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MO-CASERegionalMTSSSessions

September28,2016St.Joseph,MissouriOctober13,2016Kirksville,MissouriOctober20,CapeGirardeau,MissouriOctober26,2016Springfield,MissouriOctober27,2016Columbia,Missouri

AgendaContent

•  Stages,discrepancies,andsupport

•  Teams,problemsolving,andstatements

•  Catch,match,measure,&triangulate

•  Thechronology•  TierOnePrevenQon

–  ‘CoreComponents’

•  UniversalScreening

•  DiagnosQcs–  AcademicToolsandFuncQon

BasedThinking

•  ProgressMonitoring•  DataBasedDecisionMaking•  TieredIntervenQon•  ImplementaQonFidelity•  IDEAEligibility

DeterminaQon

AcademicandBehaviorRtI

•  SomedisQnctsimilariQes•  Somedefinitedifferences•  Academicrealmmoredeveloped…

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TheStages…•  ConsensusBuilding

– Whyarewebuildingthissystem?– AllhandsondecksupporQng!

•  InfrastructureDevelopment– Obtainneededtools– Buildtheprocessandprocedures– Developthe‘rules’

•  ImplementaQonwithFidelity– A`erplanningthework~~~worktheplan!– ConductprogramevaluaQonandactonit

MulQTieredSystemofSupport

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©BethWood,2016 7

RtI:DualDiscrepancyModel

•  ThroughaUniversalScreeningBenchmark,welearnhowastudentperformsinreading,math,and/orwriQngfundamentalscomparedtoanaQonalstraQfiednormaQvegroupofpeers(levelofperformance)

•  ThishappensthreeQmesperyear;inthefall,winter,andspring

•  Studentswhoscorebelowtheaveragerange(25thpercenQle)aretargetedforintervenQon

©BethWood,2016 8

RtI:DualDiscrepancyModel

•  IdenQfiedstrugglingstudentsreceivetargetedinstrucQon,haveindividualgoalssetforthem(formedfromresearchbasedROIs),andtheirrateofimprovement(learning)ismeasuredthroughweeklyprogressmonitoring

•  Dataisconsulted,analyzed,andevaluatedtoinforminstrucQonandfutureacQons…usingthepredicQvevalidityofcurriculumbasedmeasurements,studentgoalandtrendlines,andapplyingdatabaseddecisionmakingrules

©BethWood,2016 9

InaDualDiscrepancyModel

•  StudentsarenotjustidenQfiedassufficientlyseverelydiscrepantfrompeersandenrolledinSpecialEducaQonandprovidedanIEPandservices

•  StudentsareidenQfiedasbelowaparQcularcutscore,providedevidenceorresearchbasedtreatment,andarecloselymonitoredforanappropriateperiodofQme

•  Studentswhoarechronicallynon-responsivetoplannedtreatment,anddemonstrateadualdiscrepancy,andwhosedatahoversinthelowestnormaQvepercenQlesmaybeconsideredforevaluaQonandtheprovisionofSpecialEducaQon

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©BethWood,2016 10

ModelsofStudentSupport1. *Problem Solving Model

– Students whom a teacher believes are underperforming are scheduled for initial problem solving and strategic intervention (time and labor intensive; inconsistent)

Bergan,1977

©BethWood,2016 11

ModelsofStudentSupport2. **Standard Treatment Model

– All students are screened; those identified as at risk for academic or behavioral failure are treated individually or in small homogeneous pre-planned instructional groups; each is progress monitored; data is closely followed, analyzed, and used to inform future instruction

Deno&Mirkin,1977

©BethWood,2016 12

AMergedModelofSupport3. ***A Hybrid Model

– Universal Screening conducted – Underperformers identified and treated with

standard care (pre-planned interventions) – Students’ progress is monitored frequently

and data is systematically consulted monthly – Students who do not respond adequately, are

scheduled for individual problem solving and a different plan of intensified intervention is put into place, monitored, and further evaluated

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TheTeams•  DataConsult

– Benchmark:Sortstudentsa`ertheUniversalScreeningaccordingtoestablishedcutscores

– ProgressMonitoring:Analyze,interpret,andevaluatedata;makedatabaseddecisionsmonthlyonstudentprogresstowardindividualgoals

– Typicallygradelevelteamsplusothers•  ProblemSolving

– GroupwhocomestogethertoformallyworkthroughtheproblemsolvingprocessanddevelopmoreintensifiedintervenQonforchronicallynon-responsivestudents

– AdministraQon,generaleducaQon,specialists,etc.

ProblemStatements

•  AproblemstatementisaclearandconcisedescripQonoftheissuethatneedstobeaddressedbyaproblemsolvingteam.Itisusedtocenterandfocustheteamatthebeginning,keeptheteamontrackduringtheeffort,andisusedtovalidatethattheeffortdeliveredanoutcomethatsolvestheproblemidenQfiedinthestatement.

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ProblemStatement

toguideproblemsolvingeffort

•  Sekng(whenpresentedwithwhattask?)•  Anobservablebehavior(whatskill?)•  Measure(calculatelevelandrate)•  Baseline(definingthelevelofperformance)•  Averagepeercomparison(typicalpeer)

SampleProblemStatements

•  OralReadingFluency:Givenafirstgradelevelreadingpassage,_____isabletocorrectlyreadaloud13wordsinaoneminuteperiodwhileatypicalpeerisabletocorrectlyread41wordsperminute.

•  MathComputaQon:GiventenaddiQonwithregroupingproblems(23+17),_____isabletosolvewithcorrectdigits55%oftheQmewhiletheaveragepeersolveswith85%correctdigits.

SampleProblemStatements2•  SpeakWithPermission:Duringa20minuteobservaQonperiod,_____speakswithoutpermission(blurtsout)7Qmeswhiletheaveragepeerspeakswithoutpermission(blurtsout)onceinthatsame20minuteperiod.

