Tiers II and III

1. Tiers II and III Collecting and Analyzing Data for Student Interventions

2. Educational and Community Supports • Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon. • ECS focuses on the development and implementation of practices that result in positive, durable, and scientifically substantiated change in the lives of individuals. • Federal and state funded projects support research, teaching, dissemination, and technical assistance. • PBIS Applications is a series of educational tools created within ECS and related to the implementation of multi-tiered systems of support (MTSS). • The PBIS Application tools have been utilized in 25,000+ schools both domestically and internationally.

3. Session Intentions

4. Multi-Tiered Systems of Support (MTSS) • The triangle does not represent the overall RTI or SWPBIS framework; it only represents one component, the multi-tiered system of support and prevention. • This component represents three levels of prevention. • In an effective system, we would expect: • Universal Level = at least 80% • If less than 80%, consider focusing school improvement efforts on improving core instruction and curriculum. • Secondary Level = 10-15% • Tertiary Level = 1-5%

5. Multi-Tiered Support & Prevention Essential Question: Is the student successful at this level of support? Students themselves do not fit into a tier of supports; instead, their needs are addressed at the tiers provided. Intensity is a two-way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods. Writing Reading Social-Emotional Math

6. RTI and SWPBIS • Improved student outcomes in social competence and academic achievement. • Systems support staff behavior. • Practices support student behavior. • Data support decision making. OUTCOMES DATA PRACTICES SYSTEMS Response to Intervention School-wide PBIS

7. Decision Making for Quality Improvement • Student identification procedures • Consistent Daily Progress Report • Defined staff implementation procedures • Family communication procedure • Decision making procedures • Intervention outcomes at the student level

8. Connecting Outcomes and Fidelity Outcomes Fidelity

9. Continuous Quality Improvement • Data Collection and Organization • Screening • Progress Monitoring • Data-based Decision Making Evaluate • Intervention Implementation • Intervention Selection • Intervention Plan

10. Universal Screening • Not all students will respond to universal systems. • The purpose of screening is to identify those students who are at risk for poor learning outcomes. • The focus is on all students, not just those students that teachers believe are at risk. • It is a brief, reliable, valid assessment used to identify which students may need additional assessments or additional instructional support.

11. Progress Monitoring • Allows practitioners to answer critical questions: • Are students making progress at an acceptable rate? • Quantify student rates of improvement or responsiveness to instruction • Are students meeting short-term goals necessary for achieving long-term goals? • Identify students who are not making adequate progress • Does the instruction need to be adjusted or changed? • Evaluate instructional effectiveness.

12. Data-Based Decision Making • Utility and value: • Instruction • Who needs assistance? • What type of instruction or assistance is needed? • Is the duration and intensity sufficient? • Movement within the Multiple Levels • When are students moved to something more/less intensive? • Who is responding and/or not responding? • Disability Identification • When do you refer for special education evaluation? • How does this student compare to his/her peers? • What appropriate instruction received by the student?

13. Secondary (Tier II) Systems of Support • The goal of secondary supports is to provide efficient supports for a large number of students with similar needs. • Efficiency is achieved by using ongoing, generic interventions. • Programming should be applicable to large numbers of students in the same way, with little to no individualization. • Secondary interventions should provide: • Additional instruction/time for student skill development • Additional structure/predictability • Increased opportunity for feedback

14. Major Features of Secondary Interventions • Intervention is continuously available • Intervention is continuously available • Rapid access to intervention (3 days) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Home/school linkage • Flexible intervention matched to function of behavior

15. Check In, Check Out (CICO) • Evidence-based intervention • Evidence that schools can successfully implement • Evidence of decreased problem behavior • Evidence of effectiveness for 60-75% of students in need of secondary supports (Crone, Horner, & Hawken, 2004)

16. CICO Research • More effective with students with attention-maintained problem behavior (March & Horner, 2002; McIntosh, et. al., 2009; Campbell & Anderson, 2008) • Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011) • Students who do not respond to CICO may benefit from function-based, individualized interventions (Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

17. Check In, Check Out (CICO) • Increased structure • Behavioral priming/momentum • Increased opportunity for feedback • Increased predictability • Systematic communication between home and school • Increased time for student skill development • Organized to fade into self-management • Elevated recognition for appropriate behavior • Program can be applied in all supervised locations

18. CICO Cycle Student Identified for CICO CICO Implemented CICO Coordinator summarizes data for decision making Morning Check In Regular Teacher Feedback Family Feedback Frequently scheduled meetings to analyze student progress Afternoon Check Out Continue Program Revise Program Exit Program

19. CICO Intervention Overview • Increased Structure • Prompts for correct behavior throughout the day • Systematic linking of a student with at least one positive adult • Increased opportunity for feedback • Performance feedback related to student behavior • High rates of adult attention • Inappropriate behavior is less likely to be ignored or reinforced

20. CICO Intervention Overview • Increased Predictability • Each day begins with a positive contact • Each class/period begins with a positive contact • Student is continuously set up for success • Systematic communication between school and home • Increased time for student skill development • Increased ability to self-monitor progress/performance • Organized to fade into a self-management system

21. CICO Intervention Overview • Elevated recognition for appropriate behavior • Adult attention delivered at the start and end of the day • Adult attention delivered during each targeted period • Program can be applied in all supervised locations • Classroom and non-classroom settings

