Implementing Advanced Tiers: What exactly does that mean? Dr. Patti Hershfeldt Assistant Director...

Implementing Advanced Tiers: What exactly does that mean?

Dr. Patti HershfeldtAssistant Director Training and Technical Assistance

Sheppard Pratt Health System

[email protected]

Goals for the day

Understanding (systematic) advanced tiersReadinessData Decision Rules Teaming structures to support advanced tiersSupport in the schoolsApplying 3 tiered logic

TIER I: Core, Universal

3

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned? Questions 1 and 2 help us ensure

a guaranteed and viable core curriculum

3

TIER II: Supplemental, Targeted

4

Tier II For approx. 20% of students

Core +

Supplemental

…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

4

TIER III: Intensive, Individualized

5

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

5

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups

A Response to Intervention (RtI) Application for Behavior

Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

We need to remember…lower level tier 2 interventions are generic (rather than individualized)The intervention needs to match the needTeaming needs to be streamlined and systematized

What do you already have?

• Brainstorm inventory of current practices…

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

9

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

ACADEMICS

What’s in place for a student who is strugglingw/reading or math?

What’s in place for a student who is strugglingw/following the rules?

BEHAVIOR

Resource Mapping• What are the practices in place at each tier

of the triangle?• Are they evidence-based practices?• How are you measuring effectiveness of

practices (data)? • Who are the service delivery

teams/personnel (e.g., Climate, School Improvement Team, Discipline)?

• Link to outcomes- Strategic Plan (School Improvement Plan)

Goals for the day


• What does readiness need to look like?

• What type of support do we need from the district & building administration?

Readiness

Challenging conversations ahead!

Handbook

Discipline

Zero tolerance Adult behavior

Goals for the day


Critical Features for Implementing Advanced Tiers of Support:

• Establish decision rules for access to the intervention

• Explore data and “look” for students in need

• Interventions are linked directly to the SW expectations and/or academic goals

• Interventions are always available to students

• Monitor progress of student• Staff are trained, receive ongoing

support, and are provided feedback.

Establish Decision Rules for Access

Who gets access to an intervention that integrates academic/behavioral support ? Choose 5 students.

Activity: Student List

• Are there other sources of data available? • What else should we know about the

students? • Do any staff in building have relationship

with the student?• Consider what students are requiring the

most adult resources.• What are some possible political

implications of choosing the students you chose?

Data-Based Decision MakingNumbers to Keep in Mind

• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions


• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient

• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

Goals for the day









Screening & Feedback

• Essential to developing effective systems– Effective systems allow for high fidelity of

implementation

• Often overlooked

Universal Screening: Instrument Selection Criteria

Screening tool meets established psychometric criteria – The Standards for Educational and Psychological Testing published by

American Educational Research Association (AERA) & American Psychological Association (APA) is gold-standard for instrument selection guidelines

Identifies risk factors associated with externalizing (‘acting out’) and internalizing (‘overly shy/withdrawn’) behavioral problems, or social-emotional strengths and weaknesses

It can be administered quickly (takes less than an hour to screen an entire class)

It is cost-efficient– Easy to score– Does not require specialized training to administer– Can function as a progress-monitoring tool

UNIVERSAL SCREENING INSTRUMENTS ARE NOTDIAGNOSTIC TOOLS

Feedback : Give it and Get it

• 2 times per term minimum• Especially important in secondary schools and

for students receiving Tier II supports• Gather feedback from the participating staff• How do teachers get feedback?

Tossing A

round T

erms

Developing a Common LanguageActivity: Tossing Around Terms

• Tossing Around Terms– What do you think of when you see the word,

discipline, office discipline referral etc..? – How do you think they would be defined by the

following groups (teachers, administrators, central office personnel or families)?

– Do you think people in your school have a shared understanding of these concepts or do differences exist? If different, what impact would this have as you move forward?

Terms to toss at your school

Goals for the day


Teaming for Advanced Tiers



• Explore data and “look” for students in need• Interventions are linked directly to the SW

expectations and/or academic goals• Interventions are always available to students• Monitor progress of student & intervention

fidelity • Staff are trained, receive ongoing support, and

are provided feedback.

Secondary Systems Team Roles

• Team Leader: responsible for agenda & facilitation of meeting

• Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker• Time Keeper: • Family Representative: • CICO Facilitator: adult who checks students in and

out in the morning and afternoon

3-Tiered System of Support Necessary Conversations

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time



Sept. 1, 2009

UniversalTeam

Universal Support

Family and community Family and

community

Family and community

community

Teaming at Tier 2 (and Tier 3)

• Secondary Systems Planning ‘conversation’– Monitors effectiveness of CICO, S/AIG, Mentoring,

and Brief FBA/BIP supports– Review data to make decisions on improvements

to the interventions– Individual students are NOT discussed

• Problem Solving Team ‘conversation’– Develops plans for one student at a time– Every school has this type of meeting – Teachers and family are typically invited

3-Tiered System of Support Necessary Conversations

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports



Standing team; uses FBA/BIP process for one youth at a time



Sept. 1, 2009

UniversalTeam

Universal Support

Family and community Family and

community

Family and community

community

Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

Implementation of Effective Practices with and without an Implementation Support Team

Implementation Team

No Implementation Team

Percent of Implementation

80% 14%

Time 3 Years 17 years

Team meeting about Tier 2 Total time: 10 minutes

Intervention fidelity Student response to intervention

What % of students are responding to the intervention

IF…Less than 70% of students enrolled are responding

IF…More than 70% of students enrolled are responding

Consider what isn’t working with the intervention

THEN you problem solve specific students

Data-Based Decision MakingNumbers to Keep in Mind



• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient

• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

Which of these interventions should we continue to pour our resources in to? Which of theses interventions either need to be changed or eliminated?