•  TaskCompleQon:WhenpresentedwithanindependentpracQcetask,_____completes55%ofthetasksbytheQmetheyaredue,whileanaveragepeercompletes92%ofthetasksonQme.

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Catch!Match!Measure!

•  CatchstudentsatriskforacademicfailureorbehavioraldifficulQesthroughfall,winter,andspringuniversalscreeningassessments,andotherdatasources

•  MatchtheneededsupplementaryinstrucQon/intervenQonthroughtheuseofdiagnosQctools.

•  Measureeachstudent’sprogressusingtoolsrelatedtothescreenerforidenQfyingstudentsmakingsufficientorinsufficientgainsascomparedtotheirindividualgoals.

RtIImplementaQonisconQngentupon…

•  Theuseofformaluniversalscreeningassessments(the“Catch”)

•  TheuseofmoreinformaldiagnosQctoolsorerroranalysistospecificallytargetthecorrectsequenceofmissingorfragileskillsorsub-skills(the“Match”)

•  TheuseofformalprogressmonitoringtoolstoscienQficallyquanQfystudentachievementandprogresstowardgoalsthatareset(the“Measure”)

TriangulatetheDataScreening“Catchthekids”

ProgressMonitoring“Measuretheresults”

DiagnosQcs“InstrucQonalmatch”

Thesetwotoolsmust“talk”toeachother! Thistypeofassessmentwill

aidusinmatchingtheinstruc8ontothemissingorfragileskill.

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TheChronologyofAcademicRtI•  CreateandfollowcloselyacalendarofRtI-relatedyearlongacQviQes

•  RetoolstaffonscoringandadministraQonofscreeningassessments

•  ConducttheUniversalScreeningandnoteestablishedcutscores

•  RunreportsandidenQfystudentsbelowtheestablishedcutscores

•  DeterminewhetherastudentcanbeprogressmonitoredONgradelevel;drilldownifnecessary

•  Setindividualgoals•  UsediagnosQcsorerroranalysistomatchinstrucQontodeficit

•  GroupstudentsforinstrucQon

•  PlanintervenQon

TheChronologyofAcademicRtI•  LocateanduQlizeappropriatelyleveledmaterials

•  IdenQfyandtrainappropriateintervenQonists

•  Scheduleprogressmonitoring

•  ProvideintervenQonbasedondistrictguidelines:groupsize,amount,frequency,duraQon,etc.

•  PlanandconductimplementaQonfidelitychecks

•  PlanforgeneralizaQonofnewlearning

•  Conductprogressmonitoringweeklyanddataconsultsmonthly

•  ApplyDBDMcriteria•  Analyze,interpret,andevaluatedata.ACTonit!

•  PlanmoreintensiveinstrucQonwhenneeded

YearlongRtIRelatedAcQviQes

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YearlongRtIRelatedAcQviQes

Useyearlongdatatrendsforprogramevalua=on:

DomostT2studentsbenefitsufficientlyfromplanned

intervenQon?Dowehavedatathatindicates

T1coreinsufficiencies?

TierOnePreven=on

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TierOnePrevenQon

•  Uponacademicscreening,iffewerthan80%to85%ofstudentsscoreaboveyourestablishedbenchmarkcutscoreinanyinstrument,thatcouldbeanindicatorofTierOnecurriculumorinstrucQoninsufficiency.

•  Schoolsmustmakecertainthattheagreeduponcurriculumistaughtatdevelopmentallycorrectlevels,instrucQonisdifferenQatedandappropriate,andthatthishappensinanenvironmentthatsetsstudentsupforsuccess.

TierOnePrevenQon

•  OnlywheneducatorsknowthisisregularlyoccurringforallstudentsinTierOne,shouldwebegintoconsiderintervenQonforstudentsscoringbelowthatbenchmark,andiniQateindividualdecisionmakingonabroaderbasis.

•  ConsideraninstrumentlikethisICELmatrix(createdbyBryanPainterinKirkwoodSchoolDistrict)toguidethinkingandplanningforTierOneinstrucQon,curriculum,environment,andlearnerdifferences.

*BryanPainter,Kirkwood

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“Theacademicandbehaviorlinkisclear:Goodinstruc=onisoneofourbestbehaviormanagementtools,and

preven=vebehaviormanagementisoneofourbestinstruc=onalsupportstrategies.”

(Na=onalCenterofPosi=veBehavioralInterven=onsandSupports,2009)

Problems with a Punitive/Reactive Approach

•  May temporarily stop or suppress problem behavior for 80-90% of students without chronic behavior problems but fails to teach replacement behavior, life skills, or develop personal responsibility

•  Child identifies the punishment with the punishers and setting where it happens-may start disliking educator and school in general

•  May adversely effect the physical and emotional health of the child

•  Often appeals to educators because they are reinforced by short term effect-”works” quickly

•  Educators that rely on it do not develop skills in using other more effective interventions

Problems with a Punitive/Reactive Approach

• Child identifies the punishment with the punishers and setting where it happens-may start disliking educator and school in general

• May adversely effect the physical and emotional health of the child

• Educators that rely on it do not develop skills in using other more effective interventions

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ParadigmShiM:Focuson

PREVENTIONandEARLY

INTERVENTION

Core Components of Tier One

1)  Common purpose and approach 2)  Administrative leadership 3)  Positively stated agreements, procedures, and routines 4)  Explicitly taught agreements, procedures and routines 5) Environmental design 6)  Instructional design 7)  Frequent acknowledgment of positive behavior 8) Consistent instructional response to problem behavior 9) Ongoing monitoring and evaluating effectiveness

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Common Purpose and Approach

•  Common language •  Consistent agreements, procedures, and routines •  Proactive and preventative philosophy •  Desired behavior directly taught both proactively and

ongoing (triage, redirect, and processing) within a positive relationship interaction

