear ladder and connecting thoughts with fear thermometer
Learning your anxious feeling
Body Map, Thought Bubbles, Finding anxious Behaviors
Safety Planning
Develop plan and rehearse safety plan
Learning to relax
Deep Relaxation/Guided Imagery
Trauma Narrative
Develop Narrative and align

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Let’s Connect

Define additional instruction time for your group

Report out to full group for discussion.

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Additional structure and predictability

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Critical Feature �Additional Structure and Predictability

SEB Skills Group
Daily morning check in and afternoon check out. Group is once a week. Open-ended structure.

Complex Cognitive Behavioral Group
Morning check-in and afternoon check-out. Check-in with teacher on emotional regulation state before class Guided imagery one time per day Practicing school-wide regulation strategy Group is once a week. Closed structure to establish rapport and trust to create confidentiality to share more specific experiences

Complex Emotional Regulation Group
Morning check-in and afternoon check-out with added emotion check. Check-in with teacher on emotional regulation state before class Include validation when appropriate. Practicing school-wide regulation strategy Group is once a week. Closed structure to establish rapport and trust to create confidentiality to share more specific experiences

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Critical Feature �Additional Structure and Predictability

SEB Skills Group
Daily morning check in and afternoon check out. Group is once a week.

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Critical Feature �Additional Structure and Predictability

Complex Cognitive Behavioral Group
Morning check-in and afternoon check-out. Check-in with teacher on emotional regulation state before class Guided imagery one time per day Practicing school-wide regulation strategy Group is once a week. Closed structure to establish rapport and trust to create confidentiality to share more specific experiences

Complex Emotional Regulation Group
Morning check-in and afternoon check-out with added emotion check. Check-in with teacher on emotional regulation state before class Include validation when appropriate. Practicing school-wide regulation strategy Group is once a week. Closed structure to establish rapport and trust to create confidentiality to share more specific experiences

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Teacher Check-in Regulation State

Align to school-wide or group language for regulation
Quick verbal or non-verbal check-in with the student

(5) I am furious. I want to scream.

I need space to calm down before i can talk.

(4) I am angry. Everything irritates me.

I don't want to talk to anyone.

(3) I am irritated. I feel like i'm about to get mad.

I am trying to control myself.

(2) I am sad. I feel like crying anytime.

I need support and comfort.

(1) I am okay. I just feel a little anxious and worried.

(0) I am Happy. I feel positive and optimistic.

I feel calm and relaxed.

Trainer notes:

- If there is school-wide language being utilized for feeling identification (e.g., Zones of Regulation, Second Step, etc), do your best to align language being taught in the group to that school-wide language for consistency. If there is not school-wide language, then you can utilize language from the intervention/curriculum for the group. Consider ways to support the adults in the building to know and understand the feeling identification language being used.

- Check-ins with the teacher can be quick verbal or non-verbal. For example, a laminated card that student sets in corner of their desk or places on the teacher’s desk. Teacher might check-in further with the student if they are in an elevated state to know more or support student in a regulation strategy. In younger grades, this type of check-in might be done periodically throughout the day (e.g., morning, lunch and after recess). Try to have a standard procedure for check-in for all students in the group to support efficiency.

- Later an example of a feelings rating will be shown on a Daily Progress Report Card as well.

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Regulation Strategy Daily Practice

Consider regulation strategies being taught in group.

Define process for student to practice these strategies daily.

Guided imagery – after lunch student, plugs in headphones to practice individually. Or whole class practices together.
Square breathing – during morning check-in with facilitator, student steps to the side and practices their square breathing.

