After attending many PBIS meetings district-wide I've noticed so many great things happening in our schools! PBIS teams are working diligently to provide Universal Tier 1 instruction to all students. This time of year I notice many buildings working on behavior expectation boosts and focusing in on some of their identified problem areas after analyzing data! This is a great opportunity to revisit your building or school wide behavior expectations and continue teaching students those expectations as we're entering the heart of the school year. During my time in PBIS meetings I've also observed that sometimes building teams get held up or experience some confusion when it comes to Tier 2 interventions. Here are some helpful hints related to Tier 2 implementation: *A student who is identified as needing supplemental instruction (Tier 2) still has access to all Tier 1 (universal instruction components). Tier 2 is layered on top of Tier 1. The same layering idea is applied to Tier 3 supports. *Remember that Tier 2 interventions are NOT individualized. Tier 2 interventions are intended to be standardized and efficient. For this reason the CICO form should not be individualized for each student. The CICO should, however, be directly tied to your building behavior expectations. *Your building should have established IN and OUT criteria for each intervention. If you notice that your IN criteria is not identifying students that have potential needs then your team may need to take a look and modify your building IN criteria. Often the "internalizing" behaviors go unnoticed so something to be mindful of. Typically 5-15% of students in your building could be identified as needing Tier 2 supports. *There is a specific process in place for identifying students for Tier 2 interventions (Request for Assistance, Teacher/PLC recommendation, In/On/Out criteria defined). Make sure to follow the process that has been established in your building. Check In Check Out (CICO) *For a student who is on Check in Check Out (CICO) the intervention is NOT the sheet. The intervention is the feedback the student should be receiving numerous times a day. Teachers and staff should be reminded to take the opportunity to explicitly refer to the building behavior expectations in their brief conversations. Simply circling a number on the Daily Progress Report (DPR) is not providing an intervention as it does not tell the student what they are doing well or need to work on. CICO is the lowest level Tier 2 intervention and should be used first when a student is identified as needing additional support beyond Universal or Tier 1. *A typical CICO cycle is 6 weeks, however some buildings do a 4 or 8 week assessment. Consistency is key, so once a decision is made on how long the intervention will last in your building, make sure to stick with it. If a student is not responding then the Tier 2 team should meet to see what the next steps are. If a student is responding the team should also meet. Should the student be faded? Does a student need to have a CICO with modified features? All of these are team decisions. Social Academic Instructional Groups (SAIG) *Social Academic Instructional Groups (SAIG) provide great opportunities for explicit skill instruction for students who do not respond to a low level Tier 2 intervention (CICO). Perhaps students need additional teaching and practicing of a skill. When students do not respond to CICO you may try a CICO with modified features, but perhaps SAIG is the best option. *There are three types of SAIG: Academic/Classroom Survival Skills, Problem Solving/Emotional Management, and Pro-Social/Friendship skills. *SAIG lessons follow a very specific protocol. Teach, Model, Practice/Role-Play, Apply, Reinforce. *The DPR should be adjusted to reflect the goal of the SAIG (specific skills taught - academic behavior, emotional management, or pro-social). Students do not need this DPR in addition to a CICO sheet. A student's DPR acts as a CICO and is identifying students' application of SAIG skills learned. Again, the emphasis is on the conversation centered around the students' application of specific skills learned. *Where do you find the SAIG materials/lessons? Milwaukee Public Schools has really great resources for the Academic and Problem Solving SAIG. Each school counselor received a SAIG binder with these materials. They may also be found here: http://mps.milwaukee.k12.wi.us/en/Families/Family-Services/Intervention---PBIS/SAIG-Curriculum.htm *Skillstreaming is a great resource for the Pro-Social SAIG. If your school does not have the SkillStreaming curriculum please contact me and I will make sure to send it your way. *SAIG should last approximately 6-8 weeks. The Tier 2 team will then analyze, based on data from the DPR, if the student successfully responded to the SAIG or not. If a student does respond they could be faded back to a CICO. If a student does not respond then they may need additional Tier 2 interventions. Each student is assessed individually to determine next steps. *SAIG lessons are stand alone lessons. Students move into the group as they are identified as needing this Tier 2 intervention. Groups typically meet once per week for approximately 30 minutes. *SAIG do not have to be run by a school counselor. Although counselors play a critical role in developing and running the SAIG, you may eventually consider having these groups be facilitated be staff other than clinicians! These groups are to develop social skills and are not therapeutic or diagnostic in nature. Perhaps a clinician leads the first round and then models it for another staff member to lead. Other school personnel who are trained and follow the SAIG guidelines can run these groups. This could be other support staff (SFA, SAM, etc), teachers, or other staff members. Anyone leading a SAIG should run the lesson consistent to the guidelines so each student has access to the same intervention if they are in a SAIG. Tier 2 Team Details *Tier 2 team should meet at least monthly; many buildings have Tier 2 meetings weekly. Some buildings refer to their Tier 2/Tier 3 meeting as an SST meeting. The meeting should be centered around analyzing what students are responding to the interventions and what to do if they are not. The meetings should be more about the system and process than about lengthy conversations about individual students. The goal of the team discussion is to analyze if the intervention is working. If it is, what's the plan? If it is not, what's the plan? This should be easy to determine if the system and process is strong in the building. *Our goal is for at least 70% of students in Tier 2 interventions to be responding positively to the intervention. If that is not the case then the system and process should be analyzed for implementation fidelity. *Communication is key! Just as the PBIS Tier 1 team communicates with the building staff, parents, community and other stakeholders, this is also important for the Tier 2 team to consider! Parental consent should be received for a student receiving a Tier 2 intervention. Consider creating materials to be distributed at the beginning of the year, conferences, on your school website, etc. Additionally, make sure there is a consistent plan for professional development/communication for all building staff members. It is essential teachers and staff are aware of the components of Tier 2. Questions?For additional questions related to Tier 2 interventions please contact me at: [email protected]
Don't forget to showcase all of the amazing work you're doing on social media using our district PBIS hashtags: #ICpositivity and #ICCSDPBIS Keep up the awesome work! Our students are so lucky to have you as their champions!
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AuthorAllison Freitag, Archives
February 2019
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