implementing advanced tiers: what exactly does that mean? dr. patti hershfeldt assistant director...
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Implementing Advanced Tiers: What exactly does that mean?
Dr. Patti HershfeldtAssistant Director Training and Technical Assistance
Sheppard Pratt Health System
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Goals for the day
Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic
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TIER I: Core, Universal
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GOAL: 100% of students achieve at high levels
Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned? Questions 1 and 2 help us ensure
a guaranteed and viable core curriculum
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TIER II: Supplemental, Targeted
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Tier II For approx. 20% of students
Core +
Supplemental
…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?
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TIER III: Intensive, Individualized
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Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?
Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
A Response to Intervention (RtI) Application for Behavior
Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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We need to remember…lower level tier 2 interventions are generic (rather than individualized)The intervention needs to match the needTeaming needs to be streamlined and systematized
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What do you already have?
• Brainstorm inventory of current practices…
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Tier 3
Tier 2
Tier 1
Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered
Logic to Logic to Your SchoolYour School
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Practices, Initiatives, Programs for a FEW
Practices, Initiatives, Programs for SOME
Practices, Initiatives, Programs for ALL
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ACADEMICS
What’s in place for a student who is strugglingw/reading or math?
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What’s in place for a student who is strugglingw/following the rules?
BEHAVIOR
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Resource Mapping• What are the practices in place at each tier
of the triangle?• Are they evidence-based practices?• How are you measuring effectiveness of
practices (data)? • Who are the service delivery
teams/personnel (e.g., Climate, School Improvement Team, Discipline)?
• Link to outcomes- Strategic Plan (School Improvement Plan)
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Goals for the day
Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic
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• What does readiness need to look like?
• What type of support do we need from the district & building administration?
Readiness
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Challenging conversations ahead!
Handbook
Discipline
Zero tolerance Adult behavior
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Goals for the day
Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic
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Critical Features for Implementing Advanced Tiers of Support:
• Establish decision rules for access to the intervention
• Explore data and “look” for students in need
• Interventions are linked directly to the SW expectations and/or academic goals
• Interventions are always available to students
• Monitor progress of student• Staff are trained, receive ongoing
support, and are provided feedback.
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Establish Decision Rules for Access
Who gets access to an intervention that integrates academic/behavioral support ? Choose 5 students.
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Activity: Student List
• Are there other sources of data available? • What else should we know about the
students? • Do any staff in building have relationship
with the student?• Consider what students are requiring the
most adult resources.• What are some possible political
implications of choosing the students you chose?
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Data-Based Decision MakingNumbers to Keep in Mind
• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks
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Goals for the day
Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic
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Critical Features for Implementing Advanced Tiers of Support:
• Establish decision rules for access to the intervention
• Explore data and “look” for students in need
• Interventions are linked directly to the SW expectations and/or academic goals
• Interventions are always available to students
• Monitor progress of student• Staff are trained, receive ongoing
support, and are provided feedback.
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Screening & Feedback
• Essential to developing effective systems– Effective systems allow for high fidelity of
implementation
• Often overlooked
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Universal Screening: Instrument Selection Criteria
Screening tool meets established psychometric criteria – The Standards for Educational and Psychological Testing published by
American Educational Research Association (AERA) & American Psychological Association (APA) is gold-standard for instrument selection guidelines
Identifies risk factors associated with externalizing (‘acting out’) and internalizing (‘overly shy/withdrawn’) behavioral problems, or social-emotional strengths and weaknesses
It can be administered quickly (takes less than an hour to screen an entire class)
It is cost-efficient– Easy to score– Does not require specialized training to administer– Can function as a progress-monitoring tool
UNIVERSAL SCREENING INSTRUMENTS ARE NOTDIAGNOSTIC TOOLS
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Feedback : Give it and Get it
• 2 times per term minimum• Especially important in secondary schools and
for students receiving Tier II supports• Gather feedback from the participating staff• How do teachers get feedback?
