High School Counselors Meeting March 19, 2014 Kristen McElligatt, RtI Facilitator.
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Transcript of High School Counselors Meeting March 19, 2014 Kristen McElligatt, RtI Facilitator.
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PBIS Tier 2 InterventionsHigh School Counselors MeetingMarch 19, 2014Kristen McElligatt, RtI Facilitator
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Announcements/Expectations
• Welcome• Thank You for your feedback!
• Be respectful • Cell phones off/vibrate• Leave no trace
• Be responsible• Use a CR-PBIS lens• Participate!
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Agenda• Feedback & input• 10 Critical Features of Tier 2 Interventions• PBIS Tier 2 Interventions
• CICO• SAIG
• 3 types of groups• GWIF• Mentoring• Brief FBA/BIP
• Data collection and documentation
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10 Critical Features of Tier 2 Interventions1. Intervention linked directly to
school wide expectations and/or academic goals.
2. Intervention continuously available for student participation.
3. Intervention is implemented within 3 school days of determining the student is in need of the intervention
4. Intervention can be modified based on assessment and/or outcome data
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Critical Features continued
5. Intervention includes structured prompts for what to do in relevant situations.
6. Intervention results in students receiving positive and/or corrective feedback from staff.
7. Intervention includes a school-home communication exchange system at least weekly.
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Critical Features continued
8. Orientation process and introduction to materials is provided for students as they begin the intervention
9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.
10. Opportunities to practice new skills are provided daily.
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Guiding Questions
Are your PBIS Tier 2 interventions aligned to the critical features? How do you know?
Are your PBIS systems culturally responsive? How do you know?
Are your PBIS Tier 2 group interventions effective? How do you know?
How are you documenting the integrity/fidelity of the interventions?
What data needs to be shared with all staff? How often? Why?
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What does that acronym mean?????
CICO – Check-In/Check-Out
SAIG – Social/Academic Instructional Groups
GWIF – Groups with Individual Features
FBA – Functional Behavior Assessment
BIP – Behavior Intervention Plan
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Check In, Check Out
CICO
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Resources
Book: Responding to Problem Behavior in
Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010)
DVD: The Behavior Education Program: A
Check-In, Check-Out Intervention for Students At-Risk
(Hawken, Pettersson, Mootz, & Anderson, 2005)
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What is CICO?
• First level of Tier 2 intervention• Extension of Tier 1• Same for all identified students• Large group intervention• Support for 7-12% of the school
population• High frequency positive or neutral
feedback• Low impact on staff time
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DPR &
Other Data
Morning Check-
In
Daily Teacher Evaluati
on
Afternoon
Check-Out
Home Check-
In
Students are identified based on data rules.
CICO CycleEvery 2 weeks
Coordinator reviews individual student DPR data
@ 4 weeksCoordinator determines level
of success
Responding = Continue
Not Responding = Reverse Request for Assistance
Monthly Systems Team Meeting
Coordinator reports data
Team completes tracking tool
Team makes data-based decisions
Adapted from Crone, Horner, Hawkin (2004)
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CICO Daily Cycle
1. Check-in with assigned adult upon arrival to school
• Greets student• Collects previous day’s DPR with
parent signature (optional)• Reviews School-wide expectations • Provides new Daily Progress Report • Provides materials (pencil etc.) if
needed• Provides reinforcer for check-in
(optional)(March & Horner, 1998)
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CICO Daily Cycle continued…
2. During each time period:
• Teacher provides positive/corrective behavioral feedback
• Teacher completes DPR or student completes self-monitoring DPR (teacher checks and initials card)
(March & Horner, 1998)
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3. Check-out at end of day:• Review points & goals• Reinforce student for checking-out • Receive reinforcer if goal met (optional)
• Take DPR card home (optional)
CICO Daily Cycle continued…
(March & Horner, 1998)
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4. Student gives DPR to parent (optional)
• Student receives reinforcer from parent
• Parent signs card (Students are not “punished” if their parents don’t participate.)
5. Return signed card next day – celebrate
CICO Daily Cycle continued…
(March & Horner, 1998)
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Social/Academic
Instructional Groups (SAIG)
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Social/Academic Instructional Groups
Three types of skills-building groups:
1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills
Skill groups can be facilitated by:Social WorkersCounselors PsychologistsTeachersOther staff
Use the CICO Daily Progress Report for student support
and data collection
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3 Keys to Successful SAIG
1. Build SAIG on top of a strong Tier 1 System
2. Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form
3. Collect and use data to problem solve
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Sample Documentation Form
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Choosing or Designing Group Interventions
• Choose & modify lessons from pre-packaged material based on the skill needed for the group
and/or
• Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors
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Examples of Commercial Resources for Small Groups
• Strong Teens (Grades 9-12)• Aggression Replacement Training• Skillstreaming for the Adolescent• Tough Kids Social Skills (Grades 3-7)
• Other
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Academic Behavior Skills
• Listening
• Asking for Help
• Saying Thank You
• Bringing Materials to Class
• Following Instructions
• Completing Assignments
• Contributing to Discussions
• Offering Help to an Adult
• Asking a Question
• Ignoring Distractions
• Making Corrections
• Deciding on Something to Do
• Setting a Goal
Skills from Skillstreaming
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Pro-Social Skills – Friendship
From Skill Streaming
• Introducing Yourself
• Beginning a Conversation
• Ending a Conversation
• Joining In
• Playing a Game
•Asking a Favor •Offering Help to a Classmate •Giving a Compliment •Accepting a Compliment •Suggesting an Activity •Sharing •Apologizing
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Problem-Solving Skills• Knowing Your Feelings
• Expressing Your Feelings
• Recognizing Another's Feelings
• Showing Understanding of Another's Feelings
• Expressing Concern for Another
• Dealing with Your Anger
• Dealing with Another's Anger
• Expressing Affection
• Dealing with Fear
• Rewarding Yourself
• Using Self-Control
• Asking Permission
• Responding to Teasing
• Avoiding Trouble
• Staying Out of Fights
• Problem Solving
• Accepting Consequences
• Dealing with an Accusation Skills from Skillstreaming
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Guiding Questions
What type(s) of groups are available?How are students identified for a group?What skills are taught?What curriculum, resources/materials are
used?What data is collected to determine group
effectiveness? How is it documented?What data is collected to determine
student response? How is it documented?
