Response to Intervention and Behavior – Tier 2December 3, 200810:00 a.m.
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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: [email protected]: 706-295-6189, ext. 17
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• 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:
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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?