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The Williams HS Way	Classroom 214 Rules �(Examples)	Classroom 214 Routines rev 8-28-23
The Williams HS Way	Classroom 214 Rules �(Examples)	Welcome	Group Work	Online	When you feel upset…	How to Transition
Kind	Raise hand Track the speaker Follow directions	Say “good morning” to teacher and classmates Talk in soft voices	Listen to your peers Take turns speaking Say “I like that, AND…”	Consider feelings of others before I post Upstanders speak for others	Stop; take slow deep breath Signal use of Regulation Routine	Clean up your area
Responsible	Walk quietly Keep hands and feet to self	Put personal belongings in designated areas Take your seat	Clean up area when time is up	Turn on privacy controls	Scan body & name feeling Use calming strategy (eg. breathe, count, positive talk) Re-scan body	Stand, Push in your Chair Or, listen for direction to next activity
Achieving	Stay on task Offer to help Apologize for mistakes	Turn in homework Put materials in desk Begin work	Do your fair share Manage time carefully	Double check sources before I post Think before I forward	Express feelings with I statements Ask for break or more support as needed	Eyes on me Wait to be called
Teacher’s Role (Conditions for Learning)	Supervise all areas of classroom	Greet Students warmly Bell to bell activity posted	Actively supervise small group activities	Teach & practice routine monthly	2x/wk whole group practice when regulated; Teacher Prompt: “How can I help you right now?”	Teach, practice, reinforce transitions

Midwest PBIS Network (2023). Tier 1 Team Training: TFI 1.3 PPT [PowerPoint slides]. Retrieved from http://www.midwestpbis.org/materials/tier-i-team-training

YOUR Classroom Teaching Matrix

Example Strategy �from School’s Curriculum

Teaching Routines that support MH/Wellness

Revision 8/28/23

This is an example of a classroom teaching matrix that includes all three components of the expectations, rules and routines. To create a classroom matrix, start with entering the school-wide expectations on the left side and add the areas of your classroom on the top. Classroom must have the same school-wide expectations established for all other areas. You then add your classroom rules, then add the routines that fall under the expectation in the location. It is important to include transitions---when a class is moving from one class to another (for example: Gym, Library, Lunch) staff need to be on time to walk/supervise their class back to the classroom. Each classroom teacher needs to consider their own classroom and individualize the matrix to meet their needs. It also is beneficial to get student input on your classroom teaching matrix.

1^st Animation Click: Example of a regulation routine

This Classroom Matrix also includes an example of a regulation routine that is titled “When I feel upset.” Ideally a regulation routine should be generalizable to support a student with externalizing emotions (e.g., anger, frustrated) as well as internalizing emotions (e.g., anxious, sad). A school team may consider adding common language for a regulation routine based upon their data. For example, if 10-15% of students are demonstrating a need for more emotional regulation support based on data sources such as office discipline referrals, requests to see clinician at undesignated time, documented time out of class (i.e., hallway pass, need for staff support due to “crisis”), the school-based team may consider adding a routine.

2^nd Animation Click: Regulation routine language ideally will align with other SEB curriculum being taught within the school. The example provided is the How to Calm Down routine from Second Step and ensuring the language aligns with the school-wide expectations.

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Let’s Connect

Define additional instruction time for your group

Report out to full group for discussion.

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Additional opportunity for feedback

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Critical Feature �Additional Opportunity for Feedback

SEB Skills Group
Youth has additional opportunities for modeling and practicing of skills taught at tier 1 during group. The DPR prompts teachers to provide feedback to youth on specific skills from group.

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

EXPECTATIONS	1st block	2nd block	3rd block	4th block	5th block	6th block	7th block
Be Safe	2 1 0	2 1 0	2 1 0	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	2 1 0	2 1 0	2 1 0
Be Responsible	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

SEB Skills Group

Walk to class

�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

EXPECTATIONS	1st block
Be Safe	2 1 0
Be Respectful	2 1 0
Be Responsible	2 1 0
Total Points
Teacher Initials

Every skill can not be taught the first week of group. �

BUT… with the skills all written on the card, teachers will be giving feedback (teaching) ALL skills every day!

SEB Skills Group

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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Critical Feature �Additional Opportunity for Feedback

Complex Cognitive Behavioral Group
Youth has additional opportunities for modeling and practicing of skills during group. Student self-assessment rating on DPR with teacher support and feedback.

