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Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound Credits, ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment
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This is a presentation of the IL PBIS Network. All rights reserved.
Tier Two Systemsin High Schools
Ami Flammini, IL PBIS Network
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5% SCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Credits, ODRs,
Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tionAssessm
en
t
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport
SYST
EMS
PRACTICES
DATA
OUTCOMES
Social Competence &Academic Achievement ٭
Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm
10 Critical Features for Tier 2 Interventions
1. Linked directly to school-wide expectations and/or academic goals
2. *Continuously available for student participation
3. *Implemented within 3 school days of determination that the student should receive the intervention
4. *Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features (Cont’d.)
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. *Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features: Considerations
*Continuously available for student participation Each student’s participation should be time-limited. Ex.
After 6 weeks, either exit from intervention or progress to higher level intervention.
*Implemented within 3 school days of determination that the student should receive the intervention
Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson.
*Can be modified based on assessment/outcome data Limit modifying actual intervention for individual
students unless youth is at ‘individualized’ level of support
*All staff are informed of the details of the interventions
One Approach
• Curriculum Development• Readiness• Commitments• Training in Cohorts• Technical Assistance
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
ComplexFBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Systems Considerations
Universal is the first signThe language of high schoolsCulture of staffChange the language around buy-inLines of communicationDefine At-RiskThe moving roadblockAsk more questions
Universal
How do you know you are having the right conversation around tier 2 implementation?
The Language of High Schools
U-tube video clip re: language
Staff Culture
The role it plays in Tier 2 implementationHow will you know if staff culture is impacting
implementation?What questions will you ask?
Change the language around Staff Buy-In
Lines of communication
How do we communicate a plan? Are we telling or are we teaching?How is our team functioning?Administration
At-Risk
Determine what at-risk means in your buildingWho is the intervention designed to help?Do we have the “right” students?
The moving road-block
What to consider when the roadblock keeps moving.
What to do to help remove it.
Ask more questions
Ask more questions before problem solvingGet specificTake breaksStay at the table
