SW-PBS Tier 2 Advanced Phase

MO SW-PBS will host 4 full-day training workshops for teams that have effectively developed a Tier 2 system of support and have successfully implemented one Tier 2 Social Behavioral Intervention. Tier 2 Advanced Systems training will focus on using End-of-Year data from previous year, school outcomes from pilot intervention, Intervention Essential Features document and rubric use and quality, development/evaluation of Tier 2 handbook, and new tools and assessments required for continued, sustainable implementation of Tier 2 practices.

Additional days will focus on development and implementation of additional Tier 2 Interventions. Student Self-Monitoring Intervention Training: This training will help teams implement Self-Monitoring Intervention for students whose function of behavior is related to avoidance (attention and task). Teams will learn how to use Self-Monitoring as a fading procedure or modification for SSIG and CICO, as well as its use in generalization and maintenance of target behaviors.

Social Skills Intervention Groups: This training is for teams interested in learning to implement a Tier 2, group-oriented social, emotional, and behavioral skills instructional group.

Outcomes for these sessions include:

• Explain main findings of research associated with Self-Monitoring, describe students who are most likely to benefit from the Self-Monitoring intervention, and identify implementation components of Self-Monitoring

• Design and implement Self-Monitoring as a Tier 2 intervention that is contextually relevant for your students and school but adheres to implementation of critical features

• Adapt or modify Self-Monitoring as a fading procedure for other Tier 2 interventions (CICO, Social Skills Intervention Group, etc.), as well as a classroom support for all students

• Develop system for on-going monitoring of Self-Monitoring implementation fidelity.

• Tell main findings of research associated with use of a Social Skills Intervention Group.

• Describe students who are most likely to benefit from a social skills intervention.

• Identify implementation components of a Social Skills Intervention Group.

• Design a Social Skills Intervention that is contextually relevant for your students and school but adheres to implementation of critical features.

• Determine how student data will be collected, graphed and progress monitored to make decisions for students who participate in a Social Skills Intervention Group.

• Create a process for fading intervention supports.

• Determine criteria for exiting the intervention.

• Deliver implementation training according to audience needs (i.e., full staff, participating teachers, students, and families.

• Implement the Social Skills Intervention Group for students in your school.

• Generalizing with CW-FIT, Tootling and Positive Peer Review (PPR)

Aligns with and supports Missouri Teacher Standards:

Standard #2, Quality Indicator 1; #5, Quality Indicator 1, #7, Quality Indicator 6; #8, Quality Indicator 2.

Leader Standards: #1, Quality Indicator 1; #2, Quality Indicator 1; #4, Quality Indicator 1,2

Audience: A building administrator and at least two additional staff members with expertise and/or interest in specialized behavior support should attend these sessions together.

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