School Level Tier 2 Implementers
IL Networking Opportunities
Teaming & Identifying Students for Tier 2 Supports
January 27, 2025�
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As you join, please take a few minutes to respond to the Google Form prompts regarding your current status of Tier 2 Teaming and Screening.
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UPDATED 10/18/24
www.midwestpbis.org
@midwestpbis
In partnership with
All youth achieve
social - emotional - behavioral
and academic success.
Our Vision
Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.
Our Mission
The Midwest PBIS Network (MWPBIS) is a national research, grant, and direct-funded, nonprofit organization located in Illinois and works in partnership with Lake County Regional Office of Education.
Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education.
ABOUT MIDWEST PBIS NETWORK
The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of PBIS. We encourage you to also access local technical assistance from your state and region.
Purpose�What are Illinois Implementers Networking Opportunities?
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Tell us about you!!
Please share:
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What do you need today?
Share in chat or with your voice.
Materials for Today!
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Tiered Fidelity Inventory (TFI)
Purpose: Provide a valid, reliable, and efficient measure to the extent to which school personnel are applying the core features of SW-PBIS.
The Poll Says…..
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Let’s hear from you….
What Tier 2 interventions do you have in place in your school?
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Critical Features of Tier 2 Interventions
Tier 2 Behavioral Interventions provide:
Let’s chat….
PBIS
Targeted Intervention Guide Map
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5.
6.
7.
8.
9.
Function
Systems
Page 30 of the TFI
PBIS
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
Individualized Team Development:�FBA-BIP�Person-Centered Planning
Use Function- Based Thinking to Make Next Choice
&/or
&/or
Overview: Tier II Systems
Individualized Mental Health Intervention
v1.23.23
PBIS
Check-in/Check-out
Students check-in with designated CICO Facilitator(s) before the beginning and at the end of each school day to receive positive contact, pre-corrects, reminders of school-wide expectations and, if needed, basic school supplies. At the end of each class period or designated times, classroom teachers provide youth positive behavior-specific praise and/or specific error correction, based on the school-wide expectations. Data is recorded on the Daily Progress Report Card (DPR).
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(Modified from Hawken, 2015)
Student Recommended for CICO
CICO Student, Family, and Staff Orientation Process Occurs
Caregiver
Connection & Encouragement
Regular Teacher(s)
Connection & Instruction
Afternoon
Check-out
Morning Check-In/
DPR Pick-up
CICO Coordinator
monitors individual student progress and applies data decision rules at least weekly
Exit / Graduate
Add Support
CICO Implementation Process
Continue
CICO
Overview: Tier II Systems
PBIS
Modified CICO
Modified CICO has most of the same features as the generic CICO but includes some fairly simple modifications (i.e., change in location of CICO, addition of more Check-ins, check-in/out with a peer, etc.) based upon hypothesized function. Modified CICO does not create individual student goals or goal lines (which would generally come after an FBA-BIP).
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When Choosing How to Modify, Consider Function�Examples
Function | Check in with a Peer | Goal to Earn Desired Motivator | Check in Extra Times During the Day | Specific Check In Person | Lengthen the Check In Time |
Access to Adult Attention | | ✔ | ✔ | ✔ | ✔ |
Access to Peer Attention | ✔ | ✔ | | | |
Access to Tangible | | ✔ | | | |
Avoiding Peer Attention | | ✔ | | ✔ | ✔ |
Avoiding adult Attention | ✔ | ✔ | | | |
Work Avoidance | | ✔ | ✔ | | ✔ |
TFI 2.5 Activity 1
PBIS
Social-Emotional-Behavioral (SEB) Skills Group: Students are supported in a small group for direct instruction of school-wide expectations that includes additional opportunity for structured practice and direct behavior specific feedback. Since SEB Skills Groups are ideally re-teaching of skills taught to all students at tier 1, it is recommended that these groups are open-ended for student enrollment at any time. This ensures earlier access to needed support for students. The re-teaching of tier 1 skills allows this type of group to be facilitated by varying staff roles (e.g., teacher, paraprofessional). Intervention leads to generalization most effectively when students are also supported by CICO, where classroom teachers provide students positive behavior feedback on a DPR related to their transference of newly learned skills taught during group.