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Two Types of Groups with Individualized Features
o CICO with individualized featureso Mentoring
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GWIFCICO with
Individualized Features
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CICO with Individualized Features
• Adds support to general CICO• Used after general CICO has been tried
for predetermined amount of time (i.e. 4-6 weeks) and student has not met pre-determined goal set for ALL students
• Teachers choose more individualized options on the Reverse Request for Assistance form
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Reverse Request for Assistance form
• Tier 2 team designs the options for the school and communicates them to all staff
• The Reverse Request for Assistance form lists the specified options from which to choose
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CICO with Individualized Features
• Uses the same DPR as used in general CICO
• Designed to be quick and efficient
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Examples of CICO with individualized features
• Extra check in time before/after lunch with facilitator or other staff member
• Peer accompanies student to check in at beginning of the day and check out at end of the day
• Check in with supportive adult prior to a difficult class period
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GWIFMentoring
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5 Types of Mentoring(School-based or community-based)
• Traditional one-to-one mentoring• Group mentoring• Team mentoring• Peer mentoring• E-mentoring
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School-based Mentoring
• Most common form of mentoring• Matches need to happen early in
the school-year• One year commitment is the
norm• Frequent contact between
mentors & mentees
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MentoringSchool-based Mentoring
• 64% of students developed more positive attitudes towards school
• 60% improved relationships with adults• 56% improved relationships with peers• 55% were better able to express their feelings• 64% developed higher levels of self-confidence• 62% were more likely to trust their teachers• Less likely than peers to repeat a grade• Average number of unexcused absences dropped
Source: Curtis, T., & Hansen-Schwoebel, K. (1999). Big Brothers Big Sisters School-based Mentoring: Evaluation Summary of Five Pilot Programs Philadelphia: Big Brothers Big Sisters of America.
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Mentoring Resources• www.mentoring.org• www.bbbs.org (Big Brothers, Big Sisters)
• School-based mentoring study
• http://www.ncbi.nlm.nih.gov/pubmed/12002242 • meta-analysis of mentoring research
• http://www.ihrp.uic.edu/researcher/david-dubois-phd• Research & resources from University of Illinois Chicago,
David L. Dubois, Ph.D.
• http://whatworks.uwex.edu/Pages/1factsheet.html
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42
Brief Complex
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)
Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
Brief to Complex FBA/BIP: Continuum
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Data-based Decisions
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Data-based decision making
• How do you identify students for intervention?
• How do you match students to intervention?
• What data decisions are used for IN, ON, OUT?
• What documentation is necessary?
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CICO/SAIG/GWIF Database for Progress Monitoring
www.measuredeffects.com
• Group Effectiveness• Individual Response
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Data Decisions - Group
If Intervention is Effective
If Intervention is Ineffective
ContinueProblem Solve
& Modify
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Intervention Effectiveness
70% or better
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Data Decisions - Individual Student
If Intervention is Effective:
If Intervention is Ineffective:
Continue Modify
Fade (Self Monitoring)
Intensify
Discontinue/Graduate
Recycle through Problem Solving Process
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Cultural Responsiveness
PBIS
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Cultural Responsiveness
• How is your team/school addressing cultural responsiveness?
• How have you addressed CR in:• Analyzing proportionality• Teaching expectations (Behavioral
Lessons/Cool Tools)• Acknowledging student behavior• Collecting data of majors and minors• Building Relationships with students and each
other
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US Dept of Education Comprehensive Report & Resources
New Federal Guidance on School Discipline and Discrimination
http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
This resource is invaluable in helping to examine data, systems and practices to problem-solve and action plan around topics/issues related to cultural responsiveness.
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Virtuoso’s Top 10 List
1. Awareness, Knowledge & Skills re: culture impacting behavior
2. PBIS benefits all groups of students3. Culturally meaningful school-wide expectations4. Explicit definition of rules across settings5. Culturally connected lessons6. Positive adult/student relationships7. Culturally meaningful acknowledgment system8. Flowchart for managing behaviors without
cultural bias9. Culturally responsive interventions10.Culturally responsive family-school partnerships
Renae Azziz, Ed.S, NCSPVirtuoso Educational Consulting
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2012-2013 2013-2014
PBIS is WORKING in PSD 150!