1. Supporting Students At Tier 3 September 20, 2012 Amy McCart, Ph.D. University of Kansas Moving Beyond the Model Demonstration: Overview of one of the projects that focused on tertiary behavior interventions within a school-wide model of behavioral support for children who are not responsive to universal and secondary level intervention 1

2. Today’s Agenda  Brief discussion of the model  RtI Academics and Behavior (MTSS)  Components of the model and outcomes  Beyond the model demonstration at each tier  Tools for Tier 3 support  Simplified version of FBA: BAIS  Behavior Summary 2

3. TERTIARY INTERVENTIONS: THE K-I CENTER  A model demonstration center with schools in Kansas and Illinois showing a) how and when resources and systems are organized to ensure the success of all students in accordance with a response to intervention (RtI) logic model, and b) how individual supports and interventions for students with complex needs can be more effectively/efficiently provided  The primary purpose was to get better out how we do Tier 3 in a way that works for teachers 3

4. Goals of the K-I Center  a) a rigorous but replicable professional development system integrated into districts and schools;  b) a school level, data-based decision system;  c) a comprehensive, national dissemination process;  d) a range of validated products for replication and expansion;  e) a multi-tiered process that includes systematic application of person and family centered techniques; and 4

5. Figure 1. Reading and math performance at White Church elementary school 5

6. 6

7. 7

8. Lessons Learned  Tier 3 cannot effectively work without Tier 1 and Tier 2 as difficult as that is  Tier 3 requires the team, school and district to adopt a function-based approach to understanding behavior  Behavior must be placed within the instructional context  Teachers need ongoing support and expertise on how to support students with ever-increasing needs 8

9. Elements of Effective Intervention Strategies  Layers of Support  Includes choice  Links together Tier 1, Tier 2 and Tier 3 supports  Includes lots of positive components  Immediate elements of reinforcement  Consistent  Considers context Tier 3 9

10. Definition of Tiered Support  a three-tier system of matching interventions to assessed student academic and behavioral needs;  systematic screening of children using scientifically acceptable measuring instruments;  progress monitoring of students identified as being at risk for low academic achievement, again using scientific measures;  decision rules concerning levels of support provided through intervention;  interventions that have solid grounding in research and for which there is scientific evidence that they improve behavior and/or academic achievement. RtI 10

11. Strength of RtI  The strength and great advantage of school- wide RTI is its capacity to integrate school resources (i.e., general and special education functions and supports), and its dynamic quality of applying greater levels of intensity where indicated, and scaling back extraordinary interventions where indicated, by data from progress monitoring. Sailor, 2009 RtI 11

12. Poll Question  How many of you feel that RtI is a well understood concept with your teams, schools and districts?  Yes  No  Let’s discuss how we can move this model forward in a way that resonates with educators 12

13. The Model Pushed Forward  An integrated approach to supporting students at all three tiers  Academic and behavioral instruction are one 13

14. Designing Schoolwide Systems for Student Success Academic Instruction (with fidelity measures) Behavioral Instruction (with fidelity measures) Tertiary Interventions (for individual students) Wraparound Intervention Complex Multiple Life Domain FBA/BIPs Tertiary Interventions (for individual students) Wraparound Intervention Complex Multiple Life Domain FBA/BIPs Secondary Interventions (for some students: at-risk) Simple FBA/BIPs Group Intervention with Individual Features Group Intervention Secondary Interventions (for some students: at-risk) Simple FBA/BIPs Group Intervention with Individual Features Group Intervention Universal Interventions (for all students) Direct Instruction of Behavioral Expectation Positive Acknowledgement Universal Interventions (for all students) Direct Instruction of Behavioral Expectation Positive Acknowledgement Tertiary Interventions (for individual students) Assessment-based Resource Intensive Tertiary Interventions (for individual students) Assessment-based Resource Intensive Secondary Interventions (for some students: at-risk) Some individualizing Small Group Interventions High Efficiency Rapid Response Secondary Interventions (for some students: at-risk) Some individualizing Small Group Interventions High Efficiency Rapid Response Increases Levels of Support Reduces Numbers of Students Monitoring Student Progress Screen All Students RtI conceptual system with general and special education integrated at all three levels Universal Interventions (for all students) Preventive, Proactive Differentiated Instruction Research Validated Curriculum Universal Interventions (for all students) Preventive, Proactive Differentiated Instruction Research Validated Curriculum 14

