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Preparing for Students With Intensive Support Needs

This resource provides insights on preparing for tier II and tier III interventions for high school students with intensive support needs. Learn about effective secondary and tertiary teams, typical discipline issues, additional supports, and examples of systems, practices, and data usage. Explore the three-tiered RtI model and self-assessment tools for assessing and planning interventions. Discover strategies for academic and behavioral systems, along with various tiers of interventions. References to educational centers and models are included for further guidance.

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Preparing for Students With Intensive Support Needs

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  1. Preparing for Students With More Intensive Support Needs Hank Bohanon hbohano@luc.edu http://www.hankbohanon.net

  2. Welcome Back!

  3. Enduring Understanding Be able to identify the components for preparing for tier II and tier III. Match interventions with supports needed for students.

  4. Essential Questions • What are the components of effective secondary and tertiary teams at the highs school level? • What are the systems, practices, and data?

  5. Components of Effective Secondary and Tertiary Teams Is this a schoolwide problem?

  6. Typical Discipline Issues • Tardiness and Skips • Typical major reactions - suspension and expulsion Spaulding, 2010

  7. Behavior • Address tardy behaviors • Non-classroom • Define on time, prompt, supervise, adjust schedule Additional supports • Incentives for being on time • Bell ringers • Social outcome for being on time

  8. Students in the Hall Years and Time of Day

  9. Students in the Hall Years and Location

  10. Have a Coke! • Can’t Do (Skill Deficit) • Escape • Avoid • Responses • Teach skill • Priming • Intersperse • Teach escape • Won’t Do (Acquisition) • Attention • Access to object • Sensory Stimulation • Responses • Prompt • 2-10 • Personal greeting • Choice/preference See CAST: http://www.cast.org/ and SIM http://www.kucrl.org/sim/

  11. Examples of Systems, Practices, and Data

  12. Musical Chairs • Walk while to the music, stop when it stops • Introduce yourself - prompts • What are your secondary/tertiary supports? • What key data do you use to identify and monitor needs?

  13. Three-Tiered RtI • Most students needs are met with strong core • Students are screened to determine needs • Progress monitor effectiveness • Intervention intensity increases with needs • Use data for screening and monitoring National High School Center, National Center on Response to Intervention, and Center on Instruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion.

  14. Self-Assessment • How would you rate yourself? • See http://www.pbis.org/common/pbisresources/tools/TierII_Assessment_ActionPlan.pdf

  15. Figure 2: Three-Tier Model • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • High intensity • Of longer duration • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • Intense, durable procedures 5% 5% ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS 15% 15% • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1Core Instructional Interventions • All students • Preventive, proactive • Tier 1Core Universal Interventions • All settings, All students • Preventive, proactive 80% 80% Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. STUDENTS

  16. Designing School-Wide Systems for Student SuccessA Response to Intervention Model Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance andTardies_ SLC; PARR; Freshman Seminar • Universal Intervention/Tier 1: • -PARR • Attendance and Tardy • - Small Learning Communities (SLC) Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  17. Tertiary Interventions/Tier 3: _______________________ _______________________ _______________________ Tertiary Intervention/Tier 3: ______________________ ______________________ ______________________ Secondary Interventions/Tier 2: ________________________ ________________________ ________________________ Secondary Interventions/Tier 2: ________________________ ________________________ ________________________ Universal Intervention Tier 1: __________________ __________________ __________________ Universal Intervention/Tier 1: ______________________ ______________________ ______________________ ACTIVITYDesigning School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  18. Working Smarter (Sugai, 2008) See example

  19. What is your team’s mission? • The mission of the Targeted Team is to increase the likelihood of positive behavior and academic achievement of students. The objectives include: • To work with students at risk for development of chronic behavioral concerns. • To identify reliable predictors of students behavior. • To determine likely function of behavior and recommend function based behavior support plans. • To assist and support teachers, students, and parents in achieving efficient and effective interventions. APEX II: Somersworth HS & CTC, NH

  20. Structures from the field • Use of co-teaching • Parallel academic seminars • Use of credit recovery • Focus on freshmen/sophomores • English/LA, Algebra • Grades, attendance data

  21. Scheduling Resource • Very specific examples of scheduling • Planning Time • Interventions • http://www.allthingsplc.info/wordpress/?p=2258 • Are these similar to your work? Any helpful suggestions?

