Ed%20Pro%20Materials

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• Ed Pro Materials
• Large Post-its 2 minute posters
• Decision-making strategies
• 3 Corners Signs 2 different activities
• Letter Signs for 3 Corners activities (A-?
  depending on group size see instructions on
  slides)
• Index cards to list 5-7 students
• for 3-2-1 cards at end of day 1
• for inside/outside circle end of day 2
• BEP DVD
• BEP book
• CDs (in individual folders)
• Role Cards
• Advance Organizers for 1st 3 Corners Activity are
  in individual folders
• Presenters hand out copies of DPR examples for
  2nd 3 Corners Activity one set per person
• Presenters hand out sets of Daily Data Graphs
  one set per group of four
• 02.09 individual folders Brochures/pamphlets
• Thumbnails
• Raffle List
• CD per list on EdPro 5

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Presented by
Development
Building and Integrating SWPBS Tier 2 Systems of
Support
www.edprodevelopment.com
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Providing staff development and technical
assistance to schools with 50 years of combined
experience. 

Development
Welcome!
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www.edprodevelopment.com
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Please ensure that cell phones do not ring
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TASL 14 credit hours 1 additional credit
every 2 hours
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Pre-Test
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Workshop Outcomes

• After this workshop, participants will
• Describe the major characteristics of a Tier
  2/Secondary Interventions system.
• Describe the steps for self-assessing Tier
  2/Secondary Interventions.
• Describe the major roles and responsibilities of
  the Tier 2/ Secondary Coordinating Team.
• List the five major areas of Tier 2/Secondary
  Interventions.
• Describe critical features and strategies for
  implementing a Check In Check Out System an
  intervention system that cuts across multiple
  areas of Tier 2/Secondary interventions.

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Brochure Workshop Flyer
Materials

for the workshop
Team Activity Handouts- folder for
team Individual Handouts- reproducible items
resources for all participants
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Introductions

• Take out your SWPBS Primary Preventions Advance
  Organizer
• Take 5 minutes to create a team t-shirt on a
  large post-it describing
• Who you are and
• 2. Your progress in implementing and
  sustaining Tier 1 of SWPBS
• Each team will have 2 minutes to introduce your
  team using your t-shirt

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What is the Middle Part of the Triangle?

• 15 of students
• Multiple referrals (2-5)
• At-risk for developing more severe/chronic
  patterns of problem behaviors

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Out of Proportion

• These students represent less than 25 of school
  enrollment
• They account for over 50 of behavioral incidents
• They consume significant amounts of time and
  resources

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Referrals per Student
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In general

• Poor peer relations
• Low academic achievement
• Difficulty adjusting to school environment
• Poor organizational or study skills
• Low self-esteem

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Skill Deficits
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Activity
On a note card or scrap piece of paper, generate
a list of 5-7 students who need additional
supports, (not those with support needs in the
red part of the triangle). You will be referring
to this list throughout the next two days.
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Building Tier 2 Supports
The Primary/Tier 1 team OR the newly formed
(targeted) Secondary Team analyzes what currently
exists and is being used in the building.
What programs and/or practices do we currently
use to support students when effective tier 1
practices (academic and behavioral) are not
enough? Where are the gaps in what we have and
what we need (e.g. do we have something for
reading, math, social skills, study skills, and
Check In Check Out (increased adult attention,
accountability and predictability)?
Fill in the gaps by designing interventions where
none existed before.
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CICO Coordinator
Check-In/ Check-out
Tier 1 Team
Targeted Group x Location
Tier 1 Leadership Team
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Major Characteristics of Secondary/Tier 2
Interventions (Academic AND Behavioral)

• Addressed once quality, research-based Tier 1
  preventions and practices are established.
• Team-based problem solving.
• Focus on smaller targeted groups of students who
  are at risk of engaging in more serious behavior
  problems and/or academic failure.
• On-going monitoring of student progress and
  data-based decision-making.
• Time-limited, intensive instruction focusing on
  targeted group of students common deficit area(s).

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Major Characteristics of Secondary/ Tier 2
Interventions (continued)

• Known by all faculty and staff.
• Ongoing identification and referral process
• Rapid access to and continuously available
  intervention (5 days).
• Research/Evidence-based interventions based on
  assessment results.
• Adequate resources allocated (administrative
  support, time,).

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POINTS TO CONSIDER

1. At risk students benefit from (a) clearly defined
   expectations, (b) frequent immediate feedback,
   (c) consistency, and (d) contingent, positive
   reinforcement.
2. Problem behavior and academic behavior are often
   linked.
3. Behavior support BEGINS with development of
   effective adult student interactions.

