Agenda 830 12pm Welcome Big Picture Review of MTSS Tier 2 Conversations Guest Presentations Lake Forest North Elementary Gallaher Elementary Tiered Fidelity Inventory Team Intervention ID: 710081
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Slide1
Welcome to Tier 2 NetworkingSlide2
Agenda8:30 – 12pm
Welcome Big Picture Review of MTSS
Tier 2 Conversations Guest PresentationsLake Forest North ElementaryGallaher ElementaryTiered Fidelity Inventory
Team
Intervention
Evaluation Team Time and Action PlanningSlide3
The Big Picture:
A Brief ReviewSlide4
Tier 3/Tertiary Interventions 1-5%
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions 5-15%
Some students (at-risk)
High efficiencyRapid responseSmall group interventions Some individualizing
5-15% Tier 2/Secondary InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing
Tier 1/Universal Interventions 80-90%All studentsPreventive, proactive
80-90% Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactive
School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htmSlide5
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out (CICO)
Brief Functional Behavior
Assessment/Behavior
Intervention
Planning (FBA/BIP)
Complex
FBA/BIP
ODRs, Credits, Attendance, Grades, etc.
Daily Progress Report (DPR)
Continuum of Groups
Tier 2/Secondary Tier 3/Tertiary
Intervention
Assessment
Classroom Management
Observations
and ABC Analysis
Interviews
, Questionnaires,
Behavior Rating Scale, etc
.
Positive Behavior Support as Your MTSSSlide6
REMEMBER
Tiers 2 gives students a higher dosage of what we already do at Tier 1.
TeachPromptReinforceMonitorCommunicate Slide7
Percentage
Activity
What is your total building population
?
What
would
15
% of your building population be? What would
5
% be? Consider these 2 numbers as range of students who should be receiving Tier 2 interventions.What would 5% of your building population be? What would
1% be?Consider these 2 numbers as range of students who should be receiving Tier 3 interventions. Creating your Expected TriangleSlide8
Percentage
Activity
Looking at your DDRT, is your SW program working as intended? (80% are responding)
Do you have roughly the expected percentages of students in tier 2 and 3?
Consider next steps needed based on your data.
Do you have tier 1 needs?
What supports are needed for your next steps?
Compare with
A
ctual Triangle
Tier 2 System Conversation Slide9
Tier 2
Team(s)
Plans SW & Class-wide supports
Uses Process data; determines overall intervention effectiveness
School-wide
Team
Universal Support through SW
Program
FBA/
BSP
PTR
Person Centered Planning
Identifies
targeted student needs, selects relevant interventions; implements
&
evaluates interventions’
use
Tier 3
Team
Teams Lead the Systems within a MTSS
Relationship-Building Interventions
Skill-Building InterventionsSlide10
Ideally, the skills being taught in intervention groups should be a re-boost of the skills already learned at
Tier 1Slide11
An effective MTSS is a coordinated system.
Tier 2
Tier 1
Tier 3
“PBS” is a MTSS Framework
SW Expectations Reference Within Interventions
Shared Membership Among Teams
Between-Team Referrals are
On-Going and Data-BasedSlide12
Tier 2
Team(s)
Identifies
targeted student needs, selects relevant interventions; implements
&
evaluates interventions’
use
Teams Lead the Systems within a MTSS
System Conversations
Uses
p
rocess data; evaluates overall effectiveness; does NOT involve discussion of individual students
Problem Solving ConversationsMatches students to interventions and monitors progress, making adjustments as needed
Systems
Problem-SolvingSlide13
Fixsen
,
Blase, Horner, &
Sugai
(2008)
To scale up
interventions
we must first scale up
implementation capacity
Building
implementation capacity is essential to maximizing the use of Positive Behavior Support and other innovations
Adapted from the Illinois PBIS Network Systems Development is KEYSlide14
“When a school implements an intervention without careful consideration of the systems features necessary to guide implementation, the intervention is likely to disappear quickly, be implemented with poor fidelity, or becomes part of a hodgepodge of interventions, none of which have documented effects.”
