response to intervention and behavior – tier 2 december 3, 2008 10:00 a.m. our session will start...

Response to Intervention and Behavior – Tier 2December 3, 200810:00 a.m.

Our session will start momentarily. While you are waiting, please do the following:

Enter/edit your profile information by going to:•Tools - Preferences - My Profile…•Fill out the info on the “identity” tab and click “OK”•To view the profile of another use, hover your mouse over his or her name in the participants window Configure your microphone and speakers by going to:•Tools – audio – audio setup wizard

Confirm your connection speed by going to:•Tools – preferences – connection speed

Type into Chat area here

Use pull-down menu Use pull-down menu to send your message to:

- this room- just the moderators- selected participant

Please note: Please note: the moderator will see all messages sent … including private messages sent to individual participants.

Using Audio: When Someone Else is Talking

Questions and Answers

There are two options for asking questions:

1. Type your question in the chat section. Make sure you send it to “this room” so that all can see your question. DOE personnel will respond to your question.

2. Raise your hand by clicking on the raise hand icon on the left side. We will activate your microphone for you to ask your question. (Only one person may talk at a time.)

Response to Intervention:

The Georgia Student Achievement Pyramid of Interventions

Tier 2 and Behavior

INSTRUCTOR:

Cassandra Allen Holifield, PhD.Director, NW Georgia Learning Resources System (GLRS)

Email: cholifield@nwgaresa.comTelephone: 706-295-6189, ext. 17

10

• A well-integrated system of interventions guided by student outcome data that can be applied to decisions made in the general, remedial, and/or special education classroom

• The practice of providing high quality research-based academic or behavioral interventions matched to student need

• Involves frequent progress monitoring of student academics and/or behaviors

• Involves applying “student response/outcome data” to make important educational and/or behavioral decisions

What is Response to Intervention (RTI)?

Making accurate decisions about the effectiveness of general and remedial education and instructional interventions

Determining appropriate research-based interventions for students with academic and/or behavioral problems

Early identification of students with academic and/or behavioral problems

Preventing unnecessary and over-identification of students with disabilities

Determining eligibility for special programs, including special education & gifted programs

Determining individual education programs as well as delivering and evaluating special education services

Student Outcome/Progress Monitoring Data Are Essential To:

Academic Systems Behavioral Systems

5-10% 5-10%

10-15% 10-15%

Tier 3: Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Intervention

Tier 3: Intensive, Individual Interventions•Individual and Small Groups•Intense, Prolonged Interventions

Tier 2:Targeted Group Interventions•Some students (at-risk)•Standard protocol readinginterventions

Tier 2:Targeted Small Group or Individual Interventions•Some students (at-risk)•Targeted Individual Behavior Interventions

80-85% 80-85%Tier 1:Universal Interventions•Effective Core Academic Instruction (Standards-Based)

Tier 1:Universal Interventions•School-wide positive Behavior•Effective classroom and Behavior management

Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation

(Sugai, Horner, & Gresham, 2002)

Enter a School-Wide Systems for Student Success

• Primary Prevention (Tier 1: School-Wide System) – approaches that prevent problems from emerging

• Secondary Prevention (Tier 2: Class-Wide System) – addresses the problems that already exist, but that are not yet of a chronic nature or severe magnitude

• Tertiary Prevention (Tier 3: Individual System) – uses the most powerful intervention approaches available to address the problems of severely at-risk students

Approaches to Preventing Problem Behavior

(US Public Health Service)

Moving from Tier 1 to Tier 2 in Behavior

Essential Characteristic of Effective Tier 1- Effective Behavior Management: Observations confirm that critical elements are in place 80% or more students are on task in structured situationsClear differences between targeted students and all other

students confirmed by observationsEvidence that teacher has used appropriate focused

behavioral interventionsEvidence that progress levels of identified student(s)

behavior is not sufficient

. DEFINE THE PROBLEMIs there a problem? What is it?

Tier 2: Problem-Solving Method for

Secondary Behavioral Interventions

. EVALUATE Did our plan work?

. DEVELOP A PLAN What shall we do about it?

. ANALYZEWhy is it

happening?

Questions Intervention Team Members Should Ask to Analyze

Student Problem Behavior

• What is the student doing and why is it a problem?

