Where are We Going With Tier III Plans and Customization?

1. Where are We Going With Tier III Plans and Customization?

2. Possibilities of Behavior/Academic Concerns around function of problem Behavior Problems Academic Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

3. Process: Referral for behavior problems Student is referred for behavior concern Conduct behavior functional assessment Develop integrated academic and behavior support plan Does behavior serve to escape/avoid academic task? Yes No Develop behavior support plan

4. Process: Referral for academic problems Student is referred for Academic concern Conduct functional behavior assessment Develop integrated academic and behavior support plan Does student’s behavior interfere with learning opportunities Yes No Conduct functional academic assessment Develop academic support plan

5. Tier III Support Example: Eddie • 3rd Grade Student • Problem: Disruptive and argumentative *fictional student with fictional data for illustration of process

6. Functional Assessment of Behavior or Academic Problems • A process for identifying the conditions that reliably contribute to behavior and/or academic problem. • Use of existing data • Student Discipline Reporting System • DIBELS • Teacher Interview • Student Interview • Observation • This information is then linked to a support plan

7. Student Profile Example: Eddie Reading Social Behavior Social Studies Science Math Art Phys. Ed. Interaction of behavior and academics

8. Functional Assessment of Behavior and Academics Behavior To obtain • Objects/activities • Attention from peers • Attention from adults To Escape/avoid • Objects/activities • Attention from peers • Attention from adults Academic Can’t do • Accuracy deficit • Deficit in targeted skills • Deficit in prerequisite skills • Application of misrules • Fluency deficit (not enough time doing it) • Generalization deficit • Mismatch between skill level and task difficulty (too hard) Won’t do • Motivational deficit

9. Demonstration Behavior Data from School-Wide Information System: Eddie Problems in Classroom

10. Demonstration Behavior Data from School-Wide Information System: Eddie

11. Demonstration Behavior Data from School-Wide Information System: Eddie Avoid Adult Avoid Task

12. Demonstration Behavior Data from School-Wide Information System: Eddie Reading Social Studies

13. Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I pressed saw company • It was a pretty good composition. I felt proud knowing 10 • it was the best one at my school. After I’d read it five times, 24 • I was impatient to start reading it out loud. 33 • I followed the book’s directions again. First I read the 43 • composition out loud without trying to sound impressive, just 52 • to hear what the words sounded like. I did that a couple of. 65 • times. Then I moved over to my full-length mirror and read the 78 • composition out loud in front of it a few times. At first I just 92 • read it. Then I practiced looking up and making eye contact. 103 • Of course I was making eye contact with myself, and that felt 115 • pretty silly, but that was what the book said to do. 126 • Accuracy: ________________ four tims I I important doctor book long company some important work that 41/57 = 71.9%

14. Eddie Williams Example:Individual Student Report for Eddie Phonemic Awareness Alphabetic Principal Deficit in Prerequisite Skills (below goal) Vocabulary Fluency and Comprehension Deficit in Target Skills (below goal) 14

16. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Strengthened through Core Program Consequences strengthened through Universal Supports What we want

17. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints What we got Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Function Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Avoid task

18. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Function Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Avoid task Acceptable Alternative What we could put up with (for now) Ask for break, ask for help

19. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints What we need to do Academic Skill Development Reading: decoding skills Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Function Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Avoid task Acceptable Alternative Ask for break, ask for help

20. The Competing Pathways chart for our friend Eddie Desired Alternative Typical Consequence Told “good job” Grades Do work successfully w/o complaints Academic Skill Development Reading: decoding skills Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Function Reading curriculum that is at frustration level Asked to complete reading assignment Argues, threatens uses profanity Remove from class Avoid task Acceptable Alternative Ask for break, ask for help

21. Brainstorm Possible Interventions for Eddie Antecedent Strategies Consequence Strategies Setting Event Strategies Teaching Strategies Behavior Skills Strategies Prompt task completion Make task less difficult Do first activity together Provide different tasks Present “forced” choice of which reading items to complete on worksheet Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help when requested Minimize rewards for problem behavior (don’t remove to a nicer area) Reward expectations Assess if reading curriculum is at appropriate level-place in appropriate level Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading) Remove peer audience during reading time Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help Academic Skills Strategies Teach general academic skill development Teach problem-solving skills

22. Narrowing down the strategies Consider: • Likelihood of successful outcome • Resources available? (cost, time, materials, staff) • Smallest change to create the biggest change • Likelihood of plan being implemented

23. Action Plan for Intervention Strategies

24. Evaluation Plan • Behavioral goal • Short term • Long Term • Evaluation procedures • Data to be collected • Review Date

25. Eddie’s Evaluation Procedures Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing?

26. Progress Monitoring Academics: Decoding x x

27. Daily Report Card with choice of incentives from “treasure chest” Daily Report Card

28. This is Where We are Going…. Next Year • Expanding and Supporting Experts • Facilitator • Data Analyst • Progress Monitoring • Measurement • Intervention

29. Team Activity:Revisit Referral Process • What is your current referral process? Form? • How will your team insure the request is broad in scope, visible, and accessible to all? • Where will requests be dropped off? • How will the team ensure confidentiality during the request process?

30. Team Activity:Revisit PBIS/SIT Intersect • Building needs to have a process to identify who may need additional support. • Building needs to have a process to identify what intervention is appropriate. • Building needs to have a process to review and respond to progress monitoring data. • Building needs to have a process to know when additional data are needed in order to customize a plan.