Anderson & Borgmeier 2010Slide15
Examining
& addressing gaps in available Tier 2 interventions
Identifying interventions for implementation and that need refinement *
Determining percent
of students successful in group
interventions*
Identifying students for problem solving
conversations
*
* Data will guide yours systems team in these activities.Tier 2 System Conversation
Outcomes
SystemsSlide16
Team Operating Procedures (Logistics)
Monthly meeting schedule
Agenda, minutes, and use of meeting rolesSystem Set up Activities
Develop process for identifying students for Tier 2 support
Request for assistance
Forms & data rules
Staffing
Identification of coordinators & facilitators of existing interventions
Identification of coordinators & facilitators of new
interventionsYour InterventionsRelationship- and Skill-BuildingCommunication:With staff, student, familiesOngoing MonitoringDevelop system to monitor overall intervention effectiveness
Tier 2 System Conversation Logistics, Set Up and Monitoring
SystemsSlide17
SWPBIS Tiered Fidelity Inventory
www.pbis.org/Common/Cms/files/pbisresources/2015_10_7_SWPBIS_Tiered_Fidelity_Inventory.pdf
Self-Assessment Tool
External coach/evaluator can help you to complete the tool
Tiers 1, 2, 3
30-60 min per tier
Facilitates action planning
Online portal to data summaries
Total Score
Subscale Scores
GraphsSlide18Slide19
Phase Recognition
Phase I
- Developing a SWPBS System
Phase II
- Establishing an Advanced SWPBS System
Phase III-
Developing a Tier 2 Problem Solving Team with Tier 2 Interventions
Phase IV-
Developing a Strong Tier 2 SystemSlide20
Phase III
Developing
a Tier 2 Problem Solving Team with Tier 2 Interventions
District
School
Appoquinimink
Townsend Elementary
Cape
Henlopen
Milton Elementary
Cape HenlopenShields ElementaryLake ForestNorth ElementaryMilfordRoss ElementaryRed ClayStanton MiddleSlide21
Phase IV
Developing
a
Strong Tier
2
System
District
School
Appoquinimink
Brick Mill Elementary
ChristinaGallaher ElementaryRed ClayMarbrook ElementaryAppoquiniminkBrick Mill ElementaryChristinaGallaher ElementaryRed ClayMarbrook ElementarySlide22
Application distribution: typically January/February
Application includes: end of the year program reflectionRecognition
reflects: CURRENT year effortSchools maintaining or advancing levels:
should apply yearly
Application Completion:
should be a team effort
Pre-Application Support: utilize your district coach or the DE-PBS Project for support
Application
review: May
Applying for RecognitionSlide23
LAKE FOREST NORTH ELEMENTARY
SCHOOLGALLAHER ELEMENTARY SCHOOLPhase Recognition
Recipient Presentations
Thank you!Slide24
Tier 2 Sections:
Teams
Interventions
EvaluationSlide25
TeamsSlide26
Team Meeting Structure
Elementary Example
Team Leaders organize ahead of time:All data
Meeting agenda
Cumulative chart (tracker with dates, intervention type and designated staff)
Monthly meeting combines Tier 1 and 2
Small # of studentsSlide27
Screening Process
M
inimum
of
two
data sources to accurately identify students with
Externalizing and/or internalizing social
, emotional or behavioral risk
factors
Request for AssistanceExisting School DataDoes the student data meet our decision rule?
Universal ScreeningWhat other sources of data do we need?Team Collects and Reviews DataSlide28
TEAMS AND TEACHERS ARE
CRITICAL
FOR SUCCESS!
A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building
(Lewis, 2009)
.Slide29
TFI Section 1: Teams
2.1
Team Composition
2.2 Team
Operating Procedures
2.3 Screening
2.4 Request for AssistanceSlide30
TFI
Reflection - Teams
What is going well?
What are areas for improvement?
Specific next steps?Slide31
InterventionsSlide32
10 Critical Features of Tier 2 Interventions
Intervention linked directly to
school wide expectations and/or academic goals.Intervention
can be modified
based on assessment and/or
outcome data
Intervention includes
structured prompts
for what to do in relevant situations
.Slide33
10 Critical Features of Tier 2 Interventions
Intervention
results in students receiving positive and corrective feedback from staff (with emphasis on positive).
Intervention includes a
school-home communication
exchange system at least weekly.
Orientation process
and introduction to materials is provided
for students
as they begin the interventionOrientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information
shared with staff.Slide34
10 Critical Features of Tier 2 Interventions
Systematic
attention to generalization
and fading of supports.
