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Tier 2 Team Booster

Midwest PBIS Network

September 2021

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The Midwest PBIS Network at West 40 ISC #2 is a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education to assist state boards of education in building their capacity for installation, fidelity, outcomes, and sustainability of Positive Behavior Interventions and Supports (PBIS). PBIS is the one of the longest funded technical assistance initiatives out of the U.S. Department of Education. Over 21 years of empirical evidence demonstrates how the Multi-tiered framework establishes the social, emotional, and behavioral supports needed to reduce the use of ineffective discipline strategies while increasing academic achievement and attendance.

ABOUT US�

PBIS

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Community Agreements

EXPECTATION	BEHAVIOR
Be Responsible	Take care of yourself Use reflection and team time for assigned activities to further your learning Be open to new ideas and listen to understand
Be Kind	Mute audio and share video as needed and comfortable Model empathy -- different entry points and experiences Follow up, and complete assigned tasks
Be Engaged	Ask what you need to know to understand and apply new practices Contribute by sharing relevant information and ideas

PBIS

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Using Zoom Features

We are making an assumption that there is fluency with Zoom.

If you need support with any features, please:

Send us a chat

See the hidden slides in this PPT.

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Zoom!�Speaker & Video

Mute unless speaking

Turn on and off your video

PBIS

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Video and Screen View Options

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Gallery view – see all participants

These settings are for your personal screen.

Exit Full Screen

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Participant Reactions

From bottom of the screen
Click on Participants
At bottom of Participant List are reactions
“Raise Hand” to put your voice in the room

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Rename

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To ensure we are able to provide you Illinois educator hours (PDHs and CEUs), make sure your name in Participant List shows first and last name

Option 1:

Use 3 dots from upper right corner of picture

Option 2:

Open Participant List from Zoom Menu
Right click on your name and select Rename

PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

PBIS

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Virtual Tier 1 Training TFI 1.3 and 1.4

PBIS

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Tiered Fidelity Inventory (TFI)

Starting with the End in Mind��

Tier 2: Targeted SWPBIS Features

13 Features
3 Subscales

Teams
Interventions
Evaluation

PBIS

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Tier 2 Action Planning Workbook

Open Tier 2 Implementation Workbook�
Save a copy to your drive/computer�
Identify note taker for school team

Welcome and Introductions: Tier II Team Training

PBIS

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Completing the Tier 2 TFI and Action planning

1. Review Criteria

2. Self-Assess and record score

3. What are your next steps?

4. Who will do it?

5. By When?

6. How will you train and support the full staff?

1

2

3 & 6

4

5

Welcome and Introductions: Tier II Team Training

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Create your own PBIS presentation as we go!

Assign a team member to gather the slides from each of the modules you want to use in your PPT presentation on PBIS to your staff. (A template is also provided on the website.)�
Include the data from your school�
Include implementation components developed by �the team (Daily Progress Report, CICO routine, Acknowledgement system, etc.)

Welcome and Introductions: Tier II Team Training

PBIS

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Tips for Breakout Room

You can Request Help from trainers.
You can leave room to come back to main room.
You can share your screen.
The chat is private within your breakout room.
You can download chat for your breakout room.

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Let’s Connect�TEAMS

Say hello to your team
Assign roles for training:

Notetaker – Workbook Activities
Action Keeper – Document TFI Score & record action steps in workbook or your own template
Reporter – Report out to large group
PD Developer -- Pull slides for full staff

Resurface Workbook and PD PPT from last school year
Discuss your status of Tier 2.

Reporter be prepared to share for your team.

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Report Out:��

Audience Participation Needed!!

PBIS

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Overview: Tier 2 Systems

Purpose:

Prepare and plan for building systems

to support a continuum of Tier 2

interventions �

Outcomes:

Be able to define Tier 2 within the PBIS Framework
Understand how to layer a continuum of interventions

Overview: Tier II Systems

PBIS

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It’s a shift from “how do we support Andrew”?

How do we set up structures and systems to help support the next 100 Andrews

TO

Why

PBIS

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Tier 2 Common Errors

Staff have not been trained, or held accountable for their part of the Tier 2 intervention
Selection: “Wrong” kids on the intervention

Not attending to specific types of need
Not attending to intensity of needs

Individualizing for every kid.
1-2 people running the whole show.

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WHERE ARE WE IN THE TRIANGLE?

Tier 3/Tertiary Interventions 1-5%

Individual students
Assessment-based
High intensity

1-5% Tier 3/Tertiary Interventions

Individual students
Assessment-based
Intense, durable procedures

Tier 2/Targeted Interventions 5-15%

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

5-15% Tier 2/Targeted Interventions

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

Tier 1/Universal Interventions 80-90%

All students
Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier 1/Universal Interventions

All settings, all students
Preventive, proactive

Overview: Tier II Systems

ALL

SOME

FEW

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Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Perception Tools: �Home, School, Community Tool,�Education Tool, Etc.

Check-in/ Check-out (CICO)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound / RENEW

ODRs, Credits,� Attendance, �Grades�Time Out of Class, � DIBELS, etc.

Daily Progress � Report (DPR) � (Behavior and � Academic Goals)

Competing Behavior � Pathway, Functional � Assessment Interview, � Scatter Plots, etc.

Continuum of Groups

A Multi-Tiered System of Support for Behavior

Tier 2/�Secondary

Tier 3/

Tertiary

Intervention

Assessment

Modified CICO

Classroom Practices

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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

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

Overview: Tier II Systems

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.

It is for up to 10% of your population.

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

What other interventions do you have in your building you consider to be Tier 2? (5 min)

Just like in RtI, if a student has tried 2 interventions and they are still not responding, we want to consider a brief FBA.

Sheri has not responded, so lets think and talk about the function of her behavior. What is she trying to get or get a way from?

Then we get to Tier 3: Individualized FBA, Wrap, or RENEW plan for HS youth.

