Implementing Advanced Tiers: What exactly does that mean? Dr. Patti Hershfeldt Assistant Director Training and Technical Assistance Sheppard Pratt Health System [email protected].
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Implementing Advanced Tiers: What exactly does that mean? Dr. Patti Hershfeldt Assistant Director Training and Technical Assistance Sheppard Pratt Health System [email protected] Goals for the day Understanding (systematic) advanced tiers Readiness Data Decision Rules Teaming structures to support advanced tiers Support in the schools Applying 3 tiered logic TIER I: Core, Universal 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 3 3 TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier 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? 4 4 TIER III: Intensive, Individualized 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. 5 5 A Response to Intervention (RtI) Application for Behavior Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/ Secondary ODRs, Attendance, Tardies, Grades, DIBELS, etc. Check-in/ Check-out Social/Academic Instructional Groups Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Individualized CheckIn/Check-Out, Groups & Mentoring (ex. CnC) Tier 3/ Tertiary Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004 We need to remember… lower level tier 2 interventions are generic (rather than individualized) The intervention needs to match the need Teaming needs to be streamlined and systematized What do you already have? • Brainstorm inventory of current practices… Triangle Activity: Tier 3 Practices, Initiatives, Programs for a FEW Applying the Three-Tiered Logic to Your School Tier 2 Practices, Initiatives, Programs for SOME Tier 1 Practices, Initiatives, Programs for ALL 9 What’s in place for a student who is struggling w/reading or math? ACADEMICS TERTIARYPREVENTION PREVENTION TERTIARY •• Function-based support Wraparound & school-based • Wraparound •mental health •• Person-centered Special educationplanning •• •• SECONDARY PREVENTION SECONDARY SECONDARYPREVENTION PREVENTION ••• Summer Check in/out enrichment ••• After-school Targeted social tutoring skills instruction ••• Talented Peer-based & gifted supports programing ••• Social skills club ••• PRIMARY PREVENTION PRIMARY PRIMARYPREVENTION PREVENTION ••• Character Teach SWeducation expectations ••• Positive Proactive school-wide SW discipline discipline ••• Bullying Positiveprevention reinforcement ••• Classroom Effective instruction management ••• Parent engagement ••• What’s in place for a student who is struggling w/following the rules? BEHAVIOR TERTIARYPREVENTION PREVENTION TERTIARY •• Function-based support Wraparound & school-based • Wraparound •mental health •• Person-centered Special educationplanning •• •• SECONDARY PREVENTION SECONDARY SECONDARYPREVENTION PREVENTION ••• Summer Check in/out enrichment ••• After-school Targeted social tutoring skills instruction ••• Talented Peer-based & gifted supports programing ••• Social skills club ••• PRIMARY PREVENTION PRIMARY PRIMARYPREVENTION PREVENTION ••• Character Teach SWeducation expectations ••• Positive Proactive school-wide SW discipline discipline ••• Bullying Positiveprevention reinforcement ••• Classroom Effective instruction management ••• Parent engagement ••• 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) Goals for the day Understanding (systematic) advanced tiers Readiness Data Decision Rules Teaming structures to support advanced tiers Support in the schools Applying 3 tiered logic Readiness • What does readiness need to look like? • What type of support do we need from the district & building administration? Challenging conversations ahead! Discipline Handbook Zero tolerance Adult behavior Goals for the day Understanding (systematic) advanced tiers Readiness Data Decision Rules Teaming structures to support advanced tiers Support in the schools Applying 3 tiered logic 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. Establish Decision Rules for Access Who gets access to an intervention that integrates academic/behavioral support ? Choose 5 students. 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? Data-Based Decision Making Numbers 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 Goals for the day Understanding (systematic) advanced tiers Readiness Data Decision Rules Teaming structures to support advanced tiers Support in the schools Applying 3 tiered logic 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. Screening & Feedback • Essential to developing effective systems – Effective systems allow for high fidelity of implementation • Often overlooked 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 NOT DIAGNOSTIC TOOLS 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? Developing a Common Language Activity: 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? Terms to toss at your school Goals for the day Understanding (systematic) advanced tiers Readiness Data Decision Rules Teaming structures to support advanced tiers Support in the schools Applying 3 tiered logic Teaming for Advanced Tiers 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. 