•  Focus more on positives than negatives •  General consensus about when students leave instruction •  Objective data regularly collected and analyzed •  Focus on team problem solving-no blame and no excuses •  Willingness to be open to the process and constructive

feedback

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Administrative Support and Leadership •  Lead the setting of school expectations and development of

procedures and routines •  Build consensus among entire staff •  Lead the team through the decision making and paperwork process •  Delegate responsibilities as appropriate •  Provide accountability •  Allocate resources for implementation •  Promote appropriate staff utilization •  Attend and actively participate in team meetings •  Support ongoing professional development •  Model inclusion and support rather than just evaluation •  Be willing to think outside the box to obtain needed resources •  Be willing to seek outside support when needed •  Model/lead a “we will try” attitude vs. a “have YOU done. . . “

Positively Stated Agreements, Procedures and Routines

•  3 to 5 general schoolwide agreements that are all inclusive

•  Break down into matrix for each area (classroom, cafeteria, hallway) so there is no confusion or argument

•  State POSITIVELY-What do you want them to DO! •  Most visually in multiple places to remind and for easy

reference •  Each classroom can have their unique matrix but should

use the schoolwide general agreements •  Add to as situations arise that are not clear

Explicitly Taught Agreements, Procedures and Routines

•  Teach through active student engagement-not just lecture

•  Define by breaking into steps •  Describe what it looks and sounds like •  Give a rationale about why it is important •  Model •  Provide guided practice •  Give specific feedback •  Reinforce frequently at the beginning •  Shift reinforcement to random or unpredictable to

promote maintenance •  Review, reteach, and practice with booster sessions as

needed •  Include overall tier one social skills curriculum

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Environmental Design Room Arrangement •  Easy flow of movement •  All students can be monitored at all times •  Areas for teacher directed group lessons, collaboration, differentiated

instruction, independent work, and private cool off space •  Separation between quiet and noisier areas •  Materials stored where they can be conveniently accessed and near where

they will be used Scheduling •  Daily schedule visually posted and easily changed if needed •  Little or no unstructured downtime •  Provides time for large and small group activities, one on one instruction,

independent work and socialization •  Students, paras, volunteers, and peer tutors know exactly what they are to

be doing at all times

Environmental Design-ContinuedVisual Supports Positive Classroom Climate •  Energetic feel •  Students engaged in meaningful activity at all times •  Respectful interaction •  Descriptive rather than judgmental language-contribute to

atmosphere of shared work and learning •  Nonverbal language calm and matter-of-fact rather than

challenging or threatening Overall •  High levels of structure •  Communicates expectations visually •  Organized and aesthetically pleasing •  Minimal clutter

Instructional Design •  Students working at appropriate level of

difficulty •  Students working on a variety of activities

across different learning modalities •  Students are actively engaged and not just

passively receiving instruction •  Modeling (I Do), Guided Practice (We Do) and

Independent Practice (You Do) scaffolded approach to instruction is used

•  Errorless learning is used

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Frequent Acknowledgement of Positive Behavior

• Engage more frequently with every individual when he/she is engaged in positive behavior than negative behavior at a ratio of about 4:1 • Use behavior specific feedback to provide additional instruction and rationale • Use of free, frequent and unpredictable “catch them being good systems” • Use of interdependent and independent group oriented contingencies

Consistent Instructional Response to Problem Behavior

• Redirecting staff has positive relationship with the student • Students understand what behaviors are considered gateway behaviors and why

• Low level redirection is used at first sign of gateway behaviors • Redirection is calm, brief, respectful and as private as possible • Student is only removed from instructional environment for behavior that is dangerous, destructive or significantly disruptive

• Significantly disruptive means doesn’t redirect without arguing or escalating

• If student leave the instructional environment they have processed the situation, practiced skills needed, and is under instructional control before returning to their regular learning location

• Overall focus in instructional and not punitive-no one is in “trouble”-what skills need to be learned?

• Reinforcing attention is minimized during this process

Ongoing Monitoring and Evaluating Effectiveness Based on Data

•  Specifically defined outcomes •  Clear written plan that includes all key components

(instruction, prevention, reinforcement, and undesirable consequences) and evidence based practices that all involved parties understand

•  Fidelity monitoring procedures to ensure consistent implementation

•  Frequent data collection that is graphed •  Regular and structured team meetings to analyze data and

make decisions •  Same process schoolwide, classwide or individual

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UniversalScreening:The“Catch”

UniversalScreening•  Allstudents•  Importanttoscreeninthefundamentalskillsofcontentareaslikeearlyliteracy,earlynumeracy,readingfluency,comprehension,mathcomputaQon,mathapplicaQons,andwriwenexpression.

•  TwoorthreeQmesperyear;fall,winter,andspring.SpringdatamaybeusedforearlyfallplacementsandforprogramevaluaQon.HaveTier1numbersexpanded?HaveTier2numbersdiminished?WhataboutnumbersofstudentsmovingontoTier3?

“CenteronResponsetoIntervenQon”•  rQ4success.org•  Followingisanon-exhausQvelistofscreeningandprogressmonitoringtoolsthathavebeenscienQficallyevaluated;thislistdoesnotconsQtuteanendorsementorrecommendaQon

•  Eachtoolisevaluatedoncontentarea,accuracyraQng,generalizability,reliability,validity,andefficiency(administraQonQme,scoring,andavailabilityofbenchmarks/norms)

•  Theasteriskdesignatesthatthescreenerhascompanionprogressmonitoringtools

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CenteronResponsetoIntervenQon:ToolsChart

•  Acuity•  AIMSweb*•  ClassworksUniversal

Screening•  Dibels*•  DiscoveryEducaQon

PredicQveAssessment•  EasyCBM*•  Edcheckup*•  FAST(FormaQve

AssessmentSystemforTeachers)*

•  GatesMacGiniQe

•  GroupAssessment&DiagnosQcEvaluaQon

•  I-Ready*•  iStaQon*•  mCLASS*•  MAP(Measuresof

AcademicProgress)•  PALS•  PredicQveAssessmentof

Reading•  ScholasQcPhonics

Inventory*•  STAR*•  Steep*•  TPRI

BehaviorUniversalScreen(Catch)

