Transcript Slide 1

Designing
Comprehensive, Integrated, Three-Tiered (CI3T)
Models of Prevention:
Building a Multi-Tiered System of Supports (MTSS)
With an Integrated Focus
Kathleen Lynne Lane, Ph.D., BCBA-D
University of Kansas
Wendy Peia Oakes, Ph.D.
Arizona State University
Purpose
• Describe a comprehensive, integrated, three-tiered
(CI3T) model of prevention to meet students’
multiple needs
• Describe the three core components:
 academic (response-to-intervention)
 behavior (positive behavior interventions and supports)
 social skills (validated curriculum)
• Emphasize the importance of accurate
measurement
… a new opportunity for systemic change
… a data-driven model to prevent the development of
and respond effectively to existing learning and
behavioral challenges
Kathleen Lynne Lane, Ph.D., BCBA-D
University of Kansas
A Multi-Tiered System of Supports:
A Comprehensive, Integrated, Three-Tiered
Model of Prevention
Primary
Prevention
Response:
80% of
Students
Prevent Harm
Tertiary
Prevention
Response:
1-5% of
Students
Reduce Harm
Comprehensive, Integrated, Three-Tiered Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
≈
Secondary Prevention (Tier 2)
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
Validated
Social Skills
or Character
Education
Curricula
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social
LPSD MS HS CI3T Training 2014-2015
-5
Academic Component
• Coordinated instruction within and across grade levels
• Instruction linked to Common Core, state, or district
standards
• Benchmarking student progress to inform instruction
• Progress monitoring for students identified for secondary
(Tier 2) and tertiary (Tier 3) supports
6
Social Component
…identifying a validated curriculum
• Violence Prevention
– Second Step Violence Prevention
(Committee for Children, 1992)
• Character Education
– Positive Action (Positive Action, 2008)
– Caring School Community
(www.characterplus.org)
• Social Skills
– Social Skills Improvement System – Classwide
Intervention Program (Elliott & Gresham, 2007)
7
Behavioral Component:
Positive Behavior Interventions and Support
…a framework, not a curriculum
• Establish, clarify, and define expectations
• Teach all students the expectations, planned and
implemented by all adults in the school
• Give opportunities to practice
• Reinforce students consistently, facilitate success
• Consider rules, routines, and physical arrangements
• Monitor the plan using school-wide data to identify
students who need more support
• Monitor student progress
8
ELEMENTARY
Settings
Classroom
Respect
Hallway
- Follow directions - Use a quiet voice
-Use kind words
- Walk on the right
and actions
side of the hallway
- Control your
- Keep hands to
Establish,
temperClarify, Define
yourself
-Expectations
Cooperate with
others
- Use an inside
voice
Cafeteria
Playground
Bathroom
Bus
- Use an inside
voice
- Use manners
- Listen to and
follow adult
requests
- Respect other
peoples’ personal
space
- Follow the rules
of the game
- Use the
restroom and
then return to
class
- Stay in your
own bathroom
stall
- Little talking
- Use kind words
towards the bus
driver and other
students
- Listen to and
follow the bus
driver’s
instructions
Responsibility
- Arrive to class on
time
- Remain in school
for the whole day
- Bring your
required materials
- Turn in finished
work
- Exercise selfcontrol
- Keep hands to
yourself
- Walk in the
hallway
- Stay in line with
your class
- Make your
choices quickly
- Eat your own
food
- Choose a seat
and stick with it
- Clean up after
yourself
- Play approved
games
- Use equipment
appropriately
- Return
equipment when
you are done
- Line up when
the bell rings
- Flush toilet
- Wash hands
with soap
- Throw away any
trash properly
- Report any
problems to your
teacher
- Talk quietly with
others
- Listen to and
follow the bus
driver’s
instructions
- Remain in seat
after you enter
the bus
- Use self-control
Best Effort
- Participate in
class activities
- Complete work
with best effort
- Ask for help
politely
- Walk quietly
- Walk directly to
next location
- Use your table
manners
- Use an inside
voice
- Include others in
your games
- Be active
- Follow the rules
of the game
- Take care of
your business
quickly
- Keep bathroom
tidy
- Listen to and
follow the bus
driver’s
instructions
- Keep hands and
feet to self
Lane, Kalberg, & Menzies (2009)
SECONDARY
Arrive on time
prepared to
learn
