Tier 2 Workbook - RTI Center



Six Features of Tier 2 InterventionsThe Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.Contents TOC \o "1-3" \h \z \u Day 1 PAGEREF _Toc17870568 \h 5Discussion: What’s Your Why? PAGEREF _Toc17870569 \h 6Read and Discuss: Anytown’s Universal System PAGEREF _Toc17870570 \h 7Vignette: Anytown Elementary School PAGEREF _Toc17870571 \h 8Vignette: Anytown Middle School PAGEREF _Toc17870572 \h 11Vignette: Anytown High School PAGEREF _Toc17870573 \h 14Activity: Your School’s Universal System PAGEREF _Toc17870574 \h 17Leadership Teams PAGEREF _Toc17870575 \h 18Discussion: Leadership and Implementation PAGEREF _Toc17870576 \h 19Discussion: Your School’s Strategic Use of Data PAGEREF _Toc17870577 \h 20Reflect and Discuss: Behavior 101 PAGEREF _Toc17870578 \h 21Activity: Early Identification and Entrance Criteria (parts 1 and 2) PAGEREF _Toc17870579 \h 22Activity: Increase in Teaching with Opportunities to Practice PAGEREF _Toc17870580 \h 24Reflect and Partner Share: Increase In Adult Feedback PAGEREF _Toc17870581 \h 25Discussion: Increased Home-School Connection PAGEREF _Toc17870582 \h 26Discussion: Progress Monitoring PAGEREF _Toc17870583 \h 27Discussion: Fidelity PAGEREF _Toc17870584 \h 28Activity: Current Tier 2 Intervention Audit PAGEREF _Toc17870585 \h 29Homework: For Next Time PAGEREF _Toc17870586 \h 30Day 2 PAGEREF _Toc17870587 \h 31Plan: Check-In Check-Out (CICO) Entrance and Exit Criteria PAGEREF _Toc17870588 \h 32Plan: Check In Check Out (CICO) Increased Teaching with Opportunities to Practice PAGEREF _Toc17870589 \h 33Plan: Check-In Check-Out (CICO) Increased Adult Feedback PAGEREF _Toc17870590 \h 33Plan: Check-In Check-Out (CICO) Increased Home-School Connection PAGEREF _Toc17870591 \h 34Plan: Check-In Check-Out (CICO) Progress Monitoring PAGEREF _Toc17870592 \h 35Plan: Check-In Check-Out (CICO) Fidelity PAGEREF _Toc17870593 \h 36Plan: Check-In Check-Out (CICO) Additional Consideration-Capacity PAGEREF _Toc17870594 \h 37Plan: Check-In Check-Out (CICO) Training, Support, and Feedback PAGEREF _Toc17870595 \h 38Plan: Modified Check-In Check-Out (CICO) Entrance and Exit Criteria PAGEREF _Toc17870596 \h 39Plan: Modified Check-In Check-Out (CICO) Increased Teaching with Opportunities to Practice PAGEREF _Toc17870597 \h 40Plan: Modified Check-In Check-Out (CICO) Increased Adult Feedback PAGEREF _Toc17870598 \h 41Plan: Modified Check-In Check-Out (CICO) Increased Home-School Connection PAGEREF _Toc17870599 \h 42Plan: Modified Check-In Check-Out (CICO) Progress Monitoring PAGEREF _Toc17870600 \h 43Plan: Modified Check-In Check-Out (CICO) Fidelity PAGEREF _Toc17870601 \h 44Plan: Modified Check-In Check-Out (CICO) Additional Considerations-Capacity PAGEREF _Toc17870602 \h 45Plan: Modified Check-In Check-Out (CICO) Training, Support, and Feedback PAGEREF _Toc17870603 \h 46Homework: For Next Time PAGEREF _Toc17870604 \h 47Day 3 PAGEREF _Toc17870605 \h 48Activity: Who Are the Students Accessing Tier 2 Supports? PAGEREF _Toc17870606 \h 49Plan: SAIG Entrance and Exit Criteria PAGEREF _Toc17870607 \h 50Plan: SAIG Increased Teaching with Opportunities to Practice PAGEREF _Toc17870608 \h 51Plan: SAIG Increased Adult Feedback PAGEREF _Toc17870609 \h 51Plan: SAIG Increased Home-School Connection PAGEREF _Toc17870610 \h 52Plan: SAIG Progress Monitoring PAGEREF _Toc17870611 \h 53Plan: SAIG Fidelity PAGEREF _Toc17870612 \h 54Plan: SAIG Additional Consideration- Capacity PAGEREF _Toc17870613 \h 55Plan: SAIG Training, Support, and Feedback PAGEREF _Toc17870614 \h 56Plan: Mentoring Entrance and Exit Criteria PAGEREF _Toc17870615 \h 57Plan: Mentoring Increased Teaching with Opportunities to Practice PAGEREF _Toc17870616 \h 58Plan: Mentoring Increased Adult Feedback PAGEREF _Toc17870617 \h 58Plan: Mentoring Increased Home-School Connection PAGEREF _Toc17870618 \h 59Plan: Mentoring Progress Monitoring PAGEREF _Toc17870619 \h 60Plan: Mentoring Fidelity PAGEREF _Toc17870620 \h 61Plan: Mentoring Additional Consideration-Capacity PAGEREF _Toc17870621 \h 62Plan: Mentoring Training, Support, and Feedback PAGEREF _Toc17870622 \h 63Homework: For Next Time PAGEREF _Toc17870623 \h 64Day 4 PAGEREF _Toc17870624 \h 65Notes: Intervention Flow Chart PAGEREF _Toc17870625 \h 66Activity: Tiered Fidelity Inventory (TFI) PAGEREF _Toc17870626 \h 66Activity: TFI Tier 2 Scores and Plans PAGEREF _Toc17870627 \h 67Vignette: Brief Functional Behavior Assessment- Mark PAGEREF _Toc17870628 \h 68Vignette: Brief Functional Behavior Assessment Information- Elsa PAGEREF _Toc17870629 \h 71Plan: Brief Behavior Intervention Plan Entrance and Exit Criteria PAGEREF _Toc17870630 \h 74Plan: Brief Behavior Intervention Plan Increased Teaching with Opportunities to Practice PAGEREF _Toc17870631 \h 75Plan: Brief Behavior Intervention Plan Increased Adult Feedback PAGEREF _Toc17870632 \h 75Plan: Brief Behavior Intervention Plan Increased Home-School Connection PAGEREF _Toc17870633 \h 76Plan: Brief Behavior Intervention Plan Progress Monitoring PAGEREF _Toc17870634 \h 77Plan: Brief Behavior Intervention Plan Fidelity PAGEREF _Toc17870635 \h 78Plan: Brief Behavior Intervention Plan: Additional Consideration- Capacity PAGEREF _Toc17870636 \h 79Plan: Brief Behavior Intervention Plan: Training, Support, and Feedback PAGEREF _Toc17870637 \h 80Appendix PAGEREF _Toc17870638 \h 82Intervention Name: Check-In Check-Out (CICO) PAGEREF _Toc17870639 \h 82Intervention Name: Modified Check-In Check-Out (CICO) PAGEREF _Toc17870640 \h 84Intervention Name: Social Academic Instruction Group (SAIG) PAGEREF _Toc17870641 \h 86Intervention Name: Mentoring PAGEREF _Toc17870642 \h 88Intervention Name: Brief Behavior Intervention Plan PAGEREF _Toc17870643 \h 90TFI: Tier II Targeted SWPBIS Features PAGEREF _Toc17870644 \h 92Connect with the Wisconsin RtI Center for Ongoing Support-Tips to Your Inbox | Webinars and Networking Events | events/-Online Resources from the Wisconsin RtI Center | resources/-Social Media | Facebook @WisconsinRtICenter | Twitter @WisRtICenter | YouTube @WisconsinRtICenter-Technical Assistance | contact/Day 1 ObjectivesTeams will…Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the principles of behaviorDefine the six features of tier 2 interventions and their connection to tier 1Analyze current interventions and articulate where they match features of tier 2 interventionsKey TakeawaysTeam members are responsible for supporting staff in carrying out interventions, not carrying them outClassroom teacher is required on student-centered leadership teamsTier 2 InterventionsTargeted, group-based support for some studentsIntervention is similar for all students based on need, not that all students receive intervention togetherConnected to tier 1Includes the six featuresTeam driven45110404082415Potential examples include:CICOSocial Skills (friendship groups, lunch bunches, etc.)Academic Seminar-type ClassMindfulness GroupsMentoringCritical ThinkingTeams must act as critical thinkers and ask themselves:Are the six features evident and maintained?Does the intervention align with tier 1 practices?Is there team oversight or is it person-dependent?How will we train and support all staff to be skilled in implementing?Remain cautious of quick fixesOnline resourcesShiny Object Syndrome (SOS) that creates inability to finish, poor directives, costs resources, and confuses stakeholdersDiscussion: What’s Your Why?Directions: As a team, discuss the following questionsCome to a team consensus on your answersCreate a poster to share out your answers with the whole training groupAssign a notetaker to capture your team’s answers in the workbookWhat is your school’s vision and mission?Vision: Mission:How does PBIS support your vision and mission? How does tier 2 training and implementation support your school’s vision and mission?Read and Discuss: Anytown’s Universal System Directions:As a group, decide which one of the three vignettes (elementary, middle, and high school) you’ll readSilently read the chosen vignetteIndividually note your answers to the following questionsWhen everyone has finished reading the same vignette and noting their answers, compare your findings Vignettes: Elementary School: pages 8 to 10Middle School: pages 11 to 13High School: pages 14 to 16List the students underserved by tier 1. What types of referrals are they getting?Vignette: Anytown Elementary SchoolAnytown Elementary School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the Self-Assessment Survey (SAS) and the team takes the Benchmarks of Quality (BoQ) in the spring. The Tier 1 PBIS team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a 4th/5th-grade student council committee that gives the tier 1 team feedback on implementation and provides ideas for acknowledgments.The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like the new reading curriculum, intervention blocks, and social-emotional learning curriculum. Each new initiative has a separate team to guide the implementation of it. Anytown Elementary School collects office and classroom referral data (majors and minors). Staff members are confused by what constitutes an office referral versus a classroom referral. To clarify, the dean of students sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Some staff are not documenting classroom behaviors/minors for reasons like they think it takes too much time, or they do not see the point. They are getting frustrated and sending students out in the hallway or to the office with no documentation to follow. Anytown Elementary School has a school-wide matrix that was created by the PBIS team during tier 1 training. A small team of teachers recently attended a PBIS workshop and learned about integrating academic behaviors into their school-wide matrix. They are revising their school-wide matrix to include a learning category, paring down the number of common areas, and revising the rules under each area. Additionally, they are refining classroom matrices to be consistent among grade levels since students switch classrooms and teachers for subjects throughout the week. School-wide behavioral lessons are taught during the first two days of school in every common location through a rotating schedule. Other social-emotional skills and those listed in the matrix are taught and re-taught as necessary once a month during all-school assemblies. Some teachers reference the lesson plans throughout the week and enhance them by making connections to curriculum and related academic skills.Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get eight stamps, they can turn their card in for various prize drawings (positive phone call home, animal erasers, or the annual drawing to be principal for a day). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff is using the stamp cards in different ways. For example, some give out stamps randomly for a variety of behaviors or for “above and beyond” behaviors only, some do not use the stamp cards at all. Others use the stamp cards in an “if this then you get a stamp” way. There is staff that uses them they have been told to by the PBIS team. Some classroom teachers link the stamps within their classroom management system, and others do not. Students can only sometimes recall the reason why they received a stamp, and many older students think the cards are “babyish.” Anytown Elementary School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the school psychologist and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving a higher number of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom and school-wide behaviors related to respect and responsibility. Therefore, the team decided to review fidelity of instruction with all staff. The school psychologist asked the team if families would define respect and responsibility at home, so they are going to reach out to families to learn more and determine next steps. Anytown Elementary School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to make at least 3 positive phone calls home by Friday to highlight positive improvements or behaviors in school. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parent mid-year to address the families’ questions and concerns. Anytown Elementary School: PBIS TeamsTier 1 TeamTier 2 TeamPrincipalArt Teacher 2nd Grade TeacherK5 TeacherSpecial Education Teacher School CounselorEducational AssistantPrincipalSpecial Education Teacher School CounselorSchool PsychologistSchool Social Worker3rd Grade Teacher1st Grade TeacherAnytown Elementary: Enrollment Overview417 studentsRace/Ethnicity:White: 83% (347) Black: 3% (11) Asian: 2% (7) American Indian: 1% (4) Hispanic: 9% (37) Multi-racial: 2% (11)Students with Disabilities: 23% (96)Economically Disadvantaged: 40% (167)English Learners: 6.5% (27)Anytown Elementary School: Office Discipline Referrals (last year)% of total population0-1 referrals2-5 referrals6+ referralsWhite83%95%5%1%Black3%82%9%9%Asian2%100%0%0%American Indian1%75%25%0%Hispanic 9%51%41%8%Muliracial2%90%10%0%Students with Disabilities23%50%30%20%Economically Disadvanataged40%60%30%10%English Learners6.5%74%19%7%Anytown Elementary School: Minor Referrals (last month)% of total population0-1 referrals2-5 referrals6+ referralsWhite83%93%6%1%Black3% 72%9%9%Asian2%100%00American Indian1%75%25%0Hispanic 9%35%46%19%Muliracial2%91%9%0Students with Disabilities23%100%00Economically Disadvanataged40%54%36%10%English Learners6.5%100%00Vignette: Anytown Middle SchoolAnytown Middle School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the SAS and the team takes the BoQ in the spring. The Tier 1 PBIS team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a student PBIS team to inform implementation efforts and provide student voice and feedback. The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like standards-based grading, social skills curriculum, and disciplinary literacy. Each new initiative has a separate team to guide the implementation of it. Anytown Middle School collects office and classroom referral data (majors and minors). Staff is somewhat confused as to what constitutes an office referral versus a classroom referral. To clarify and so the team can get more meaningful data, the assistant principal sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Additionally, some staff are not documenting classroom behaviors/minors (takes too much time, do not see the point) and are, instead, getting frustrated and sending students out in the hallway or to the office with no documentation to follow. Anytown Middle School has a school-wide matrix that was created by the PBIS team during PBIS Tier 1 training. A small team of teachers recently attended a PBIS workshop and learned about integrating academic behaviors into their school-wide matrix for the middle school. They are revising their school-wide matrix to include a learning category, paring down the number of areas, and revising the rules under each area. Additionally, they are also creating classroom matrices that integrate academic enabler and social skills. School-wide behavioral lessons are taught and re-taught as necessary once a week during advisory. New students and incoming sixth graders are taught school-wide lessons during orientation before the school year. Some teachers reference the lesson plans throughout the week and enhance them by making connections to coursework and related academic skills.Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get 8 stamps, they can turn their card in for various prize drawings (positive phone call home, “jump the line” at lunch, use of electronics in study hall, event tickets). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff are using the stamp cards in different ways. Some give out stamps randomly for a variety of behaviors or for “above and beyond” behaviors only. Others do not use the stamp cards at all. Some use them in an “if this then you get a stamp” way. Some teachers use them as they have been told to by the PBIS team. Students only sometimes recall the reason why they received a stamp. Anytown Middle School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the math teacher and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving higher numbers of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom expectations about “using positive actions and words” and “actively listen to the speaker.” Therefore, the team will review fidelity of instruction with all staff. The school social worker has suggested connecting with students to learn how they would define “using positive actions and words” and “actively listening to the speaker.” Anytown Middle School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to make five positive phone calls home by the end of each week. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The PBIS Tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents at the mid-year point to address the families’ questions and concerns. Anytown Middle School: PBIS TeamsTier 1 TeamTier 2 TeamAssistant PrincipalArt Teacher 6th Grade Language Arts Teacher7th Grade Science Teacher (Internal Coach)Special Education Teacher (LD)CounselorCafeteria Supervisor8th Grade Social Studies TeacherSchool CounselorEducational AssistantAssistant PrincipalSpecial Education Teacher (EBD)7th Grade Math TeacherCounselorSchool Psychologist School Social WorkerFamily Consumer Sciences Teacher6th Grade Language Arts TeacherAnytown Middle School: Enrollment Overview652 studentsRace/Ethnicity:White: 84% (548) Black: 2.5% (16) Asian: 1.5% (10) American Indian: 1% (6) Hispanic: 9% (59) Multi-racial: 2% (13)Students with Disabilities: 23% (150)Economically Disadvantaged: 40% (262)English Learners: 6.5% (42)Anytown Middle School: Office Discipline Referrals (last year)% of total population0-1 referrals2-5 referrals6+ referralsWhite84%95%4%1%Black2.5%81%14%5%Asian1.5%90%10%0%American Indian1%83%17%0%Hispanic 9%49%39%12%Muliracial2%92%8%0%Students with Disabilities23%50%30%20%Economically Disadvanataged40%60%29%11%English Learners6.5%76%18%5%Anytown Middle School: Minor Referrals (last month)% of total population0-1 referrals2-5 referrals6+ referralsWhite84%93%6%1%Black2.5%71%19%10%Asian1.5%100%00American Indian1%83%17%0Hispanic 9%36%47%17%Muliracial2%92%8%0Students with Disabilities23%100%00Economically Disadvanataged40%54%36%9%English Learners6.5%100%00Vignette: Anytown High SchoolAnytown High School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the SAS and the team takes the BoQ in the spring. The PBIS Tier 1 team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a student PBIS team to inform implementation efforts and provide student voice and feedback. The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like Academic and Career Planning, standards-based grading, and block scheduling. Each new initiative has a separate team to guide the implementation of it. Anytown High School collects office and classroom referral data (majors and minors). Staff is somewhat confused as to what constitutes an office referral versus a classroom referral. To clarify, so the team can get more meaningful data, the dean of students sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Additionally, some staff are not documenting classroom behaviors/minors (takes too much time, do not see the point) and are, instead, getting frustrated and sending students out in the hallway or to the office with no documentation to follow. Anytown High School has a school-wide matrix that was created by the PBIS team during PBIS Tier 1 training. A small team of teachers recently attended a PBIS High School Workshop and learned about contextualizing their school-wide matrix for the high school. They are revising their school-wide matrix (see attached) to include a learning category, pare down the number of areas, and revise the rules under each area. Additionally, they are also creating classroom matrices that integrate college and career ready skills including academic engagement, mindsets, learning processes, and interpersonal engagement (see example attached). School-wide behavioral lessons are taught and re-taught as necessary once a week during homeroom. New students and freshmen are taught school-wide lessons during orientation before the school year. Some teachers reference the lesson plans throughout the week and enhance them by making connections to coursework and related academic skills.Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get 8 stamps they can turn their card in for various prize drawings (preferred parking spot, “jump the line” at lunch, use of electronics in study hall, event tickets). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff is using the stamp cards in different ways. Some give out stamps randomly for a variety of behaviors or for “above and beyond” behaviors only. Others do not use the stamp cards at all. Some use the stamp cards in an “if this then you get a stamp” way. There is staff that uses them as they have been told to by the PBIS team. Students only sometimes recall the reason why they received a stamp, and many think the cards are “elementary.” Anytown High School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the statistics teacher and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving higher numbers of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom expectations about “using positive actions and words” and “actively listen to the speaker.” Therefore, the team will review fidelity of instruction with all staff. The school social worker has suggested connecting with students to learn how they would define “using positive actions and words” and “actively listening to the speaker.” Anytown High School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to send 2 pre-stamped, pre-addressed post-cards home to students throughout the year highlighting positive improvements or behaviors in school. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents at the mid-year point to address the families’ questions and concerns. Anytown High School: PBIS Team MembersTier 1 TeamTier 2 TeamDean of StudentsArt Teacher (Internal Coach)9th Grade English TeacherChemistry Teacher (Internal Coach)Statistics TeacherSpecial Education Teacher (LD)Geography TeacherDean of StudentsSpecial Education Teacher (EBD)Statistics TeacherCounselorSchool Psychologist (Internal Coach)School Social WorkerFamily Consumer Sciences Teacher10th Grade English Teacher (Internal Coach)Anytown High School: Enrollment Overview852 studentsRace/Ethnicity:White: 84% (715) Black: 2.5% (21) Asian: 1.5% (13) American Indian: 1% (8) Hispanic: 9% (77) Multi-racial: 2% (18)Students with Disabilities: 23% (196)Economically Disadvantaged: 40% (341)English Learners: 6.5% (55)Anytown High School: Office Discipline Referrals (last year)% of total population0-1 referrals2-5 referrals6+ referralsWhite84%95%4%1%Black2.5%81%14%5%Asian1.5%92%8%0%American Indian1%88%12%0%Hispanic 9%49%39%12%Muliracial2%89%11%0%Students with Disabilities23%50%30%20%Economically Disadvanataged40%60%29%11%English Learners6.5%76%18%6%Anytown High School: Minor Referrals (last month)% of total population0-1 referrals2-5 referrals6+ referralsWhite84%93%6%1%Black2.5%71%19%10%Asian1.5%100%00American Indian1%87%13%0Hispanic 9%36%47%17%Muliracial2%89%11%0Students with Disabilities100%100%00Economically Disadvanataged40%54%36%9%English Learners6.5%100%00Activity: Your School’s Universal System Directions: As a group, review your school’s data including:What is the percentage of students enrolled in your school disaggregated by gender, special education status, and race?What is the percentage of students within each group receiving 0-1 referrals, 2-5, and 6+?Answer and record your answers below, they will help your team complete your school’s action plan for tier 2 implementationIndicate what groups of students are being underserved by tier 1. What types of referrals are the students receiving?How does this impact your school’s work with tier 2?Leadership Teamsright7987900How leadership teams work together with school and district leaders to make sure the system is implemented with fidelity and is sustainable:Determine needs, establish goals, celebrate successesPlan and coordinate implementation fidelity and sustainability of system Ensure effective and reciprocal communication throughout the systemIdentify and support non-negotiablesAction plan and progress monitorProvide resources, professional development, and coordinate supportsWhat leadership teams do:Coordinate and sustain interventionsTrain and support stakeholders (staff, families, students)Provide and solicit feedback to and from stakeholdersDetermine adjustments needed based on individual and aggregate student outcome data Monitor intervention response rates and system assessment dataDiscussion: Leadership and ImplementationDirections: As a team, discuss each of the questions belowNote your answers to each questionBrainstorm ideas for how your school could create and maintain a strong connection between tier 1 and tier 2 teams. Complete the table below with your tier 2 team members, as you understand them today. Tier 2 Team MembersNameJob TitleBased on what you have learned today, is this team representative of your staff? If not, what adjustments will you need to make (adding or removing members, etc.)?Discussion: Your School’s Strategic Use of Data Directions: Individually reflect on the problem-solving process teams use in your schoolNote your answers to the questions below4776470444500As a team, discuss your reflectionsUsing the continuous improvement process model (plan, do, study, act) which elements:Are strong in your process? How do you know? Are in need of improvement in your process? How do you know? Reflect and Discuss: Behavior 101Directions:Complete question 1 on your ownDiscuss question 2 as a groupNote your group and individual answers below How could you apply the principles of behavior in your current practice? How could the tier 2 team apply the principles of behavior as part of a larger system? Activity: Early Identification and Entrance Criteria (parts 1 and 2)Directions: This activity is completed in two steps with your team Part 1:List each current systematically-collected tier 1 data source Indicate if it typically represents an internalizing or externalizing behaviorSTOP. Trainers will share some additional instruction on entrance criteria. Part 2:List the earliest indicator of risk for each data sourceAnswer questions 1 and 2 (continued on next page)PART 1PART 2Tier One Data SourceInternalizing or ExternalizingEarliest Indicator of Risk Is the data available sufficient? What improvements are needed to collect data for internalizing and externalizing behavior? Activity: Increase in Teaching with Opportunities to PracticeDirections: As a team, list the skills taught to fluency school-wide throughout the school year, and the evidence you have to support thatAs a team, list the skills taught to fluency in the classroom throughout the school year, and the evidence you have to support thatInclude social-, emotional-, behavioral-, and academic-enabler skills for all studentsSchool-wide skillEvidence it is taught Classroom skillEvidence it is taughtReflect and Partner Share: Increase In Adult FeedbackDirections: Silently read the following statements related to behavior On your own, write an example of feedback that you provided a student in the last weekTurn to an elbow partner and share/discuss your statementsNote your aha’s from this conversationStatementsDescriptive feedback is one of the most powerful influences on learning, but this impact can be either positive or negative. Feedback on task, process, and self-regulation is far more effective than praise that contains no learning information. Feedback is more effective when it provides information on the correct rather than the incorrect responses.Your example of feedback provided to a student. Your aha from a conversation with an elbow partner. Discussion: Increased Home-School ConnectionDirections: Read the statement belowDiscuss each question with your teamBe prepared to share out one thing your school does to communicate this belief and one thing you need to improve Record your answersFamilies are experts on their children.What is one thing you do that communicates this belief?What is one thing that your school does to communicate this belief?What is one thing the school can improve upon to foster intentional partnerships with families before tier 2 supports are necessary? Discussion: Progress MonitoringDirections: As a team, answer the following set of questions depending on your current implementation of tier 2 interventionsIf tier 2 interventions are currently implemented:How are tier 2 interventions currently progress monitored? Are the essential elements of a DPR and progress monitoring in place? List some steps you could do to address the gaps. If tier 2 interventions are not currently implemented:Brainstorm how you might progress monitor tier 2 interventions including essential elements of the DPR. Begin creation of a DPR.Discussion: Fidelity Directions: As a team, answer the following questionsWhat does your school do to ensure academic interventions are carried out as intended?How does your school ensure tier 1 behavioral practices are in place?When and how are implementation assessments used to improve implementation at tier 1? How is information shared?Activity: Current Tier 2 Intervention Audit Directions: List the tier 2 interventions your school currently has in place in column one of the table belowFor each intervention, check which of the six key system features are explicitly in place (columns one-six) in your school’s current system Indicate whether a team monitors the six features and coordinates the intervention (column seven)Remember: For there to be an “increase,” the feature must have a foundation in tier 1Tier 2 InterventionEntrance&Exit CriteriaIncrease in Teaching with Opportunities to PracticeIncreased Adult FeedbackIncreased Home-School ConnectionProgress MonitoringFidelity Team Guides & Supports the Intervention DeliveryRevise, sustain, or discontinue implementation?Homework: For Next TimeWhen did the tier 2 team meet?How have you trained your staff on the features of tier 2 interventions? What action steps have been set and taken?Be prepared to share answers to the above with the rest of the training group!Day 2 ObjectivesTeams will create a plan for how they will develop or refine:Check-In Check-Out (CICO)Modified Check-In Check-Out (Modified CICO)…so they include all six intervention features, training, and supporting stakeholders.Key TakeawaysCheck in Check OutPrevents and reduces the severity of behavioral error, builds on school-wide expectations and the features of tier 2 interventions with a focus on students demonstrating appropriate behaviorEasiest to implement quickly and fadeEfficientIncreases student fluencyProvides increased structurePredictabilityPositive start and end of school dayContinuously available for student participationIncreases student connection to adults in the buildingMore opportunities for positive interactions and feedback throughout the dayModified Check in Check OutGeneric, pre-designed enhancements applied to Check-In Check-Out that provide additional support and meets student-specific needsExamples: Purposeful change check-in location or time One specific adult has scheduled check-in times with the student throughout the day Peer support in addition to adult supportGoal modificationPrompts addedPlan: Check-In Check-Out (CICO) Entrance and Exit CriteriaGuiding QuestionTeam NotesPoints to ConsiderWhat data sources will determine entrance criteria? Remember to use a timeframe (i.e., 2 Major referrals within 30 days)How is progress defined?Recommended 80% average over 4-6 weeks and improvement on original entrance criteriaWhat is the fade process? How will you review data to determine the process for examining student data? How will you identify who has met entry and exit data rules?Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; special education status, etc.)Guiding QuestionTeam NotesPoints to ConsiderHow will teaching be provided to students? Greeter prompts; proactive prompts throughout the dayWhen will students be taught skills and given opportunities to practice in the natural environment? How is CICO directly linked to the teaching that occurs at universal level?Plan: Check In Check Out (CICO) Increased Teaching with Opportunities to PracticePlan: Check-In Check-Out (CICO) Increased Adult FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will specific feedback be provided to the student throughout their day?Keep feedback positive and focused on the acquisition of skills rather than behavioral errors.How will CICO feedback be supported by the universal acknowledgment system in your school?Guiding QuestionTeam NotesPoints to ConsiderHow will families be contacted when a student is eligible for intervention? Who will be responsible for this? How will the school get consent from families?Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions? If so, do these align with best practice? How will feedback from families be solicited?Student specificSystem specificHow will you facilitate conversations with families to gather their input and feedback?How will data be shared with families? Daily or weekly progress reports and data reviews Plan: Check-In Check-Out (CICO) Increased Home-School ConnectionGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor progress?Original entrance criteria and daily progress reports How and where will data be collected? Data system, location in building, timeline of submissionWho will enter the data?How frequently and when will data be entered?When will data be reviewed? When and how will data be shared with staff and students?Plan: Check-In Check-Out (CICO) Progress MonitoringGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor fidelity of implementation? SystemInterventionSystem data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)How will that data be collected?Who summarizes fidelity data for the team? How frequently?When and how will fidelity data be shared with all staff?Plan: Check-In Check-Out (CICO) FidelityGuiding QuestionTeam NotesPoints to ConsiderIdentify Greeters. Will greeters meet students?How many students per greeter?Recommendation: No less than 2 students/greeter, but think about capacityHow many students will CICO need to support at full capacity in your building? Recommendation: 5-15% of student population over the course of the school yearHow can the team ensure that students can access CICO support within 3-5 days of identified need? Plan: Check-In Check-Out (CICO) Additional Consideration-CapacityPlan: Check-In Check-Out (CICO) Training, Support, and FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will your team provide training? Overview for staffBroad overview for familiesSpecific information for staff implementingIntroduction for students who will receive interventionHow will your team provide support?OngoingWhen intervention not implemented as plannedHow will your team systematically collect feedback from families, students, and staff? Plan: Modified Check-In Check-Out (CICO) Entrance and Exit CriteriaGuiding QuestionTeam NotesPoints to ConsiderWhat data sources will determine entrance criteria?Remember to use a timeframe (i.e., 2 Major referrals within 30 days)How is progress defined?Recommended:80% average over 4-6 weeks and improvement on original entrance criteriaWhat is the fade process? How will you review data to determine the process for examining student data? How will you identify who has met entry and exit data rules?Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; Special education status, etc.)Plan: Modified Check-In Check-Out (CICO) Increased Teaching with Opportunities to PracticeGuiding QuestionTeam NotesPoints to ConsiderHow will teaching be provided to students? Greeter prompts; proactive prompts throughout the dayWhen will students be taught skills and given opportunities to practice in the natural environment? How is Modified CICO directly linked to the teaching that occurs at universal level?Plan: Modified Check-In Check-Out (CICO) Increased Adult FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will specific feedback be provided to the student throughout their day?Keep feedback positive and focused on the acquisition of skills rather than behavioral errorsHow will Modified CICO feedback be supported by the universal acknowledgment system in your school?Plan: Modified Check-In Check-Out (CICO) Increased Home-School ConnectionGuiding QuestionTeam NotesPoints to ConsiderHow will families be contacted when a student is eligible for intervention? Who will be responsible for this? How will the school get consent from families?Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions? If so, do these align with best practice? How will feedback from families be solicited?Student specificSystem specificHow will you facilitate conversations with families to gather their input and feedback?How will data be shared with families? Daily or weekly progress reports and data reviewsPlan: Modified Check-In Check-Out (CICO) Progress MonitoringGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor progress?Original entrance criteria and daily progress reportsHow and where will data be collected? Data system, location in building, timeline of submissionWho will enter the data?How frequently and when will data be entered?When will data be reviewed? When and how will data be shared with staff and students?Plan: Modified Check-In Check-Out (CICO) Fidelity Guiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor fidelity of implementation? SystemInterventionSystem data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)How will that data be collected?Who summarizes fidelity data for the team? How frequently?When and how will fidelity data be shared with all staff?Plan: Modified Check-In Check-Out (CICO) Additional Considerations-CapacityGuiding QuestionTeam NotesPoints to ConsiderWhat are some pre-determined modifications that could be used? Why are these predetermined modifications essential to plan?How many students will Modified CICO need to support at full capacity in your building? Recommendation: up to 7% of student population over the course of the school yearHow can the team ensure that students can access Modified CICO support within 3-5 days of identified need? Guiding QuestionTeam NotesPoints to ConsiderHow will your team provide training? Overview for staffBroad overview for familiesSpecific information for staff implementingIntroduction for students who will receive interventionHow will your team provide support?OngoingWhen intervention not implemented as plannedHow will your team systematically collect feedback from familes, students, and staff? Plan: Modified Check-In Check-Out (CICO) Training, Support, and FeedbackHomework: For Next TimeContinue to discuss and complete planning documents.How have you trained or how are you planning to train your staff on CICO?How many students are receiving CICO?How many students are responding to CICO?Be prepared to share answers to the above questions with the rest of the training group!Day 3 ObjectivesTeams will create a plan for how they will develop or refine:Social Academic Instruction GroupsMentoring …so they include all six intervention features, training, and supporting stakeholders.Key TakeawaysSocial Academic Instruction Groups (SAIGs) - Assist?students in acquiring and building fluency in appropriate behaviorsSAIG is most appropriate for students who need to acquire additional social skills that are missing from their repertoireSAIG teaches skills that are connected with and supplemental to the universal curriculumOverview of what SAIG can be, do. SupportTeach and shape prosocial behaviorsVerbal and nonverbalProvide opportunities to practice in the natural setting with supportScaffold teaching and provide transfer of learning to natural environmentDelivery is consistent across studentsStudents do not have to be in a group to access Social Academic InstructionSocial Academic Skills areAre learned behaviorsInclude specific verbal and nonverbal behaviorsRequire both initiations and responsesAre interactive by natureAre highly contextual and depend on environmentMentoring – Greek for enduring, it is a sustained relationship between a youth and an adultMentoring is most appropriate for students who need additional engagement with a supportive adult at schoolThrough continued involvement, the adult offers support, guidance, and assistance that are connected to the universal levelSchool-based mentoring is more task oriented in nature than community-based mentoringConsider the balance between relationship building and accomplishing tasksDevelopmental level of the studentNeeds of the menteePerception of relationship and its purposeRemaining task oriented will make it easier to fade and maintain natural supportsActivity: Who Are the Students Accessing Tier 2 Supports?Directions:The data you brought with you today (and used to complete the poster) is reviewed in this activityAnswer the questions belowFor the general population determine the percentage of students by group (gender, race/ethnicity, special education status):For students accessing tier 2 supports, determine the percentage for each group (gender, race/ethnicity, special education status):How does this data compare to the underserved populations identified on day 1? Is it reflective of the same population, or different?What is the next step your team will take to investigate this further?Plan: SAIG Entrance and Exit CriteriaGuiding QuestionTeam NotesPoints to ConsiderWhat data sources will determine entrance criteria? Remember to use a timeframe (i.e., 2 Major referrals within 30 days)How is progress defined?Recommended 80% average over 4-6 weeks and improvement on original entrance criteriaWhat is the fade process? How will you review data to determine the process for examining student data? How will you identify who has met entry and exit data rules?Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; special education status, etc.)Guiding QuestionTeam NotesPoints to ConsiderHow will teaching be provided to students? Lesson plans and materialsProactive prompts throughout the dayGreater prompts When will students be taught skills and given opportunities to practice in the natural environment? How is SAIG directly linked to the teaching that occurs at universal level?Plan: SAIG Increased Teaching with Opportunities to PracticePlan: SAIG Increased Adult FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will specific feedback be provided to the student throughout their day?Keep feedback positive and focused on the acquisition of skills rather than behavioral errorsHow will SAIG feedback be supported by the universal acknowledgment system in your school?Guiding QuestionTeam NotesPoints to ConsiderHow will families be contacted when a student is eligible for intervention? Who will be responsible for this? How will the school get consent from families?Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions? If so, do these align with best practice? How will feedback from families be solicited?Student-specificSystem specificHow will you facilitate conversations with families to gather their input and feedback?How will data be shared with families? Daily or weekly progress reports and data reviews Plan: SAIG Increased Home-School ConnectionGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor progress?Original entrance criteria and daily progress reports How and where will data be collected? Data system, location in building, timeline of submissionWho will enter the data?How frequently and when will data be entered?When will data be reviewed? When and how will data be shared with staff and students?Plan: SAIG Progress MonitoringGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor fidelity of implementation? SystemInterventionSystem data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)How will that data be collected?Who summarizes fidelity data for the team? How frequently?When and how will fidelity data be shared with all staff?Plan: SAIG Fidelity Guiding QuestionTeam NotesPoints to ConsiderWho will develop and organize lessons to meet student needs as identified by data? Materials, whether purchased or created, must align with your building’s universal expectations and teachingHow many students will SAIG need to support at full capacity in your building? Recommendation: up to 7% of student population over the course of the school yearHow can the team ensure that students can access SAIG support within 3-5 days of identified need? Plan: SAIG Additional Consideration- CapacityPlan: SAIG Training, Support, and FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will your team provide training? Overview for staffBroad overview for familiesSpecific information for staff implementingIntroduction for students who will receive interventionHow will your team provide support?OngoingWhen intervention not implemented as plannedHow will your team systematically connect feedback from families, students, and staff? Plan: Mentoring Entrance and Exit CriteriaGuiding QuestionTeam NotesPoints to ConsiderWhat data sources will determine entrance criteria? Remember to use a timeframe (i.e., 2 Major referrals within 30 days)How is progress defined?Recommended 80% average over 4-6 weeks and improvement on original entrance criteriaWhat is the fade process? How will you review data to determine the process for examining student data? How will you identify who has met entry and exit data rules?Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?Consider over identification of subgroups (i.e. boys vs. girls; race/ethnicity; special education status, etc.)Guiding QuestionTeam NotesPoints to ConsiderHow will teaching be provided to students? Explicit instruction provided by mentorsProactive prompts throughout the day. Greater promptsWhen will students be taught skills and given opportunities to practice in the natural environment? How is mentoring directly linked to the teaching that occurs at universal level?Plan: Mentoring Increased Teaching with Opportunities to PracticePlan: Mentoring Increased Adult FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will specific feedback be provided to the student throughout their day?Keep feedback positive and focused on the acquisition of skills rather than behavioral errorsHow will mentoring feedback be supported by the universal acknowledgment system in your school?Guiding QuestionTeam NotesPoints to ConsiderHow will families be contacted when a student is eligible for intervention? Who will be responsible for this? How will the school get consent from families?Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions?If so, do these align with best practice? How will feedback from families be solicited?Student-specificSystem specificHow will you facilitate conversations with families to gather their input and feedback?How will data be shared with families? Daily or weekly progress reports and data reviews Plan: Mentoring Increased Home-School ConnectionGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor progress?Original entrance criteria and daily progress reports How and where will data be collected? Data system, location in building, timeline of submissionWho will enter the data?How frequently and when will data be entered?When will data be reviewed? When and how will data be shared with staff and students?Plan: Mentoring Progress MonitoringGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor fidelity of implementation? SystemInterventionSystem data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)How will that data be collected?Who summarizes fidelity data for the team? How frequently?When and how will fidelity data be shared with all staff?Plan: Mentoring FidelityGuiding QuestionTeam NotesPoints to ConsiderIdentify mentorsWhere will mentors meet with students? How many students will mentoring need to support at full capacity in your building? Recommendation: up to 7% of student population over the course of the school yearHow can the team ensure that students are able to access mentoring support within 3-5 days of identified need? Plan: Mentoring Additional Consideration-CapacityPlan: Mentoring Training, Support, and FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will your team provide training? Overview for staffBroad overview for familiesSpecific information for staff implementingIntroduction for students who will receive interventionHow will your team provide support?OngoingWhen intervention not implemented as plannedHow will your team systematically collect feedback from families, students, and staff? Homework: For Next TimeContinue to discuss and complete planning documents.When did the tier 2 team meet?What action steps have been taken?How many students are receiving each intervention?How many students are responding to each intervention? Be prepared to share answers to the above questions with the rest of the training group!Day 4ObjectivesTeams will…Practice systems-level discussions and decision-making that include intervention effectiveness, assessment data, and simple modifications to supports for individuals and groups of studentsCreate a plan for how the team will develop or refine a brief Functional Behavior Assessment data collection process including training and supporting stakeholdersCreate a plan for how the team will develop or refine brief Behavior Intervention Plans that include all 6 intervention features, training, and supporting stakeholdersKey TakeawaysUse of functions in PBISTier WhatDataTier 1ABCs of BehaviorObservationTier 1 data sourcesTier 2Modifications to InterventionsAbove andProgress monitoringTier 2Brief FBASchool-specificLow-level ongoing behaviorAbove andPossibly an observationTier 3Complex FBA School-Home-CommunityDangerous, unsafe behaviorAbove and Additional data collection methodsWhy Consider a Brief FBA/BIPStudent has made minimal or no progress in previous interventions (i.e. CICO and SAIG, or CICO and Mentoring) as evidenced by:Progress monitoringContinued rate or entry criteria/student outcome dataBehaviors have increased in severity during previous interventionsRemember: Brief FBA is insufficient for behaviors that are dangerous/unsafe and occur at high frequency levels.Notes: Intervention Flow ChartDirections: Your intervention flow chart will be created on poster paper (activity is noted in the PowerPoint)You will then do a gallery walkYou may use this space to capture notes and thoughts from that activityActivity: Tiered Fidelity Inventory (TFI) Directions: Review the tier 2 section of the TFI by logging into Discuss each item as a team and the evidence of implementation to dateIndicate score for each line item in Activity: TFI Tier 2 Scores and PlansDirections: As a team discuss the questions below and note your answers. 1. Examine scores for tier 2 on the TFI. What strengths need to be maintained? What areas need improvement?2. Review the plans you have created (and noted earlier in this workbook). How do they align to the TFI? Are there areas that do not? Vignette: Brief Functional Behavior Assessment- MarkBACKGROUNDMark is a social student who is talkative and enjoys interacting with friends and adults at school. He is advanced in math and reading. Mark is creative and likes to build complex structures out of Legos and blocks. Mark also likes to take academic assignments and make them more challenging by adding additional steps and challenges (for example, instead of copying a word he will write it in a sentence). CURRENT INFORMATIONMark is currently receiving the Check-In Check-Out (CICO) intervention based on minors in the area of classroom disruption. These typically look like Mark standing up out of his desk or carpet area, not raising his hand, and making loud on topic comments to contribute to the group discussion. This behavior is most likely to occur when the teacher is explaining a concept that is new to the class but not new to Mark. Typically, when the behavior occurs, the teacher thanks Mark for sharing and reminds him to raise his hand and stay in his seat. If Mark continues to make comments, the teacher has Mark take a break with her. Mark typically takes his break as directed and is able to rejoin the class. This pattern of behavior increases on days when there are numerous transitions and/or a large amount of peer work in the morning. Twice this school year, Mark’s mom has emailed the teacher stating that Mark work up particularly early that morning. On those days, there are a higher number of documented minor referrals for Mark for disruption.OTHER INFORMATIONThe school-wide expectations are “Be Respectful, Responsible, and Ready to Learn.” Mark started with CICO and the data trend line indicated negative progress. The team decided to enhance CICO by individualizing CICO with two specific goals “I will raise my hand” and “I will follow directions.” The goal for Ready to Learn remains generic.Mark reports a positive experience in CICO and enjoys seeing the greeter in the morning. DATA (last 45 days)Current intervention: CICO, enhanced with two specific goals (Individualized CICO)DPR Average range: 30% (consistent average since beginning tier 2 support with CICO)Minors: 4 (in addition to the 3 qualified him for CICO)Majors: NoneAttendance: 100%Suspension: 0Math: AdvancedReading: Advanced-4724405250180Replacement Behavior Step(s)(2) Student will stay in seat during whole group instruction, raise his hand, and offer on-topic comments without being called on.Replacement Behavior Consequence Step(s)(2) Teacher will acknowledge Mark for raising his hand.00Replacement Behavior Step(s)(2) Student will stay in seat during whole group instruction, raise his hand, and offer on-topic comments without being called on.Replacement Behavior Consequence Step(s)(2) Teacher will acknowledge Mark for raising his hand.5185770322Student Name: MarkSchool: Anytown Elementary Grade: KDate of Plan: 1/6/16 Review Date: 1/20/16Coordinator: Mrs. Smith00Student Name: MarkSchool: Anytown Elementary Grade: KDate of Plan: 1/6/16 Review Date: 1/20/16Coordinator: Mrs. Smith98719641786Competing Behavior Pathway0Competing Behavior Pathway-4737101671955Student Strengths:CreativeSkilled at building thingsMathReadingFriendly00Student Strengths:CreativeSkilled at building thingsMathReadingFriendly516128060375800055422805180965Replacement Consequence(1) Teacher will acknowledge Mark for remaining in his seat.00Replacement Consequence(1) Teacher will acknowledge Mark for remaining in his seat.34975805180965Replacement Behavior(1) Mark will stay in seat during whole group instruction and offer on-topic comments without being called on.00Replacement Behavior(1) Mark will stay in seat during whole group instruction and offer on-topic comments without being called on.512318025196800055295801650365Desired ConsequenceTeacher calls on student.00Desired ConsequenceTeacher calls on student.34848801650365Desired BehaviorStay in seat, raise hand, and wait to be called on before offering on-topic comments.00Desired BehaviorStay in seat, raise hand, and wait to be called on before offering on-topic comments.714248043103800051485804284980003141980424688000-4902203364865Setting EventNumerous transitions and/or a high amount of peer work in the morning.Wakes up early.00Setting EventNumerous transitions and/or a high amount of peer work in the morning.Wakes up early.15163803377565AntecedentTeacher explains a concept that is new to the class but not new to Mark. 00AntecedentTeacher explains a concept that is new to the class but not new to Mark. 35102803402965Target BehaviorMark talks loudly out of turn without raising his hand. Topics are on topic while standing up out of his desk or carpet area. 00Target BehaviorMark talks loudly out of turn without raising his hand. Topics are on topic while standing up out of his desk or carpet area. 75107803428365FunctionGain Teacher Attention.00FunctionGain Teacher Attention.71932805093335002282190502983500113538042468800055168803415665ConsequenceThe teacher thanks Mark for sharing and reminds him to raise his hand next time. If the behavior continues, the teacher has Mark take a break with her.00ConsequenceThe teacher thanks Mark for sharing and reminds him to raise his hand next time. If the behavior continues, the teacher has Mark take a break with her.71805802477135005708650322Student Name: MarkSchool: Anytown Elementary Grade: KDate of Plan: 1/6/16 Review Date: 1/20/16Coordinator: Mrs. Smith00Student Name: MarkSchool: Anytown Elementary Grade: KDate of Plan: 1/6/16 Review Date: 1/20/16Coordinator: Mrs. SmithBehavior Intervention PlanStrategiesWho’s ResponsibleCheck for ImplementationReviewSetting Event StrategiesIndividualized CICO for a soft landing.Three-minute break with teacher during transitions.Mr. RamirezClassroom TeacherCICO data (to see that he is checking in).Number of breaks circled on his DPR.MonitorModifyDiscontinueAntecedent StrategiesPrevent: Scheduled time for Mark to share during instruction.Prompt: One on one prompts with the teacher prior to whole group setting.Classroom TeacherClassroom TeacherDaily teacher self-report (Google form).MonitorModifyDiscontinueTeaching StrategiesSAIG lessons on classroom responsibility.Whole class re-teaching of skills.Mrs. Elkins (Classroom Educational Assistant)Classroom TeacherSAIG attendance report.Teacher lesson plans and schedule of implementation.MonitorModifyDiscontinueConsequence StrategiesReinforce replacement/desired behavior: Immediate acknowledgment and opportunities to comment based on pre-determined Replacement Consequences.Redirect to replacement/desired behavior: Agreed upon non-verbal cue.Classroom TeacherClassroom TeacherDaily teacher self-report (Google form).MonitorModifyDiscontinueVignette: Brief Functional Behavior Assessment Information- Elsa BACKGROUNDElsa is a friendly, social student who