At least 2 Tier 2 Interventions before moving to FBA/BIP
It is always our goal to move kids back down to Tier 1 with their level of supports

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Multi-Tiered Framework

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

Students
Staff
Families

(USDOE OSEP PBIS TA Center, 2010)

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Overview: Tier I Team Training

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School-wide ROAR Expectations	Rules (examples) rev 11-4-19
School-wide ROAR Expectations	All Settings	Hallways	Lunch	Bus	Online	Classrooms
Respectful	Be on time Assume positive intent	Walk to the right Use level 2 volume	Invite those sitting alone to join	Stay in my seat Use level 1 volume	Consider feelings of others before I post Be an upstander – speak up when I see unsafe behavior
Organized and Achieving	Hands and feet to self Help/share with others	Walk directly to my designated area	Have a lunch plan Choose quiet or social area	Have a plan Use headphones to listen to music	Check my feelings before I post Re-read messages before I post.
Responsible	Recycle Be prepared	Pick up litter	Use my breathing technique Listen to my signals	Watch for my stop	Double check sources before I post Think before I forward

INCORPORATE social emotional competencies, pro-social skills, etc…

Sample School-wide Teaching Matrix

Rules (specific behaviors) operationally define your expectations

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Student Profile

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Overview: Tier II Systems

Overview Activity 1: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like? Where do you need Tier II Supports?

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Supporting culturally knowledgeable Staff Behavior through team-based leadership and coordination, professional development, coaching, and content expertise

Supporting culturally valid Data-based Decision Making through universal screening, progress monitoring, and evaluation of fidelity

Supporting Student Behavior through a three-tiered continuum of culturally relevant evidence-based interventions

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting culturally equitable Targets including �social/emotional competence & academic achievement

Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Supports (MTSS) Framework �for Continuous Improvement and Alignment of Initiatives

Midwest PBIS Network 1/15/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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Overview: Tier II Systems

Let’s Connect (15 min.)

As a team, discuss:

Tier 1 fidelity

Do students and staff know school-wide expectations?
Are staff teaching SEB skills?
Are staff using Behavior Specific Praise at high ratios?

What “common errors” might need modified before proceeding with tier 2?

Reporter be prepared to share out tier 1 readiness and current status of tier 2.

PBIS

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.6: Tier II Critical Features

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TFI 2.6 Purpose & Outcomes

Purpose:

Ensure each Tier II Intervention includes the three critical features

Outcomes:

2.6 Tier II Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability (c) increased opportunity for feedback (e.g., daily progress report).
Define CICO through three critical features

TFI 2.6: Tier II Critical Features

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Critical Features of Tier 2 Interventions

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)

Use these critical features and silently reflect on how you describe Check-In / Check-Out.

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Report Out:�Share your definitions

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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What’s at the Core of CICO?

Higher doses of PRAISE (Behavior Specific Praise)
Error correction (specific and brief feedback)
Higher doses of positive adult attention

It is Tier 1 at a higher dose.

Overview: Tier II Systems

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What does CICO look like? Video Examples:

SchoolSocialWork.net �https://youtu.be/vP7GJ72UxsA�

1’35” – morning check-in
3’25” – teacher feedback
4’58” – check-out

HS/MS Examples

Morning Check-in: 1 min or less https://www.youtube.com/watch?v=7rSNMC14Rq0
Teacher prompting student during class (@ 1’16”): https://www.youtube.com/watch?v=KT-S8wQrjUg
Teacher Giving Feedback at end of period (@ 2’15”): https://www.youtube.com/watch?v=AKwMbLNl_zI

Overview: Tier II Systems

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Tips for Successful CICO Routine

Designate consistent location for check-ins and check-outs
Identify staff that can be consistent facilitators

Plan for facilitator absences

Plan for students with varying schedules (e.g., early dismissal, student is tardy)

This is a school-wide intervention. It may require systems change.

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Feedback Needs to Be Specific

Whether a student earns a “0, 1 or 2”, he/she needs to know exactly why the points are being given.

Even students who receive 2’s need to know what to do again!�

Someone should be able to ask a student “why did you get that 1 point today?” and the student will clearly understand why (not that you will necessarily ask ☺)

This goes for receiving acknowledgments as well. The interaction about why the points or the tickets are being delivered IS the intervention!

Overview: Tier II Systems

PBIS

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Adapting CICO

Guidance on Adapting CICO for Distance Learning
Adapt with critical features in mind:

Increased positive interactions with adults
Additional structure to the school day
Instruction and practice in self-monitoring behavior

https://www.pbis.org/resource/guidance-on-adapting-check-in-check-out-cico-for-distance-learning

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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:

“Brian is sitting in his seat.”
Saying “good job” without connecting to school-rule.
Giving ticket without saying anything
Only giving a ticket for “above and beyond” behavior

”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
The Wilson Way	Classroom Rules
Be Responsible	Stay on task Clean up area Apologize for mistakes
Be Respectful	Raise hand Listen to speaker Follow directions
Be Safe	Walk quietly Keep hands and feet to self

MS Before & After Video Example: �https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

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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.”

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TFI 2.6 Activity 1: �Aligning CICO to Critical Features

�

PBIS

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

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

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TFI 2.6 Critical Features

Let’s Connect Teams

Team Time:

Assess TFI Items 2.6
Use workbook TFI 2.6 Activity 1 to discuss:

What each critical feature identified in 2.6 looks like, sounds like in CICO?

OR

b) What each critical feature looks like, sounds like in your current implementation?

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Staff Utilization and Allocation

Purpose:

Consider staff resources and allocation. Recognize that social-emotional-behavioral-mental health needs can not all fall on one person or team of people.�

Outcomes:

Understand the role of clinicians (and others) in schools has been shifting for some time now
Consider job titles in the building that could be expanded to include different tasks/roles

Overview: Tier II Systems

PBIS

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We are moving from clinicians being the only response to identified social emotional needs, to being social emotional leaders of the building.

TO

Helping to build the capacity of the rest of the staff

As you continue to develop Tier 2/3 levels of support, consider this:

Overview: Tier II Systems

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For Clinicians this means

More consulting with systems �at Tier 1
More coordinating of interventions and teams at Tier 2
Focusing on direct facilitation of student teams and individualized plans at Tier 3
Building the capacity of the rest of the school to be able to help support social/emotional needs at the Universal level
Helping the school teams use data for decision�making vs. using subjectivity

Overview: Tier II Systems

PBIS

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TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS!

A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building.

(Lewis, 2009)

Overview: Tier II Systems

PBIS

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So who else can facilitate some Tier 2 Interventions like CICO?

Anyone!

Librarian
Office worker/Secretary
Paraprofessionals
Teacher
Custodian
Resource officer
Cafeteria worker
Volunteers
Community Agency Partners

Ideally, have to be a part of the school community �and live and breathe in the building �EVERY DAY!

Overview: Tier II Systems

Who are you considering for CICO Facilitators?

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TFI 2.1Purpose & Outcomes

Purpose:

Develop a tier 2 leadership team that is representative of your staff and stakeholders.