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 3-Tiered System of Support Necessary Conversations Family and community Universal Team Plans SW & Class-wide supports Universal Support Family and community community Secondary Systems Team Problem Solving Team Tertiary Systems Team 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 CICO Brief SAIG Group w. individual feature Brief FBA/BIP Sept. 1, 2009 Family and community FBA/ BIP Complex FBA/BIP WRAP 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 3-Tiered System of Support Necessary Conversations Family and community Universal Team Plans SW & Class-wide supports Universal Support Family and community community Secondary Systems Team Problem Solving Team Tertiary Systems Team 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 CICO Brief SAIG Group w. individual feature Brief FBA/BIP Sept. 1, 2009 Family and community FBA/ BIP Complex FBA/BIP WRAP Implementation of Effective Practices with and without an Implementation Support Team Percent of Implementation Time Implementation Team No Implementation Team 80% 14% 3 Years 17 years Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001 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 Data-Based Decision Making Numbers 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 Which of these interventions should we continue to pour our resources in to? Which of theses interventions either need to be changed or eliminated? Screening & Feedback • Essential to developing effective systems – Effective systems allow for high fidelity of implementation • Often overlooked 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. Check in Check Out : AKA Tier 2 Framework •Student meets qualifying criteria: Student Recommended for CICO CICO is Implemented •CICO Coordinator CICO Coordinator summarizes data for decision making Morning check-in Parent feedback Data based RFA ODR (SWPBS Team) Parent recommendation Administrator recommendation Regular teacher feedback Bi-weekly coordination Meeting to assess student progress Afternoon check-out Revise program Exit program Let’s practice • Choose a Tier 2 intervention from your resource map • Complete the 3 Circle Problem Solving worksheet • Share with group 3 Circles Problem Solving Worksheet Step 4: What will we do to support staff? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ SYSTEMS – Support Staff Behavior Step 3: What will we do to support student behavior? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ DATA + Culture– Supports Decision Making PRACTICES – Support Student Behavior Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 2: What is the goal? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ Analysis and/or Full Assessment Academic Support(s) Peer Leadership Pro social skill ? Problem Solving? Avoid Tasks? Obtain Attention? Skill Building? Skill Deficit? Targeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication system Step 2: Tier 2 Team synthesize data to continue CICO Basic or modify CICO- add skill development Phase 4: Evaluate Outcomes & Make Decisions Phase 3: Review Baseline, Fidelity Check Decision Rules for next steps Step 1: CICO started with 2 week observation time to collect baseline Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Teacher/Parent Nomination If Yes, then Data Decision Rules Tier 1 implemented with fidelity? –Classroom System –Nonclassroom System –Schoolwide System Universal Screening Instrument Phase 2: Gather information, Use CICO Basic Phase 1: Provide Adequate Instruction, Fidelity Check, Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007 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! 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 Self-Determination and PBIS: Keeping Kids in School Teresa Cogar & John McNaught Virginia Department of Education Imdetermined.org Question… Which is the greater influence on students’ intention to stay in school? – Academic performance OR – Students’ perceived competence and selfdetermined 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 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 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. Self- Determination 5 Interventions/strategies • • • • • 1 Pagers * Good Day Plan * Student led conferences/IEPS Lesson Plans based on core components Goal Setting & Attainment 1 pagers Name: Address: DOB: Date: My Strengths My Interests My Preferences My Needs Name: Sarah Address: DOB: You’re Invited Date: 10/23/10 Time: Interests • I love drawing • Hanging out with friends • I love reading Strengths • I’m outgoing • I’m friendly Preferences • Visual learner • I like to see a demonstration of something or read the manual to get it done Needs • Small group • Directions clarified Name: John McNaught Address: Rabbits Foot Rd Hinton, VA DOB: 01-07-75 You’re Invited Date: 08-04-09 Time: 10:00 am Interests • Animals • Cooking • Outdoors I Want You to Know • I don’t like timelines • I work hard • I play hard 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 Tier 3 Individual students sends one to all Teachers prior to school year starting Tier 2 Students at-risk for failing class Create one for teachers Tier 1 Triangle Activity: Applying the Three-Tiered Logic Entire 6th grade class during 1st week of school Good Day Plan Tier 3 Student presents GDP as part Of FBA/BIP meeting Tier 2 Student gives to CICO coordinator Tier 1 Triangle Activity: Applying the Three-Tiered Intervention Logic Entire 8th grade English class Creates class wide GDP Lesson Plans