Intervention
continuously available
for student participation.
Intervention is implemented
within a few school days
of determining the student is in need of the intervention.Slide35
For students:
whose behavior is a function of seeking adult attentionwho “can do” appropriate
behavior but typically “don’t do”Goal: to provide greater reinforcement for desired behaviors than is currently provided for undesired
behavior
Relationship-Building
Interventions
How is academic success being addressed?
If the student does not experience the interactions as positive and supportive, the intervention will not work
!Slide36
Skill-Building
Interventions
Key features of successful relationship-building Interventions:
Ongoing mentor training with structured activities
Clear expectations regarding contact frequency
Involvement of parents by communicating student goals (DuBois et al, 2002; cited in Hawken et al.)
How is academic success being addressed?Slide37
Your Tier 2 Interventions
Decision Rules:
Intervention Name
Contact Name
Type
(S/R)
In
On
OutSlide38
What has been 1
successful intervention?Slide39
TFI Section 2: Interventions
2.5 Options for Tier II
Interventions
2.6 Tier II Critical Features
2.7 Practice Matched to
Student Need
2.8 Access to Tier 1
Supports2.9 Professional DevelopmentSlide40
TFI
Reflection – Interventions
What is going well?
What are areas for improvement?
Specific next steps?Slide41
Interventions are
efficient
Continuously available so students can receive support quickly (within 2-3
days
optimally)
Minimal time
commitment required
from classroom teachers
Required skill sets needed by teachers
easily learned
Aligned with school-wide expectationsEmphasis on intervention designed to support multiple students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.)Consistently implemented with most students, there can be some flexibility if needed (“Tier 2 plus”)Intervention selected matched to function of student behavior
Systems
Problem-Solving
7 Big Ideas
about InterventionsSlide42
In order for time in intervention to be meaningful, you need to identify:
GoalsPlan how you are going to teaching the goalsDetermine o
utcome measures for successProgress Monitor
Overall…Slide43
Data Tracking and EvaluationSlide44
Individual PROBLEM-SOLVING
Discussions
Discussing
individual students
identified for supports
Review request for assistance from staff & home
Review
students identified via school-wide student outcome data
Matching students to existing interventions (examine function of behavior)Individual Success Monitoring Identify need for increased supportsIdentify readiness for decreased supports
Identify readiness for graduating from intervention
Problem-SolvingSlide45
Per intervention determine:
Types of student progress data used Rules of effectiveness
Rules for intervention fading & transitionIdentify how student progress data will be recorded and brought to system meeting
Develop system to monitor overall intervention
effectiveness
Monitoring ON-GOING
data tracking
SystemsSlide46
Tracking Success of Targeted Interventions
Define the goal(s) of the intervention
If this intervention is successful for this group of students, what will they be doing that they are not doing now?
Make these statements as behavioral, objective, and observable as possible
Utilize a simple rating scale
5 - Student’s behavior is well above expectations
4 - Student’s behavior is above expectations
3 - Student’s behavior meets expectations
2 - Student’s behavior is below expectations
1 - Student’s behavior is well below expectations
Create a simple tracking sheet (see example)
Systems
Problem-SolvingSlide47
Tracking Success of Targeted Interventions
Example: LUNCH BUNCH
Define the goal(s) of the intervention
Students will speak to each other in a conversational tone
(”inside voice”)
Students will listen to each other
Eye contact with speaker
Remain quiet until speaker has finished
Students will take turns in games
Students will show self-management of emotions
Demonstrate calm when disappointedExpress own needs appropriately * The Lunch Bunch time should include active teaching of each of these skills (e.g., teaching “This is how we play games together.”)