Outcomes:

2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs. �

TFI 2.1: Team Composition

PBIS

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Report Out:�Team Composition

Yes / No Reaction

Do you have a Tier 2 Systems team?
Is your team meeting?

In chat or with voice,

Who is on the team?

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Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

Plan School-wide & Class-wide supports for students and staff:

Data Systems
Teaching Systems
Acknowledgement Systems
Communication Systems

�Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

CICO

Continuum of SEB Groups

Modified�CICO

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, �community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Universal Support

Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

Integrated Teams Include Family Voice, Community Members, Mental Health Partners

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Teaming at Tier 2

Secondary Systems Planning Team

Uses process data from CICO, SAIG, & Brief FBA-BIP supports to:

determine overall intervention effectiveness for each,
improve integrity, fidelity, procedures etc. for each,
create interventions that are missing from continuum

Secondary Problem Solving Team

Develops plans for one student at a time
Every school has this type of meeting
Teachers and family are part of student’s team

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Tier 2 Team Composition

Roles Needed:

Team leader / Tier 2 Coach
Administrator
Intervention coordinators

CICO

Data? Communication?

SAIG

Data? Communication?

Mentoring

Data? Communication?

FBA/BIP

Data? Communication?

Family representative
Student representative
Community partner(s)

Who might this be?

General Education Teachers
Special Education Teachers
Paraprofessionals
Specials teachers (music, PE, librarian, etc.)
Administrators
Volunteers
Mental Health Agency partners
Social Workers, psychologists, school counselors, psychotherapists, etc.

TFI 2.1: Team Composition

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REMINDER!!�Don’t forget to consider your teams!

TFI 2.1: Team Composition

Think of 1 team in your building that could be collapsed or removed and write it in the Chat Box.

TFI 2.1 Activity 1: Teaming Working Smarter Matrix

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Report Out:�CICO Roles

Yes / No Reaction

Do you have a Tier 2 Coach named?
Do you have CICO Facilitators named?
Do you have CICO Coordinator named?

In chat or with voice,

What questions are you having about these roles and responsibilities?

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Defining Tier II Role Responsibilities

Tier II 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

PBIS

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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.

PBIS

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But Wait....�We do not have that many people on staff!

In a school with large staff and student enrollment, this may be what your system looks like. Lots of people wearing one hat, but more time for each hat!�
However, in a smaller school, staff may wear multiple hats and roles may take less time.

TFI 2.1: Team Composition

PBIS

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A Few Considerations...

As you design your system,

Take a look at what can come off of plates.

Assess what activities staff (i.e.: clinicians, librarians, interventionists, etc) currently spend time
Assess the outcomes of those activities
How might shifting their role to proactive measure change where time needs to be spent?

The time frames for roles are approximations.
Taking on multiple roles would most likely lower the approximation of each role.

For example, if one person is SAIG Coordinator and also facilitates 2 groups, they have less communication time for sharing data and problem solving fidelity.

TFI 2.1: Team Composition

PBIS

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Building Leadership Team

Tier II Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

Intervention Coordinator

TFI 2.1 Activity 2:

Staff to Support Tier 2 Implementation

Facilitator

PBIS

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Document Roles & Responsibilities

Tier 2 Roles & Responsibilities

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TFI 2.1 Activity 3: �Define CICO Coordinator and Facilitator Responsibilities

Identify Person(s)	Responsibilities
Coordinator(s) for CICO: ��	��
Facilitators for CICO: �	�
Back-up Facilitators for CICO:	�

�

Tier 2 Roles & Responsibilities document to support

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs.	• School organizational chart • Tier II team meeting minutes	0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise 1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80% 2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%

TFI 2.1: Team Composition

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Let’s Connect Teams

Team Time:

Assess TFI Item 2.1
Use workbook activities to guide your team’s action planning.

TFI 2.1 Activity 1: Teaming Working Smarter Matrix
TFI 2.1 Activity 2: Staff to Support Tier 2 Implementation
TFI 2.1 Activity 3: Define CICO Coordinator and Facilitator Responsibilities

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

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TFI 2.2�Purpose & Outcomes

Purpose:

Establish procedures to support efficient and effective team operation.

Outcomes:�

2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

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Report Out:�Teaming Procedures

Yes / No Reaction

Do you have roles assigned for your team meetings?
Are roles clearly defined (i.e., what happens before, during, after meeting)?
Do you have an agenda template?

In chat or with voice,

Do you have intervention data to be reviewing?

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Tier 2 Team Roles

Roles Needed:

Facilitator

Team leader / Tier 2 Coach
Develops agenda and facilitates during meeting

Data Analyst

Intervention coordinator(s)
Brings data to the meeting formed into precise problem statement

Minute Taker
Time keeper
Communicator

TFI 2.2: Team Operating Procedures

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TFI 2.2 Activity 1: Identify Team Member Roles

�Name	Role (Facilitator, Note Recorder, Timekeeper, Action Plan Recorder, Communicator)	�Back-Up	�Email	�Phone #
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�

�

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Improving Decision Making

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Problem

Solution

OLD Way

NEW Way

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TIPS at Tier 2

Meeting Foundations

Problem Solving Process

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Sample Tier II Agenda Items

Coordinator/Data Analyst Report
Problem Solving & Action Planning
Fading & Graduation (general statement)
New Referrals to CICO team (general statement)
System Updates & General Info/Issues

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

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TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

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Tier 2 TIPS Meeting Minute Example:

TFI Completion Date

Fidelity for Tier II is 70%

Recommended annually when at fidelity and 2-3 times/year until fidelity.

Population & Progress Monitoring Data comes from Tracking Tool. Want to include all interventions at Tier II.

Target is 70% of students responding. Need to problem solve this from systems perspective.

Target is 10-15%. Need to consider students we are missing with our data decision rules.

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Tier 2 Systems Team Meeting

70% of students are responding
Coordinator comes with precision statement:

30 students are being supported through CICO. 70% are responding (21 students), 16 students are making progress (upward trend) and we will continue to progress monitor until goal is met (80% points earned over 4 consecutive weeks), 5 students have met their goal (80% of points earned over 4 consecutive weeks), and 9 students are not responding.