is often seen trying to engage other students who feel left out, or lonely. She is proficient in math and reading. She likes building things out of varied materials (whatever she can get her hands on – paperclips, erasers, paper, and other found objects).CURRENT INFORMATIONElsa is currently receiving the Check-In Check-Out intervention based on minors in the area of classroom disruption. These typically look like Elsa making side comments to peers, off-topic, and to the whole class which the other students typically find funny and laugh aloud about. Some of the students will comment back with another off-topic comment and pretty soon the whole class is laughing and off topic. Five of her seven teachers have documented minors because of this behavior. Typically, when the behavior occurs, teachers redirect Elsa to keep her comments to herself, which leads to Elsa making additional comments to the class. Teachers have also tried to ignore the behavior by continuing with the lesson (it has no impact). The teachers have also tried modifying her seat in the back or front corners of the room, but the comments continue and have even increased. The behavior is not often documented in her art class where she is able to both create artwork and talk with peers during work time. The target behavior is also absent during ELA when she can work collaboratively with peers. This pattern of behavior sometimes increases on days that Elsa is tardy to 1st hour. During class, the behavior is more likely to occur during whole group instruction longer than 5 minutes and during independent work. When the teacher asks a question of the group, Elsa frequently responds with a comment intended to make her peers laugh. MORE INFORMATIONThe school-wide expectations are “Be Respectful, Responsible, and Safe.” Elsa started with CICO and the data trend line indicated no progress. The team decided to enhance CICO by individualizing CICO with a specific Respect goal “I will raise my hand and wait to be called on before offering a comment to the class.” Elsa has a second individualized goal for Responsible of, “I will keep side comments to myself.” The goal for Safe remains generic. Elsa reports a positive experience in CICO and enjoys seeing the greeter in the morning. She reports that most of the teachers do not like her and they are “always all over me and they don’t correct the other students” and “other students say things in class and they don’t get called out.” Elsa thinks the teachers take the class “too seriously” and need to “relax” so that the students have more time to talk with each other.DATA (last 45 days)Current intervention: CICO, enhanced with a specific goal (Individualized CICO)DPR Average range: 60% (consistent average since beginning tier 2 support with CICO)Minors: 13 (in addition to the 4 qualified her for CICO)Majors: 2 (the Majors have occurred since starting CICO)Attendance: 10 tardies, 3 excused, and 6 unexcused in the last 45 daysSuspension: 0Math: Proficient, 5 missing assignmentsReading: Proficient, 1 missing assignmentleft474Competing Behavior Pathway0Competing Behavior Pathway4653631-570031Student Name: ___________________________School: ______________________ Grade: _____Date of Plan: _________ Review Date: ________Coordinator: _____________________________00Student Name: ___________________________School: ______________________ Grade: _____Date of Plan: _________ Review Date: ________Coordinator: _____________________________-669290180975Student Strengths:00Student Strengths:69850009734550053213001911985Consequence00Consequence9398002743200002086610352615500699770035896550073152001924685Function00Function33147001899285Target Behavior00Target Behavior13208001873885Antecedent00Antecedent-6858001861185Setting Event00Setting Event2946400274320000495300027813000069469002806700003289300146685Desired Behavior00Desired Behavior5334000146685Desired Consequence00Desired Consequence492760010160000033020003677285Replacement Behavior00Replacement Behavior53467003677285Replacement Consequence00Replacement Consequence4965700453390000-707390227510Replacement Behavior Step(s)Replacement Behavior Consequence Step(s)00Replacement Behavior Step(s)Replacement Behavior Consequence Step(s)Brief Behavior Intervention PlanStrategiesWho’s ResponsibleCheck for ImplementationReviewSetting Event StrategiesMonitorModifyDiscontinueAntecedent StrategiesPreventPrompt:MonitorModifyDiscontinueTeaching StrategiesMonitorModifyDiscontinueConsequence StrategiesReinforce replacement/ desired behavior:Redirect to replacement/ desired behavior:MonitorModifyDiscontinuePlan: Brief Behavior Intervention Plan Entrance and Exit CriteriaGuiding QuestionTeam NotesPoints to ConsiderWhat data sources will determine entrance criteria? Remember to use a timeframe (i.e. 2 Major referrals within 30 days)How is progress defined?Recommended 80% average over 4-6 weeks and improvement on original entrance criteriaWhat is the fade process? Plan general fading process off brief BIP back to group based supports alone How will you review data to determine the process for examining student data? How will you identify who has met entry and exit rules?Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?Consider over identification of subgroups (i.e. boys vs. girls; race/ethnicity; special education status, etc.)Guiding QuestionTeam NotesPoints to ConsiderHow will teaching be provided to students? Use of existing structures in tier 1 and 2How will brief behavior intervention plans directly linked to the teaching that occurs at universal level?Plan: Brief Behavior Intervention Plan Increased Teaching with Opportunities to PracticePlan: Brief Behavior Intervention Plan Increased Adult FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will brief behavior intervention plan feedback be aligned to the universal acknowledgement system in your school? How will specific feedback be provided to the student throughout their day?Keep feedback positive and focused on the acquisition of skills rather than behavioral errorsGuiding QuestionTeam NotesPoints to ConsiderHow will families be contacted when a student is eligible for intervention? Who will be responsible for this? How will the school get consent from families?Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions?If so, do these align with best practice? How will feedback from families be solicited?Student specificSystem specificHow will you facilitate conversations with families to gather their input and feedback?How will data be shared with families? Daily or weekly progress reports and data reviews Plan: Brief Behavior Intervention Plan Increased Home-School ConnectionGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor progress?Original entrance criteria and daily progress reports How and where will data be collected? Data system, location in building, timeline of submissionWho will enter the data?How frequently and when will data be entered?When will data be reviewed? When and how will data be shared with staff and students?Plan: Brief Behavior Intervention Plan Progress MonitoringGuiding QuestionTeam NotesPoints to ConsiderWhat data will be used to monitor fidelity of implementation? SystemInterventionSystem data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)How will that data be collected?Who summarizes fidelity data for the team? How frequently?When and how will fidelity data be shared with all staff?Plan: Brief Behavior Intervention Plan Fidelity Guiding QuestionTeam NotesPoints to ConsiderIdentify brief FBA/BIP Facilitators. What is the process for a brief FBA? How will brief Behavior Intervention Plans be created? How will the teacher(s) be included? How many brief FBA/BIPs will each facilitator manage? How many students will have brief BIPs when you are at full capacity? Recommendation: up to 7% of student population over the course of the school yearHow can the team ensure that students are able to access mentoring support within 3-5 days of identified need? Plan: Brief Behavior Intervention Plan: Additional Consideration- CapacityPlan: Brief Behavior Intervention Plan: Training, Support, and FeedbackGuiding QuestionTeam NotesPoints to ConsiderHow will your team provide training? Overview for staffBroad overview for familiesSpecific information for staff implementingIntroduction for students who will receive interventionHow will your team provide support?OngoingWhen intervention not implemented as plannedHow will your team systematically collect feedback from families, students, and staff? AppendixIntervention Name: Check-In Check-Out (CICO)Purpose of the intervention: Primary intervention that provides additional prompting, feedback, and opportunities to practice skills in addition to tier 1 instruction and differentiated support. It prevents and reduces the severity of behavioral errors by building on school and class-wide expectations with a focus on students demonstrating appropriate behavior. FeatureMeaningEvidenceIn CICOEntry & Exit CriteriaDetermine when additional support is neededDetermine when adjustments at tier 1 are neededInclude family voiceDetermine when and how the intervention will be faded back to differentiated tier 1 supportsData rules established and adhered toFidelity of tier 1 implementationFamily communication planEntry Criteria3 in a month for the same behavioral error1 majorOther tier 1 data sourcesExit Criteria 6-8 weeks of sustained improvement ANDImprovement in original entrance criteriaFaded over time with increased self-monitoringApproximately 15% of students may access CICO throughout the yearIncrease in Teaching with Opportunities to PracticePrompts and cues align to tier 1 instructionSupported in all environments by all staffUse of skill in natural environmentsSkill must have been taught to fluency at tier 1Family prompts student in the morningGreeter reviews school-wide expectations in the morningTeachers provide proactive prompts throughout the day Student practices skills in natural environmentGreeter and family celebrate successes at end of dayTeaching is provided through tier 1 instructionStudent receives regular intervals of prompting by adults in the natural environmentIncreased Adult FeedbackSpecific, proactive, positiveConnected to skill building and generalizationStaff provide feedback at regular intervals based on student performance of expected behaviorsGreeter reviews progress and celebrates any positives at day’s end Families provide positive feedback on daily progressFeedback given each transition period on how well student demonstrated the expected skillsIf error correction is needed, it is brief and instructional in natureIncreased Home-School ConnectionFamilies play an active role in the interventionCommunication with (not just to) about strengths and needsBest and legal practice with consentConversation with family members to learn how to bridge skill gaps and honor family valuesTeam facilitates dialogue on perceived progress on a regular basis (i.e. monthly)Daily Progress Report detailsFamily is asked about student strengths and perception of the problemFamily is provided an overview of CICO when student is identified, the family role in it, and how communication will proceedFamily understands CICO process and next steps in process (i.e. fading to exit or layering supports if needed)Progress MonitoringAssess students’ performanceMeasure student response to interventions/challengesEvaluate the effectiveness of interventions/challengesDaily Progress Report completed regularly by relevant staff to measure progress over timeMonitor criteria that initially identified the student for CICOOverall