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Tier 2/Tier 3 Refresher. Small Group. Supports for All Students. WRAPAROUND. Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Complex FBA/BIP. 1-5% 5-15% 80-90%. Brief FBA/BIP. Individualized CICO.
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Tier 2/Tier 3 Refresher Small Group
Supports for All Students WRAPAROUND Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Complex FBA/BIP 1-5% 5-15% 80-90% Brief FBA/BIP Individualized CICO Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Social/Academic Instructional Groups Check-in/Check-out Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. School & Class-wide expectations & supports
When to Consider Targeted Interventions • When Universal systems are not sufficient to impact behavior • When students display chronic patterns of disruptive behavior • When concerns arise regarding students’ academic or social behavior
Using the Referrals by Student report as a Universal Screening Tool
Which students might need more than Universal Level supports? • Possible Categories of Risk: • More than a couple office disciplinary referrals • Attendance/late to school • Frequent nurse visits • Homework not completed • Behavior concerns not addressed through discipline system (e.g. social withdrawal, internalizing) • Other
Targeted interventions are… • Best for low level problem behavior (e.g. talk-outs, minor disruption, task completion); • Efficient because they use a similar set of strategies across a group of students who need similar support; • Effective because they focus on decreasing problem behavior in the classroom thereby increasing academic engagement and decrease office referrals.
Critical Features • Rapid access to intervention (less than a week) • Positive system of support • Students agree to participate • Implemented by all staff/faculty – very low effort • Flexible intervention based on simple assessment of function of behavior • Adequate resources allocated (admin, team) • Continuous monitoring and decision-making • Administrative support
Examples: Targeted Group Interventions Based on Functions of Behavior • Access Adult Attention/Support: • Check-In/Check-Out • Adult Mentoring Programs • Access Peer Attention/Support: • Social Skills Instruction • Peer Mentoring • Self-Monitoring with Peer Support (function: academic task escape) • Academic Skills Support • Organization/Homework planning support • Homework completion club • Tutoring
What is Tier 3 intensive? • For students with serious and challenging behaviors that require individualized interventions • Collection of data to determine function of behavior (FBA) and positive behavior plan to address function (BSP) • Coordination of home, school, community interventions
Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce Vermont’s Planning Process for Students
CRISIS PLAN Desired Behaviors Consequences Antecedents Setting Events Problem Behaviors Consequences Alternative Behaviors
Necessary Conversations (Teams) Tier 2 Tier 3 Tier 1 SU/District Team •Coordinates implementation •Ensures access to resources •Reviews data across schools SU/District Team – Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on fidelity of practices across the district/SU SU/District School Leadership Team •Plans and implements 6 school components of PBIS School Systems Level Team – Targeted/Intensive: •Creates procedures for referral, screening & evaluation •Communicates with staff and families School Student Level Team •Matches students to interventions •Evaluates & monitors student progress Student Level Team •Completes FBA/BIP •Evaluate & monitor student progress Facilitates wraparound Student