Coordinator updates team on plan for continue, fade/graduate, and intensify/modify

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TFI 2.2 Activity 2: �Develop Meeting Procedures

��Meeting Schedule	Dates:	Time:	Location:
��Agenda �	What is format:	Who will create:	How will team add agenda items:
Identify format for Action Plan	�
Team Communication System	�
Communication procedures with staff	�

�

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Let’s Connect Teams

Team Time:

Assess TFI Item 2.2
Use workbook activities to guide your team’s action planning

TFI 2.2 Activity 1: Identify Team Member Roles
TFI 2.2 Activity 2: Develop Meeting Procedures

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TFI 2.10�Purpose & Outcomes

Purpose:

Design a system a) to ensure students have early access to interventions and b) that allocates resources for efficient response.

Outcomes:�

2.10 Level of Use: Team follows written process to track proportion of students participating in Tier 2 supports, and access is proportionate.

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Report Out:�Level of Use

Yes / No Reaction

Are you planning for your CICO to support 10% of your student population?

In chat or with voice,

What is 10% of your student population?

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Data-Based Decision Making�Numbers to Keep in Mind

80-90%: Percent of total population whose needs will be met by Tier I alone

5-15%: Percent of total population expected to need and be supported by Tier II interventions

7 -12% supported in CICO�

1-5%: Percent of total population expected to need and be supported by Tier III interventions�

PBIS

We know that 80-90% of students will respond to Tier 1 (teaching SW expectations, acknowledging students with high frequency, intermittent, and long term celebrations)

Research tells us that 5-15% of students will need additional supports. Within the 5-15%, 7-12% of students will benefit and research indicates will need an additional low lever Tier II support. If your numbers for CICO are low (5-6% or less), CICO will struggle to take hold and take off because not enough staff will be exposed to the intervention. All staff should know about and probably have a student who is identified to need the support of CICO. CICO is an extension of Tier I so quick and easy to deliver and gives students a boost of support from an adult.

We know that about 1-5% of students will need Tier III supports also. Students who need higher level interventions can benefit from CICO as a part of their more intensive intervention plan.

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Why do you want 7-12% on CICO?

Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support

All teachers will expect that every day they will have students cross their threshold who need higher rate of positive contact

Quicker/easier to support student who need Tier III

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TFI 2.10 Activity 1: �Developing System for Level of Use

��Identify Capacity of CICO to Support Student Population	What is the total enrollment of your building? �What is 10% of your total enrollment? �*Ensure you have identified enough facilitators to support your system. 10-15 students / 1 Facilitator �How will you monitor student accessing to Tier II supports each month is proportionate? (e.g.: Tier II/III Tracking Tool) �Decide on the tool you will use to track students in intervention and their response rate. (Tier II/III Tracking Tool) �

�

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TFI 2.10 Activity 2: �Systems Problem Solving in Teams

CICO Guiding Questions and Sample System Solutions document �

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

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TFI 2.7 Purpose & Outcomes

Purpose:

Align Tier 2 interventions with behavioral function and develop a system to ensure interventions are matched to student need.

Outcomes:

2.7 Practices Matched to Student Need: A formal process is in place to select Tier 2 interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level). �

TFI 2.7 Practices Matched to Student Need

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Report Out:�Intervention Matched to Need

Yes / No Reaction

Is/will CICO the first level of intervention within your continuum?

In chat or with voice,

If not, what comes before?

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Thinking about Meeting Student Needs with Targeted/Tier II Practices

1.

2.

3.

4.

5.

6.

7.

8.

9.

Function

Systems

TFI 2.7: Practices Matched to Student Need

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Is CICO Trauma Informed?

Relationship

Morning and afternoon CICO facilitator
Scheduled feedback from teacher
Behavior Specific Praise

Higher dose of Skill Teaching

Feedback on school-wide expectations

Safety, Consistency, Predictability

Consistent person to begin and end the day
Scheduled feedback

Regulation

All students in CICO select a regulation activity from short list each morning
Some (Modified CICO) check-in with special facilitator who l�leads a body scan with students before going to class

TFI 2.7: Practices Matched to Student Need

PBIS

Definitions of trauma informed and resiliency consistently define practices to support students impacted by trauma with 4 characteristics ---- strengthen relationships/attachment, teacher social emotional skill competencies, create safe, consistent and predictable environments and support regulation. The core features of CICO when implemented with fidelity support relationship/attachment, higher dose of skill teaching and safe, consistent, predictability --- teams should consider their data to determine the need for regulation --- is it an all in Tier II need support or some in Tier II need higher dose of regulation. Remember to ensure what is happening at Tier I --- do you need to add to Tier I to ensure higher dose at Tier II? For example, additional skills to matrix and teaching and how is regulation being taught and practiced at Tier I?

Regulation is in orange because most likely current implementation of CICO does not support much with regulation. Depending on their school-wide data on percentage of students they feel are impacted by trauma, they could add something to CICO to support regulation for ALL or SOME students.

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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

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

Overview: Tier II Systems

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Checklist�of �Tier 2 Interventions

Critical Features

Page 30 of the TFI

TFI 2.7: Practices Matched to Student Need

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TFI 2.7 Activity 1: �Assessing Critical Features and Function�

Targeted Intervention	CICO	Modified CICO	SAIG	�
Access to Adult Attention	�	�	�	�
Access to Peer Attention	�	�	�	�
Access to Choice of Alternative/Activities	�	�	�	�
Option for Avoiding Aversive Activities	�	�	�	�
Option for Avoiding Aversive Social Peer/Adult Attention	�	�	�	�
Structural Prompts for “What to Do” Throughout the Day	�	�	�	�
At Least 5 Times During the Day When Positive Feedback is Set Up	�	�	�	�
A School-Home Communication System	�	�	�	�
Opportunity for Adaptation into a Self-Management System	�	�	�	�

TFI 2.7: Practices Matched to Student Need

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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TFI 2.3 & 2.4 Purpose & Outcomes

Purpose:

Develop a process to identify students in need of Tier II supports, including a system for staff, families, and students to specifically ask for support.

Outcomes:

2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier II supports.
2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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Report Out:�Entry Criteria

Yes / No Reaction

Do you have entry criteria established for CICO?

In chat or with voice,

What data points are you using?
What thresholds are set?
How do entry criteria support early access?
What does your Request for Assistance process look like?

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Data-Based Decision-Rules: �Sample to Consider

a) Identification for CICO (IN):

Student is identified by 2 or more ODRs, 2 unexcused absences, 2 incomplete homework assignments, referral from family or school staff, etc.

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance or homework concern. Student may be transitioned into being a CICO student mentor.

