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Sheri Luecking, Midwest PBIS Network sheri.luecking@midwestpbis

D14 Tier II Intervention: Introduction to Social Skills Instructional Groups at the High School Level Key words: Teams, Tier II, High School. Sheri Luecking, Midwest PBIS Network sheri.luecking@midwestpbis.org Cynthia Ruich , Marana Public Schools C.T.Ruich@maranausd.org

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Sheri Luecking, Midwest PBIS Network sheri.luecking@midwestpbis

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  1. D14 Tier II Intervention: Introduction to Social Skills Instructional Groups at the High School LevelKey words: Teams, Tier II, High School Sheri Luecking, Midwest PBIS Network sheri.luecking@midwestpbis.org Cynthia Ruich, Marana Public Schools C.T.Ruich@maranausd.org Bruce Hesse, Marana Public Schools B.Z.Hesse@maranausd.org

  2. Maximizing Your Session Participation • When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

  3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

  4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities • Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities • Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements • Leadership Team Action Planning Worksheet

  5. WHERE ARE WE IN THE TRIANGLE? Academic Systems Behavioral Systems • Tier III/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier III/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15 Tier II/Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier II/Targeted Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier I/Universal Interventions 80-90% • All students • Preventive, proactive • 80- 90% Tier I/Universal Interventions • All settings, all students • Preventive, proactive

  6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Multi-Tiered Framework ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings • Students • Staff • Parents • Families ~80% of Students (USDOE OSEP PBIS TA Center, 2010)

  7. Tier 2 Systems Team - Tier 2 Coach- Tier 1 Coach- Administrative Representative- CICO Coordinator- Social Academic Instructional Groups- Academic Seminar Coordinator- Community Voice Representative- Student Voice Representative- Family Voice Representative- Etc. Make sure Social Academic Instructional Groups (SAIG)s has a seat at the table.

  8. Understanding Types of GroupsMonitor Data, Select Practice, Install Systems Basic Complex REMEMBER to Consider: structure, skills taught, staff skills, location, and frequency Matched to student need with instructional focus, skilled staff (i.e. group dynamics, content, behavior science, clinical) • Behavior– Core Curriculum taught by teacher daily to all • Small group taught inside classroom weekly by teacher or support teacher • Self-management cards for some students • Pro-Social Skills-Core SEL curriculum • Taught by range of staff with teaching background • Outside of the Classroom • 2/week • Coping Power • Taught by Staff with advanced technical skills • Outside of the Classroom • Daily • Coping Skills- pulled from SEL curriculum • Add emotional regulation feature • Taught by staff with technical skills • Inside of the Classroom • 2/week

  9. Three types of skill-building groups: (vs. therapeutic) 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills 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. Best if involves use of Daily Progress Report (generalize) Rolling enrollment- students can enter at any time (and ideally within 3 days of identification) Social Academic Instructional Groups

  10. “Social & Academic Instructional Groups”(sample academic skills group) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Walk to classKeep hands to self Use appropriate languageRaise hand to speak Bring materials Fill out assignment notebook

  11. Curriculum Considerations • Create your own curriculum using your Tier 1 social/emotional curriculum • Either your previously developed Behavioral Lesson Plans (Cool Tools) or another evidence-based curriculum (i.e. Second Step) • A “re-teaching” or higher dose of what is being given at Tier 1 • Use a ready-made curriculum and pull out lessons based on what your data tells you your youth need • Second Step • Skill Streaming • Coping Cat • Etc. • Connect back to Expectations at Tier 1

  12. Marana Unified School District’s Journey • Early 2000 a few elementary schools were awarded a Links grant to implement PBS • 2004 PBISAz introduced to MMS and MHS as ABI through a grant • 2006 District team created • Safe & Supportive Schools (S3) grant was awarded to both high schools in 2010 which has PBIS components • Elementary Secondary School Counseling (ESSC) grant awarded to 3 elementary schools 2010 which has PBIS components • School Climate Transformation Grant (SCTG) awarded to district in 2014

