1 / 77

Secondary Interventions

Secondary Interventions. Section 9 August 15, 2017. Review. Intensive. MTSS Continuum of Support for ALL. Targeted. Math. Science. Label behavior… NOT people. Spanish. Universal. Reading. Soc skills. Soc Studies. Basketball. Problem-Solving Steps. Define the problem(s)

albert
Download Presentation

Secondary Interventions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Secondary Interventions Section 9 August 15, 2017

  2. Review

  3. Intensive MTSS Continuum of Support for ALL • Targeted Math Science Label behavior… NOT people Spanish • Universal Reading Soc skills Soc Studies Basketball

  4. Problem-Solving Steps • Define the problem(s) • Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option • Is it safe? • Is it doable? • Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data • Is it worth continuing? • Try a different option? • Re-define the problem?

  5. Secondary Interventions – Function-Based Strategies to Support At-Risk Students • Acknowledgments: • pbis.org • Rob Horner, Leanne Hawken, Rob March • Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary… • Flint Simonsen (pbiswashington.pbworks.com)

  6. Objectives • To understand the components necessary for secondary interventions • To preview an example of a secondary intervention • Check-In / Check-Out System • To have the information necessary to strengthen secondary interventions that are currently in place in your school

  7. School-wide discipline is… Identify a common purpose and approach to discipline/ Interventions Define a clear set of positive expectations and behaviors Implement procedures for teaching expected behavior Differentiate supports from a continuum of procedures for encouraging expected behavior Differentiate supports from a continuum of procedures for discouraging inappropriate behavior Implement procedures for on-going monitoring and evaluation

  8. Designing School-Wide Systems for Student Success • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 5-10%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive Academic Systems Behavioral Systems

  9. Review – Primary Interventions • School-wide discipline system for all students, staff, and settings that is effective for 80% of students • Clearly and positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring and modifying procedures

  10. Prerequisites (non-negotiable) • Effective and proactive school-wide system in place • Team-based problem-solving • Local behavioral capacity • Functional assessment-based behavior support planning • Social skills programming • Behavioral interventions • Administrator participation

  11. Designing School-Wide Systems for Student Success • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 5-10%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive Academic Systems Behavioral Systems

  12. School-Wide Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Staff Behavior Supporting Decision-Making SYSTEMS DATA PRACTICES Supporting Student Behavior

  13. What is a Tier 2 intervention? • An intervention (or set of interventions) known by all staff and available for students during the school day • Interventions that provide additional student support in academic, organizational, and/or social support areas • Small group or individual

  14. Tier 2 in Context Effective School-Wide System in Place Student Not Responding to School-Wide Expectations Implement Basic CICO Increased structure, check-in, check-out Frequent feedback Connection with key adult Measure Success & Problem-Solve Modify

  15. Implement Basic CICO Is the Basic CICO working? Continue with Basic CICO Transition to self-management Yes No Conduct Brief Functional Assessment (e.g., use FACTS) Where does the problem behavior occur/not occur? Why does the problem behavior keep happening?

  16. Conduct Brief Functional Assessment – Tier 2 Is the behavior severe, complex, intensive? Intensive, Individualized Behavior Support (e.g., full FBA-BIP)

  17. How is a Tier 3 Intervention Different? • An intervention (or set of interventions) customized to the unique needs of one child • Based on the hypothesized function of the child’s behavior • Designed to consider school/home/community variables when possible

  18. Think Functionally When Choosing Interventions for Tier 2 & Tier 3 • “Problem Behaviors” are functional skills • Interventions must consider the purpose of behavior (from student’s perspective) • Seek a match from intervention menu for the needs of each individual student

  19. Student Behavior in Context Passage of Time

  20. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult Three Functions of Behavior

  21. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

  22. Define Secondary Interventions at Your School • Not all students require intensive, individualized intervention • Basic rule – do least amount to produce the biggest effect! • We can match students with pre-existing programs that can address the function the problem behavior is serving for a student • Check-in, Check-Out is a common, comprehensive Tier 2 intervention framework

  23. Develop Tier 2 – Small Group Interventions (Examples) • Social Skills Groups • Check-In / Check-Out • Academic Support Groups • Self-Monitoring Program

  24. Implementation of Tier 2 Practices • Secondary, individualized, small group interventions • Based on functional behavior assessment information • Social skills instruction • Behavioral programming • Multiple opportunities for high rates of academic success • Daily behavioral monitoring • Self and/or adult