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Process for Creating Decision Rules for Access to CICO

Considerations

Utilize naturally occurring data sources (academic, behavior, other)
Multiple avenues to access support (may not show up as a data point, could be a recommendation - teacher, family, student)
Decision rules are guidelines for determining access: allow for flexibility
Decision rules are contextual --- what is low risk in one school may not be low risk in another school

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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Consider Multiple Data Points

Minor Discipline Referrals
Office Discipline Referrals
In-School / Out-School Suspension
Loss of instructional time
Visits to nurse, counselor, secretary, administrator
GPA
Benchmark Testing
Incomplete classwork / homework
Unexcused Absences
Tardies
Students new to your school
Family, Teacher, or Student Referral

SAMPLE Decision Rules

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Consider Multiple Data Points

Traditional:

Minor Discipline Referrals
Office Discipline Referrals
In-School / Out-School Suspension
Loss of instructional time
Visits to nurse, counselor, secretary, administrator
GPA
Benchmark Testing
Incomplete classwork / homework
Unexcused Absences
Tardies
Students new to your school
Family, Teacher, or Student Referral

Considerations for Data Points for Distance Learning:

ODRs – redefine problem behavior and process for responding
Lack of engagement in instruction (example next slide)
Family/student wellness check-ins (example upcoming slide)
Support stronger request for assistance

When might a teacher be concerned?
Do students/families know about supports in place for students to access?

REMOTE

IN-PERSON

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CONSIDER THE NEED FOR� DECISION RULE EXCEPTIONS

Remember there is a need to have exceptions for extenuating circumstances (we have to have rules so we can have exceptions, otherwise everything ends up being an exception).

CICO continues to be the first line of defense, however there are exceptions/times when it’s not enough

We are sharing examples, considerations, things to think about, ways to think about exceptions

There are sometimes kids who already have IEP’s but haven’t had access to interventions outside of the IEP system/structure.

Not about creating new decision rules

Consider using multiple data points

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TFI 2.3 Activity 1�CICO Entrance Criteria

Develop Entrance Criteria for CICO
��Entrance into CICO (In)	Examples: Student is identified for CICO at the occurrence of 2 ODR. Student is identified for CICO at the occurrence of 2 unexcused absence. Student is identified for CICO with any rating of elevation on universal screener. ��Identify at least 3 data sources to monitor Data source __________________ Criteria/threshold for data source 1: ________________________________________ Data source __________________ Criteria/threshold for data source __________________________________________ Data source __________________ Criteria/threshold for data source 3: ________________________________________ �

�

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USING UNIVERSAL SCREENING DATA

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Considerations for getting started with Universal Screening

Have tier two interventions in place prior to doing a screening

District level initiative

Selection of Universal Screener
Consent
Process/Procedures for implementing

How often
Who is going to screen

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Planning Ahead at Tier Two �for your Universal Screening Data

You know you are doing universal screening in September. Therefore, your PROBLEM SOLVING TEAM schedules a half day meeting in early October to

discuss universal screening results

create data decision rules of what to do for youth who are elevated on the screener (does anything need to change)

problem solve around some individual youth who have the highest level needs based upon the screener

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Universal Screening Resources

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REQUEST FOR ASSISTANCE PROCESS

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Sample Request for Assistance

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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Considerations for RFA Process

We want anyone to be able to fill out a Request for Assistance at any time.

Students, Staff, Families
It should be easy for anyone to get a student in to CICO
We want to make sure that if someone is concerned about a student, the student gets support without needing to dig deeper into the data.�

It is critical that your entire staff is trained on how to fill out the Request Form and what it will be used for.

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier II supports.	• Multiple data sources used (e.g., ODRs, time out of instruction, attendance, academic performance) • Team decision rubric • Team meeting minutes • School policy	0 = No specific rules for identifying students who qualify for Tier II supports 1 = Data decision rules established but not consistently followed or used with only one data source 2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified promptly when students enter Tier II supports
2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.	• School handbook • Request for assistance form • Family handbook	0 = No formal process 1 = Informal process in place for staff and families to request assistance 2 = Written request for assistance form and process are in place and team responds to request within 3 days

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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Let’s Connect Teams�(20 min)

Team Time:

Assess TFI item 2.3 and 2.4
Use workbook activities to guide your team’s action planning

TFI 2.3 Activity 1: CICO Entrance Criteria
TFI 2.4 Activity 1: Request for Assistance and Enrollment

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

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TFI 2.11 Purpose & Outcomes

Purpose:

Define a system for monitoring individual student progress on Tier 2 interventions.

Outcomes:

2.11 Student Performance Data: Tier 2 team tracks proportion of students experiencing success (% of participating students being successful) and uses Tier 2 intervention outcomes data and decision rules for progress monitoring and modification.

Design a Daily Progress Report for individual student data collection.
Define decision rules for monitoring individual student progress.

TFI 2.11 Student Performance Data

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Report Out:�Daily Progress Report

Yes / No Reaction

Do you have a DPR?
Is is aligned to SW-Expectations?

In chat or with voice,

What is the name of your CICO?
What is staff’s understanding of the DPR?

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CREATE DAILY PROGRESS REPORT�(DPR)

TFI 2.11 Student Performance Data

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Daily Progress Report (DPR)

Linked to the 3-5 school-wide expectations
Teacher and student friendly
Same for all students (standard)
Three point scale (SWIS)
Up to 10 Check in times

TFI 2.11 Student Performance Data

PBIS

Include school-wide expectations on the DPR or

Include school-wide expectations with individualized rules(same for all students)

Expectations and rules should be positively stated

No more than 5 expectations should be listed on the DPR

Use of DPR should be teacher-friendly

Allow for circling of ratings rather than narrative feedback

Include a narrow range of scores

3 point system recommended; 1-3, 0-2

Include a rating key on the DPR

Staff should clarify & agree on the difference between ratings

Include a place to record “success” rather than “comments”

DPR could be made to fit on a half sheet if copying costs are a concern

Non-classroom settings typically are not included on the DPR

Include a minimum of 4 rating periods

Correspond with natural transitions of the day

Optimally marking periods are no longer than 75 minutes

Include a column/place for teacher to initial ratings

Include a line for parent signature and place to record “success”

Include an area for total points earned

Determine whether the percentage goal will be listed

Some provide a range & student circles his/her goal:

50% 55% 60% 65% 70% 75% 80%

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Subject Area vs Periods

SWIS will record by time of day
Middle schools and high schools typically use periods or time of day
Elementary schools can use time of day or subjects (SWIS will report as period/time of day)

TFI 2.11 Student Performance Data

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TFI 2.11 Student Performance Data

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TFI 2.11 Student Performance Data

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High School Example: SD 54 Hanover Highlands

TFI 2.11 Student Performance Data

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CAUTION! Refer to next slide for precautions regarding comments on DPR cards.