  13. WHO WE ARE STAFF : 1639 TEACHERS 734 SUPPORT 771 OTHER CERTIFIED 134

  14. STUDENTS : 12,355 FREE & REDUCED 47% White :54% Hispanic :37% Multiple :4% Asian/Black* :2% American Indian : 1% Pacific Islander:<1%

  15. Mountain View High School Level of Support 15%=273 5%=91 Students 1824 Staff 324

  16. Why BRUCE? • 2016-2017 • # of Students in SAP groups=256 • # of RENEWS=4 • # of students receiving Crisis Intervention=222 • # of students referred to Marana Health Center=13 • 2017-2018 • # of Students in SAP groups=190 • # of RENEWS=2 • # of students receiving Crisis Intervention=83 • #of students referred to Marana Health Center= 9

  17. HELPING KIDS MAKE SENSE OF LIFE @THE PLACE BRUCE HESSE INTERVENTION COUNSELOR

  18. A DIFFERENT APPROACH TO INTERVENTION STUDY SKILLS STUDENT SUPPORT GROUPS STUDENT SUCCESS PLANS

  19. STUDY SKILLS PROGRAM REDUCE THE FAILURE RATE OF FRESHMEN MET FAILING KIDS COMING UP FROM THE MIDDLE SCHOOL EXPLAINED THE PROGRAM, GAVE THEM AN OVERVIEW

  20. INVOLVING PARENTS & THE KIDS LETTER AND PERSONAL PHONE CALLTO PARENTS PRIOR TO SCHOOL STARTING EACH STUDENT WAS PLACED IN A GROUP BY THE END OF WEEK 1 MET 1X WEEKLY - LESSONS AND THEN WEEKLY CHECKS

  21. BECOMING A SUCCESSFUL STUDENT BE ON TIME BE ORGANIZED BE ON TASK IN CLASS STUDYING PROCESS TURN WORK IN ON TIME ASK FOR HELP

  22. TIPS, TRICKS, HINTS & SUGGESTIONS WHO IS IN CHARGE OF YOUR EDUCATION? WHAT ARE YOU WILLING TO DO DIFFERENTLY? INSTILL A SENSE OF RESPONSIBILITY

  23. VISUALS TIME ACCOUNTING FORK IN THE ROAD RECIPE ATHLETICS/BAND/DRAMA BEANS AND BALLS

  24. GRADE CHECK KIDS DO THEIR OWN GRADE CHECKS NOT JUST PERCENTAGES MISSING WORK LOW QUIZ AND TEST SCORES OTHER TEACHER COMMENTS

  25. RESULTS AT THE OUTSET, IDENTIFIED 32 WHO HAD FAILED 2 OR MORE CORE CLASSES, ADDED 8 MORE AT SECOND SEMESTER 26 COMPLETED THE PROGRAM 13 WITHDREW OR TRANSFERRED, ONE PARENT OPTED OUT

  26. FIRST SEMESTER RESULTS(COMPARING 2ND SEMESTER OF MS WITH 1ST SEMESTER OF HS) OF THE 22 IN THE PROGRAM AT THIS POINT, 19 (86%) DID BETTER 4 DIDN’T FAIL ANY CORE CLASSES, 16 FAILED LESS CORE CLASSES (COMPARED TO MIDDLE SCHOOL) 2 FAILED MORE CORE CLASSES AND 1 MADE NO IMPROVEMENT

  27. SECOND SEMESTER RESULTS (COMPARING 1ST AND 2ND SEMESTER GRADES) 8 FAILED LESS CORE CLASSES, 3 DIDN’T FAIL ANY CORE CLASSES, 1 PASSED ALL CLASSES (31%) 10 STAYED THE SAME – FAILING THE SAME NUMBER OF CORE CLASSES (38%) – BUT NONETHELESS IMPROVED OVER THE YEAR 8 FAILED MORE CORE CLASSES (31%) ALL IN ALL, 16 IMPROVED OVER THE YEAR (69%)

  28. FALL 2018 – 4 WEEKS IN… IDENTIFIED 41 INCOMING FRESHMEN WHO MET SS PROGRAM CRITERIA ENROLLED THEM IN THE STUDY SKILLS PROGRAM AT THIS POINT, 9 DIDN’T FAIL ANY CLASSES, 6 DIDN’T FAIL ANY CORE CLASSES AND 16 FAILED ONLY ONE CORE CLASS – A 76% IMPROVEMENT RATE!

