For more information, visit: conference.apbs

1. D15 - Tier II Intervention: Using a Data-Informed Decision making Progress to Guide the Use of Self-Management Practices Across Tier II Lead Presenter: Kimberly Yanek Exemplar Presenters: Carolyn Lamm & Jennifer LinthicumKey Words: Tier II, Self-management, Data-informed Decision Making

2. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit: conference.apbs.org

4. Learning Objectives • Explore the literature on self-management to develop a shared understanding • Explore how to use data-informed decision making to guide the use of self-management practices across Tier II supports • Learn about one district’s efforts to apply these strategies as part of their approach to Tier II

6. Explore the literature on self-management to develop a shared understanding

7. Self-management Effectively manage stress, control impulses, and motivate yourself to set and achieve goals

8. At the core… • Self-management includes self-monitoring (observing one’s own behavior & recording data More comprehensive approach may include… • Prompting, adult performance feedback, evaluation of performance/accuracy, reinforcement, problem solving, graphing Wide variation in the structure of self-management interventions (Briesch, Daniels, & Beneville, 2019)

9. Research on Impact • Recent meta-analysis, 89% of studies (n=56)resulted in moderate to strong effect sizes across intervention configurations (Briesch, Daniels, & Beneville, 2019)

10. Social Emotional & Behavioral & Academic Competence OUTCOMES Outcome data (social behavior, academic achievement, Progress Monitoring, Fidelity) SYSTEMS DATA What we do to support adults to implement the practices PRACTICES What we do to support students

11. Possible Data-Informed Routines • Are 70% of students responding to CICO? • If no, problem solve around systems to support adults and students. See Guiding Questions and Sample System Solutions below.

12. Possible Data-Informed Routines • If yes, use a precision statement or some other summary format (prepared in advance of a team meeting) by coordinator/data analyst) to identify groups of students to: • To continue as is • To intensify/modify supports (those we are not being responsive to) • To plan for fading/graduation

13. Sample Precision Statement: 30 students are being supported through CICO. 70% are responding (21 students), 16 students are making progress (upward trend) and we will continue to progress monitor until goal is met (80% points earned over 4 consecutive weeks), 5 students have met their goal (80% points earned over 4 consecutive weeks), and 9 students are not responding.

14. Explore how to use data-informed decision making to guide the use of self-management practices across Tier II supportsLearn about one district’s efforts to apply these strategies as part of their approach to Tier II

15. CICO and Tiered Support for Self-management • Caution: Don’t “jump” to more advanced tier interventions when lower level interventions may do the job! • When we want students to improve in self-management, it is tempting to jump up to Tier III intensive and individualized interventions • First, help your schools and classroom teachers learn to invest in meaningful foundation work and lower-level interventions and supports

16. Predictable Problems in Self-Management • Students forget to use the Tier I procedures and miss the self-correct cues teachers give. • Students get distracted and wait for adult to get them back on-task. • Students have difficulty managing minor problems with peers which results in teachers having to step in • Students experience frustration or set-back in task and don’t use coping strategies to “bounce-back” and re-focus on task. • Students have difficulties working with peers (e.g. problems with each contributing a fair amount of participation/work production, disagreeing with respect). • Lay the groundwork at Tier I through explicit instruction of skills, and by providing routines and procedures

17. Provide Instruction for All in Self Awarenessand Self-Management Strategies • Identify emotions • Identify Challenges • Identify Coping Strategies • Problem-solving • Conflict resolution • Provide Many Practice Opportunities

18. I am getting frustrated . . . Directly teach skills to ALL Self-regulation and Emotional Control Identify Your Challenge Situations

19. Provide Tier I Routines and Procedures to address common self-management challenges.CICO can connect to these

20. Examples of Preventive Tier I Skills and Routineswhich can be strengthened with CICO Note: CICO can be used to help a student focus on the skills and self-management procedures and be more intentional in following through with matching their actions to the expectations and procedures which have been taught to all students Procedures and Strategies for: • 1. Getting “Back on Track” when distracted during independent work, and doing your “Best Work” instead of “good enough”. • 2. Handling interpersonal disagreements when working with peers • 3. Managing frustration, anxiety, or other stress while performing in an activity or situation the student finds challenging TIP: Create Tier I Anchor Charts and Visual Flow Charts which can be used as prompts, precorrections, feedback coaching, and redirects for students participating in CICO

21. Normalize On-going Work on Self-management Skills • These self-management skills (expectation behaviors) are best taught by explicit instruction • Self-report – how many times did I use a self-calming strategy today? • How did it work for you today when we used the “grounding” strategy • Define & PRACTICE Skills for Common Self-management Challenges

22. Teach ALL Students to Set Goals, Reflect, and Monitor Their Own Progress • Make personal goal-setting, monitoring and REFLECTION a regular & frequent activity (academic, emotional, social) • Help students develop a habit of revisiting and adjusting their goals often as they monitor progress • “Am I meeting my goals?” • “What do I need to work on next” • “How do I want to grow?” TIP: Regular practice for students in taking data and reflecting on it to set goals paves the way for students to feel ownership of goals and get the most out of CICO