TFI 2.11 Student Performance Data

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DPR Card Comment- Cautions!

Be careful about allowing space for open comments on the DPR. This is meant to be a data tracking tool.
Allowing space for comments tends to:

Prompt adults to write something negative
Discourages staff from having the verbal interaction with student (allows them to only write it)
Parents/families tend to “use” these comments with their student in ways they not intended
We lose opportunity to re-teach if we are only using written comments

TFI 2.11 Student Performance Data

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Pros and Cons of doing a digital Daily Report Card (DPR)

PROS

Can increase fidelity of staff implementation
Can allow students and parents/families to view/contribute information
Can make it easier to view multiple weeks of data at one time for one youth
Can remove the stigma that paper cards can sometimes bring
Can remove the power struggle that can sometimes occur between student and teacher regarding the card

CONS

Sharing the rights of a Google Doc can be a digital disaster
It can be challenging to gather process data (look at data across all students)
Can be easier for the intervention to NOT take place (the conversation)

Easier for staff to “forget” ?

Can be hard to manage from a technology standpoint
Can be challenging for those who struggle with technology

TFI 2.11 Student Performance Data

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Designing a DPR

Use the same school-wide expectations

CICO provides additional practice and feedback for students struggling to meet the expectations
Easier for CICO Coordinator and Facilitator
Easier for teachers to build fluency
Increases generalizability to new students

Think Efficiency …

TFI 2.11 Student Performance Data

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What about unstructured settings?

IF you want to keep unstructured settings as times where youth receive specific feedback (a block on the Daily Progress Report Card), then:

Explicitly teach all youth the expected behaviors in all areas and on all equipment, etc.
Provide adequate professional development to all supervisors and monitors
Ensure ample time for youth to receive specific feedback in those settings
Track data accurately for those youth during those times�

Otherwise, take those time slots off of the DPR, re-teach expectations during those times of day, and trust that the behaviors will be caught through a secondary system (i.e. ODRs) if necessary

TFI 2.11 Student Performance Data

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DPR Rating System

SWIS: 3 point system (2,1,0)
Define points (for example)

2 = Met expectations with positive behavior with no more than one reminder during a period
1 = Needed 2-3 reminders/corrections during a period
0 = Needed 3 or more reminders or corrections during a period

TFI 2.11 Student Performance Data

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What’s in a 2 ?!

Remember:

You want your staff to be as consistent as possible about what behavior warrants a 0,1, and 2 (try using vignettes at a staff meeting to have them practice- inter-rater reliability)�
A 2 should be- similar behavior that is expected of other same aged youth. Not “better behavior” than what is expected for others.�
Staff still need to give positive praise/feedback for what a student did RIGHT to earn a 2. This will help the student do it again, and will help others in the class learn what is right/expected as well.

TFI 2.11 Student Performance Data

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The card is NOT the intervention…

Positive adult interactions
Specific positive and corrective feedback

TFI 2.11 Student Performance Data

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What’s in a Name?

Behavior Education Program (BEP)

Daily Progress Report

Kennedy Card Program

Kennedy Card

Hello, Update, & Goodbye (HUG program)

Hug Card

HAWK Program (Helping A Winning Kid)

Hawk Report

ROAR (Reinforcement of Appropriate Responses)

Wild Card

Caution Using

“Behavior Card” or “Behavior Plan”

TFI 2.11 Student Performance Data

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Let’s Connect Teams (10 min)

TFI 2.11 Activity 1: Guiding Questions to Develop a Daily Progress Report Card

Name CICO and your DPR card
Consistent with school wide expectations
Teacher friendly
Up to 10 check in periods
Easy to summarize

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DECISION RULES FOR MONITORING PROGRESS

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Report Out:�Student Performance Data

Yes / No Reaction

Do you have exit criteria established?

In chat or with voice,

What data system are/will you using to monitor student progress?

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Purpose of Decision Rules

Strong decision rules create efficiency

Coordinator of intervention can make determination of progress without consultation
Students have faster access to interventions

A few (exception to the rule) may need further decisions

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Criteria for Decision Rules

Decision rules for when students are ON interventions and moving OUT of interventions should include:

Data that indicates student’s generalization of desired behavior (e.g., Daily Progress Report)

Example: Average of 80% of DPR points

Monitoring of entrance data point (e.g., ODR, nurse visit)

Example: No new ODRs in last 4 weeks

Timeframe (e.g., 4-6 weeks)

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Data-Based Decision-Rules: �Sample to Consider

a) Identification for CICO (IN):

Student is identified by 2 or more ODRs, 2 unexcused absences, 2 incomplete homework assignments, referral from family or school staff, etc.

b) Progress-monitoring (ON):

Average DPR percentage is trending upward and entrance criteria data point is trending down.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 6 weeks and has had no new ODRs or unexcused absences or nurse visits in last 2 weeks. Student may be transitioned into being a CICO student mentor.

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Brian

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

What would your recommendation as CICO Coordinator be for Brian? Why?

Would you wait 4-6 weeks?

TFI 2.11 Student Performance Data

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Laura

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

What would your recommendation as CICO Coordinator be for Laura? Why?

Would you wait 4-6 weeks?

TFI 2.11 Student Performance Data

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Jacob

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

What would your recommendation as CICO Coordinator be for Jacob? Why?

Would you wait 4-6 weeks?

TFI 2.11 Student Performance Data

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TFI 2.11 Activity 3:�Developing Decision Rules for Monitoring Student Progress

Progress Monitoring (On) Decision Rule	Example: Average DPR percentage is trending upward and ODRs/Suspension/Nurse Visit are trending downward. ��
Exiting/Transitioning Decision Rule (Out)	Example: Student received a total of 80% of DPR points averaged per day/week for 6 weeks and has no new ODRs, unexcused absences, or nurse visits in the last 2 weeks ��.