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Tossing A
round T
erms
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Developing a Common LanguageActivity: Tossing Around Terms
• Tossing Around Terms– What do you think of when you see the word,
discipline, office discipline referral etc..? – How do you think they would be defined by the
following groups (teachers, administrators, central office personnel or families)?
– Do you think people in your school have a shared understanding of these concepts or do differences exist? If different, what impact would this have as you move forward?
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Terms to toss at your school
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Goals for the day
Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic
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Teaming for Advanced Tiers
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Critical Features for Implementing Advanced Tiers of Support:
• Establish decision rules for access to the intervention
• Explore data and “look” for students in need• Interventions are linked directly to the SW
expectations and/or academic goals• Interventions are always available to students• Monitor progress of student & intervention
fidelity • Staff are trained, receive ongoing support, and
are provided feedback.
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Secondary Systems Team Roles
• Team Leader: responsible for agenda & facilitation of meeting
• Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)
• Action Plan Recorder: a.k.a. note taker• Time Keeper: • Family Representative: • CICO Facilitator: adult who checks students in and
out in the morning and afternoon
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3-Tiered System of Support Necessary Conversations
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Family and community Family and
community
Family and community
community
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Teaming at Tier 2 (and Tier 3)
• Secondary Systems Planning ‘conversation’– Monitors effectiveness of CICO, S/AIG, Mentoring,
and Brief FBA/BIP supports– Review data to make decisions on improvements
to the interventions– Individual students are NOT discussed
• Problem Solving Team ‘conversation’– Develops plans for one student at a time– Every school has this type of meeting – Teachers and family are typically invited
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3-Tiered System of Support Necessary Conversations
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Family and community Family and
community
Family and community
community
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Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001
Implementation of Effective Practices with and without an Implementation Support Team
Implementation Team
No Implementation Team
Percent of Implementation
80% 14%
Time 3 Years 17 years
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Team meeting about Tier 2 Total time: 10 minutes
Intervention fidelity Student response to intervention
What % of students are responding to the intervention
IF…Less than 70% of students enrolled are responding
IF…More than 70% of students enrolled are responding
Consider what isn’t working with the intervention
THEN you problem solve specific students
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Data-Based Decision MakingNumbers to Keep in Mind
• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions
• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention
• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient
• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks
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Which of these interventions should we continue to pour our resources in to? Which of theses interventions either need to be changed or eliminated?
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Screening & Feedback
• Essential to developing effective systems– Effective systems allow for high fidelity of
implementation
• Often overlooked
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Critical Features for Implementing Advanced Tiers of Support:
• Establish decision rules for access to the intervention
• Explore data and “look” for students in need
• Interventions are linked directly to the SW expectations and/or academic goals
• Interventions are always available to students
• Monitor progress of student• Staff are trained, receive ongoing
support, and are provided feedback.
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Check in Check Out : AKA Tier 2 Framework
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Student Recommended for CICO
CICO is Implemented
CICO Coordinatorsummarizes data
for decision making
Exit program
Bi-weekly coordination Meeting to assess student
progress
Parentfeedback
Regular teacher feedback
Afternooncheck-out
Morning check-in
Reviseprogram
•CICO Coordinator
•Student meets qualifying criteria:Data basedRFAODR (SWPBS Team)Parent recommendationAdministrator recommendation
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Let’s practice
• Choose a Tier 2 intervention from your resource map
• Complete the 3 Circle Problem Solving worksheet
• Share with group
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SYSTEMS – Support Staff Behavior
PRACTICES – Support Student Behavior
DATA + Culture– Supports Decision Making
3 Circles Problem Solving Worksheet
Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________
Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________
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Phase 1: Provide Adequate Instruction, Fidelity Check, Decision Rule for Access
Phase 2:Gather information, Use CICO Basic
Phase 3:Review Baseline, Fidelity Check,Decision Rules for next steps
Phase 4:Evaluate Outcomes & Make Decisions
Academic Support(s)Academic Support(s)
Peer Leadership
Peer Leadership
Pro social skill ?Pro social skill ?