  22. Missouri’s Model Select Interventions Based on Function • Targeted Environmental Interventions (8 Classroom Factors) • Check In/Check Out • Small Group Social Skills • Mentoring See: http://pbismissouri.org/teams/tier-2-workbook

  23. Interventions used • Check In Check Out • Mentoring • Credit recovery • Social skills • Homework lab • Home setting involvement • Counseling • Pass system • RENEW • Student Leadership Referral. APEX II: Somersworth HS & CTC, NH – See reference

  24. RENEW Process in a Nutshell • Student Identified • RENEW school facilitator Identified • Initial conversation between facilitator and the student • Future’s Plan (aka Person Centered Plan) • Formation of a team according to the plan • Routine check‐ins to determine success of the plan • New plans/teams formed as new goals are developed APEX II: Somersworth HS & CTC, NH- See reference

  25. Embedding Literacy for All Students http://clc.kucrl.org/ - - contact for information on Strategic Tutoring

  26. e-Learning Design Lab - Math http://elearndesign.org/

  27. From Mark Shinn ) Mark Shinn (http://markshinn.org)

  28. From Mark Shinn Mark Shinn (http://markshinn.org)

  29. From Mark Shinn Mark Shinn (http://markshinn.org)

  30. From Mark Shinn - Wilson Reading Mark Shinn (http://markshinn.org)

  31. From Mark Shinn Mark Shinn (http://markshinn.org)

  32. Great Book for Reading Problems Carnine, D. W., Silbert , J, Kame'enui, E. J., &, Tarver, S. G. (2009). Direct Instruction Reading (5th Edition). Upper Saddle River, NJ: Prentice Hall.

  33. Wilson Reading Program WILSON Reading System®, WILSON Fundations®, WILSON Just Words®, and WILSON Fluency®— http://www.wilsonlanguage.com/

  34. Mission • What do we want all students to learn by grade level, by course, and by unit of instruction? • How will we know when each student has acquired the intended knowledge and skills? DuFour, DuFour, Eaker, & Karhanek, 2004

  35. Qualities of Data (Adapted from McIntosh et al., 2009) Valid and reliable for screening purposes Repeatable Sensitive to growth Time-efficient Indicators of critical developmental skills Progress tool related to screener Common student identifier

  36. Data System Criterion Allow easy data entry; Permit access to graphic displays of schoolwide (as well as individual student) data; and to Provide administration, teams, and faculty with information that is accurate and recent (e.g., within 48 hours) (Horner, Sugai, Todd, & Lewis-palmer, 2005)

  37. Types of Existing Data (Heppen, O'Cummings, & Therriault,2009; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009) • Office Discipline Referral Data • GPA • Credits toward graduation • Attendance • Failing grades • Statewide assessments • Existing screening data/common core

  38. Combined Data Using VLookup http://www.act.org/explore/norms/spring8.html

  39. Burke et al., 2010, mburke@tamu.edu

  40. Mark Shinn (http://markshinn.org)

  41. Mark Shinn (http://markshinn.org)

  42. Check in • Based on of the checklist provided, what would be some reasonable next specific action steps for your teams regarding secondary supports?

  43. Links • College Readiness Standards • http://www.act.org/standard/ • Common Core • http://www.corestandards.org/ • Universal Design of Learning • http://www.cast.org/ • Positive Behavior Support • http://www.pbis.org/ • AAIMS (Algebra Screening) website • http://www.ci.hs.iastate.edu/aaims/homepage.php • Rolling Meadows High School • http://rmhs.d214.org/staff_resources/rmhs_model_rti_main.aspx

  44. Links • SWIS • http://www.swis.org • Content Literacy Curriculum • http://clc.kucrl.org/ • Hank Bohanon • http://www.hankbohanon.net

  45. Links • National High School Center, National Center on Response to Intervention, and Center on Instruction. (2010). Tiered interventions in high schools: Using preliminary “lessons learned” to guide ongoing discussion. Washington, DC: American Institutes for Research. http://www.nhscenter.net/pubs/documents/HSTII_LessonsLearned.pdf

  46. References • Spaulding, S. A., Irvin, L. K., Horner, R. H., May, S. L., Emeldi, M., Tobin, T. J., et al. (2010). Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns From 1,510 Schools Nationwide. Journal of Positive Behavior Interventions, 12(2), 69-85. doi: 10.1177/1098300708329011 • RENEW Youth Portfolio (Malloy, Couture, & Drake, 2012) http://www.iodbookstore.org/products/RENEW-Youth-Portfolio.html

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