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Secondary Interventions

Secondary Interventions. Section 9 August 15, 2017. Review. Intensive. MTSS Continuum of Support for ALL. Targeted. Math. Science. Label behavior… NOT people. Spanish. Universal. Reading. Soc skills. Soc Studies. Basketball. Problem-Solving Steps. Define the problem(s)

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Secondary Interventions

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  1. Secondary Interventions Section 9 August 15, 2017

  2. Review

  3. Intensive MTSS Continuum of Support for ALL • Targeted Math Science Label behavior… NOT people Spanish • Universal Reading Soc skills Soc Studies Basketball

  4. 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?

  5. Secondary Interventions – Function-Based Strategies to Support At-Risk Students • Acknowledgments: • pbis.org • Rob Horner, Leanne Hawken, Rob March • Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary… • Flint Simonsen (pbiswashington.pbworks.com)

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

  8. Designing School-Wide Systems for Student Success • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 5-10%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive Academic Systems Behavioral Systems

  9. Review – Primary Interventions • School-wide discipline system for all students, staff, and settings that is effective for 80% of students • Clearly and positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring and modifying procedures

  10. Prerequisites (non-negotiable) • Effective and 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

  11. Designing School-Wide Systems for Student Success • 1.5%..................................Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3/Tertiary Interventions……………….……..1.5% • Individual students • Assessment-based • High intensity • Tier 2/Secondary Interventions................5-10% • Some students (at-risk) • High efficiency • Rapid response • 5-10%........................Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • 80-90%............Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • Tier 1/Universal Interventions……80-90% • All students • Preventive, proactive Academic Systems Behavioral Systems

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

  13. 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

  14. 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 Measure Success & Problem-Solve Modify

  15. Implement Basic CICO Is the Basic CICO working? Continue with Basic CICO Transition to self-management 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 – Tier 2 Is the behavior severe, complex, intensive? Intensive, Individualized Behavior Support (e.g., full FBA-BIP)

  17. How is a Tier 3 Intervention Different? • 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

  18. Think Functionally When Choosing Interventions for Tier 2 & Tier 3 • “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

  19. Student Behavior in Context Passage of Time

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

  21. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

  22. Define Secondary Interventions at Your School • Not all students require intensive, individualized intervention • Basic rule – do least amount to produce the biggest effect! • We can match students with 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. Develop Tier 2 – Small Group Interventions (Examples) • Social Skills Groups • Check-In / Check-Out • Academic Support Groups • Self-Monitoring Program

  24. Implementation of Tier 2 Practices • Secondary, individualized, small group interventions • Based on functional behavior assessment information • Social skills instruction • Behavioral programming • Multiple opportunities for high rates of academic success • Daily behavioral monitoring • Self and/or adult

  25. Implementation of Tier 2 Practices continued • Regular, frequent opportunities for positive reinforcement • Tangible to social • External to internal • Predictable to unpredictable • Frequent to infrequent • Home-school connection

  26. Other Tier 2 Intervention Strategies (Practices) • Behavioral contracts • Adult mentor/monitor • Secondary social skills instruction • Problem-solving • Conflict management • Self-management programming • Academic restructuring

  27. Critical Tier 2 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 Tier 2 Features (Systems) continued • Adequate resources allocated (administration, 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. Create Templates for Tier 2 (Admin Note) • Starting with a template makes frequent tasks more efficient • Form letter (documentation template) • Business form • Stencil

  30. 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 systems?

  31. Establish Tier 2 Entry Criteria (Data) • 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”

  32. 1. Tier 2 Screening Criteria (Data) • Use of a validated screener • Six to eight (Oct-Nov) weeks after school begins and 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

  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. Universal Screening Tools (Data) • Systematic Screening for Behavior Disorders (SSBD) • Social Skills Rating System (SSRS) • Social Skills Improvement System Rating Scales (SSIS)is designed to replace SSRS

  35. 2. Tier 2 Office Referral Criteria (Data) • 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

  36. 3. Tier 2 Criteria – Request for Assistance Process • Student identified as focus of concern • Adult completes form to provide summary of what is known • Complete request initiates Team Problem-Solving Process Note: Need form example w/criteria examples inserted here

  37. Team 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?

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

  40. Enter Text Get new slide or cartoon on teaming as a TRANSITION to new Section 89 Part b

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

  42. Conducting Leadership Meetings • Richland School District: Process Example • Instructional Support Team Video EXAMPLE

  43. 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?

  44. 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?

  45. Activity – Conducting Team Meeting Facilitators to develop with handout

  46. Tier 2 Data Collection and Progress Monitoring (Practice) • Identify observable behaviors to track • Teach students your expectations • Use simple measurement system • For monitoring progress • For frequent student feedback • Teacher/student rating systems are common

  47. Daily Progress Report SAMPLE

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