• When is student successful and less likely to misbehave?

• When is student less successful and more likely to misbehave?

• Why does behavior occur, what is student getting from the behavior?

• What other factors contribute to the behavior?

• Consider attention, escape, etc.

Data Required for Problem Identification

• Current Level of Functioning• Benchmark/Desired Level• Peer Performance• GAP Analysis

Example- ORF

• Current Level of Performance:– 40 WCPM

• Benchmark– 92 WCPM

• Peer Performance – 88 WCPM

• GAP Analysis: 92/40= 2+X difference SIGNIFICANT GAP

• Is instruction effective? Yes, peer performance is at benchmark.

Example- Behavior

• Current Level of Performance:– Complies 35% of time

• Benchmark (set by teacher)– 75%

• Peer Performance – 40%

• GAP Analysis: 40/35= 1.1X difference NO SIGNIFICANT GAP

• Is behavior program effective? No, peers have significant gap from benchmark as well.

• Discipline/office referrals• Absences• Suspensions• Expulsions• Attendance records• Juvenile Justice records• Previous years standardized test scores• Grades, etc.

Examples of Universal & Tiered

Behavioral Screening Data:

Multiple Gating Procedures (Walker & Severson, 1995) Sopris West

Teacher Ranking of Children ( 3 highest ranked) on Externalizing and Internalizing Behaviors

Teacher Rating (Exceeds Norms)

Direct Observations and Parental Questionnaires

Focused Interventions

• Applied Behavioral Analysis (e.g. reinforcement)

• Social Skills Training (e.g. teaching expected behaviors through modeling & role playing)

• Cognitive Behavioral Therapy (e.g. rethinking skills, problem solving, impulse control, anger management, etc.)

Evidenced-Based Behavioral Interventions:

26

Tier 1

80%

Tier 1

80%

Students

Tier 35%

Tier 35%

Tier 215%

Tier 2

15%

Completed Tiered Intervention Example:

ACADEMIC SYSTEMS

Tier 3: Comprehensive and Intensive Interventions•Individual Students or Small Group (2-3)•Reading: Scholastic Program, Reading Mastery, ALL, Soar to Success, Leap Track, Foundations, etc.

Tier 2: Strategic Interventions•Students that don’t respond to the core curriculum•Reading: Soar to Success, Leap Frog, CRISS strategies, etc.•Math: Computer Assisted Programs, Tutoring, Extended Day, etc.•Writing: Small Group, CRISS strategies, etc.

Tier 1: Core Curriculum•All students•Reading: Houghton Mifflin, etc.•Math: Harcourt, etc.•Writing: Six Traits Of Writing, etc.

BEHAVIORAL SYSTEMS

Tier 3: Intensive Interventions•Individual Counseling•FBA/BIP•Teach, Reinforce, and Prevent (TRP)•Assessment-based•Intense, durable procedures

Tier 2: Targeted Group Interventions•Some students (at-risk)•Small Group CounselingParent Training (Behavior & Academic)•Bullying Prevention ProgramFBA/BIP•Classroom Management Techniques•Professional Development•Small Group Parent Training •Data

Tier 1: Universal Interventions•All settings, all students•Committees•Preventive, proactive strategies•School Wide Rules/ Expectations•Positive Reinforcement System (Points, Tickets, etc.) •School Wide Consequence System•School Wide Social Skills Program•Data (Discipline, Surveys, etc.)•Professional Development (behavior)•Classroom Management Techniques•Parent Training

Differentiated Classroom Behavior

Management Plans based on PBS for

students who did not respond to the

standard CBMP in Tier 1

Student/Teacher Inventories of Student

Performance & Interests

Behavioral Contracts

Verbal Cueing

Visual Cueing

Social Skills Training ex. Role-Playing,

Modeling, etc

Cognitive Behavioral Therapy ex.

Problem solving skills, Re-thinking, etc.

