Individual Student Supports: Tier 3 Intensive Systems

DE Learning SupportsMarch, 2013

Dea Ellen Epley Birtwistle, AEA 267Victoria Davison, Mason City School District

Tier 3 System in Your School

Choose one adjective: Definitive/Non-existent Seamless/Fragmented

Organized/Chaotic Data-Driven/Haphazard

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

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

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

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

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

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

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

TypicalConsequenceCompeting

Behavior Pathway

AcceptableAlternative

٭

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

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.

AIM

• Assess Intervene Monitor FBA Tool

• Tool guides process of identifying function of problem behavior, developing and planning intervention plans, and monitoring interventions

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?

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

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

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?

Clear Creek Elementary

Roosevelt Middle‘08-’09 & ‘09-’10

• 2

Lincoln Intermediate’10-’11 & ’11-’12

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

Harding Elementary‘06-’07 & ‘07-’08

Harding Elementary Data’09-’10 & ‘10-’11

• 22

Harding

• 2011-2012

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

Tracking Tool

• Interventions provided in Tier II and Tier III

• How many students receive interventions

• How many students respond

Guiding Questions

• Specify sources of data for Tier III

• Specify data entry points

• Specify data –based decision rules for defining responses

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?

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

AEA 267 Coaching Tool

• Increase collaboration across AEA

• Increase consistent use of tools

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?