•  Provideconsistentwindowsforgradelevelteams•  Forbehaviorscreenings,waitfourtosixweekstoscreentoensureadequatefamiliaritywithstudents

•  Shouldtriangulatewithotherdatasourcesforbehavior(QmeoutofinstrucQon,teachernominaQon)

•  OutofinstrucQonmorethan3QmesamonthconservaQverule

BehaviorUniversalScreeners

•  Followingisanon-exhausQvelistofscreeningtoolsthathavebeenscienQficallyevaluated;thislistdoesnotconsQtuteanendorsementorrecommendaQon

•  Social,AcademicandEmoQonalBehaviorRiskScreener(SAEBRS)

•  StrengthsandDifficulQesQuesQonnaire(SDQ)•  StudentRiskScreeningScaleInternalizing-Externalizing(SRSS-IE)

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Diagnos=csandErrorAnalysis:The“Match”

PhonemicAwarenessSkillsTest(TheP.A.S.T.)

•  Spokenword(count)•  Recognizerhyme•  Producerhyme•  Syllableblending•  Syllablesegment•  Syllabledelete•  IniQalsoundisolaQon•  FinalsoundisolaQon

•  Phonemeblend(ofonsetandrhyme)

•  Phonemeblending•  Phonemesegment•  DeleteiniQalsound•  Deletefinalsound•  Consonantblend;deletefirstsound

•  SoundsubsQtuQon

BethWood2009©

Group 1: Accurate and Normal Rate

Group 2: Accurate but Slow Rate

Group 3: Inaccurate and Slow Rate

Group 4: Inaccurate but Normal Rate

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BethWood2009©

Group 1: Accurate and Normal Rate

Group 2: Accurate but Slow Rate

Group 3: Inaccurate and Slow Rate

Group 4: Inaccurate but Normal Rate

EnhancedlearningopportuniQes:Comprehension,Vocabulary,etc.

ModelingandinstrucQononqualitaQveandquanQtaQvefeaturesofnormaloralreadingfluency.

UsediagnosQcassessment[QPS]topinpointnecessarydecodingskillinstrucQontoimproveaccuracyfirst!Fluencywillcomelater…

InTIERONE,teachself-monitoringskills;stressimportanceofaccuracybeforerate;emphasizemakingmeaningfromtext;use‘tabletap’strategy.

QuickPhonicsScreener1.LewerNames2.LewerSounds3.VCandCVC4.CCVCandCVCCwords5.CVC+E(silente)6.Vowel+R(rcontrol)

7.ConsonantBlendsandDigraphs

8.VowelDigraphsandDiphthongs

9.PrefixesandSuffixes10.TwoSyllableWords11.ThreeSyllableWords12.FourSyllableWords

*13.WordStudy:HighFrequencyWords,IrregularWords,CompoundWords

ComprehensionSkills•  Topic•  Mainidea•  Details•  SekngandPlot•  RelaQngbackground

knowledge•  Summarizing•  Causeandeffect•  Classifyandcategorize•  Sequencingevents•  MakingpredicQons•  Drawingconclusions

•  Compareandcontrast•  Factandopinion•  FantasyorrealisQc•  Makinginferences•  Author’spurpose(inform,

entertain,persuade)•  Characters,traits,and

feelings•  Pointofviewandvoice•  FiguraQvelanguage•  CreaQngmentalimages•  SynthesizinginformaQon•  Vocabularydevelopment

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MathErrorAnalysisWorksheetHelpstudentsunderstand,systema8cally,

whytheymadetheerror…

OriginalError Correc=on Explana=on/Comment

14-2x5+3=63 14-(2x5)+3=7 Isubtracted14minus2FIRST,butIshouldhavefirstmulQplied2X5toget10thensubtractitfrom14toget4andfinallyadd3toget7.

CategorizeerrorsasSlipsorBugs

14-(10)+3=7

ErrorTrackingandInstrucQonalPlanning

Behavior Match: Function Based Thinking

•  Empowers all educators to respond more

effectively by considering why the student is having the problem behavior and what they need

•  Guides more effective preventative interventions prior to involving a “specialist”

•  The earlier the intervention the more effective the behavioral change efforts

•  You should always think functionally and respond accordingly even at tier one

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FBA-AThreeTieredModel

“Contextually,weseeFBAnotasaseparateprocessbutasanintegralcomponentofa

systemicmulQlevelmodelforprevenQonandintervenQon.Thatis,FBAisatoolwithinatriagemodel,tobeusedindeterminingthemostlogical,probable,andefficientcourseof

acQon.”

(Scow&Kamps,2007,p.147)

Function Based Thinking •  Students engage in problem behavior to PROTEST/

ESCAPE/AVOID. •  Either they don’t have the skills needed to be successful

or they have difficulty using the skill to appropriately manage the situation.

•  The intervention needs to provide direct instruction of needed skills and prevention strategies that provide more structure and support.

•  A common function is to escape academic demands. •  Considering what happens before the behavior and/or

time of day can be a indicator of what they are trying to protest/escape/avoid.

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Function Based Thinking

•  Students engage in problem behavior to gain SEEK/GET/OBTAIN

•  Therefore, educators need to understand how they respond after the behavior (maintaining consequences) can either make the behavior better or worse

•  Don’t allow them to get what they want or need with problem behavior-teach them a better way!.

•  A common function is to gain attention

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FocusonA[en=on• Attention is generalized reinforcement which means pretty much everybody values it

• ANY attention can be reinforcing-negative attention is better than being ignored

• Pay close attention to that 4:1 positive/negative ratio in tier one!

• Give as much attention as possible to the appropriate behavior

• Give as little attention as possible to inappropriate behavior while still consistently applying the natural/logical consequence

FocusonA[en=on

•  Lecturing and frequent reprimanding is attention. Even though it is meant to decrease inappropriate behavior, it actually often reinforces it.

•  It is important to ignore the behavior and not the student-look for opportunities to attend to appropriate behavior

•  Acknowledge in public and redirect in private!