  29. OBSERVATIONS SOME DID BETTER 1ST SEMESTER BUT FELL OFF 2ND SEMESTER; THEY COULDN’T MAINTAIN ALL YEAR LONG SOME GOT TO THE POINT THEY WERE CONTENT TO FAIL DESPITE THE INTERVENTIONS INTERVENTION MADE A DIFFERENCE FOR MOST!

  30. EXIT SURVEYS KIDS RATED THE PROGRAM 3.5 ON A 5.0 SCALE ALL LEARNED SOMETHING THEY COULD ARTICULATE MOST WOULD RECOMMEND THE PROGRAM TO OTHERS

  31. STUDENT SUPPORT GROUPS GROUPS OFFERED EACH QUARTER KIDS SELF-SELECT OR ARE REFERED GROUPS ARE CO-FACILITATED BY DISTRICT SOCIAL WORKERS

  32. GROUP PROCESS PURPOSE AND GUIDELINES HIGHS AND LOWS LESSON PER CURRICULUM – VERY INTERACTIVE ATTENDANCE CONFIDENTIALITY

  33. GROUPS LGBTQ MOTIVATION SELF-CARE SELF-ESTEEM SHARING • ANGER • ANXIETY • FAMILIES IN TRANSITION • GRIEF AND LOSS • HEALTHY RELATIONSHIPS

  34. DATA FROM FALL 2017 GROUPS KIDS RATED THE GROUP EXPERIENCE 4.2 ON 5.0 SCALE 95% WOULD RECOMMEND THE EXPERIENCE TO OTHERS

  35. ANECDOTAL COMMENTS HELPED ME TO RELIEVE STRESS AND FEEL MORE CONFIDENT HELPED ME BY BEING ABLE TO BE PROUD OF WHO I AM IT HELPED ME CONTROL MY ANXIETY TAUGHT ME HOW TO DEAL WITH ANGER LEARNED HEALTHY COPING SKILLS DON’T SETTLE

  36. MORE COMMENTS… TO STAY AWAY FROM UNHEALTHY RELATIONSHIPS AND HOW TO KEEP A GOOD ONE HELPED ME GET THROUGH THINGS & UNDERSTAND IT’S OK TO FEEL THE WAY YOU DO IT HELPED ME STOP COPING BY BEING NEGATIVE HELPED ME THINK OF HOW OTHERS MIGHT FEEL I DIDN’T KNOW I COULD HAVE A GOOD RELATIONSHIP - STORY

  37. STUDENT SUCCESS PLANS KIDS COMING BACK FROM LONG TERM SUSPENSION MEET TO DEVELOP A PLAN FOR THE NEXT 9 WEEKS IDENTIFY THEIR STRENGTHS IDENTIFY THOSE WHO CAN SUPPORT THEM

  38. WEEKLY CONTACT REVIEW ACADEMIC PROGRESS ADDRESS PERSONAL ISSUES SUPPORT AS NEEDED DOCUMENT

  39. SUCCESS PLAN DATA 36 KIDS LONG TERM SUSPENDED 2017-18 89% ILLEGAL SUBSTANCES (JUULS – MARIJUANA-PRESCRIPTION DRUGS) DEMOGRAPHICS – ACROSS ALL GRADE LEVELS 52% PASSED ALL CLASSES AT END OF SEMESTER EXIT SURVEYS INDICATED KIDS APPRECIATED A CARING ADULT ON CAMPUS

  40. HELPING KIDS MAKE SENSE OF LIFE IT’S ALL ABOUT RELATIONSHIPS TAKING TIME NOT LETTING GO BEING ONE MORE PERSON WHO CAN BE THERE FOR THEM….

  41. QUESTIONS? BRUCE HESSE INTERVENTION COUNSELOR MOUNTAIN VIEW HIGH SCHOOL MARANA USD TUCSON, AZ B.Z.HESSE@MARANAUSD.ORG

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