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Week 1

EXPECTATIONS	1st block	2nd block	3rd block	4th block	5th block	6th block
Be Safe	2 1 0	2 1 0	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	2 1 0	2 1 0
Be Responsible	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
How I Felt?
Teacher Initials

Week 2

Identify and scale your emotions

Recognize

Triggers

Use a coping strategy

Week 3 and on

The Daily Progress Report (DPR) might stay the same to keep systems efficient.

However, a couple of adjustments might be made for providing more feedback.

Click 1 for oval on teacher initials - This example is meant to demonstrate that the student is self-reflecting on use of skills from group. Then checking in with teacher to share their reflection. Teacher provide initials to confirm check-in and accuracy of student self-reflection.

Click 2 for Week 1 and Recognize Triggers --- During week 1 student is going to be specifically reflecting and assessing on the first skill of the group and keeping general assessment of 2 other schoolwide expectations.

Click 3 for Week 2 and Identify Scale Emotions --- Week 2, additional specific skill from group is added.

Click 4 for Week 3 and Using a coping strategy

Click 5 – oval for How I felt? --- space for student to reflect

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Defining DPR Ratings�Student Example

Recognize Triggers

2 = I recognized all triggers when they occurred.

1 = I recognized some triggers when they occurred, but recognize them now.

0 = I was not able to recognize any triggers when they occurred.

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Defining DPR Ratings�Student Example

Use a coping strategy

2 = I used my coping strategies and stayed at a 0 or 1

1 = I became a little dysregulated and asked for support to use my coping strategies to stay between a 2 or 3

0 = It was difficult for me to use my coping strategies or ask for help to stay regulated

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Critical Feature �Additional Opportunity for Feedback

Complex Emotional Regulation Group
Youth has additional opportunities for modeling and practicing of skills during group. Rapport and trust create confidentiality to share more specific experiences. Practicing diary cards — daily logs that track moods/emotions, identify triggers, and skills to deal with uncomfortable emotions. The DPR prompts teachers to provide feedback to youth on specific skills from group.

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Resilience in Education Program - DPR Example

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Emotions Diary�Change the Narrative/Thought Pattern

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EVENT What happened	BELIEF What you thought	EMOTIONS What you felt	BEHAVIOR What you did	OUTCOME as a result…
A friend did not invite me to the movies	He/She is mad and doesn’t like me	Left out and mad	Will not talk to him/her	The Friendship is over
A friend did not invite me to the movies	He/She might have her own private reasons and I respect the decision.	Unbothered calm	Accept the decision and move on	Enjoy the next time you can something together

EX:

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OBSERVING AND DESCRIBING EMOTIONS

How did you feel when you came to school today?
What happened to make you feel this emotion?	How did your body react?
What did you think about what happened?	What did you feel like doing?
How did you feel about what happened?	What did you do when it happened?
Where on your body did you feel the emotion?	What words did say when it happened?
	How do you feel now?

^EMOTION:^{Choose an Emotion you have felt today}

_I_ntensity_(0-5):_{How intense was the emotion you chose (5 Most Intense and 0 Not intense at all)?}

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Engaging Families and Students in Selection & Implementation of Tier 2 Interventions

Support families to understand and implement interventions at home

Provide resources and tips in orientation process for the intervention
Offer professional development nights

Sample CICO Family Guide

Sample - SEB Group Family Intro

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Engaging Families and Students in Selection & Implementation of Tier 2 Interventions

Provide families with:

Regular updates on student intervention progress

Ongoing support and encouragement to families to implement intervention at home

Sample - Family Progress Communication

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SUPPORT FOR STAFF

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Transference from Group to Classroom�Skills for Feedback (DPR)

Respectful: Respect the feelings of others and myself

Students are able to recognize how actions effect themselves and others
Students are able to navigate unhelpful thoughts and turn it into a positive

Responsible: Identify big feelings and utilize coping skills

Students are able to recognize how actions effect themselves and others
Students are able to navigate unhelpful thoughts and turn it into a positive

Safe: Recognize triggers and minimize outbursts

Students are able to identify what is triggering negative thoughts or behaviors and communicate effectively
Students are aware of surroundings and identify what they need to keep safe and others safe.

