individual student supports: tier 3 intensive systems
DESCRIPTION
Individual Student Supports: Tier 3 Intensive Systems. DE Learning Supports March, 2013 Dea Ellen Epley Birtwistle, AEA 267 Victoria Davison, Mason City School District. Tier 3 System in Your School. Choose one adjective: Definitive/Non-existent Seamless/Fragmented - PowerPoint PPT PresentationTRANSCRIPT
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Individual Student Supports: Tier 3 Intensive Systems
DE Learning SupportsMarch, 2013
Dea Ellen Epley Birtwistle, AEA 267Victoria Davison, Mason City School District
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Tier 3 System in Your School
Choose one adjective: Definitive/Non-existent Seamless/Fragmented
Organized/Chaotic Data-Driven/Haphazard
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Objectives
• Participants will: - Understand challenges to building Individual
Student Supports in a Tertiary System - Review tools to help assess school readiness
and system fidelity for a Tertiary System - Identify opportunities for collaboration in
building a Tertiary System
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3-Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Mentoring/CnC
Complex
FBA/BIP
Universal
Support
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
UniversalTeam
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
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Tools
• Competing Behavior Pathway• AIM- Assess Intervene Monitor FBA Tool• BAT/MATT-Benchmarks of Advanced Tiers & Monitoring Advanced Tiers Tools• Tracking Tool• Guiding Questions • ISSET- Individual Student Systems Evaluation Tool• AEA 267 Coaching Tool
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Obstacles in System Development
• Child is problem-Fix him or her• Form-driven versus process-driven• Absence of uniform practices• “Expert” versus collaborative approach• Limited support and follow-up for teachers
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Individual System/Tertiary System
• Wraparound facilitator and Tertiary Systems Planning Team leader identified and trained
• Tertiary Systems Planning Team meets at least monthly
• Staff are updated on Tertiary Systems (at least quarterly)
• Process for direct entrance into tertiary supports by family or staff developed
• Wraparound facilitator trained in SIMEO tools
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceCompeting
Behavior Pathway
AcceptableAlternative
٭
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Setting Events TriggeringAntecedents
MaintainingConsequences
Sent to Office
Desired Behavior TypicalConsequences
Problem Behavior
Replacement Behavior
Work Refusal, fighting
Teacher Demand
Hunger
TimCompliance
Finish Work Assign more work, Praise
Ask Teacher for Help
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TimSetting Event
StrategiesAntecedent Strategies
Behavior Teaching Strategies
Consequence Strategies
•Jogging and Breakfast Club
*Academic content at level
•Space preferred classes across day
•Check-in Check out modified to be after each period
*Greet with a positive comment or prompt as he enters room
* When redirections are given, allow at least 30 seconds to 1 minute between directions
•Teach how to ask for help
•Teach how to ask for break (2-3 minutes not to exceed once per period)
•Group targeting expectation of respect
•Allow him to do preferred activity after completing a set amount of work.
* If sent to office, work should go with him.
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AIM
• Assess Intervene Monitor FBA Tool
• Tool guides process of identifying function of problem behavior, developing and planning intervention plans, and monitoring interventions
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Talking Sticks
• How could your school incorporate the Competing Behavior Pathway or AIM into the school’s Individual Student Support System?
• How could you support the teaching of replacement behaviors within your school’s Individual Student Support System?
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Benchmarks of Advanced TiersBAT
Annual Assessment for Tier II and Tier III Fidelity
Coordinators and/or Teams submit the results of the BAT online
Consensus scores of the team are entered
Action Plan is developed
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Monitoring of Advanced Tiers ToolMATT
• Monitors Implementation of Tier 2 and Tier 3
• Designed to take 15-20 minutes
• Use every two months
• Formative questions to guide leadership team
• https://www.pbisassessment.org
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Talking Sticks
• What questions on the BAT assist you in reflecting about your school’s progress on your Individual Student Support System?
• What questions on the MATT are beneficial to guiding your reflection about your school’s Individual Student Support System?
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Clear Creek Elementary
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Roosevelt Middle‘08-’09 & ‘09-’10
• 2
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Lincoln Intermediate’10-’11 & ’11-’12
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Harding History
• Began training for PBIS in 2005-2006• Implemented PBIS for students in Fall 2006• Started CICO in 2008-2009 school year• First couple of years- Tracking Tool not
implemented with fidelity • Each year Harding does a better job of using
the Tracking Tool with fidelity
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Harding Elementary‘06-’07 & ‘07-’08
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Harding Elementary Data’09-’10 & ‘10-’11
• 22
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Harding
• 2011-2012
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Harding Data Year 2010-2011 2011-2012 2012-2013
Students in CICOStudents Respond
10 6
14 8
22 14
Students in CNCStudents Respond
15 7
15 11
17 12
Students in GroupsStudents Respond
11 7
16 14
22 17
Students with Brief FBAStudents Respond
1 1
4 2
Students with Complex FBA Students Respond
11 6
13 8
15 12
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Tracking Tool
• Interventions provided in Tier II and Tier III
• How many students receive interventions
• How many students respond
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Guiding Questions
• Specify sources of data for Tier III
• Specify data entry points
• Specify data –based decision rules for defining responses
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Talking Stick
• What is your experience with the Tracking Tool?
• How could your team use the Guiding Questions to amend your Tier III procedures or process?
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ISSETIntensive Individualized Interventions
G. Assessment- Problem statements that include antecedents and maintaining consequences
H. Implementation- Reinforcing desired alternative behaviors
I. Evaluation and Monitoring – A plan for assessing fidelity
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AEA 267 Coaching Tool
• Increase collaboration across AEA
• Increase consistent use of tools
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Closer Talking Stick
What is one tool you plan to add to your school’s Individual Student Support System?
Who/What do you see as a resource for developing your school’s Individual Student Support System?