�

TFI 2.11 Student Performance Data

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TFI 2.11 Activity 4:�System for Monitoring Student Response

TFI 2.11 Student Performance Data

Monitoring Student Performance	Gathering/Analyzing Individual Student Data How will CICO data be collected and entered into SWIS/SWIS like system? �Who will enter the data? (e.g., facilitators enter data, facilitators submit data to CICO Coordinator to enter) �How often will it be entered? (data should be entered at least weekly) ��When will the CICO Coordinator review and analyze data? (data should be analyzed at least every other week) Does something need to be removed from responsibilities to ensure the CICO Coordinator has time allocated for analyzing? ��Ensure this person also brings a summary statement to the Tier 2 Team Meeting. ��Team Tier 2 Systems Monitoring Will the Tier 2 Team use a hard copy or electronic copy of the Tier II/III Tracking Tool? ��Who will be in charge of prompting the team to use the Guiding Questions for CICO Problem Solving and Action Planning during meetings? ��How will staff be regularly updated on overall progress of Tier II interventions? ��

�

Guiding questions:

Data system for collecting and monitoring
CICO Coordinator access to data
Allocated time for CICO to analyze
Using Tracking Tool

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.11 Student Performance Data Tier II team tracks proportion of students experiencing success (% of participating students being successful) and uses Tier II intervention outcomes data and decision rules for progress monitoring and modification	• Student progress data (e.g., % of students meeting goals) • Intervention Tracking Tool • Daily/Weekly Progress Report Sheets • Family Communication	0 = Student data not monitored 1 = Student data monitored but no data decision rules established to alter (e.g., intensity or fade) support 2 = Student data (% of students being successful) monitored and used at least monthly, with data decision rules established to alter (e.g., intensity or fade) support, and shared with stakeholders

TFI 2.11 Student Performance Data

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Let’s Connect Teams (15 min)

Team Time:

Assess TFI Item 2.11
Use workbook activities to guide your team’s action planning

TFI 2.11 Activity 3: Developing Decision Rules for Monitoring Student Progress
TFI 2.11 Activity 4: System for Monitoring Student Response

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.5: Options for Targeted Interventions

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TFI 2.5 Purpose & Outcomes

Purpose: �Learn how a continuum of interventions is needed for Tier II supports and establish a system to ensure function is consider in process of student moving through interventions.

Outcomes:�

2.5 Options for Tier II Interventions: Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need.

TFI 2.5: Options for Targeted Interventions

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Report Out:�Continuum Beyond CICO

In chat or with voice,

What other interventions do you have beyond CICO?
What does your process look like to identify next level of intervention?

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NEXT STEPS FOR CICO�- FADE�- CONTINUE�- MODIFY

TFI 2.5: Options for Targeted Interventions

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FADE

If student has met graduation criteria consider:

Graduation celebration! Then…

Checking in less frequently (i.e. every other day, or less times throughout the day, etc.)
Move student to self-monitoring
Student CICO Leader- student helps the adults to check-in and check-out students
Mentoring other students (student leader)
Share story to key stakeholders

TFI 2.5: Options for Targeted Interventions

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CONTINUE

If student has NOT met graduation criteria (and further CICO could result in success), consider:

Keeping the student in CICO
Caution: Avoid leaving students in CICO without fading or modifying for too long of a period of time

TFI 2.5: Options for Targeted Interventions

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MODIFY

If student has NOT met graduation criteria for CICO�(and further CICO with no modifications would NOT result in success), consider a more intense version of CICO as one of the next options. ��We want to use Function as a means for determining �what comes next.

A

Routines/Antecedents/Setting Events:

When _____happens….

B

Problem Behavior:

the student does (what)__

C

Consequence/Outcome

..and as a result ______

C

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When Choosing How to Modify, Consider Function�Examples

Function	Check in with a Buddy	Check in with a Tangible	Check in Extra Times During the Day	Specific Check In Person	Lengthen the Check In Time	Create a Specific Goal % to meet during the day
Access to Adult Attention			✔	✔	✔	✔
Access to Peer Attention	✔
Access to Tangible		✔				✔
Avoiding Peer Attention				✔	✔
Avoiding adult Attention	✔
Work Avoidance			✔		✔

TFI 2.5 Activity 1

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Examples of HOW to Modify

Have standing options that the team can quickly consider:

Letting student bring a friend to check-in and check-out�
Student choosing specifically who he/she will check-in and check-out with�
Student checking in at a different location�
Check in for a few more minutes (be careful here of getting too close to a mentoring model)�
Student adding another extra check in time throughout the day

Receive a tangible at check-in (i.e. granola bar) OR earn a specific preferred tangible at check-out

Reference the Guiding Question for CICO System Problem Solving and Action Planning document�
Make sure you document any plan changes

TFI 2.5: Options for Targeted Interventions

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WHAT COMES NEXT?

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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

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

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Larkin High School Map of Student Support Programming

Area of Focus

Academic

Social/Emotional/Behavioral

Level of Intensity

Low

High

*- meets all PBIS/RTI criteria - Not Fully Implemented

George Kalousek – Antonio Rios – Universal Team

Kim Kalousek – Darlea Livengood – Secondary Systems Team

Melissa Nytko, Joan Riedel, Karen Lopez

Systems Team:

Systems Coordinators: Student/Parent Ambassadors:

Administration, Academic and Behavioral Intervention Three to Five Representatives (need more)

Coordinators, Tier 1/2/3 Coaches

Tier 3

Tier 1

Updated: 12/22/2014

FBA/BIPS* (Coun/SPED CM)

RENEW* (Riedel/Lopez)

IEP/SPED

I-CICO*

Attendance Room (Riedel)

CICO* (Abdic)

Teen Parenting (U46)

Freshmen Transitions (Soc. Workers)

Scheduled Res. Room* (Counselors)

Reading Classes

AVID

(Osorio)

Boys and Girls Club

School Council with 9^th grade Transition team

KAGAN (Osorio)

ROYAL Power*

Resource Room Drop-In (Gartshore)

Behavior Intervention Coordinator: � Antonio Rios

Academic Intervention Coordinator: �Darlea Livengood

Tier 3

Tier 2

Tier 1

Core Curriculum*

5^TH yr. Contracts (Rios)

Game Changer Mentors

Truancy 1-on-1

Royal* Mentors

Girls Mentoring (Soc. Workers)

Post Hospital (Soc. Workers)

Grief Group (Soc. Workers)

Why Try? (Soc. Workers)

In School Intervention

RENZ Center Alcohol/Drug Educ. *

After School Tutoring BGC

Prescriptive APEX

SAIG*

Required Tutoring BGC

TFI 2.5: Options for Targeted Interventions

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Reverse Request for Assistance