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SEB Skills Group
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Similar to a SEB Skills Group, students are supported in a small group for direct instruction of SEB skills identified for a specific area of need (e.g., anxiety, depression, anger) recommended to be from an evidence-based curriculum. Complex SEB groups are generally more therapeutic (i.e., depend on trust within the group, skills build upon one-another); therefore, it is recommended that these a) be facilitated by credentials indicated in the curriculum and b) be closed-ended groups that students can only be enrolled during week 1 of the group. Generalization of skills learned during an intervention is most effective when youth are supported by CICO and receive positive behavior feedback from their classroom teachers on DPR. It is important that teachers are familiar with the skills being taught and can recognize when students are successfully transferring these skills to their daily lives.
Complex SEB Skills Group
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 | | | | | | | |
Mark will keep hands to self
Mark will hold up a yellow card to indicate needing a break
Mark will fill out assignment notebook
“Individualized Student Card for Mark” �(FBA/BIP)
Replacement behavior
Possible behaviors taught in previous SAIG groups
“Social Academic Instructional Groups”
Walk to class�Keep hands to self�
Use appropriate language�Raise hand to speak
Bring materials �Fill out assignment notebook
PBIS
Wrapping-Up
Big Ideas:
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Share in chat. What is your big take-away? What action step will you take in the next week?
Let Us Know Your Thoughts
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Upcoming Dates �District / Regional Networking
Mark your calendars! Registration coming soon!
https://www.midwestpbis2.org/events
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Building Level Implementers Networking
Tier 1 Strand
Tier 2
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Mark your calendars! Registration coming soon!
https://www.midwestpbis2.org/events
Upcoming Training
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Community of Practice – Equity Series 2025
These Community of Practice sessions will include facilitator-delivered brief content delivery related to systemic change as well as opportunities to contribute, collaborate, and network for all participants. Facilitators are members of the Equity & Belonging Workgroup with the Center on PBIS, and will vary by session and topic. Participants will be encouraged to attend with their cameras on to promote collaboration and relationships. Sessions will not be recorded.�
**All times in CST
https://www.pbis.org/announcements/community-of-practice-equity-series-2025
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Community of Practice – District Leadership
The Center on PBIS is happy to announce a new Community of Practice series of virtual events focusing on district leadership. These Community of Practice events are a continuation from our October 2024 PBIS District Leadership Institute in Chicago, IL. During the virtual events we will share and learn from expert district and regional leaders who are implementing the PBIS/MTSS framework. The format is 20-25 minutes of content, 40-45 minutes of small group breakout discussions, and the remainder of our time in large group discussion.
*All times in EST
https://www.pbis.org/announcements/community-of-practice-district-leadership-series-2024-2025
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USDOE Guidance – Function-Based Support Throughout the Continuum
Briefs and Practice Guides
https://www.pbis.org/publications/all-publications
- Most recent automatically at the top
- Or sort by topics and keywords
Forum Sessions
https://www.pbis.org/conference-and-presentations/pbis-leadership-forum
Missed PBIS Leadership Forum this year. Check out the session content and even some recordings (coming soon!).
Save the date!! October 22-23, 2025 in Chicago
PBIS Podcasts
Expert Instruction – Hosted by PBISApps
https://www.pbisapps.org/resources/expert-instruction
The Educator Blueprint – Hosted by Missouri PBIS
https://pbismissouri.org/media/educators-blueprint-podcast/
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TFI 2.6 Purpose & Outcomes
Purpose:
Ensure each Tier II Intervention includes the three critical features
Outcomes:
TFI 2.6: Tier II Critical Features
PBIS
Critical Features of Tier 2 Interventions
Tier 2 Behavioral Interventions provide:
Think about these critical features as we �talk about Check-In / Check-Out.
PBIS
What’s at the Core of CICO?