response rate is monitored for 70%Scoring is developmentally appropriate and for the incremental time-period:0 = Did not demonstrate the expectation (i.e. Be Safe)1 = Demonstrated the expectation somewhat2 = Demonstrated the expectation typical for peersFidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be deliveredIt is the result of effective, ongoing training and ongoing support with stakeholdersSystem:Initial training for stakeholdersGather and respond to stakeholder perceptions, understanding, and skill through feedback and communicationProvide ongoing supportPractice:Student perception of CICOAll intervention features are presentIdentify stakeholder (students, staff, and family) perceptions, understanding, and skill needs to tailor professional development Consider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitorIntervention Name: Modified Check-In Check-Out (CICO)Purpose of the intervention: Secondary intervention that applies generic, pre-designed enhancements to Check-In Check-Out (CICO) to provide additional support and meet student-specific needs. The six features generally reflect CICO in evidence and application (refer to CICO), but specificity may be added to modify CICO in the areas of Increased Teaching with Opportunities to Practice, Increased Adult Feedback, and Increased Home-School Connection.FeatureMeaningEvidenceIn Modified CICOEntry & Exit CriteriaDetermine when additional support is neededDetermine when adjustments at tier 1 are neededInclude family voiceDetermine when and how the intervention will be faded back to CICO then differentiated tier 1 supportsFidelity of tier 1 practicesMinimal or no progress for four weeks in a previous intervention (i.e. CICO) as evidenced by:Progress monitoring orContinued rate of entry criteria / student outcome dataBehavioral errors have increased in severity during CICODetermine modifications needed through:Progress monitoring dataEntrance criteria (rate, type, etc…)Function of behavior / possible motivationReverse Request for AssistanceCommunication with homeFade by reducing intensity and frequency of Increased Teaching with Opportunities to Practice and Increased Adult FeedbackIncrease in Teaching with Opportunities to PracticePrompts and cues align to tier 1 instructionSupported in all environments by all staffUse of skill in natural environmentsSkill must have been taught to fluency at tier 1Family prompts student in the morningGreeter reviews school-wide expectations in the morningTeachers provide proactive prompts throughout the day Student practices skills in natural environmentGreeter and family celebrate successes at end of dayPotential modifications may include:Higher rate of promptingMore specificity and focus on one skill related to the broad expectation (i.e. Be Responsible: Bring Needed Materials to Class)Peer supportChange in greeter locationIncreased Adult FeedbackSpecific, proactive, positiveConnected to skill building and generalizationStaff provide feedback at regular intervals based on student performance of expected behaviorsGreeter reviews progress and celebrates any positives at day’s end Families provide positive feedback on daily progressPotential modifications may include:Higher rate of positive feedbackSpecific feedback for one skill added in addition to the general feedback on expectationsPeer feedbackDifferentiated use of tier 1 reinforcement Increased Home-School ConnectionFamilies play an active role in the interventionCommunication with (not just to) about strengths and needsBest and legal practice with consentConversation with family members to learn how to bridge skill gaps and honor family valuesTeam facilitates dialogue on perceived progress on a regular basis (i.e. monthly)Daily Progress Report detailsPotential modifications include:Change in communication methodsDialogue on perceived progress and unmet needsProgress MonitoringAssess students’ performanceMeasure student response to interventions/challengesEvaluate the effectiveness of interventions/challengesDaily Progress Report completed regularly by relevant staff to measure progress over timeMonitor criteria that initially identified the student for CICOOverall response rate is monitored for 70%If the team decides to focus on a specific skill related to a broad expectation:Progress monitor the one specific skill (i.e. Be Responsible: Bring Needed Materials to Class)Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe) Fidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be deliveredIt is the result of effective, ongoing training and ongoing support with stakeholdersSystem:Initial training for stakeholdersGather and respond to stakeholder perceptions, understanding, and skill through feedback and communicationProvide ongoing supportPractice:Student perception of Modified CICOAll intervention features are presentAny modifications made will require communication, training, and ongoing support with relevant staff, families, and studentsIntervention Name: Social Academic Instruction Group (SAIG)Purpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Social Academic Instruction Group (SAIG) assists?students in acquiring and building fluency in appropriate behaviors and is most appropriate for students who need to acquire additional social skills that are missing from their repertoire. SAIG teaches skills that are connected with and supplemental to the universal curriculum. The six features generally reflect CICO and Modified CICO in evidence and application with a focus on Increase in Teaching with Opportunities to Practice and Increased Adult Feedback.FeatureMeaningEvidenceIn SAIGEntry & Exit CriteriaFidelity of tier 1Minimal or no progress for four weeks in a previous intervention (i.e. CICO and/or Modified CICO)Fidelity of tier 1 practicesMinimal or no progress for four weeks in a previous intervention (i.e. CICO and/or Modified CICO) as evidenced by:Progress monitoring orContinued rate of entry criteria / student outcome dataDetermine SAIG needs by examining:Progress monitoring dataEntrance criteria (rate, type, etc…)Function of behavior / possible motivationReverse Request for AssistanceCommunication with homeBased on data, not life events Fade by reducing intensity and frequency of Increased Teaching with Opportunities to Practice and Increased Adult FeedbackIncrease in Teaching with Opportunities to PracticeInstruction should occur in the natural environment as often as possible Instruction should be provided by the adult typically in charge of the settingAmount of time and duration will vary by need Tier 1 lesson plan format focused on discrete skillsDirect instruction with opportunities to generalize the learning to all settings is providedInstruction is an extension of what is already taught to all students to fluency at tier 1Skills taught and developed in SAIG are directly linked to skills outlined in school-wide and classroom matrices (expectations and indicators) (i.e. Be Responsible: Bring Needed Materials to Class)Increased Adult FeedbackSpecific, proactive, positiveConnected to skill building and generalizationProvided by all relevant adults across settingsStaff provide feedback at regular intervals based on student performance of expected behaviorsSAIG Facilitators provide additional feedback during instruction Greeter reviews progress and celebrates any positives at day’s end Families provide positive feedback on daily progressAdult feedback is focused on the specific skills needed (i.e. Be Responsible: Bring Needed Materials to Class)Plan for generalization of the skill for practice and increased feedback in the natural environmentIncreased access to universal reinforcement Team communicates with relevant adults which skills the student is working on so specific feedback can be providedIncreased Home-School ConnectionFamilies play an active role in the interventionCommunication with (not just to) about strengths and needsBest and legal practice with consentConversation with family members to learn how to bridge skill gaps and honor family valuesTeam facilitates dialogue on perceived progress on a regular basis (i.e. monthly)Daily Progress Report detailsCommunicate with family for insight on skills needed for school environmentsProgress MonitoringAssess students’ performanceMeasure student response to interventions/challengesEvaluate the effectiveness of interventions/challengesDaily Progress Report completed regularly by relevant staff to measure progress over timeMonitor criteria that initially identified the student for SAIGOverall response rate is monitored for 70%If SAIG will focus on a specific skill related to a broad expectation:Progress monitor the one specific skill (i.e. Be Responsible: Bring Needed Materials to Class)Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe) Fidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be deliveredIt is the result of effective, ongoing training and ongoing support with stakeholdersSystem:Initial training for stakeholdersGather and respond to stakeholder perceptions, understanding, and skill through feedback and communicationProvide ongoing supportPractice:Student perception of SAIGAll intervention features are presentIdentify stakeholder (students, facilitators, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implementConsider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitorIntervention Name: MentoringPurpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Mentoring is most appropriate for students who need additional engagement with a supportive adult at school. Through continued involvement, the adult offers support, guidance, and assistance that are connected to the universal level. FeatureMeaningEvidenceIn MentoringEntry & Exit CriteriaFidelity of tier 1Minimal or no progress for four weeks in a previous intervention (i.e. CICO and/or Modified CICO)Fidelity of tier 1 practicesContinued rate of entry criteria / student outcome dataRequest for Assistance from family membersLimited natural connections in schoolDetermine Mentoring by examining:Student’s connections in schoolBehavioral, social, emotional, and academic goalsReverse Request for AssistanceBased on data, not life events May last 6-9 months or moreTo fade, reduce goal-oriented tasks while maintaining relationshipIncrease in Teaching with Opportunities to PracticeDirect one-on-one instruction with the mentor while building a relationshipStudent has opportunities to generalize the learning to all settings is provided and check-in with their mentorAmount of time and duration will vary by need Meetings and check-ins between mentor-menteesMentor and student builds relationship while focusing on:Academic performance or coursework completionImproved relationships Increased attendance or class participationIncreased access to school resources Reduction in behavioral errorsStudent works on and practices steps towards achieving the goal Increased Adult FeedbackSpecific, proactive, positiveConnected to skill building and generalizationProvided by all relevant adults across settingsStaff continue to provide feedback at regular intervals based on student’s progress towards goals identified through mentoringMentor provides feedback during one-on-one meetingsGreeter reviews progress and celebrates any positives at day’s end Families provide positive feedback on daily progressAdult feedback is focused on the specific skills needed (i.e. Be Responsible: Bring Needed Materials to Class)Plan for generalization of the skill for practice and increased feedback in the natural environmentIncreased access to universal reinforcement Team communicates with relevant