  25. Implementation of Tier 2 Practices continued • Regular, frequent opportunities for positive reinforcement • Tangible to social • External to internal • Predictable to unpredictable • Frequent to infrequent • Home-school connection

  26. Other Tier 2 Intervention Strategies (Practices) • Behavioral contracts • Adult mentor/monitor • Secondary social skills instruction • Problem-solving • Conflict management • Self-management programming • Academic restructuring

  27. Critical Tier 2 Features (Systems) • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional behavioral assessment

  28. Critical Tier 2 Features (Systems) continued • Adequate resources allocated (administration, team) • Continuous monitoring for decision-making • Administrative support • Time & money allocated • No major changes in school climate • e.g., teacher strikes, administrative turnover, major changes in funding • Plan implementation a top priority

  29. Create Templates for Tier 2 (Admin Note) • Starting with a template makes frequent tasks more efficient • Form letter (documentation template) • Business form • Stencil

  30. Activity – Assess Current Practices • Which current practices, programs, interventions in your school may fit into Tier 2 systems? • Is there a consistent process for accessing these resources? • Who are the people currently involved with these programs? • What are some “next steps” for integrating existing practices into an organized Tier 2 systems?

  31. Establish Tier 2 Entry Criteria (Data) • A process should be established for how students enter Tier 2 programs • Three common entry criteria • Screening results • Office referrals • Teacher/adult “request for assistance”

  32. 1. Tier 2 Screening Criteria (Data) • Use of a validated screener • Six to eight (Oct-Nov) weeks after school begins and in spring • At the end of the year if desired (provides information for planning) • As a new student enters if needed • Academic screening data also considered

  33. Why Behavioral Screening? • Proactive approach – instead of “refer-test-place” • Provides a systematic process for looking at students in need of Tier 2 services • Help us to identify the students dealing with internalizing issues who may not have office referrals • Allows us to make decisions about where to spend our limited resources • Results can be compared with academic screening results to get a complete picture of the student’s needs

  34. Universal Screening Tools (Data) • Systematic Screening for Behavior Disorders (SSBD) • Social Skills Rating System (SSRS) • Social Skills Improvement System Rating Scales (SSIS)is designed to replace SSRS

  35. 2. Tier 2 Office Referral Criteria (Data) • Use “repeat offender” data • Green zone interventions: 0-1 ODR • Yellow zone interventions: 3-5 ODR • Red zone interventions: 6+ ODR • Not recommended as sole criteria but could help recognize some at-risk students

  36. 3. Tier 2 Criteria – Request for Assistance Process • Student identified as focus of concern • Adult completes form to provide summary of what is known • Complete request initiates Team Problem-Solving Process Note: Need form example w/criteria examples inserted here

  37. Team Activity – Entry Criteria • How do non-responder students get into current supports? • Is there a consistent process? • Based on what you have heard today, what changes might need to occur?

  38. No Heroes ……Thanks Anyway • Do not try to provide support in isolation • We do not want heroes • We want self-managers; work your way out of the manager role • It takes a team • If you already know it, challenge yourself to explain or teach it to someone else

  39. Tier 2/3 Team Membership – Critical Features • Someone skilled in function-based assessment, behavior support planning and implementation • Someone skilled in data-based decision-making for individual student progress • Administrator • Staff who know the student(s) • Family members

  40. Enter Text Get new slide or cartoon on teaming as a TRANSITION to new Section 89 Part b

  41. Team Process and Pitfalls • Problem-solving provides meeting agenda framework • Avoid… • Admiring the problem • Analysis paralysis • Time management bog-downs

  42. Conducting Leadership Meetings • Richland School District: Process Example • Instructional Support Team Video EXAMPLE

  43. Problem-Solving Steps • Define the problem(s) • Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option • Is it safe? • Is it doable? • Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data • Is it worth continuing? • Try a different option? • Re-define the problem?

  44. Activity – Team Membership and Process • Are there existing team structures and processes that could be adjusted for Tier 2 systems? • Who are the people currently involved with these teams? • What are some “next steps” for building Tier 2 teams and processes?

  45. Activity – Conducting Team Meeting Facilitators to develop with handout

  46. Tier 2 Data Collection and Progress Monitoring (Practice) • Identify observable behaviors to track • Teach students your expectations • Use simple measurement system • For monitoring progress • For frequent student feedback • Teacher/student rating systems are common

  47. Daily Progress Report SAMPLE

More Related