Systems
Problem-SolvingSlide48
Tracking Success of Targeted Interventions
Example: LUNCH BUNCH
Week 1
Student
Inside
Voice
Listening
Taking Turns
Managing Emotions
Kirk
1331Spock5555Uhura3434Sulu245
3
Systems
Problem-Solving
5 - Student’s
behavior is well above
expectations
4 - Student’s behavior is above expectations
3 - Student’s behavior meets expectations
2 - Student’s behavior is below expectations
1 - Student’s behavior is well below expectationsSlide49
Student
Data Sharing & CollectingSlide50Slide51
Other Data Source Examples
Teacher rating scale Example: PEERS
Individualized Daily Progress Report:Example: Track increase in specific target behaviors being taughtSlide52
PEERS
Teacher Rating Scale
Skill
1
2
3
4
5
Trades information with peers (e.g. asks the other person questions, answers their own question)
Has get togethers with peers
Conversation is two way Chooses appropriate friends
Uses humor appropriately
Starts a conversation appropriately
Enters a group conversation appropriately Exits a group conversation appropriately
Has good sportsmanship Interacts with peers (e.g. talks to them, shares interests)
Handles arguments with others well
Maintains eye contact while talking with others
1 = The child almost never uses the skill2 = The child seldom uses the skill 3 = The child sometimes uses the skill
4 = The child often uses the skill.5 = The child almost always uses the skillSlide53
Daily
Progress
Report (DPR) Sample
NAME:______________________ DATE:__________________
EXPECTATIONS
1st block
2nd block
3rd block
4th block
5th block
6th block
7th block
Be Safe
2 1 0
2 1 0
2 1 0
2 1 02 1 0
2 1 0
2 1 0
Be Respectful
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be Responsible
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Total Points
Teacher Initials
Mark
will hold up a yellow card to indicate needing a break
“Individualized Student Card for Mark”
Walk to class
Keep hands to self
Bring materials
Fill out assignment notebook
Use appropriate language
Raise hand to speakSlide54
# of total students participating
= add together all students participating in a particular group intervention and record. If there are multiple groups of a given intervention, add those students together.
# of students responding = Based on pre-determined definition of response, record number of students responding to given intervention. % of students responding = Calculate the # of students responding divided by # of students responding and record.
Monitoring ON-GOING
Intervention
Tracking Tool
& Effectiveness
SystemsSlide55
Responding to intervention/progress ON:
After 4 weeks, student has earned 80% or more on Social Skills rating scaleResponding to intervention/progress OUT:
After 8 weeks, student earns 80% or more on Social Skills rating scale and no new office referrals = Graduation
Monitoring ON-GOING
Student Level – Lunch Bunch ExampleSlide56
If
less than 70%
of students are responding to any interventions,
mark
“No”
.
Systems
Monitoring ON-GOING
Intervention Tracking Tool & EffectivenessSlide57
Less than 70%:
review the fidelity of the intervention and make adjustments as needed
. If fidelity is strong, proceed to problem-solving discussion for individual students.
This is becomes a
problem-solving discussion
Problem-Solving
Systems
Monitoring ON-GOING
Intervention Tracking Tool & EffectivenessSlide58
Decision Rules:
Intervention Name
Contact Name
Type
(S/R)
In
On
Out
Refining your Tier 2 Interventions:
Make additions to your worksheet
Please use different
colored
pen or
star
your additionsSlide59
Meeting Schedules
Meeting Monthly? Biweekly?Problem-Solving C
onversation Set UpUsing meeting agenda? Norms? Cycles of Discussions?
Communication
Talking with teachers? With Student? With Family?
Monitoring (On-Going
)
Establishing
cycles?
Data-Based Decision-MakingLooking at trends (and for how long)?Individual Data TrackingUsing data tracking system(s)?
Tier 2 Problem-Solving Conversation Logistics and Set Up
Problem-SolvingSlide60
TFI Section 3: Evaluation
2.10 Level of Use
2.11 Student Performance
Data
2.12 Fidelity Data
2.13 Annual EvaluationSlide61
TFI
Reflection - Evaluation
What is going well?
What are areas for improvement?
Specific next steps?Slide62
Additional Resources for Interventions
CASEL Guides
http://www.casel.org/resources-3
/
Missouri SW PBS Tier 2 workbook:
http://pbismissouri.org/tier-2-workbook-resources
/
Milwaukee Public Schools:
http://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---
PBIS/SAIG-Curriculum.htmSlide63
Choose your own adventure…
Network with
Other Schools
Interventions
Data Tools
Overall Action Planning
Coaches Are Here for You…Slide64
Thank You
f
or attending today’s PD Session!
Please finish and submit
your PD evaluation
before leaving today!
Project staff are available to talk
if you have any additional questions.