Example modified from Collinsville CUSD10 and community partner

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Transference from Group to Classroom�Teacher Toolbox

Respectful:

Unhelpful Thinking

Responsible:

Coping Skills ABCs
Grounding Techniques
Breathing Techniques

Safe:

Crisis Plan
Feelings Check-in

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Example of language used in group with clinician

Example modified from Collinsville CUSD10 and community partner

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Student, Family and Teacher Connection

Student learns in group about triggers that cause fear and how to rate triggers on the fear thermometer.
Teacher is informed and supported by coaching on how the student will use the fear thermometer.
Family of the student receives coaching on what triggers are and how to use the fear thermometer at home.

Example: Loud noises create worry and fear for the student. The student rates loud noises an 8 on the thermometer.

Student identifies triggers in group and how to rate the level of fear (worry, anxiety) on the thermometer.. Clinician will process with the students in group what triggers they may have at school, home, or in the community setting.

Clinician will inform and coach teachers on what a trigger is and how to use the fear thermometer. To keep confidentiality, only share with school staff what the student is comfortable with.

Engaging and coaching families will provide consistency for the student. It can also help with concerns in the home or community setting. Families should be supported with information around what triggers are and how they can use the fear thermometer to improve student wellness. Confidentiality also applies with families.

Important to remember we are all mandated reporters first.

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Let’s Connect

Define increased opportunity for feedback

Report out to full group for discussion.

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Define Decision Rules

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What are data decision rules?

Identify expanded data sources and thresholds for matching student need to intervention

Include rules for how students:

How students are identified to begin intervention (IN)
How student data will be monitored for progress during intervention (ON)
When student will be successful to fade to lower intervention (OUT)

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Data decision rules identify data sources and thresholds to match students to interventions.

Data sources used for decision rules should be include data that is naturally occurring and have systems for collecting or could easily establish systems for collecting data. Data sources should also be expanded beyond traditional data sources that identify students with externalizing behaviors (e.g., office discipline referrals, suspension data) to include data sources that are likely to identify students with internalizing behavior needs. For example, data sources such as unexcused absences and visits to school nurse/counselor can help identify students displaying behaviors of internalizing need.
It is likely that each intervention within the continuum will utilize mostly the same data sources for criterion. Defining the threshold or number of occurrences for that data source to match to each level of intervention will be different. See samples in next slides.
When defining thresholds for low level tier 2 interventions, it is important to keep the critical feature of MTSS/PBIS in mind for early access to intervention. The idea is for students to be identified for intervention as soon as we know there is a need.

Data decision rules should include three components. Our shorthand for these components are rules for IN, ON, and OUT.

How students are identified to begin the intervention (IN)
How student data will be monitored for progress during the intervention (ON)
When the student will be successful to fade to lower intervention (OUT)*

*Note that when students do not meet the criteria to be faded out of intervention, then the systems for intensifying intervention should be applied to make a decision for next level of intervention.

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Why are Data Decision Rules helpful?

Promote earlier student access to intervention
Increase efficiency to monitor progress

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Data decision rules create a screening mechanism for naturally occurring data sources, which promotes earlier student access to intervention. Decision rules should ensure students receive support at the first sign of need. Research shows that the earlier we can interrupt behavior patterns with intervention, the more successful students are with lower level of intervention.

Data decision rules also support systems to be more efficient. Not only with entry into interventions, but also with monitoring response. For tier 2 interventions (where the intervention should look the same for all students in the intervention), the goal will be to have decision rules that one professional with behavioral and data expertise (e.g., Intervention Coordinator) can monitor individual student progress rather than convening a team conversation to monitor response.

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ENTRY CRITERIA

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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

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Reverse Request for Assistance Form�(example)

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Language Shift�within an Integrated System

Referral process transfers the responsibility and ownership for student’s mental health interventions to a separate person or system.

Hand-off approach

Request for assistance process places decisions about all interventions within a single set of blended teams.

Shared decision making

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Notice the language in Reverse Request for Assistance. The language is intentional as it helps to ensure shared decision making and responsibility for the intervention being delivered. Rather than a “hand-off” to a clinician to be looked at as the sole person responsible for providing the intervention.