Behavior Diagnostics (Match) Five categories for data sort: 1)  False positive 2)  Academic 3)  Internalizing 4)  Grade level team intervention 5)  Problem solving team

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ProgressMonitor:The“Measure”

AcademicProgressMonitoring•  Usingthesametypeoftoolusedforthescreening;studentsshouldbeprogressmonitoredweeklyinmostcases.

•  Monitoringtypicallybeginsa`eronetotwoweeksofinstrucQon/intervenQonhaveoccurred.

•  AmbiQousyetrealisQcratesofimprovementareusedtocalculateindividualstudentgoals.

•  Formula:WeeksofavailableinstrucQonXROI+Baseline=StudentGoal

•  Somesystemsmaysetgoalsforyou?

©BethWood,2016 69

X + =Numberofavailable

instruc=onalweeks

Rateof

improvement BaselineScore

StudentGoal

GoalSekngFormula

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BehaviorProgressMonitoring

•  ConsiderusingQmeoutofinstrucQonorBISTmovementifthisprovidesconsistentdata(importanceofstrongQerone)

•  Timesampling(canbedonewithtargetbehaviorsheet)•  Dataprobes

–  Frequency–  DuraQon

•  Mustbegraphedwithatrendline•  Considertraininginexcelgraphingorfindinhouseexpertsto

developatbuildinglevel•  AtleastfourweeksofimplementaQonwithfidelity•  MustconsiderexQncQonburstsandspontaneousrecovery

ProbeProgressMonitoringData

•  UseascawerplottodeterminewhenidenQfiedproblembehaviorismostlikelytooccur

•  Takebaseline•  DoweeklyprobesduringthesameQme-mayneedtouseothers(teamteachers,focusfacilitators,SPEDstaff,counselors,etc.)

Scatter Plot

Monday Tues Wed Thurs Fri 8:30 / 9:00 //// /// ///////// //// ///// 9:30 / / 10:00 //// 10:30 / 11:00 //// / so on…

/ //

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Frequency Count

• The number of times the behavior occurs in a set time period

• Behavior needs a clear beginning and end

• Easy to graph and share

• Behavior that occurs frequently enough that progress can be seen over a four week period but not so frequently that the data collector will wear themselves out or have difficultly recording every occurrence

• Tools/Strategies: Golf counter, tally marks, move items from one pocket to other, eat candy from a cup

Frequency Count

Example Problem Statement: In the general education classroom, Emily left instruction as a result of disruptive behavior (not accepting redirection without escalating or arguing) three times over a five day period while the comparison peer did not have to leave instruction at all during the same time period.

Example Goal: Emily will by accepting redirection without escalating or arguing remaining in instruction for five consecutive schools days.

Frequency Count

Example Problem Statement: During a 30 minute whole group lesson Johnny talked out without raising his hand 20 times while the comparison peer talked out 2 times during the same 30 minute period.

Example Goal: During a group lesson, Johnny will talk out less than five times on three consecutive 30 minute data probes.

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Duration

• The amount of time a behavior occurs

• Behavior needs clear beginning and end

• Easy to graph and share

• Good for continuous behavior that may not happen frequently and/or happens in “clusters” (e.g. tantrums)

• Tools: Stopwatch

Duration

Example Problem Statement: In the Kindergarten classroom, Suzy exhibited tantrum behavior (crying and hitting/kicking the air, floor, and/or desk) for a total of 30 minutes over five consecutive school days while the comparison peer exhibited no tantrum behavior during the same time period.

Example Goal: Suzy will exhibit less than 10 minutes of tantrum behavior a week for four consecutive weeks.

Time Interval Recording

• Records if the behavior occurred during a set time interval

• Behavior does not need as clear of a beginning and end

• Provides an estimate when it is not possible or desirable to record all behavior occurrences

• Good for behavior that occurs extremely frequently-difficult to take frequency count

• Easy to graph and share

• Scored as a percentage

• Tool: Target behavior sheets

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Time Interval Recording

Example Problem Statement: To collect baseline the school day was divided into 45 minute intervals and data was collected for one school day. Lisa followed directions with no more than one redirect during 60% of the intervals while the comparison peer followed directions with no more than one redirect during 90% of the intervals.

Example Goal: Lisa will follow directions with no more than one redirection during 80% of the intervals recorded for twenty consecutive school days.

Momentary Time Sampling

• Similar to interval recording

• Records if behavior is occurring at the precise end of an interval

• Provides an estimate when it is not possible or desirable to record all occurrences

• Good for behavior that occurs extremely frequently-difficult to take frequency count

• Easy to graph and share

• Scored as a percentage

• Tool: Gymboss

Momentary Time Sampling

Example Problem Statement: During a 20 minute independent work time with data collected at one minute intervals, Tommy appeared to be on task (looking at his work or writing) on 50% of the time samples while the comparison peer appeared to be on task on 80% of the time samples Example Goal: Tommy will appear to be on task (looking at his work or writing) on 80% of recorded time samples for three consecutive 20 minute data probes.

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AcademicDataBasedDecisionMaking

AcademicDataBasedDecisionMaking‘Rules’

•  Whichassessmentsatwhatgrades?

•  CutScores!•  Groupsize,amount,frequency,duraQon,etc.

•  RatesofImprovement•  Goalsekngformula•  SurveyLevelAssessment:Who?When?How?

•  Triggerpoints

•  Dismissalcriteria•  Adequateprogress:trendandgoallineswillmeet

•  Changeofgradelevelassessmentcriteria

•  Inadequateprogress:scheduleimmediateproblemsolvingandintensifiedinstrucQon

•  Chronicnon-responseconsideraQons

BehaviorDataBasedDecisionMaking Is this student

making progress with

following directions?

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Is this student making

progress with following

directions?

Is this student making

progress with appropriate

interactions?

Is this student making

progress with appropriate

interactions?