23. Who Needs TierII TARGETED Support?Which students are not responding to Tier One instruction for performing expectations in the class?Use Teacher Data and Student DataThis data will inform CICO goals if you need to modify CICO support

24. Check-In Daily Progress Report NAME:______________________ DATE:__________________ Teachers, please indicate for student’s demonstration of goals below : YES=2, Room to Improve =1, Not Yet=0, . School Staff Coach Signature: ____________________________________ Date: ____________ Parent Signature: _______________________________________________ Date: ____________ Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

25. Getting Specific with Expectations • Explicit Instruction – Connect at Tier I: Spell out details of what expectations “look like” and “sound like”. Provide Prompts, How-to Flow Charts • Tier II: ADD additional prompting and guided practice of explicit instruction/strategies which have been taught to all (universal Tier I). ADD Targeted Group Instruction to strengthen skills. • TIP: Don’t LEAP too quickly when a student struggles. Analyze the CICO data to learn more about the student’s challenges. What does the CICO graph data tell us? Is there a subject, a time of day, a teacher, a location, where the student struggles. Resist the urge to LEAP to individualized plans. It is wiser to explore what can be addressed once patterns are detected. Invest in targeted skill instruction and coaching which clarifies expectations at Tier II. • Tier III: If you are providing individualized instruction, rehearsal, and reinforcement of skills tailored for particular student, then the intervention(s) serve as an “individualized” CICO, rather than the generic basic version.

26. Check-In Daily Progress Report NAME:______________________ DATE:__________________ Teachers, please indicate for student’s demonstration of goals below : YES=2, Room to Improve =1, Not Yet=0, . Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

27. Check-In Daily Progress Report NAME:______________________ DATE:__________________ Teachers, please indicate for student’s demonstration of goals below : YES=2, Room to Improve =1, Not Yet=0, . Tier 2 : Skill Strengthening Same Goals as Class- CICO Adds More prompts, pre-corrects, feedback Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

28. Check-In Daily Progress Report NAME:______________________ DATE:__________________ Teachers, please indicate for student’s demonstration of goals below : YES=2, Room to Improve =1, Not Yet=0, . Tier 2 : Skill Strengthening May also add Targeted Instruction (SAIG) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

29. Check-In Daily Progress Report NAME:______________________ DATE:__________________ Teachers, please indicate for student’s demonstration of goals below : YES=2, Room to Improve =1, Not Yet=0, . Tier 3 : With INDIVIDUALIZED Instruction & Goals Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

30. Transitioning to Student Self-Rating

31. Data-Driven Problem-solving • Identifying needs • Decision Rules • Best Fit: Once we have a clearer understanding of the concerns, we can turn to our Resource Map to find interventions that make a good match. • Building the Continuum: We will continue to strengthen our bank of evidence-based interventions to fill in any gaps we discover.

32. PBIS Tiered Interventions Data Review

33. Taylor Middle School • Process for identifying students at-risk for behavioral/emotional concerns • Data Dashboard (Behavior & Academics) • SWIS (FAR & Referrals) • Teacher Referrals; Pre-referral Forms & Progress Monitoring • Counselor Tracking • Attendance • Criteria for identifying students who may be considered for behavioral supports and interventions before Tier 2/3 teams discuss

34. 3-Tiered System of Support Necessary Conversations (Teams) Tier 3/Tertiary Systems Team Targeted/ Tier 2 Team Tier 1 Team Is core instruction sufficient and is it improving? SW analysis Uses systems data/determines overall intervention effectiveness Problem solving to determine or refine intervention match Problem solving to determine or refine intervention match Uses systems data/determines overall intervention effectiveness Diagnostic review Brief FBA/BIP Grade/Content Teams CICO We taught it! Did they get it? Complex FBA/BIP Academic Intervention Plan CICO-M Academic Intervention WRAPRENEW

35. Data Dashboard

36. SWIS

37. Pre-referral & Teacher Referrals

38. Counselor Tracking

39. Attendance

40. Taylor Middle School • How the team operates and functions • Process once identified for Tier 2/3 supports and interventions; criteria and decision making • Academic (Reading & Math) • Behavior • Attendance • How family members are engaged in the process • Planning and Processes/Follow-Up

41. Criteria - Academic (Reading and Math) 0=passed, 1=not passed, 2=did not take SOL or low STAR score Reading then used DIEBLS to group; filtered out data and got at-risk groups needing remediation

42. Criteria - Behavior

43. Criteria - Attendance

44. Decision Making – Flow Charts

45. Decision Making – Resource Map

47. Check in-Check outOur protocols • Weekly reports sent to mentors to share with students & parents through weekly e-mails • Overall and Individual graphs shared to help students be successful • Updated training every year • All online, middle schoolers…

48. Taylor Middle School • Modifying Tier 2 interventions • Student Examples • Tier 3 Team and Processes • Students with IEPs • Student Examples • Students without IEPs • Student Examples

49. CICO-Modified

50. Modifying Tier 2 to Tier 3 Interventions