It is Tier 1 at a higher dose.
Overview: Tier II Systems
PBIS
(Modified from Hawken, 2015)
Student Recommended for CICO
CICO Student, Family, and Staff Orientation Process Occurs
Caregiver
Connection & Encouragement
Regular Teacher(s)
Connection & Instruction
Afternoon
Check-out
Morning Check-In/
DPR Pick-up
CICO Coordinator
monitors individual student progress and applies data decision rules at least weekly
Exit / Graduate
Add Support
CICO Implementation Process
Continue
CICO
Overview: Tier II Systems
PBIS
What does CICO look like? Video Examples:
SchoolSocialWork.net �https://youtu.be/vP7GJ72UxsA�
Overview: Tier II Systems
PBIS
Tips for Successful CICO Routine
This is a school-wide intervention. It may require systems change.
PBIS
Where, When, How?
Overview: Tier II Systems
PBIS
Feedback Needs to Be Specific
Overview: Tier II Systems
PBIS
Behavior Specific Praise
Provide Specific Praise for Behavior:
Step 1: Identify the student or group
Step 2: Include a term of praise
Step 3: Describe/Acknowledge specific behavior/rule being �recognized
Step 4: (best practice): Link to school-wide expectation
Step 5: (optional): Provide tangible reinforcement, DPR points, etc.
Non-examples:
”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”
“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”
30 seconds or less!
The Wilson Way | Classroom Rules |
Be Responsible |
|
Be Respectful |
|
Be Safe |
|
MS Before & After Video Example: �https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view
PBIS
Steps to Specific and Contingent �Error Correction:
1. Respectfully address student
2. Describe inappropriate behavior
3. Describe expected behavior/rule
4. Link to school-wide expectation on Matrix
5. End with encouragement
1 minute or less!
Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”
PBIS
TFI 2.6 Activity 1: �Aligning CICO to Critical Features
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PBIS
TFI Self-Assessment
Features | Possible Sources | Criteria |
2.6 Tier II Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report). | • Universal lesson plans • Tier II lesson plans • Daily/weekly progress report • School schedule • School Tier II handbook | 0 = Tier II interventions do not promote additional instruction/ time, improved structure, or increased feedback 1 = All Tier II interventions provide some but not all 3 core Tier II features 2 = All Tier II interventions include all 3 core Tier II features |
TFI 2.6: Tier II Critical Features
PBIS
TFI 2.6 Critical Features
Let’s Connect Teams
Team Time:
OR
b) What each critical feature looks like, sounds like in your current implementation?
PBIS
Social-Emotional-Behavioral (SEB) Skills Group: Students are supported in a small group for direct instruction of school-wide expectations that includes additional opportunity for structured practice and direct behavior specific feedback. Since SEB Skills Groups are ideally re-teaching of skills taught to all students at tier 1, it is recommended that these groups are open-ended for student enrollment at any time. This ensures earlier access to needed support for students. The re-teaching of tier 1 skills allows this type of group to be facilitated by varying staff roles (e.g., teacher, paraprofessional). Intervention leads to generalization most effectively when students are also supported by CICO, where classroom teachers provide students positive behavior feedback on a DPR related to their transference of newly learned skills taught during group.
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SEB Skills Group
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Similar to a SEB Skills Group, students are supported in a small group for direct instruction of SEB skills identified for a specific area of need (e.g., anxiety, depression, anger) recommended to be from an evidence-based curriculum. Complex SEB groups are generally more therapeutic (i.e., depend on trust within the group, skills build upon one-another); therefore, it is recommended that these a) be facilitated by credentials indicated in the curriculum and b) be closed-ended groups that students can only be enrolled during week 1 of the group. Generalization of skills learned during an intervention is most effective when youth are supported by CICO and receive positive behavior feedback from their classroom teachers on DPR. It is important that teachers are familiar with the skills being taught and can recognize when students are successfully transferring these skills to their daily lives.
Complex SEB Skills Group
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. |
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 |
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. |
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. |
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. |
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 |