Problem Solving?Problem Solving?
Targeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication systemTargeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication system
Avoid Tasks?
Avoid Tasks?
Skill Building?
Skill Building?
Skill Deficit?
Skill Deficit?
Step 2: Tier 2 Team synthesize data to continue CICO Basic or modify CICO- add skill developmentStep 2: Tier 2 Team synthesize data to continue CICO Basic or modify CICO- add skill development
Step 1: CICO started with 2 week observation time to collect baseline Step 1: CICO started with 2 week observation time to collect baseline
Teacher/Parent Nomination
Teacher/Parent Nomination
Data Decision Rules
Data Decision Rules
Universal Screening Instrument
Universal Screening Instrument
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?
–Classroom System –Nonclassroom System–Schoolwide System
–Classroom System –Nonclassroom System–Schoolwide System
Tier 1 implemented with fidelity?
Tier 1 implemented with fidelity?
If Yes, then
Analysis and/or Full Assessment
Analysis and/or Full Assessment
Obtain Attention?
Obtain Attention?
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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What have we learned?
• Advanced tier support LAYERS on top of Tier 1• Tier 2 interventions are NOT individualized • Teaming needs to be streamlined• We must use data to decide who gets access
to advanced tier support
• IT TAKES A VILLAGE – NOT JUST YOU!
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The messages we need to share…
• Utilize student strengths rather than focus on deficits
• A relationship with 1 adult can improve– Student engagement (attendance…) – Academic performance – Satisfaction w/school
• Promote self care with the adults – Model that to students
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An example of a practice to
promote Self-Determination Skills
in Youth
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Self-Determination and PBIS:Keeping Kids in School
Teresa Cogar&
John McNaught
Virginia Departmentof Education
Imdetermined.org
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Question…
Which is the greater influence on students’ intention to stay in school?
– Academic performance OR
– Students’ perceived competence and self-determined motivation
High School Factors That Influence Students to Remain in School, by John Ainley, Jane Foreman and Michael Sheret The Journal of Educational Research © 1991
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Core Components(combination of skills, knowledge & beliefs)
Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy
and outcomes expectancy
Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy &
Leadership Self-Awareness Self-Knowledge
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What is Self-Determination?
Knowing & believing in yourself
Knowing what you want your future to be like and how to make plans to achieve this future.
Knowing the supports that you need to take control of your life.
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Self- Determination 5 Interventions/strategies
• 1 Pagers *• Good Day Plan *• Student led conferences/IEPS• Lesson Plans based on core components• Goal Setting & Attainment
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1 pagers
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My Needs
My Interests
Name:Address:DOB:
Date:
My Strengths
My Preferences
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Preferences• Visual learner• I like to see a
demonstration of something or read the manual to get it done
Needs• Small group• Directions clarified
Strengths• I’m outgoing• I’m friendly
Interests• I love drawing• Hanging out with friends• I love reading
Name: Sarah Address:DOB:
You’re Invited
Date: 10/23/10 Time:
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Learning Preferences• I like to have new concepts
modeled• Enjoy working in groups• I often get the “big” picture
and have to work to note the details
Accommodations that Work• Extended time• Help from my friends• Working with people with
different learning styles
I Want You to Know• I don’t like timelines• I work hard• I play hard
Interests• Animals• Cooking• Outdoors
Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75
You’re InvitedDate: 08-04-09 Time: 10:00 am
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Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered
Logic Logic
Entire 6th grade class during1st week of school
Students at-risk for failing classCreate one for teachers
Individual students sends one to allTeachers prior to school year starting
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Good Day Plan
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Tier 3
Tier 2
Tier 1Triangle Triangle Activity:Activity:
Applying the Applying the Three-Tiered Three-Tiered Intervention Intervention
Logic Logic
Entire 8th grade English class Creates class wide GDP
Student gives to CICO coordinator
Student presents GDP as part Of FBA/BIP meeting
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