Settings
Classroom
Hallway
Cafeteria
- Be seated in assigned - Use a quiet voice - Know your order when
seat before tardy bell
- Walk on the right walking through lunch
- Bring all necessary
side of the hallway line
materials, including the - Keep hands to
- Have money ready
school planner
yourself
- Find a set quickly and
- Make up work when
stay with it
absent
- Participate in all
activities
- Complete all
assignments to the best
of your ability
Bathroom
- Use facility quickly and
quietly,
- Return to class
promptly
Bus
- Be ready when
bus arrives
- Carry on all
personal
belongings
needed
- Take care of your own
business
- Remain in own stall
- Minimize chatting
- Keep water in the sink
- Share seating on
the bus
- Listen to and
follow the bus
driver’s
instructions the
first time given
- Speak in a quiet
inside voice
- Remain seated
after entering the
bus
Be respectful to - Follow the dress code
both peers and - Use kind words
adults
towards others; avoid
gossip
- Use appropriate ways
to show affection to
others
- Listen to and follow
directions
- Be truthful
- Keep hands to
yourself
- Use appropriate
ways to show
affection to others
- Walk in the
hallway
- Share lunch tables with
others
- Follow directions first
time asked
- Keep food on your plate
- Eat your own food
- Clean up area
Show school
pride
- Respect
materials (e.g.,
posters in the
hallways).
- Keep the
hallways clean
- Keep lunch tables clean - Keep bathroom clean
- Clear any trash
- Throw away any trash
- Recycle
properly
- Keep desk area clean
- Use classroom
supplies and books
appropriately
- Keep bus clean
- Take off all
personal
belongings
Lane, Kalberg, & Menzies (2009)
Comprehensive, Integrated, Three-Tiered Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
≈
Secondary Prevention (Tier 2)
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
Validated
Social Skills
or Character
Education
Curricula
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social
LPSD MS HS CI3T Training 2014-2015
- 11
Monitor
Importance of Unified Systems
of Measurement
• Accurate measure of key variables to enable accurate
decision making
–
–
–
–
–
office discipline referrals (ODRs)
attendance
referrals to prereferral teams and special education
academic progress (e.g., curriculum-based measurement)
behavior screenings
• The ability to analyze academic and behavioral data in
tandem
• Information sharing regarding
a) progress for schools as a whole, and
b) identification and support of students who require additional
supports in the form of secondary (Tier 2) and tertiary (Tier 3)
levels of prevention
Student Risk Screening Scale
Middle School
Fall 2004 – Fall 2011
n = 12
Percentage of Students
n = 20
n = 507
N=534
N=502
N=454
N=470
N=477
N=476
N=524
N= 539
Fall Screeners
Lane, K. L., Oakes, W. P., & Magill, L. (2013). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our
comprehensive, integrated, three-tiered (CI3T) model?
Procedures for Monitoring: Assessment Schedule
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
X
X
X
X
X
X
X
X
X
X
School Demographics
Student Demographics
Student Outcome Academic Measures
Benchmarking - AIMSweb
X
X
Report Card
(course failures)
X
X
X
X
X
Student Outcome Behavior Measures
Screener – SRSS-IE
X
X
X
Discipline: ODR
X
X
Attendance (tardies/
unexcused absences)
X
X
X
X
X
X
X
Referrals
SPED and Support-TEAM
X
Program Measures
Social Validity (PIRS)
Schoolwide Evaluation Tool
CI3T Treatment Integrity
X
X
X
X
X
A Multi-Tiered System of Supports:
A Comprehensive, Integrated, Three-Tiered
Model of Prevention
Primary
Prevention
Response:
80% of
Students
Secondary
Prevention
Response:
10-15% of
Students
Prevent Harm
Reverse Harm
Tertiary
Prevention
Response:
1-5% of
Students
Reduce Harm
Comprehensive, Integrated, Three-Tiered Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
≈
Secondary Prevention (Tier 2)
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
Validated
Social Skills
or Character
Education
Curricula
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social
LPSD MS HS CI3T Training 2014-2015 - 16
USING SCHOOL-WIDE DATA TO
IDENTIFY STUDENTS FOR
TARGETED PREVENTION
EFFORTS
Sample Secondary Intervention Grid
Support
Behavior
Contract
Selfmonitoring
Description
A written agreement
between two parties used
to specify the contingent
relationship between the
completion of a behavior
and access to or delivery
of a specific reward.