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Extinction Bursts

•  If you are going to put a demand on a student that you know may trigger a problem behavior, have the resources, manpower and environmental engineering needed to not “give in” or intermittently reinforce the problem behavior

•  This will make the problem behavior worse-the science of applied behavioral analysis has lots of data that proves that intermittent reinforcement (alternatively starting and stopping) is very powerful

•  Need to account for this when looking at the data-it will get worse before it gets better but that means it IS working

Extinction Burst ExampleOut of Seat Behavior

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SpontaneousRecoveryExampleOut of Seat

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DataBasedDecisionMaking

AcademicData-BasedDecisions1.Dismissal/GradeLevelTargetMet

•  Dismiss,strategicmonitor,and/orcreateadifferentgoal

2.Adequate/SufficientProgressMade•  TrendandGoallineswillintersectonorbeforefinalPMday•  MaintainintervenQon,conQnuePM,statusquo…

3.Inadequate/InsufficientProgress•  4consecuQvedatapointsbelowgoallineor…•  IntersecQonofgoal&trendlineswillNOToccurbyfinalPMday•  Beginproblemsolving,changeinstrucQon,intensifyintervenQon

4.Changeprogressmonitorlevel(SLA)•  Increaseassessmentleveltonextlevelorbackuptogradelevel

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2

3

4

BehaviorDataBasedDecisionMaking‘Rules’

•  CanbeverydifficultandemoQonal

•  Adequateprogress-increasingtrendline-whatlevel?

•  Howdoesitcomparetotypicalpeers?

•  Severityfactors-shouldnotdelayanevaluaQon

•  Dismissalcriteria-fadesupportslowly

•  Inadequateprogress=flatordecreasingtrendline-scheduleimmediateproblemsolvingandintensifiedinstrucQon

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BehaviorData-BasedDecisions

1.  TargetMet–  Fade,strategicmonitor,and/orcreateadifferentgoal

2.  Adequate/SufficientProgressMade–  Increasingtrendline

–  MaintainintervenQon,conQnuePM,statusquo…

3.  Inadequate/InsufficientProgress–  Decreasingtrendline–  Beginproblemsolving,changeinstrucQon,intensifyintervenQon–  ConsiderissuesofseverityandnotdelayingevaluaQon

AcademicDataConsultAgenda•  Studentnameandgradelevel

•  MeasureandPMlevelifdifferent

•  NoQceitemsfrompreviousslide

•  Applydecisionmakingrules–  Targetmet–  Sufficientprogress–  PMlevel–  ProblemSolving

•  Analyzethediminishingorgrowingtrendlinegap

•  Makedatabaseddecision•  Assignfollowuptasks

–  Dismiss–  ChangePMlevel–  SchedulePST–  Recalculategoal–  Enrollinstrategicmonitor?

©BethWood,2016 95

BehaviorDataConsultAgenda•  Studentnameandgradelevel

•  NoQceitemsfrompreviousslide

•  Applydecisionmakingrules–  Targetmet–  Sufficientprogress–  PMlevel–  InsufficientProgress–  ProblemSolving–  Severityissue

•  Analyzetrendline•  Makedatabaseddecision•  Assignfollowuptasks

–  Fade–  ChangePMlevel–  SchedulePST

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TieredInterven=on

IntervenQonWhen?

•  School-widededicatedblockforintervenQon

•  GradelevelorlevelsscheduleacommonQme

•  TeachersprovideintervenQontotheirownstudentsastheirschedulesallow

•  ElectronictoolintervenQonsareuQlizedperiodicallythroughouttheday

Bywhom?

•  CerQfiedteachersandspecialistsservestudentswiththegreatestneeds

•  Classroomteachersworkwiththeirownstudents

•  FlexibleuseofcerQfiedstaff•  Classifedstaff,

paraprofessionals,etc.areusedtoprovideinstrucQon

©BethWood,2016 98

AcademicTieredIntervenQon•  TierTwo

–  Smallhomogeneousgroups

–  Agreeduponamount,frequency&duraQon

–  InstrucQonalmatchtargeted

–  Explicit&systemaQcinstrucQon

–  Alignedexamples–  Controlledlanguage–  Model,guidepracQce,correcQvefeedback,independentpracQce,frequentcumulaQvereview

–  DistributedpracQce

•  TierThree–  Smallergroupsize–  Increasedamount,frequency&duraQon

–  DiagnosQcassessmentreviewedtoassureinstrucQonalmatch

–  New,moreintensifiedintervenQonuQlized

–  PerhapssomethingprogrammaQc

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*InstrucQonalRouQne…beforethegames,flashcards,etc.

•  Todaywearegoingto…•  Wewillusethistool…•  ListenandwatchwhileI…•  Nowwewilltryittogether…•  Yourturn…I’llwatchyou…•  Now,tryitonyourown…

–  Yes,that’scorrect…–  No,remember?Thisishowyou…

•  Explainthetask•  Describeanytool•  ModeltheskillIdo.•  UsecollaboraQvely•  GuidethepracQce•  IndependentpracQce•  PosiQvereinforcement

CorrecQvefeedbackScaffoldedsupportPlanforgeneralizaQon!

Wedo.

Youdo.

BehaviorTieredInterven=ons

•  Work in grade level teams (data consult team) •  Reflect on tier one core components-does anything need

to be strengthened?

•  Focus on analyzing and supporting rather than the teacher or student being “in trouble”

•  Need a problem statement, measurable goal, evidence based behavioral intervention, and progress monitoring data system that can be graphed

•  Possible tools/resources: FBT guiding questions, Student Intervention Matching Form (SIM), Evidence Based Behavior Intervention Tip Sheets, PBISworld.com, intensiveintervention.com

Func=onBasedThinkingGuidingQues=ons

•  When,whereandwithwhodoesthebehavioroccur?

•  Whathappenedbeforetheproblembehavior?•  Isthestudenttryingtoavoid/escapeitandifsowhy?

•  Whatskillsdotheyneed?•  WhatprevenQonstrategiescanbeputinplace?Removethetrigger?Providemorestructureand/orsupport?