15. Behavioral Tier 1 What does Tier 1 Behavior Support Look Like? Tier 1 15

16. Tier 1 System of Support  A continuum of scientifically based behavior and academic interventions and supports  Use data to make decisions and solve problems  Arrange the environment to prevent the development and occurrence of problem behavior  Teach and encourage prosocial skills and behaviors  Implement evidence-based behavioral practices with fidelity and accountability  Screen universally and monitor student performance & progress continuously PBIS.org Tier 1 16

17. The Advent of Common Core  How does the Common Core fit with Tier 1 behavioral support?  This is a highly effective way to teach the importance of an integrated approach to academics and behavior  One quick example-for training teams-select a common core standard then determine a behavioral need and teach those items simultaneously using lesson plans  Can no longer discuss behavior at Tier 1 without direct relation to the Common Core  Resources available on this topic, if interested Tier 1 17

18. RtI: Tier 1 Behavioral RtI  Define 3-5 School-wide Expectations  Teach /Pre-correct/Model and Practice  Acknowledge with daily recognition  Re-teach  Classroom procedure for minor problem behaviors  Effective and consistent discipline Referral for major problem behaviors Academic RtI  Establish evidence-based core content matched to standards and benchmarks  Systematically, directly and explicitly teach core curriculum  Formally reward student academic progress  Re-teach core content when needed  Establish classroom procedures for minor learning challenges  Ensure quick and consistent follow up for major learning challenges or delays 18

19. Polling Questions & Resource  2. Do you feel your teams, schools, districts have a solid understanding of Tier 1 support for academics?  Yes  No  3. Do you feel your teams, schools, districts have a solid foundation of Tier 1 support for behavior?  Yes  No  Resource  Tier One Behavior Support Tool: Primary Level Classroom Interventions Tier 1 19

20. Behavioral Tier 2 What does Tier 2 Behavior Support Look Like? Tier 2 20

21. Why Invest in Universal Systems of Support First?  We can’t “make” students learn or behave  We can create environments to increase the likelihood students learn and behave  Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity across all learning environments Tier 2 Lewis, 2010 21

22. What is Tier 2?  Tier 2 is designed to provide intensive or targeted interventions to support students who are not responding to Tier 1 or Primary Prevention efforts.  Interventions within Secondary Prevention are more intensive since a smaller number of students requiring needing a little more support. PBIS.org 22

23. Who is Tier 2 For?  Tier 2 support is intended to meet the needs of 10-15% of the student population who are at risk for problem behavior but not currently engaging in severe problem behavior  Tier 2 is intended to meet the needs of students when Tier 1 behavioral support is not enough  Tier 2 is delivered to students in addition to Tier 1 not in replacement of Tier 1 support  Think of Tier 1 as your core curriculum and Tier 2 as an additional support to your behavioral curriculum Tier 2 23

24. Tier 2 Additional Features  Rapid access (72 hr).  Very low effort by teachers.  Flexible  Adequate resources to implement (weekly meeting, plus 10 hours a week)  Student chooses to participate  Continuous monitoring of student behavior for decision- making Crone, Hawken & Horner, 2010 PBIS.org Tier 2 24

25. Tier 2 Interventions  Important to note, these are formalized systems with data  Social Skills  Self-Management  Mentors  Peer tutoring / Peer Networks  Academic support  Check-in / Check-out & BEP Lewis, 2010 Tier 2 25

26. RtI: Tier 2 Behavioral RtI  Additional teaching around core needs (i.e. social skills)  Re-teaching of behavioral expectations (i.e. targeted support)  Increased exposure to peer support (i.e., mentors, peer tutoring, peer networks)  More clearly established mechanism for management of student’s own behavior with staff support (i.e., self-management, check-in / check-out & BEP)  Ensure immediate and consistent follow up for challenges or delays Academic RtI  Intensify teaching around core needs (i.e. secondary reading curriculum)  Intensive small group instruction (i.e., homogenous or heterogeneous grouping based on student need)  Re-teaching of core content focused on areas of need  Increase the level of support  Provide additional reinforcement for student academic progress  Ensure quick and consistent follow up for major learning challenges or delays 26

