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This article discusses the three-tiered school-based intervention model for addressing academic, behavioral, and social issues in elementary schools. It highlights the goals and strategies of primary, secondary, and tertiary prevention, as well as specialized individual and group systems. The article also emphasizes the importance of using data for decision-making and implementing evidence-based interventions.

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  1. Insert School Picture Elementary

  2. Acknowledgments • Staff • PBIS Team • Principal • Etc..

  3. Three Tiered Models of Prevention: A Comprehensive Approach Address varying responses to intervention Three-tiered school-base intervention model Primary Prevention Academic Behavioral Social Goal: Prevent Harm Secondary Prevention Academic Behavioral Social Goal: Reverse Harm Tertiary Prevention Academic Behavioral Social Goal: Reduce Harm Lane, Kalberg, & Menzies, 2009

  4. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Social Academic Behavioral

  5. Universal (Tier 1) • Quality curriculum and instruction • Preventative • Intervention is carried out with fidelity • Using data for decision making • Screening measures to proactively identify at-risk • Only after high-quality academic and behavior instruction and interventions are established at both the school-wide and classroom levels that schools could conclude that a student has a need for additional services.

  6. Targeted group (Tier 2) • Evidence-based interventions • Resources appropriate to the student’s level of need • Progress monitoring • Interventions must be carried out with fidelity

  7. APPROPRIATE Low-level problem behavior (not severe) 3-7 referrals Behavior occurs across multiple locations Examples talking out minor disruption work completion INAPPROPRIATE Serious or violent behaviors/infractions Extreme chronic behavior (8-10+referrals) Require more individualized support FBA-BIP Wrap Around Services Team & Teachers Identified who can Benefit from BEP/CICO

  8. Getting Started • Implemented Positive Behavior Interventions and Supports School-wide • Some students unresponsive • Leadership Team attended training this summer • Leadership Team developed secondary systems to support students unresponsive to PBS-SW • Check-In Check-Out (CICO) • Team provides overview to entire staff

  9. Using the results from the SSRS (Drummond Screening Tool) students were identified as unresponsive to the PBS-SW XX students will participate in Check and Connect BEP/CICO at ______Elementary

  10. Check-In and Check-Out Structure • Connection with families (Parent Letter) • Daily Progress Report Card • Home report • Monitoring of student data will be ongoing • Check-In and Check-Outstaff will teach students’ their responsibilities and the routines • Students will enter data daily and visually analyze daily

  11. BEP Plan Weekly BEP Meeting 9 Week Graph Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In BEP/CICO Cycle

  12. Teachers’ Role in BEP/CICO • Encourage student to follow the school-wide expectations • Interact with student positively first thing • Record hourly on daily progress report • Support students beginning of the day and end of the day routine for Check-In Check-out • Review student data monthly • Share student outcomes with student and families

  13. Coaching Students • New Learning • Must shape behavior by providing the students with frequent predictable feedback • Check-In Check-out • Daily Progress Report Form

  14. HAWK Report Date ________ Student _______________Teacher___________________

  15. Daily Progress Report/Contract

  16. Important Information • Student selection • Parent letter • Location of BEP (am and pm) • Entering and exiting classroom • Review weekly progress • Discuss monthly progress with the BEP/CICO Coordinator or BEP/CICO Team

  17. What additional barriers should we discuss? • Questions • Who will substitute for morning and afternoon teacher staff who are mentoring students? • How will substitute teachers know about Check-In Check-Out and if one of their students is on the program? • Trading menu (do we need a reinforcement system?)

  18. Coaching Students • New Learning • Must shape behavior by providing the students with cues and prompts of when to engage in the new behavior and frequent predictable reinforcement for engaging in the new behaviors

  19. Your Turn… • Discuss at your table your understanding of the Secondary Interventions? 2. What seems promising? 3. What questions do you have?

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