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 5/21/2019 Using the Referrals by Student report as a Universal Screening Tool Student with 2-5 are candidates for more support in behavior, academic, or both areas. Reference Triangle! Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. 2008

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

EXAMPLE

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

Vermont’s Planning Process for Students 1 Teaming 2 Goals 3 Assessment (FBA) 4 Intervention (BIP) 5 Evaluation (BIP) Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce Vermont’s Planning Process for Students

Tier 2/3 Process Builds Across Tiers Teams Goals Assessment Intervention Evaluation Tier 3 Tier 3 Wraparound

Simple vs Complex FBA SIMPLE COMPLEX FOR WHAT Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings WHAT Relatively simple and efficient process to guide behavior support planning Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

CRISIS PLAN Desired Behaviors Setting Events Problem Behaviors Consequences Setting Events Antecedents Problem Behaviors Consequences Sherry 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