27. Polling Question  4. Do you feel your teams, schools, districts have a solid understanding of Tier 2 support for academics?  Yes  No  5. Do you feel your teams, schools, districts have a solid foundation of Tier 2 support for behavior?  Yes  No Tier 1 27

28. Behavioral Tier 3 What does Tier 3 Behavior Support Look Like? Tier 3 28

29. What is Tier 3?  Function-based, individualized & intensive behavior support provided  Team- & data-based planning & decision making  Comprehensive person-centered planning & wraparound processes for most challenging students  Targeted social skills & self-management instruction  Individualized instructional & curricular accommodations developed & implemented in Behavior Support Plan 29

30. Core Features of Tier 3  Linked to school-wide systems  Technical behavioral competence  Fluency in process and content of Functional Assessment and Behavior Support Plans  Need both General and Special Educators  Regularly scheduled meetings  Structured agenda  Standing Individual Tertiary Committee 30

31. Who Is Tier 3 For?  Approximately 5% of school population (typically, 1 or 2 students per classroom)  Why not just focus all our efforts on Tier 3 behavioral supports? 31

32. Functional Behavioral Assessment and Behavior Support Plan 1.Define the challenge & identify goals 2.Gather information. 3.Generate a hypothesis statement 4.Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Support Plan 5.Design & evaluate a Behavior Support Plan 6.Plan for effective implementation of the Behavior Support Plan 7.Monitor regularly and modify based on observed progress PBIS.org 32

33. Developing Effective Intervention Strategies Behavior Analysis and Intervention Summary (BAIS) 33

34. The Challenge  How to make Tier 3 easy to access  How to help educators understand the value and importance of effective and efficient Tier 3 support  Resources 34

35. The BAIS The Behavioral Analysis Intervention Summary is intended to be a quick and easy way to summarize initial Functional Behavioral Assessment information. The purpose is to develop strategies in a simple format for quick implementation. The BAIS is also completed by people (teachers, family, clinicians) who know the student best, and used to implement strategies quickly based on data or guide more complete functional assessment efforts. The BAIS can be completed in a short period of time (5-15 min). McCart & Bannerman Juracek (2005) Tier 3 35

36. 36

37. 37

38. RtI: Tier 3 Behavioral RtI  Identify clear function around behavioral concern  Develop individualized behavioral support plan based on data and functional behavioral assessment  Teach /Pre-correct/Model and Practice  Acknowledge with ongoing and systematic recognition system  Utilize only evidence-based practices based on data not opinion Academic RtI  Identify clear learning challenge based on multiple data sources  Systematically, directly and explicitly teach with effective strategies  Formally reward student academic progress  Re-teach core content creatively and uniquely  Utilize only evidence-based practices based on data not opinion 38

39. Polling Question & Resource  6. Do you feel your teams, schools, districts have a solid understanding of Tier 3 support for academics?  Yes  No  7. Do you feel your teams, schools, districts have a solid foundation of Tier 3 support for behavior?  Yes  No  Resource  School-wide function-based thinking helps reduce the power struggles that often emerge between teachers and students  Behavioral Summary for Teams Tier 1 39

40. McCart, A. & Bannerman Juracek, D., 2002 40

41. McCart, A. & Bannerman Juracek, D., 2002 41

42. Resources  www.challengingbehavior.org www.challengingbehavior.org  www.onlineacademy.org www.onlineacademy.org  www.pbis.org www.pbis.org  www.kipbs.org www.kipbs.org  www.rti4success.org www.rti4success.org  Materials adapted Sugai, et al. located on pbis.org and McCart, Wolf & Sailor, 2003  Don’t forget 2012 National PBIS Leadership Forum 2012 National PBIS Leadership Forum: Oct 18-19, 2012, Rosemont, Illinois 42

43. How to Contact Me —Amy McCart, Ph.D. —Associate Research Professor —Life Span Institute —Beach Center on Disability —Haworth Hall —1200 Sunnyside Ave, Room 3130 —Lawrence, Kansas 66045-7534 —Email amymc@ku.edu —Cell 816-719-3393 —Fax 785-864-7605 43

44. Thank You For Your Time 44