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Tier 2 Systems and Practices

Tier 2 Systems and Practices. Credits: Missouri Department of Elementary and Secondary Education pbismissouri.org. 3-Tiered System of Support Necessary Conversations (Teams). Universal Team: Tier 1. Tier 2. Problem Solving Team. Tier 3.

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Tier 2 Systems and Practices

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  1. Tier 2 Systems and Practices Credits: Missouri Department of Elementary and Secondary Education pbismissouri.org

  2. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam: Tier 1 Tier 2 Problem Solving Team Tier 3 Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

  3. Tier 2 Systems

  4. Tier 2

  5. Critical Features of Tier 2 Interventions • Continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty • Function based • Student chooses to participate • Continuous monitoring: Daily Progress Report

  6. Tier 2 practices • Check-in Check-out • Social Skills • Mentoring • Organizational check-up • Homework club / newcomers club

  7. Tier 2 systems /practices review • Count off by 7 • Go to your assigned group • Read about your tier 2 system or practice • Develop a poster around the subject—become an expert

  8. Tier 2 systems / practices review • Re-assign groups • When you come back to your poster, explain the information to the group-ask if there are questions

  9. Groups with individual features • Analyzing Progress

  10. Monitoring Progress • Positive Response • Gap between trend line and goal line is closing at acceptable rate • Questionable Response • Gap stops widening but closure does not occur at an acceptable rate • Poor Response • Gap between trend line and goal line continues to widen with no change in rate

  11. Decision Rules • Positive Response to the Intervention • Continue intervention with current goal • Continue intervention with goal increase- no higher than 85% • Fade the intervention to determine if the student has acquired functional independence. • More on fading later

  12. Decision Rules • Questionable Response to the Intervention • Was the intervention implemented as intended? • If no, employ strategies to increase fidelity of implementation. • If yes, -increase intensity of current intervention for a short period of time and assess impact. • If rate improves, continue • If rate does not improve, return to problem solving—brief FBA

  13. How do provide individual features to an intervention • Provide more frequent feedback • Individualize the feedback procedure • Add a self-monitoring component • Individualize the reinforcer

  14. How do provide individual features to an intervention? Provide more frequent feedback • Implement additional feedback session with the intervention facilitator • Allow for more frequent interactions between the student and his or her teachers

  15. How do provide individual features to an intervention? Individualize the feedback procedure • Allow the student to select the adult whom he or she will regularly meet to review progress • All the students to use alternative ways to contact the adult that will monitor his or her progress (e.g. e-mail, text messaging, etc.)

  16. How do you provide individual features to an intervention? Add a Self-Monitoring Component • Identify target behavior • Define the target behavior • Collect baseline data • Design procedure materials • Teach student to self monitor • Monitor progress • Follow up and fade

  17. How do you provide individual features to an intervention? • Individualize the reinforcer • Think about function of behavior and individualize the reinforcer based on their function. • Examples: if they meet their goal, they earn time with peers. If they meet their goal, they be allowed to skip an assignment. • Allow the student to select an adult with whom he or she can spend additional time • Collaboratively develop a individualized contract that specifies the reinforcers the student will earn

  18. How do we provide individual features to an intervention? • Continued Poor Response to the Intervention • Was the intervention implemented as intended? • If no-employ strategies to increase fidelity of implementation • If yes- • Was the problem identified correctly? • Is intervention aligned with the function • Are there other functions to consider?

  19. Fading a Intervention Credits Missouri School-wide Positive Behavior Support Center for SW-PBS University of Missouri BAT Section G Question 30

  20. Turn to a Partner • What do you think “fading” means related to a Tier 2 intervention? • Why is it important to have a systematic plan for fading intervention supports?

  21. Guidelines for Fading • Use data to guide decisions • Consider fading on a least a quarterly basis • Consider aligning fading with grading or reporting periods

  22. Guidelines for Fading • Each Tier 2 team should develop its own criteria for initiating the fading process • 80% or higher 4 of 5 days each week for 4 weeks* *decisions should be based on majority of days versus student must always receive 80% or higher

  23. Ready to Fade The team’s decision rule for starting fading: When a student’s DPR data is 80% or higher 4 out of 5 days for 4 consecutive weeks, the fading process will begin.

  24. Ready to Fade The team’s decision rule for starting fading: When a student’s DPR data is 80% or higher 4 out of 5 days for 4 consecutive weeks, the fading process will begin.

  25. Guidelines for Fading • Tier 2 team should discuss each possible candidate for fading • Gradual process rather than abrupt drop • Ideally will incorporate a self-monitoring component • Increases student responsibility • Increases ability to manage own behavior without adult prompting and redirection

  26. Self Monitoring • Self Monitoring is a research supported practice • Goal within CICO = shift from teacher ratings to student rating of own behavior • Continue to use DPR and data collection

  27. Self Monitoring • First Phase = student learns to self-assess • Teacher & student rate student’s behavior simultaneously • Compare ratings at end of each class period • Success = match in ratings (even is low rating) • If discrepancy in score, discuss • Teacher rating assumed accurate • Provide reinforcer for accuracy & honesty (SW ticket) *Goal is for student rating to get closer to teacher rating until student is reliable and accurate in rating own behavior (80-85% agreement between teacher and student)

  28. Self Monitoring • Second Phase = Teacher Rating Removed • Begins once a student demonstrates consistency in accurately rating own behavior • Gradually remove teacher rating component • Week 1 = teacher rates 4 out of 5 days • Week 2 = teacher rates 3 out of 5 days * On days when teacher does not rate, student ratings are used for data collection and progress monitoring

  29. Self Monitoring • Check-in coordinator Check-out continues throughout self monitoring process • Teacher DPR ratings are used on teacher rating days • Student DPR ratings are used on student rating days • Coordinator collects, enters and analyzes data • Data collection is critical! • If behavior deteriorates, it may be too early to remove student

  30. Review flow charts

  31. Increasing Success During Fading • Talk with student, parents, & teachers about fading during the initial introduction to the program • Plan other opportunities & experiences that allow student to access adult attention • Alumni assistant to CICO coordinator • Help with checking in/out or organizing reinforcers • Become an assistant to another adult in the building • Hold a CICO graduation celebration Considerations: • Invite parents and teachers • Design a diploma

  32. Supporting students after graduation from CICO Suggestions for providing students with incentives for continued success managing their own behavior: • Quarterly alumni party • Establish criteria such as no ODRS during quarter • Weekly alumni check-outs • Small reinforcer for continuing to be successful after CICO intervention

  33. Data Management • Team process for monitoring progress and making decisions • Regularly scheduled meetings • Standard meeting format • Team roles • Easy access to additional information • Attendance, grades, ODR, minors • Informed choices/ evaluate based on goal • Continue or Fade; Modify or Intensify

  34. Data Management • Program for summarizing data • Frequency of data sharing • Tier 2 team • Participating Teachers • Parents • Faculty/Staff

  35. Questions?

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