adults which skills the student is working on so specific feedback can be providedIncreased Home-School ConnectionFamilies play an active role in the interventionCommunication with (not just to) about strengths and needsBest and legal practice with consentConversation with family members to learn how to bridge skill gaps and honor family valuesTeam facilitates dialogue on perceived progress on a regular basis (i.e. monthly)Daily Progress Report detailsCommunicate with family for insight on skills needed for school environments and goals identifiedProgress MonitoringAssess students’ performanceMeasure student response to interventions/challengesEvaluate the effectiveness of interventions/challengesDaily Progress Report completed regularly by relevant staff to measure progress over timeMonitor criteria that initially identified the student for MentoringOverall response rate is monitored for 70%If Mentoring will focus on specific skills related to a broad expectation:Progress monitor the one specific skill (i.e. Be Responsible: Bring Needed Materials to Class)Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe) Improvement in original entrance criteria with increased natural supports in schoolMay last 6-9 months or moreFidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be deliveredIt is the result of effective, ongoing training and ongoing support with stakeholdersSystem:Initial training for stakeholdersGather and respond to stakeholder perceptions, understanding, and skill through feedback and communicationProvide ongoing supportPractice:Student perception of MentoringAll intervention features are presentIdentify stakeholder (students, mentors, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implementConsider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitorIntervention Name: Brief Behavior Intervention PlanPurpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Mentoring is most appropriate for students who need additional engagement with a supportive adult at school. Through continued involvement, the adult offers support, guidance, and assistance that are connected to the universal level. FeatureMeaningEvidenceIn MentoringEntry & Exit CriteriaFidelity of tier 1Minimal or no progress for four weeks in a previous intervention (i.e. CICO and/or Modified CICO)Fidelity of tier 1 practicesContinued rate of entry criteria / student outcome dataRequest for Assistance from family membersLimited natural connections in schoolDetermine Mentoring by examining:Student’s connections in schoolBehavioral, social, emotional, and academic goalsReverse Request for AssistanceBased on data, not life events May last 6-9 months or moreTo fade, reduce goal-oriented tasks while maintaining relationshipIncrease in Teaching with Opportunities to PracticeDirect one-on-one instruction with the mentor while building a relationshipStudent has opportunities to generalize the learning to all settings is provided and check-in with their mentorAmount of time and duration will vary by need Meetings and check-ins between mentor-menteesMentor and student builds relationship while focusing on:Academic performance or coursework completionImproved relationships Increased attendance or class participationIncreased access to school resources Reduction in behavioral errorsStudent works on and practices steps towards achieving the goal Increased Adult FeedbackSpecific, proactive, positiveConnected to skill building and generalizationProvided by all relevant adults across settingsStaff continue to provide feedback at regular intervals based on student’s progress towards goals identified through mentoringMentor provides feedback during one-on-one meetingsGreeter reviews progress and celebrates any positives at day’s end Families provide positive feedback on daily progressAdult feedback is focused on the specific skills needed (i.e. Be Responsible: Bring Needed Materials to Class)Plan for generalization of the skill for practice and increased feedback in the natural environmentIncreased access to universal reinforcement Team communicates with relevant adults which skills the student is working on so specific feedback can be providedIncreased Home-School ConnectionFamilies play an active role in the interventionCommunication with (not just to) about strengths and needsBest and legal practice with consentConversation with family members to learn how to bridge skill gaps and honor family valuesTeam facilitates dialogue on perceived progress on a regular basis (i.e. monthly)Daily Progress Report detailsCommunicate with family for insight on skills needed for school environments and goals identifiedProgress MonitoringAssess students’ performanceMeasure student response to interventions/challengesEvaluate the effectiveness of interventions/challengesDaily Progress Report completed regularly by relevant staff to measure progress over timeMonitor criteria that initially identified the student for MentoringOverall response rate is monitored for 70%If Mentoring will focus on specific skills related to a broad expectation:Progress monitor the one specific skill (i.e. Be Responsible: Bring Needed Materials to Class)Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe) Improvement in original entrance criteria with increased natural supports in schoolMay last 6-9 months or moreFidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be deliveredIt is the result of effective, ongoing training and ongoing support with stakeholdersSystem:Initial training for stakeholdersGather and respond to stakeholder perceptions, understanding, and skill through feedback and communicationProvide ongoing supportPractice:Student perception of MentoringAll intervention features are presentIdentify stakeholder (students, mentors, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implementConsider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitorTFI: Tier II Targeted SWPBIS FeaturesNOTE: This section may be completed individually or with other tiers as part of the full Tiered Fidelity InventoryFeaturePossible Data SourceScoring CriteriaSubscale: Teams2.1 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 chartTier II team meeting minutes0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise1 = 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%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.Tier II team meeting agendas and minutesTier II meeting roles descriptionsTier II action plan0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan1= Tier II team has at least 2 but not all 4 features2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan2.3 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 rubricTeam meeting minutesSchool policy0 = No specific rules for identifying students who qualify for Tier II supports1 = Data decision rules established but not consistently followed or used with only one data source2 = 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 supports2.4 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 handbookRequest for assistance formFamily handbook0 = No formal process1 = Informal process in place for staff and families to request assistance2 = Written request for assistance form and process are in place and team responds to request within 3 days2.5 Options for Tier IIInterventions: Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need.School Tier II handbookTargeted Interventions Reference Guide0 = No Tier II interventions with documented evidence of effectiveness are in use1 = Only 1 Tier II intervention with documented evidence of effectiveness is in use2 = Multiple Tier II interventions with documented evidence of effectiveness matched to student need2.6 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 plansTier II lesson plansDaily/weekly progress reportSchool scheduleSchool Tier II handbook0 = Tier II interventions do not promote additional instruction/ time, improved structure, or increased feedback1 = All Tier II interventions provide some but not all 3 core Tier II features= All Tier II interventions include all 3 core Tier II features2.7 Practices Matched to Student Need: A formal process is in place to select Tier II interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e .g ., culture, developmental level).Data sources used to identify interventionsSchool policyTier II handbookNeeds assessmentTargeted Interventions Reference Guide0 = No process in place1 = Process for selecting Tier II interventions does not include documentation that interventions are matched to student need2 = Formal process in place to select practices that match student need and have contextual fit (e .g., developmentally and culturally appropriate)2.8 Access to Tier I Supports : Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II supports have access to, and are included in, Tier I supports.Universal lesson plans and teaching scheduleTier II lesson plansAcknowledgement systemStudent of the month documentationFamily communication0 = No evidence that students receiving Tier II interventions have access to Tier I supports1 = Tier II supports are not explicitly linked to Tier I supports and/or students receiving Tier II interventions have some, but not full access to Tier I supports2 = Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II interventions have full access to all Tier I supports2.9 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 calendarStaff handbookLesson plans for teacher trainingsSchool policy0 = No process for teaching staff in place1 = Professional development and orientation process is informal2 = 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 progress2.10 Level of Use: Team follows written process to track proportion of students participating in Tier II supports, and access is proportionate.Tier II enrollment dataTier II team meeting minutesProgress monitoring tool0 = Team does not track number of students responding to Tier II interventions1 = Team defines criteria for responding to each Tier II intervention and tracks students, but fewer than 5% of students are enrolled2 = Team defines criteria and tracks proportion, with at least 5% of students receiving Tier II supports2.11 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 ToolDaily/Weekly Progress Report sheetsFamily communication0 = Student data not monitored1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support2 = Student data (% of students being successful) monitored and used at least monthly, with data decision rules established to alter (e.g., intensify or fade) support, and shared with stakeholders2.12 Fidelity Data: Tier II team has a protocol for ongoing review of fidelity for each Tier II practice.Tier II coordinator trainingDistrict technical assistanceFidelity probes taken monthly by a Tier II team member0 = Fidelity data are not collected for any practice1 = Fidelity data (e.g., direct, self? report) collected for some but not all Tier II interventions2 = Periodic, direct assessments of fidelity collected by Tier II team for an Tier II interventions2.13 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 ongoing support to implementers; and evaluations are shared with staff and district leadership.Staff and student surveysTier II handbookFidelity toolsSchool policyStudent outcomesDistrict reports0 = No data-based evaluation takes place1 = Evaluation conducted, but outcomes not used to shape the Tier II process2 = Evaluation conducted at least annually, and outcomes shared with staff and district leadership, plus clear alterations in process proposed based on evaluation ................
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