Individual Student Supports: Tier 3 Intensive Systems

1. Individual Student Supports: Tier 3 Intensive Systems DE Learning Supports March, 2013 Dea Ellen Epley Birtwistle, AEA 267 Victoria Davison, Mason City School District

2. Tier 3 System in Your School Choose one adjective: Definitive/Non-existent Seamless/Fragmented Organized/Chaotic Data-Driven/Haphazard

3. Objectives • Participants will: - Understand challenges to building Individual Student Supports in a Tertiary System - Review tools to help assess school readiness and system fidelity for a Tertiary System - Identify opportunities for collaboration in building a Tertiary System

4. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team 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 Universal Support CICO Brief FBA/BIP SAIG Complex FBA/BIP WRAP Mentoring/CnC Brief FBA/BIP

5. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

6. Tools • Competing Behavior Pathway • AIM- Assess Intervene Monitor FBA Tool • BAT/MATT-Benchmarks of Advanced Tiers & Monitoring Advanced Tiers Tools • Tracking Tool • Guiding Questions • ISSET- Individual Student Systems Evaluation Tool • AEA 267 Coaching Tool

7. Obstacles in System Development • Child is problem-Fix him or her • Form-driven versus process-driven • Absence of uniform practices • “Expert” versus collaborative approach • Limited support and follow-up for teachers

8. Individual System/Tertiary System • Wraparound facilitator and Tertiary Systems Planning Team leader identified and trained • Tertiary Systems Planning Team meets at least monthly • Staff are updated on Tertiary Systems (at least quarterly) • Process for direct entrance into tertiary supports by family or staff developed • Wraparound facilitator trained in SIMEO tools

9. ٭ Desired Alternative Typical Consequence Competing Behavior Pathway Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

10. Tim Desired Behavior Typical Consequences Compliance Finish Work Assign more work, Praise Problem Behavior Setting Events Triggering Antecedents Maintaining Consequences Sent to Office Work Refusal, fighting Hunger Teacher Demand Replacement Behavior Ask Teacher for Help

11. Tim

12. AIM • Assess Intervene Monitor FBA Tool • Tool guides process of identifying function of problem behavior, developing and planning intervention plans, and monitoring interventions

13. Talking Sticks • How could your school incorporate the Competing Behavior Pathway or AIM into the school’s Individual Student Support System? • How could you support the teaching of replacement behaviors within your school’s Individual Student Support System?

14. Benchmarks of Advanced TiersBAT Annual Assessment for Tier II and Tier III Fidelity Coordinators and/or Teams submit the results of the BAT online Consensus scores of the team are entered Action Plan is developed

15. Monitoring of Advanced Tiers ToolMATT • Monitors Implementation of Tier 2 and Tier 3 • Designed to take 15-20 minutes • Use every two months • Formative questions to guide leadership team • https://www.pbisassessment.org

16. Talking Sticks • What questions on the BAT assist you in reflecting about your school’s progress on your Individual Student Support System? • What questions on the MATT are beneficial to guiding your reflection about your school’s Individual Student Support System?

17. Clear Creek Elementary

18. Roosevelt Middle‘08-’09 & ‘09-’10 • 2

19. Lincoln Intermediate’10-’11 & ’11-’12

20. Harding History • Began training for PBIS in 2005-2006 • Implemented PBIS for students in Fall 2006 • Started CICO in 2008-2009 school year • First couple of years- Tracking Tool not implemented with fidelity • Each year Harding does a better job of using the Tracking Tool with fidelity

21. Harding Elementary‘06-’07 & ‘07-’08

22. Harding Elementary Data’09-’10 & ‘10-’11 • 22

23. Harding • 2011-2012

24. Harding Data

25. Tracking Tool • Interventions provided in Tier II and Tier III • How many students receive interventions • How many students respond

26. Guiding Questions • Specify sources of data for Tier III • Specify data entry points • Specify data –based decision rules for defining responses

27. Talking Stick • What is your experience with the Tracking Tool? • How could your team use the Guiding Questions to amend your Tier III procedures or process?

28. ISSET Intensive Individualized Interventions G. Assessment- Problem statements that include antecedents and maintaining consequences H. Implementation- Reinforcing desired alternative behaviors I. Evaluation and Monitoring – A plan for assessing fidelity

29. AEA 267 Coaching Tool • Increase collaboration across AEA • Increase consistent use of tools

30. Closer Talking Stick What is one tool you plan to add to your school’s Individual Student Support System? Who/What do you see as a resource for developing your school’s Individual Student Support System?