Sent by CICO Coordinator to teacher
Teacher uses function based thinking to identify next layer of intervention
Sends back to CICO Coordinator who passes the request on to the Coordinator of the intervention selected

TFI 2.7: Practices Matched to Student Need

TFI 2.8: Access to Tier 1 Supports

Workbook: TFI 2.5 Activity 2 – Develop Reverse Request for Assistance

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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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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

2 1 0

“Social Academic Instructional Groups”

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.5 Options for Tier II Interventions: Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need.	• School Tier II handbook • Targeted Interventions Reference Guide	0 = No Tier II interventions with documented evidence of effectiveness are in use 1 = Only 1 Tier II intervention with documented evidence of effectiveness is in use 2 = Multiple Tier II interventions with documented evidence of effectiveness matched to student need

TFI 2.5: Options for Targeted Interventions

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Let’s Connect Teams (10 min)

Team Time:

Assess TFI Item 2.5
Use workbook activities to guide team’s action planning:

TFI 2.5 Activity 1: Function of Modifications to CICO
TFI 2.5 Activity 2: Develop Reverse Request for Assistance

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Tier II Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.9 Professional Development

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TFI 2.9 Purpose & Outcomes

Purpose: �

Organize the PBIS features�into a cohesive plan

Outcomes:�

2.9 Professional Development: A written process is followed for teaching all relevant staff how to:� 1) refer students, and � 2) implement each Tier II intervention that is in place.

TFI 2.9 Professional Development

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Report Out:�Professional Development & Student-Family Orientation

Yes/No Reaction

Have you provided a Tier 2 Overview to staff?

In chat or with voice,

What additional PD do staff need?
What does student-family orientation process look like?

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Staff Training and Overview

Tier II Systems and CICO Training for ALL staff
Comprehensive understanding for all
Video is a great resource, but it is not enough…
School must add their own description of how the Tier II system will operate

Data used to identify students
Referral/Request for Assistance
Reverse Request for Assistance

Must also introduce your CICO DPR and detailed explanation of how the intervention will work

Pre-correct: what to do when a student is unhappy with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)

TFI 2.9 Professional Development

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Staff Training

Make sure to have staff practice giving behavior specific praise and error correction!
Schedule for refresher training
Staff feedback (students & program)
Special considerations: substitute (visiting teacher), coaching for individual teachers, conflict with cost-response practices

TFI 2.9 Professional Development

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Student Participation

Student involvement in development of CICO
Student training developed and delivered

Role playing
Discussion of routines
Responding to redirection from teacher

Special Considerations: training for students who need support accepting redirection

TFI 2.9 Professional Development

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Student Orientation

For students on intervention

Who, what, when, where
Pre-correct: Teach students what to do when they disagree with a score

How are you going to orient students?

TFI 2.9 Professional Development

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Student Orientation Plan

Develop your plan to orient students
Flyer?
Folder?
What needs to be included?
Who will orient students?

TFI 2.9 Professional Development

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Family Orientation

All families...what is CICO

Inform during registration process
Address at open house, through newsletters, newspaper and other…

Families of students on CICO...process for explaining/consent

Best if phone call is made directly to family by the student’s teacher
Followed by letter
Consent: check with your district’s decision makers
“Back-up Plan” in place if needed

TFI 2.9 Professional Development

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Home report/contact form developed �

Make sure families understand that this is an opportunity for incentivizing, not for delivering consequences!

TFI 2.9 Professional Development

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.9 Professional Development: �A written process is followed for teaching all relevant staff how to refer students and implement each Tier II intervention that is in place.	• Professional development calendar • Staff handbook • Lesson plans for teacher trainings • School policy	0 = No process for teaching staff in place 1 = Professional development and orientation process is informal 2 = Written process used to teach and coach all relevant staff in all aspects of intervention delivery, including request for assistance process, using progress report as an instructional prompt, delivering feedback, and monitoring student progress

TFI 2.9 Professional Development

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Let’s Connect Teams

Team Time:

Assess TFI Item 2.9
Use workbook activities to guide your team’s action planning:

TFI 2.9 Activity 1: Planning Staff CICO Professional Development
TFI 2.9 Activity 2: Student Orientation System
TFI 2.9 Activity 3: Family Orientation System
TFI 2.9 Activity 4: Developing a Home-School Communication System

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TFI 2.12� Purpose & Outcomes

Purpose:

Prepare to facilitate, implement data analysis, and measure fidelity and outcomes of all Tier II efforts using multiple forms of data

Outcomes:

2.12 Fidelity Data: Tier II team has a protocol for ongoing review of fidelity for each Tier II practice.

TFI 2.12 Fidelity Data

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Report Out:�Fidelity & Annual Evaluation

Yes/No Reaction

Do you have someone to complete the TFI Walkthrough for Tier 1?
Do you have a school PBIS Assessment account? Are account users up to date?

In chat or with voice,

Who is your on-going support for implementation?

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TFI Walkthrough

Tier 2 is a higher dose of Tier 1
TFI Walkthrough:

Staff question: What are your school wide expectations?

Staff must know school-wide expectations and what is on matrix in order to provide behavior specific praise.

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CICO Fidelity Walkthrough Tool �to be used with the TFI

TFI 2.12 Fidelity Data

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TFI 2.13� Purpose & Outcomes

Purpose:

Assess overall implementation, fidelity, and outcomes of Tier II data, systems, and practices.

Outcomes:

2.13 Annual Evaluation: At least annually, Tier II team assesses overall effectiveness and efficiency of strategies, including data-decision rules to identify students, range of interventions available, fidelity of implementation, and on- going support to implementers; and evaluations are shared with staff and district leadership.

TFI 2.13 Annual Evaluation

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Tiered Fidelity Inventory (TFI)

Team completes TFI at least annually

Can complete 2-3 times per year when beginning to install Tier II systems

Team develops action plans based upon results
Team monitors action plan throughout school year

Measure of fidelity.

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Tiered Fidelity Inventory (TFI)

Team completes TFI at least annually

Can complete 2-3 times per year when beginning to install Tier II systems

Team develops action plans based upon results
Team monitors action plan throughout school year

Measure of fidelity.

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www.pbisapps.org

Email eval@midwestpbis.org for support

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Before you go…..

Thank you!
Fill out training evaluation

Share your needs for additional support.

Reach out for support!!

District Coach
SESC team
Katie Pohlman – katie.pohlman@midwestpbis.org

PBIS