Step 2b: Assess structures for identifying students who need access to supports. Traditionally schools have used a referral process that transfers the responsibility and ownership for student’s mental health interventions to a separate person or system, even when located and provided within the school. Integrated teams use an internal request for assistance process that places decisions about all interventions (e.g., who will deliver what interventions and how impact will be monitored) within the single set of blended teams. The use of a referral is reserved for circumstances outside the current scope of the integrated service teams such as students with specific medical or family support needs. Since this may be a substantial change for schools and partnering agencies, leaders will need time to assess the current process for requesting assistance and discuss strategies for modifying current procedures to reflect an integrated approach. The guiding questions in Figure 5.4 are designed to assist teams in assessing the current status of their process for identifying students who need additional supports so they can develop strategies for moving to a single request for assistance process to be used within the integrated system.

ISF Monograph volume 2 – Chapter 5: https://drive.google.com/open?id=1Ocu-ry95povUCnwPQRYsAdGuor5CElpf

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Data-Based Decision-Rules: �Sample to Consider

Identification for SEB Pro-Social Skills Group (IN):

Student has not responded to CICO OR is identified by two or more of the following data criteria:

Moderate elevation in Emotional Functioning domain of universal screener
More than 11% but less than 25% out of class time
Weekly or more request to see counselor at unscheduled time
Request for assistance from student, staff or family

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. DPR daily percentage is trending upward and ODRs/time out of class trending downward/request to see counselor trending downward.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 6 weeks and time out of class is less than 10% and no request to see counselor for three weeks. Student will begin the fading process.

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Data-Based Decision-Rules: �Sample to Consider

Identification for Cognitive Behavioral Therapy Group (IN):

Student meets threshold of one data point below

2 or more ODRs in less than 2 week timeframe
3 unexcused absences within 2 week timeframe
3 or more “time out of class” within a week
A life-threat assessment was conducted
Highly elevated in Emotional Functioning on Universal Screening
Request for assistance from student, staff or family

b) Progress-monitoring (ON):

DPR data with feeling rating is collected daily & data reviewed by Intervention Coordinator weekly. Data is collected for 8 weeks.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 8 weeks and 80% of time rates feeling “good.” Student has met individualized goal for data entry point. SEB Support Team will determine fading process to lower level of intervention.

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Consider Expanding Data Sources�How are students with both externalizing and internalizing need being identified?�

Possible naturally occurring data sources:

Staff Managed Discipline Referrals
Administrator Managed Discipline Referrals
In-School / Out-School Suspension
Loss of instructional time (e.g., restroom visits)
Visits to nurse, counselor, secretary, administrator
Incomplete classwork / homework
Unexcused Absences
Tardies
Daily Emotion Check-ins
Family, Staff, or Student Request for Assistance

The first step to defining decision rules is to identify data sources available within your school that already has or could easily have system for collecting.

Data sources should also be expanded beyond traditional data sources that identify students with externalizing behaviors (e.g., office discipline referrals, suspension data) to include data sources that are likely to identify students with internalizing behavior needs. For example, data sources such as unexcused absences and visits to school nurse/counselor can help identify students displaying behaviors of internalizing need.

Daily Emotion Check-ins – during/after COVID-19, many schools added routines at tier 1 for all students to complete an emotional check-in each morning. These emotion check-ins can be sources for data for matching students to intervention.

Request for Assistance process should always be available

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Defining Data Thresholds

Ensure early access to intervention
Increase along with intensity of the intervention
Should be contextual to your school
There will always be exceptions to the rules

SAMPLE Decision Rules

To ensure appropriate match to especially low level tier 2 interventions, it is important to always keep in mind the critical feature of an MTSS for early access to intervention.

While data sources used may be the same from school to school, the threshold for matching student to intervention is contextual to your school. The student population often varies from school to school, which can impact the threshold of what is low risk. Also, each school has their own systems and climate for how data is tracked. For example, in some schools teachers very rarely document an administrator managed behavior so the thresholds of when an ODR might identify student for intervention would be lower than in another school where staff often document ODRs.