Screening & Feedback

• Essential to developing effective systems– Effective systems allow for high fidelity of

implementation

• Often overlooked








Check in Check Out : AKA Tier 2 Framework

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Exit program

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

•CICO Coordinator

•Student meets qualifying criteria:Data basedRFAODR (SWPBS Team)Parent recommendationAdministrator recommendation

Let’s practice

• Choose a Tier 2 intervention from your resource map

• Complete the 3 Circle Problem Solving worksheet

• Share with group

SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA + Culture– Supports Decision Making

3 Circles Problem Solving Worksheet

Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________

Phase 1: Provide Adequate Instruction, Fidelity Check, Decision Rule for Access

Phase 2:Gather information, Use CICO Basic

Phase 3:Review Baseline, Fidelity Check,Decision Rules for next steps

Phase 4:Evaluate Outcomes & Make Decisions

Academic Support(s)Academic Support(s)

Peer Leadership

Peer Leadership

Pro social skill ?Pro social skill ?

Problem Solving?Problem Solving?

Targeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication systemTargeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication system

Avoid Tasks?

Avoid Tasks?

Skill Building?

Skill Building?

Skill Deficit?

Skill Deficit?

Step 2: Tier 2 Team synthesize data to continue CICO Basic or modify CICO- add skill developmentStep 2: Tier 2 Team synthesize data to continue CICO Basic or modify CICO- add skill development

Step 1: CICO started with 2 week observation time to collect baseline Step 1: CICO started with 2 week observation time to collect baseline

Teacher/Parent Nomination

Teacher/Parent Nomination

Data Decision Rules

Data Decision Rules

Universal Screening Instrument

Universal Screening Instrument

Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?

Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?

–Classroom System –Nonclassroom System–Schoolwide System

–Classroom System –Nonclassroom System–Schoolwide System

Tier 1 implemented with fidelity?

Tier 1 implemented with fidelity?

If Yes, then

Analysis and/or Full Assessment

Analysis and/or Full Assessment

Obtain Attention?

Obtain Attention?

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

What have we learned?

• Advanced tier support LAYERS on top of Tier 1• Tier 2 interventions are NOT individualized • Teaming needs to be streamlined• We must use data to decide who gets access

to advanced tier support

• IT TAKES A VILLAGE – NOT JUST YOU!

The messages we need to share…

• Utilize student strengths rather than focus on deficits

• A relationship with 1 adult can improve– Student engagement (attendance…) – Academic performance – Satisfaction w/school

• Promote self care with the adults – Model that to students

An example of a practice to

promote Self-Determination Skills

in Youth

Self-Determination and PBIS:Keeping Kids in School

Teresa Cogar&

John McNaught

Virginia Departmentof Education

Imdetermined.org

Question…

Which is the greater influence on students’ intention to stay in school?

– Academic performance OR

– Students’ perceived competence and self-determined motivation

High School Factors That Influence Students to Remain in School, by John Ainley, Jane Foreman and Michael Sheret The Journal of Educational Research © 1991

Core Components(combination of skills, knowledge & beliefs)

Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy

and outcomes expectancy

Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy &

Leadership Self-Awareness Self-Knowledge

What is Self-Determination?

Knowing & believing in yourself

Knowing what you want your future to be like and how to make plans to achieve this future.

Knowing the supports that you need to take control of your life.

Self- Determination 5 Interventions/strategies

• 1 Pagers *• Good Day Plan *• Student led conferences/IEPS• Lesson Plans based on core components• Goal Setting & Attainment

1 pagers

My Needs

My Interests

Name:Address:DOB:

Date:

My Strengths

My Preferences

Preferences• Visual learner• I like to see a

demonstration of something or read the manual to get it done

Needs• Small group• Directions clarified

Strengths• I’m outgoing• I’m friendly

Interests• I love drawing• Hanging out with friends• I love reading

Name: Sarah Address:DOB:

You’re Invited

Date: 10/23/10 Time:

Learning Preferences• I like to have new concepts

modeled• Enjoy working in groups• I often get the “big” picture

and have to work to note the details

Accommodations that Work• Extended time• Help from my friends• Working with people with

different learning styles

I Want You to Know• I don’t like timelines• I work hard• I play hard

Interests• Animals• Cooking• Outdoors

Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75

You’re InvitedDate: 08-04-09 Time: 10:00 am

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic Logic

Entire 6th grade class during1st week of school

Students at-risk for failing classCreate one for teachers

Individual students sends one to allTeachers prior to school year starting

Good Day Plan

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered Intervention Intervention

Logic Logic

Entire 8th grade English class Creates class wide GDP

Student gives to CICO coordinator

Student presents GDP as part Of FBA/BIP meeting

Lesson Plans

http://www.imdetermined.org/

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