Visualizations

Self-Monitoring/Self-Evaluation

Mentoring

Self-Talk

Teaching Desired Behaviors

Examples of Tier 2: Secondary Behavioral Interventions

RTI – PBSTier 2

White Elementary School/Bartow CountyPrincipal: Ms. Evie Barge

Bartow County RTI/SST Coordinator: Dr. Wanda McPherson

Tier I

Universal Strategies• School Wide Discipline Plan• Classroom Behavior Plan

– Rituals and Routines– Teach and Model and Practice

• Bee Token System to reinforce good behavior

Tier I Behavioral DocumentationStudent Name ___________________________Identified Behavior _______________________

Check the Tier I Behavioral Plan Currently Using:_____ Classroom Behavior Plan_____ School-wide Behavior Plan – Leveled Plan and Bee tokens_____ Agendas to communicate with parents_____ Parent Contacts

Dates - ________________________

______ Character Education Implementation

Interventions – Differentiation More Chances Student/Teacher ConferenceMissed Recess Silent LunchCool Down RedirectProximity Review Behavior PlanBee Tokens Room to move

Explain successes and failures (include data) – tally, gem clip, log, _______________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tier 2-Behavior

• Student has been identified needing additional support for behavior

• Select an evidence-based intervention appropriate to student’s level of need.

• Provide interventions that are easy to administer, which require limited time and staff involvement

• Monitor the progress• Collaborate with grade level team & include lead

special education teacher and/or administrator

ERASE Behavior - Tier 2

Explain – What is the problem?Reason – What is she/he wanting or avoiding?Appropriate- What do you want she/he to do

instead?Support - How can you help this happen more

often?Evaluate – How will know if it works?

Dr. Terry Scott-UF

Which comes first—the chicken or the egg?

• 80% of all students identified as having severe behavioral problems were also identified as having academic problems.

• Often, we must provide academic and behavior interventions simultaneously.

• Progress monitor – ABC Data Sheet, tally marks with shorter duration, teacher rating scale, number of bee tokens, office referrals, behavior charts, gem clips-informal

Tier 2 at WES

• We have 550 students.• 35 are identified at Tier 2• About 6% of the student population is in Tier 2

behavior

Tier 2 Interventions

• Counselor – small group • Mentors• Behavior Contracts• Talk Tickets• Tweak Tier I Strategies• Behavior Checklist• Students Monitor their own behavior• Discretionary Movement Breaks

Behavior Picture M Tu W Th F

Prepared

Follows Directions

Stays in Seat

Does not talk-out of Turn

Student Name ______________________ Week ______________

The Black Hole

Intervention Fidelity:• Observation of delivery of intervention• Teacher conference• Student conference• Look at anecdotal information

Tier 2 Behavioral DocumentationStudent’s Name _____________________________Identified Behavior

______________________________________________________________________________________________________________________________________________________

Check Tier 2 Behavior Intervention____ Counselor – Social skills-building group ____ Student Monitors Behavior____ Mentor ____ Allow discretionary movement breaks____ Response Cost ____ Specific Bee Token Plan____ Offer Choices ____ Behavior Contract____ Talk ticket ____ Behavior Checklist

Interventions Implemented for Tier 2

Progress MonitoringTeacher Observation of frequency and duration of behavior-tally marks, gem clips

Behavior Checklist DataAnecdotal

Bee TokensABC Data SheetOffice Referrals

Date Began Strategy Date Ended

1.

2.

3.

Data - Office Referrals

Month Total 08 09 10 11 12 01 02 03 04 05

2007 121 9 6 13 27 12 9 8 11 6 20

2008 74 5 8 10 5 1 9 17 4 4 11

2009 5 10 6 3

Thanks!

• www.pbis.org

• http://www.behavioradvisor.com/

• http://www.interventioncentral.org/

• http://ies.ed.gov/ncee/wwc/

• http://www.themanagementzone.com/s/behavior_management

• http://www.behaviordoctor.org/

• http://www.rtitools.com/

• http://challengingbehavior.fmhi.usf.edu/

• http://www.modelprograms.samhsa.gov/pdfs/FactSheets/PATHS.pdf

Resources for Behavior & RTI Implementation

• http://www.cde.ca.gov/ls/ss/se/classroommgmt.asp

• http://www.safeandcivilschools.com/news001.php

• http://www.internationalsped.com/documents/C1%20Blackwell.do

• http://www.safeandcivilschools.com/tips004.php

• http://www.safeandcivilschools.com/news009.php

• http://flpbs.fmhi.usf.edu/

• Behavior Intervention Manual

Resources for Behavior & RTI Implementation

QUESTIONS?