22. CICO Cycle Student Identified for CICO CICO Implemented CICO Coordinator summarizes data for decision making Morning Check In Regular Teacher Feedback Family Feedback Frequently scheduled meetings to analyze student progress Afternoon Check Out Continue Program Revise Program Exit Program

23. Daily Progress Report

24. Team Meeting and Progress Monitoring • Team Meeting • Review student progress • Adjust support plan if no improvement within one week • Build self-management steps when appropriate • Exit when appropriate • Report to school-wide team, administration, and whole faculty

25. CICO Progress Monitoring How is each student doing in relation to the school-wide goal?

26. CICO Progress Monitoring What is one student’s pattern over time?

27. CICO Progress Monitoring What does one student’s average day look like?

28. CICO Progress Monitoring What is one student’s pattern over time in a single period?

29. Student Scenario Brian Bender & Serena Johnson

30. School-wide Report • Guiding Questions • What are the school-wide patterns for: • High Score • Mean Score • Low Score • Students contributing

31. Average Daily Points by Student • Guiding Questions • How is Serena doing in relation to the school-wide goal? • How is Brian doing in relation to the school-wide goal? • Who will we focus our energy on for quality improvement?

32. Student Count • Guiding Questions • What can we learn from Brian’s last 4 weeks of data? • What patterns are evident?

33. Student Period • Guiding Questions • For the last 4 weeks: • which period(s) was Brian most successful in? • which period(s) was Brian least successful in? • which periods appear to have gaps in the data?

34. Student Single Period—Period 2 • Guiding Questions • Period 2 was Brian’s best period. • What patterns do we see in the data from that period? • What is happening in this period that sets him up for success? • What is happening in this period that inhibits success? • What are our takeaways?

35. Student Single Period—Period 6 • Guiding Questions • Period 6 was Brian’s worst period. • What patterns do we see in the data from that period? • What is happening in this period that sets him up for success? • What is happening in this period that inhibits success? • What are our takeaways?

36. Student Single Period—Period 4 • Guiding Questions • Period 4 has the most gaps in the data. • What is causing the gaps in the data? • Is it a student issue? • Is it a teacher issue?

37. CICO Cycle Student Identified for CICO CICO Implemented CICO Coordinator summarizes data for decision making Morning Check In Regular Teacher Feedback Family Feedback Frequently scheduled meetings to analyze student progress Afternoon Check Out Continue Program Revise Program Exit Program

38. For More Information

39. Tertiary (Tier III) Systems of Support • The goal of tertiary supports is to provide efficient, intensive supports for individual students with specific, unique needs. • Efficiency is achieved through specificity and systems implementation. • Program development (e.g., treatment plan, behavioral intervention plan, instructional planning) involves a consideration of the reason (function) of the student’s presenting issue.

40. The ISIS-SWIS Advantage

41. Efficiency • How does ISIS-SWIS enhance efficiency? • Provides structure for creating and maintaining student files • Brings individualized student progress monitoring, goal setting, and decision making into one place • Supports efficient data entry to keep records current • Allows teams to easily access data for timely review and decision making

42. Equity • How does ISIS-SWIS enhance equity? • Provides equal access to quality support for students requiring individualized interventions • Provides staff with predictability, leading to clear roles and responsibilities

43. Quality • How does ISIS-SWIS enhance quality? • ISIS-SWIS brings together goals/objectives from a student’s support plan (e.g., FBA, BSP, IEP) into a comprehensive student file to allow for quality decision making. • ISIS-SWIS supports compliance with federal procedures around Tier III Support (e.g., FBA, BSP, IEP). • ISIS-SWIS documents the history of student interventions and progress.

44. Flexibility • How does ISIS-SWIS enhance flexibility? • ISIS-SWIS allows progress monitoring to be individualized based solely on the team’s identification of the student’s needs. • Number of measures (fidelity and outcome) • Team member access to data • Measure details and metric types • Data collection schedule(s) • Individualized goal(s) • Wide variety of reporting options • History of plan changes and anecdotal notes

45. Why was ISIS-SWIS developed? • Schools needed: • A way to efficiently enter, store, and summarize data for decision making. • A system designed for team-based planning. • A system with flexibility to monitor progress for students with a variety of behavioral and academic needs and supports. Developers: May, S., Talmadge, N., Todd, A. W., Horner, R. H., McGovern, S., Morris, J., Conley, K., Sampson, N., Eliason, B., & Cave, M.

47. Student Scenario Carly is in fourth grade. She enjoys music and being with friends and family. Carly has an IEP with academic and self-care goals. Most of Carly’s instruction is provided in a special education classroom, but she spends part of each day in a general education setting.

48. School-wide Report • Guiding Questions • What is the “temperature” across this school year and today? • Which students are we serving? • Are we monitoring the fidelity of plan implementation? • Are students making progress? • Which student plans need additional attention?

49. Student File • Guiding Questions • Are we implementing Carly’s plan? • What data, measures, and documents do we have readily available? • Who are the members of Carly’s team? • What questions do we have regarding the progress of the plan? • What data might we look at next?

50. Data Entry • Guiding Questions • Is our data collection system working efficiently and effectively? • Do we know what data to enter?