If we are utilizing CICO as a first level of intervention within our continuum, most students for SEB Groups will be identified by lack of response to CICO and a RFFA process. However, it is

While the goal of having data decision rules is to create efficient processes, there are always going to be exceptions. We have to have rules so we can have exceptions, otherwise everything ends up being an exception that must be discussed by a team and that is when our systems are not efficient. As your team works to define decision rules try to consider the exceptions that might happen to determine if there are ways to plan ahead for the foreseen exceptions. If an Intervention Coordinator is finding that a particular scenario continues to happen, then that exception should be discussed with the tier 2 / tier 3 systems team.

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Critical Feature �Additional Progress Monitoring

SEB Skills Group
Daily Progress Report with skills from group. ODRs / Attendance / Nurse Visits / etc

Complex Cognitive Behavioral Group
Student tracker on DPR for the use of coping skills. ODR / Time out of class / Attendance.

Complex Emotional Regulation Group
Student tracker on DPR for use of coping skills. Daily Progress Report with skills from group. Time out of class / Attendance

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Data-Based Decision-Rules: �Sample to Consider

Identification for SEB Pro-Social Skills Group (IN):

Student is identified by two or more of the following data criteria OR has not responded to CICO:

Moderate elevation in Emotional Functioning domain of universal screener
More than 11% but less than 25% out of class time
Weekly or more request to see counselor at unscheduled time

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. DPR daily percentage is trending upward and ODRs/time out of class trending downward/request to see counselor trending downward.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 6 weeks and time out of class is less than 10% and no request to see counselor for three weeks. Student will begin the fading process.

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Data-Based Decision-Rules: �Sample to Consider

Identification for Cognitive Behavioral Therapy Group (IN):

Student meets threshold of one data point below

2 or more ODRs in less than 2 week timeframe
3 unexcused absences within 2 week timeframe
3 or more “time out of class” within a week
A life-threat assessment was conducted
Highly elevated in Emotional Functioning on Universal Screening
Request for assistance from student, staff or family

b) Progress-monitoring (ON):

DPR data with feeling rating is collected daily & data reviewed by Intervention Coordinator weekly. Data is collected for 8 weeks.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 8 weeks and 80% of time rates feeling “good.” Student has met individualized goal for data entry point. SEB Support Team will determine fading process to lower level of intervention.

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Daily Progress Report (DPR) Sample�

EXPECTATIONS	1 st block	2nd block	3 rd block	4 th block
Safety Recognize stressors,	2 1 0	2 1 0	2 1 0	2 1 0
Responsibility	2 1 0	2 1 0	2 1 0	2 1 0
Respect	2 1 0	2 1 0	2 1 0	2 1 0
Integrity Make a plan! Take control and find ways to feel better	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Unstressables

SEB Group

Vent it! Use “I” statements to ask for help

Use a coping skill (Backward Breathing, happy Place)

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement� in relation to the following sets of expectations/behaviors.

EXPECTATIONS	1 st block	2nd 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

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Complex SEB Group

Tier 2 Group

Self-Check

Use calming strategy

Use your words

Use safe hands

Ask for help

Connect with safe person

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement� in relation to the following sets of expectations/behaviors.

EXPECTATIONS	1 st block	2nd block	3 rd block	4 th block
Safety	2 1 0	2 1 0	2 1 0	2 1 0
Responsibility	2 1 0	2 1 0	2 1 0	2 1 0
Respect	2 1 0	2 1 0	2 1 0	2 1 0
Integrity	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

CBITs

Scale your emotion and ask for help

Combat unhelpful thoughts

Positive Imagery

Be clear when naming thoughts and feelings

Ask yourself is there another way to look at this

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Let’s Connect

Define decision rules for your group.

Report out to full group for discussion.

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Increased Opportunities for Communication with Families

What plans are already in place?

Where is there room for improvement?

How do you include this in your action plan?

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Action Planning

Using the resources from these past two days, what is at least 1 thing you will take back for the start of the next school year?

Who/what do you need to support this effort?

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Wrap Up

Questions/discussion
Evaluation/feedback
PDHs, CEUs
What else?

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