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Func=onBasedThinkingGuidingQues=ons

•  Whathappeneda`ertheproblembehavior?•  Diditreinforceor“payoff”thestudent’sbehavior.

•  Howdotheadultsneedtoresponddifferently?•  Whatdoyouneedtoteachthestudenttodoinsteadtogetthat“payoff”(takeabreak,askforhelp,getawenQonappropriately,emoQonalregulaQon)

•  Howareyougoingtoreinforcethenewbehaviors?

TopEvidenceBasedPrograms(intensiveinterven=on.org)

•  StructuredMentoredBasedSupport(CheckIn/CheckOut,CheckandConnect,TheBehaviorEducaQonProgram,DailyReportCard)–  ProvidesinstrucQon,awenQon,andreinforcement

•  StructuredBreakSystems(BreaksareBewer,ClassPass)–  Providesappropriateescape

•  Social/BehaviorSkillsTraining(CopingPower)–  Teachesreplacementandmissingskills

•  PrevenQon(Antecedent)Strategies–  Choice

•  ReinforcementStrategies

BehaviorRTIWebsiteResources

hwp://www.rQnetwork.org/learn/behavior-supportshwp://www.pbisworld.comhwp://www.intensiveintervenQon.orghwp://www.intervenQoncentral.org

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106

Student Intervention Matching Form-Evidence Based Tier 2 Interventions (Clayton Cook)

Teacher managed:

•  School-home note system

•  Behavior contract

•  Self-monitoring

•  Positive peer reporting

•  Class pass

Needs Additional Support:

•  Structured mentoring

•  Small group social-emotional training

SmallGroupTraining•  Manyschoolsdo20-30minutesofRTIintervenQondaily•  PerfectQmeforsocial/behavioralintervenQongroups

–  OrganizaQon–  Problemsolving–  EmoQonalregulaQon–  ConflictresoluQon–  Flexibility–  Howdoesyourenginerun(self-regulaQon)

•  Couldcombinewithsometypeofstructuringmentoringsystem

•  Canusecurriculumthatspecialeducatorscurrentlyhave•  GoFundMe

hwps://www.gofundme.com/EducaQon-Schools-Learning/

SuccessPlanATemplate

108

ProblemStatement

Sekng-Anobservablebehavior-Measure-Baseline-Averagepeercomparison

Replacement/TargetBehaviorGoal

Observableandmeasurable-Whatdoyouwantthetodoinstead?-Whatotherskillsareneededtobesuccessful?

IntervenQon(s)/Strategies

OngoingmonitoringandevaluaQon

Fidelitychecklist(wastheplanfollowedaswriwen?)-Progressmonitoring(didthebehaviorimproveanddidthisimprovementmaintainoverQme?).Mustbegraphedwithatrendline.-Datareviewplan(locaQon,date/Qme,parQcipants)

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SuccessPlanBTemplate

Problem Statement

-Setting -An observable behavior -Measure -Baseline -Average peer comparison

Replacement/Target Behavior Goal

-Observable and measurable -What do you want them to do instead? -What other skills (if any) does the student need to be successful?

Instruction of Replacement/Target Behavior(s)

-Who, When, and How

Prevention Strategies

-Proactive structure and supports

SuccessPlanBTemplate

Recognition of Positive Behaviors

-Positive Reinforcement Plan

Consistent Instructional Response

-Natural/Logical Undesirable Consequences -Respectfully delivered as privately as possible with minimal attention -Teaches replacement/target behavior(s)

Plan for Extinction Bursts and/or Crisis (If Needed)

-Privacy -Back-up support -Plan for other students -Follows district policy

Ongoing monitoring and evaluation

-Fidelity checklist (was the plan followed as written?) -Progress monitoring (did the behavior improve and did this improvement maintain over time?). Must be graphed with a trend line. -Data review plan (location, date/time, participants)

ProblemSolvingTeam

•  Designedbyproblemsolvingteamwhomeetmonthly

•  TeamdevelopedateachbuildingwithbehaviorexperQse

•  Mayinvolvesupportoutsidetheclassroom/gradelevelteam

•  MoreextensivefuncQonbasedthinking•  MirrorsQeronecomponentslanguage-needstobeindividualizedandmoreintensesupport

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Behavior:WhenToMovetoTier3?

•  That’s the million dollar question!!! Recommend at least two rounds of tier 2 intervention for 4-6 weeks

•  May need MORE-the function may be correct but the student needs more intensive instruction, support, reinforcement and/or structure

•  May be DIFFERENT-the function may be wrong or incomplete-back to function based thinking!

•  May want to involve a behavior specialist at this stage-this is the tough and stressful stage-objectivity may be needed

•  Include a severe behavior clause-not every student needs to move through this process!

Tier3:IntensiveSupport

•  Veryindividualized!!!•  Moreintensivebehaviorspecialistinvolvement-need

experQse•  PotenQallybehaviorcoachinvolvement•  PotenQallywraparoundserviceswithfamilyand/ormental

healthproviders•  PotenQallymorerestrictedsekngwithbehavioralexperQse•  Mayormaynotinvolvea504evaluaQon-istheiramedical

condiQonthatrequiresaccommodaQons/modificaQons•  MayormaynotinvolveaspecialeducaQonevaluaQon-is

thereasuspecteddisabilitythatmayrequirespecializedinstrucQon

Implementa=onFidelity

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ImplementwithFidelity•  Onlywhenweimplementthemodel(oranycomponentofit…likeassessmentorintervenQon)asintended,canwethenexpecttoachievetheoutcomesforstudentsdescribedintheresearchandliterature.

