MTSS Continuum of Support for ALL

1. MTSS Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

2. 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?

3. Secondary Interventions Function-based Strategies to Support At-Risk Students

4. Acknowledgements • Rob Horner, Leanne Hawken, Rob March • Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary, … • And….

6. Objectives • To understand the components necessary for secondary interventions • To preview an example of a secondary intervention: the 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… 1. Identify a common purpose and approach to discipline 2. Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4. Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

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

9. Prerequisites (non-negotiable) • Effective & 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

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

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

12. 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

13. 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

14. What is a Tier 3 Intervention? • 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

15. Implement Basic CICO • Continue with Basic CICO • Transition to self- management Is the Basic CICO Working? 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 Is the behavior severe, complex, intensive? Intensive, Individualized Behavior Support (e.g., Full FBA-BIP)

17. Think Functionally When Choosing Interventions • “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

18. 0 Student Behavior in Context B A C Passage of Time

19. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

20. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

21. Create Templates for Tier 2 • Starting with a template makes frequent tasks more efficient • Form letter (document template) • Business form • Stencil

22. Defining Secondary Interventions at your school • Not all students require an intensive, individualized intervention • Basic rule: do the least amount to produce the biggest effect! • We can match students w/ 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. Tier 2: Small Group Intervention Examples • Social Skills Groups • Check In/Check Out • Academic Support Groups • Self-Monitoring Program

24. Requirements (Practices) • Secondary, individualized, small group interventions • Based on functional behavioral assessment information • Social skills instruction • Behavioral programming • Multiple opportunities for high rates of academic success

25. Daily behavioral monitoring • Self and/or adult • Regular, frequent opportunities for positive reinforcement • Tangible to social • External to internal • Predictable to unpredictable • Frequent to infrequent • Home-school connection

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

27. Critical 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 Features (Systems) • Adequate resources allocated (admin, 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. 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 system?

30. Establish Entry Criteria • 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”

31. Screening • Use of a Validated Screener: • Six-Eight (Oct-Nov) weeks after school begins & 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

32. Universal Screening • Systematic Screening for Behavior Disorders (SSBD) • Social Skills Rating System (SSRS) • Social Skills Improvement System Rating Scales (SSIS) • Designed to replace the SSRS

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. Office Referral Criteria 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

35. Request for Assistance Process • Student identified as focus of concern • Adult completes form to provide summary of what is known • Completed request initiates Team Problem-Solving Process

36. 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?

37. Tier 2/3 Team membership: Critical features • Someone skilled in function-based assessment, behavior support planning & implementation • Someone skilled in data-based decision making for individual student progress • Administrator • Staff who know the student(s) • Family members

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

40. 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?

41. Richland School District (Process Example) • http://www.rsd.edu/teach-learn/response-to-intervention.html • Instructional Support Team Video

42. 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?

43. Data and Progress Monitoring in Tier 2

44. Pick your Targets • Identify observable behaviors to track • Teach student your expectations • Use simple measurement system • For monitoring progress • For frequent student feedback • Teacher/Student rating systems are common

45. Daily Progress Report

46. CICO Report Date ________ Student ____________Teacher__________

47. HR 1st 2nd 3rd 4th L 5th 6th BE RESPECTFUL BE RESPONSIBLE BE ON TIME Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Daily Progress Report Name: __________________________ Date: ____________ Rating Scale:3=Good day2=Mixed day1=Will try harder tomorrow GOALS: Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Parent Signature(s) and Comments: _______________________________________________

48. Daily Progress Report Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N Name:Date: Rating Scale: = Good day: 3 points = Mixed day: 2 points =Will try harder tomorrow: 1 point Teacher comments: Parent Signature(s) and Comments:

49. Data System  CICO-SWIS • An effective Data System is CRITICAL • Highly recommend CICO-SWIS • www.swis.org • Additional $50/year with SWIS account • Cannot get CICO add-on without having SWIS account • Alternative = managing excel spreadsheets • Gets challenging with many students • CICO Coordinator must have substantial expertise in Excel

50. Daily Data Entry • Identify who will enter the data daily • CICO Coordinator or CICO Specialist • Train in CICO-SWIS accordingly & provide w/ account passwords • Can show student updated graph during check-out