Contract may involve
administrator, teacher,
parent, and student.
Schoolwide
Data: Entry
Criteria
Data to
Monitor
Progress
Exit Criteria
Behavior: SRSS Work
Successful
Sample Secondary
Intervention
Grid
mod to high risk
completion,
completion of
Students will monitor
and record their
academic production
(completion/accuracy)
and on-task behavior
each day.
Academic: two or
more missing
assignments
within a grading
period
Behavior: Students
who score in the
abnormal range for
H and CP on the
SDQ
Academic: course
failure or at risk on
CBM
or other
behavior contract.
behavior
addressed in
contract.
Treatment
integrity.
Social Validity.
Work
Passing grade on
completion
report card in the
and accuracy
academic area of
in the
concern.
academic area
of concern;
passing grades.
Treatment
integrity.
Validity
Lane, Kalberg, & Menzies (2009). pp. 131 - Social
137, Boxes
6.1 - 6.4
A Multi-Tiered System of Supports:
A Comprehensive, Integrated, Three-Tiered
Model of Prevention
Primary
Prevention
Response:
80% of
Students
Prevent Harm
Tertiary
Prevention
Response:
1-5% of
Students
Reduce Harm
Comprehensive, Integrated, Three-Tiered Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
≈
Secondary Prevention (Tier 2)
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
Validated
Social Skills
or Character
Education
Curricula
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social
LPSD MS HS CI3T Training 2014-2015
- 20
SAMPLE TERTIARY INTERVENTION GRID
Support
Description
Functional
Assessment
-Based
Intervention
Individualized
interventions
developed by
the behavior
specialist and
PBS team
Schoolwide Data:
Entry Criteria
Data to Monitor
Progress
Students who:
Data will be collected
Behavior
on both the (a)
-scored in the high risk
target (problem)
category on the Student Risk
behavior and (b)
Screening Scale (SRSS), or
replacement
scored in the clinical range on
(desirable)
one following Strengths and
behavior
Difficulties Questionnaire
identified by the
(SDQ) subscales: Emotional
team on an onSymptoms, Conduct
going basis.
Problems, Hyperactivity, or
Prosocial Behavior
Weekly teacher
-earned more than five office
report on
discipline referrals (ODRs) for
academic status
major events during a
grading period
ODR data collected
OR
weekly
Academic
identified at highest risk for
Treatment Integrity
school failure: recommended
for retention; or scored far
Social Validity
below basic on state-wide or
State of Tennessee DOE Technical
district-wide assessments
Assistance Grant IRB # 090935
Exit Criteria
The functionbased
intervention will
be faded once a
functional
relation is
demonstrated
using a validated
single case
methodology
design (e.g.,
withdrawal
design) and the
behavioral
objectives
specified in the
plan are met.
Academic Engagement & Treatment Integrity
Intervention
Baseline
Baseline
Intervention
Percent Engaged & Implented
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Sessions
Academic Engagment
-
-
Benefits of a CI3T Model
• Coordinated target areas
a) academic content
b) social skills
c) PBIS
• Facilitates transitions and supports
– Benefits when rezoning occurs and when
families change feeder patterns
– Benefits to facilitate implementation of systemwide supports (e.g., behavior specialists, special
education services, and transition supports)
across the district
– Benefits for parents to strengthen homeschool
partnerships
23
[email protected]
[email protected]
QUESTIONS?