•  WithoutformalchecksforfidelityofimplementaQon(treatmentintegrity),wecannotsayitdidn’twork…

ImplementaQonfidelityextendsto…•  CurriculumBasedMeasures

– StandardizedadministraQon(AIRS*)andscoring;adherencetodistrictcutscores,ratesofimprovement,andgoalsekng

•  SupplementalInstrucQon/IntervenQon–  ImplemenQngallaspectsoftheintervenQonpreciselyasplanned(LookForChecklist)

•  DataAnalysis– ConsistentuseofDataBasedDecisionMaking“rules”

FidelityChecks

•  AssessmentadministraQonandscoring(ifappropriate)

•  IntervenQonsessionfacilitaQon•  Coresuccessplancomponents•  Dataanalysis,interpretaQon,andevaluaQon;applicaQonofdecisionmakingrules

•  Followingthestepsoftheprocessthattheschoolordistricthasdeveloped

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*AccuracyofImplementaQonRaQngScale

120

Morning triage Personal talk time Problem solving/role playing

Assistance/ accomodations with communication arts tasks

Typed Read or processed written content aloud Whisper phone Broke into parts Frequent check backs/encouragement Alternate topic

Positive practice time Yes No

Morning reward Earned Received

Afternoon reward Earned Received

Behavior Fidelity Checklist Example

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TierOne*•  “ClassroominstrucQoninthecorecurriculumthatresultsinmoststudentsmakingexpectedprogressisthebedrockofMTSS.– Describedistrictproceduresusedtoensurethatthecurriculumisimplementedasintended,andthatmoststudentsaremakingexpectedprogress.

– ArebehavioralexpectaQonsandsocialskillsincludedaspartofthecurriculumatallgradelevels?

– DescribeproacQve,class-wideproceduresthatareinplacetoaddresstherangeofstudentskillandabiliQesinclassrooms.”

*DistrictLevelPlanforMul8TierSystemofSupports:MO-CASE

TierTwo*

•  “HowareTier2intervenQonsselected?•  WhoimplementstheseintervenQons?Whattrainingdidtheyreceive?

•  HowisfidelityofimplementaQonmonitored?

•  IsthereasetQmedesignatedforTier2intervenQons?”

*DistrictLevelPlanforMul8TierSystemofSupports:MO-CASE

TierThree*

•  “WhomakesdecisionsaboutTier3intervenQons?

•  WhoimplementsTier3intervenQons?WhataretheirqualificaQonsandtraining?

•  HowistheQmeavailableforTier3intervenQondetermined?

•  WhomonitorsfidelityofimplementaQon?”

*DistrictLevelPlanforMul8TierSystemofSupports:MO-CASE

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©BethWood,2016 124

ToolsChecklistq CalendarofacQviQesq CurriculumBasedMeasurestohelp‘triangulate’ourassessment/instrucQon

q Fidelitychecklistsq Decisionmakingrulesq Datareportsq Goalsekngformulaq DiagnosQcs/erroranalysistools(efficiency)

q InstrucQonalrouQneformat

q ResearchbasedintervenQons

q Leveledmaterialsq BlockedintervenQonQme

q IntervenQonistsq Benchmarksort,PMdataconsult,andProblemSolvingprocesses

PlanForUseinIDEAEligibilityDetermina=on

IdeaEligibility*•  “WhiletheprimaryfocusofMTSSisstudentsupport,regardlessofprogrameligibility,responsetointervenQondata,whichisaninherentpartofMTSSforbothacademics,canbeuQlizedinIDEAeligibilityevaluaQons.ThisisspecificallyreferencedintheIDEAforthecategoryofSLD.ResponsetointervenQondatacanalsobeusedtohelpdetermineeducaQonalimpactforIDEAcategoriessuchasEmoQonalDisturbance,OtherHealthImpaired,andLanguageImpaired.ItisimportanttonotethatMTSSshouldneverbeusedtodelayarequestforevaluaQon,andthatitisnotintendedtobeapre-referralobstaclecourse.”

*DistrictLevelPlanforMul8TierSystemofSupports:MO-CASE

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IdeaEligibility*•  “WillyourdistrictuseresponsetointervenQondataindeterminingeligibilityforSpecificLearningDisabiliQes,ratherthanIQ-Achievementdiscrepancy?_____yes_____no

•  Ifyes,forwhatgradelevelsandareasofSLD?”–  (Reading,WriQng,Math)

•  “WillevaluaQonteamsinyourdistrictuseresponsetointervenQondataaspartofdeterminingeducaQonalimpactforotherIDEAeligibilitycategories?

•  Ifyes,whichones?”

*DistrictLevelPlanforMul8TierSystemofSupports:MO-CASE

DESERtIGuidelinesforSLDEligibility•  IntervenQons:mustberesearchorevidencebased;likelytowork

•  IntervenQonphases:minimumacceptablenumberis2…increasinginintensity

•  IntervenQonsessions:minimumnumberofsessionsis24acrosstwophases

•  Fidelity:documenta=onmustbemaintainedsubstan=a=ngtreatmentintegrity

•  ParentnoQficaQon:whenstudentsreceivetargetedintervenQon(nature,amount,progressmonitoring)

DESERtIGuidelinesforSLDEligibility•  ProgressMonitoring:datamustbecollectedanddocumentedweekly

•  Datapoints:nofewerthan6grapheddatapointsperintervenQon…foruseindecisionmaking

•  Decision-making:bothlevelofperformanceandrateofprogressmustbeconsidered(dualdiscrepancy)

•  SLDeligibility:awriwenpolicymustbeinplacetouse“RtI”dataasapartofeligibilitydeterminaQonsinSpecialEducaQon

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©BethWood,2016 130

SampleDocumentaQon•  Studentname&ID•  Gradelevelandteacher(s)

•  (AIMSweb)measure•  Datesandbenchmarkscores

•  PercenQlerankings•  SLAevidence•  PMtoolandlevel•  Goalusingformula•  DiagnosQctool/erroranalysistool

•  Tier2AandTier2BintervenQondescripQon

•  Amount,frequency,duraQon,groupsize

•  Awendance%•  IntervenQonistandqualificaQons

•  Progressmonitoringdatagraphs

•  Problemsolvingnotes•  Fidelitychecks•  Other…