Where are We Going With Tier III Plans and Customization?

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

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

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

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

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

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

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

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

Demonstration Behavior Data from School- Wide Information System: Eddie

Avoid Task Avoid Adult

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

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,2 4 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 felt115 pretty silly, but that was what the book said to do.126 Accuracy: ________________ 41/57 = 71.9% Demonstration Reading Data for Eddie: Low Accuracy/Low Rate I sawcompany pressed important I fourtims I company book some important long doctor that work

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

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

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

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

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

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

Setting Event Strategies Antecedent Strategies Consequence Strategies Teaching Strategies Teach alternatives to problem behavior: 1. Ask for break 2. Ask for help 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 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 Brainstorm Possible Interventions for Eddie Academic Skills Strategies Teach general academic skill development Teach problem- solving skills Behavior Skills Strategies

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

Action Plan for Intervention Strategies Task Person Responsible By When 1.Reading assessment and curriculum individualization to develop decoding skills Reading resource teacher Two weeks- 3/16/10 2.Provide explicit instruction in decoding skills Reading resource teacher Begin 3/28/10 3.Role-play how to make appropriate requests for help Social workerBy 3/10/10 4.Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used School psychologist By 3/21/10 5.Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period TeacherBegin 3/28/10 6.Explain support plan to studentTeacher3/21/10

Evaluation Plan Behavioral goal –Short term –Long Term Evaluation procedures –Data to be collected Review Date

Eddie’s Evaluation Procedures Data to be Collected Procedures for Data Collection Person responsible When Daily report on whether or not he met his two behavior card goals during each class period Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart. School psychologist initiates and monitors Begin immediately; continue at least to first review period. Major discipline referrals Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period Office secretary enters SWIS data and generate reports SWIS entered on regular basis DecodingWeekly progress monitoring on decoding probes Classroom teacher Weekly 1- minute assessments Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing? Are reading skills improving? Is appropriate behavior increasing? Is problem behavior decreasing?

Progress Monitoring Academics: Decoding x x

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

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

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?

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. Team Activity: Revisit PBIS/SIT Intersect