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Designing School-Wide Systems for Student Success
RTI
SWPBS

• Tier 3/Tertiary Intensive Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

• Tier 3/Tertiary Intensive Interventions
• Individual Students
• Assessment-based
• High Intensity

• Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

• Tier 2/Secondary Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

• Tier 1/Primary Preventions
• All students
• Preventive, proactive

• Tier 1/Primary Preventions
• All settings, all students
• Preventive, proactive

Integrated Systems Approach
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis Step 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team Step
5. Fill Gaps Step 6. Develop and Implement
Referral Procedure Step 7. Implement and Codify
Tier 2 Systems
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students
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TIER 3 INTENSIVE/INDIVIDUAL STUDENT
TIER 2 TARGETED GROUPS
TIER 1 ALL STUDENTS
School counseling services
Second Step
FBAs/BIPs
School health services
Social skills, bully proofing, and/or anger
management groups
Student Intervention Plans
School wide PBIS
Health Education Voluntary State Curriculum
Behavioral contracting
Character Education
Section 504 Plans and/or IEPs
Alternative programs
Check-in/Check-out
Responsive counseling
School mental health services
Bullying Prevention
Expanded School Mental Health Initiatives and
Interagency Partnerships
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Activity

• Get out your Triangle Analysis Form.

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Triangle Analysis Form
Tertiary Programs, Interventions,
Supports(individual students) _________________
_________________ _______________ ___________
______ _________________ _______________ ___
______________ _________________
_______________ _________________
_________________ _________________
Secondary Programs, Interventions,
Supports(groups of students) ________________
________________ ________________ ____________
____ ________________ ________________ ____
____________ ________________
________________
Primary Programs, Preventions, Supports(all
students) ________________ ________________
________________ ________________
________________ ________________ ______________
__ ________________ ________________ ______
__________ ________________
________________
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Activity

1. Get out your Triangle Analysis Form.
2. With your school colleagues, spend 3 minutes to
   identify all initiatives/ interventions/ programs
   used with targeted GROUPS (vs. whole school
   initiatives) of students to improve either
   academic and/or behavioral challenges. Record
   these in the yellow part of the triangle. How
   many did you have?

Share
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Agenda
Note tasks to accomplish related to identifying
Tier 2/Secondary Academic and Behavioral
Interventions
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions
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Review/Analyze Each Intervention
What is the intent/ focus/ targeted behavior(s)?
2. Is it research-based? What is the research? Intervention Central http//www.interventioncentral.org/  Florida Reading Research Center http//www.fcrr.org/ What Works Clearinghouse http//ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring http//www.studentprogress.org/ National Center on Response to Intervention (RTI) http//www.rti4success.org/






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Designing School-Wide Systems for Student Success
Secondary Interventions

• How do you determine if the intervention is
  research-based?
• If it is something imposed (like a program) by
  the LEA, ask the Curriculum Instruction
  Supervisor what the research is behind the
  intervention.
• If it is an intervention separate from a
  program, locate it on the internet to find the
  literature that supports it.
• If it is a program, locate the technical manual
  to find out about the constructive validity of
  the program and how it was developed.

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What is the intent/ focus/ targeted behavior(s)?
2. Is it/What is the research-based? Intervention Central http//www.interventioncentral.org/  Florida Reading Research Center http//www.fcrr.org/ What Works Clearinghouse http//ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring http//www.studentprogress.org/ National Center on Response to Intervention (RTI) http//www.rti4success.org/
3. What is/are the criteria for accessing?
4. How does a student access the intervention?
5. How is ongoing progress monitored (a) frequency of access?
6. How is ongoing progress monitored (b) increase/ decrease targeted behavior?
7. What is the schedule for making data-based decisions?
8. How is accuracy of implementation measured/ensured?
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Secondary Interventions Analysis Chart
Intervention Question Intervention Intervention Intervention Intervention Intervention Intervention
Intervention Question  
What is the intent/ focus/ targeted behavior(s)?  
2. Is it/What is the research-based? Intervention Central http//www.interventioncentral.org/  Florida Reading Research Center http//www.fcrr.org/ What Works Clearinghouse http//ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring http//www.studentprogress.org/ National Center on Response to Intervention (RTI) http//www.rti4success.org/  
3. What is/are the criteria for accessing?  
4. How does a student access the intervention?  
5. How is ongoing progress monitored (a) frequency of access  
6. How is ongoing progress monitored (b) increase/ decrease targeted behavior?  
7. What is the schedule for making data-based decisions?  
8. How is accuracy of implementation measured/ensured?  
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Secondary Interventions Analysis Chart
Activity
Intervention Question Intervention Intervention Intervention Intervention Intervention Intervention
Intervention Question  
What is the intent/ focus/ targeted behavior(s)?  
2. Is it/What is the research-based? Intervention Central http//www.interventioncentral.org/  Florida Reading Research Center http//www.fcrr.org/ What Works Clearinghouse http//ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring http//www.studentprogress.org/ National Center on Response to Intervention (RTI) http//www.rti4success.org/  
3. What is/are the criteria for accessing?  
4. How does a student access the intervention?  
5. How is ongoing progressed monitored (a) frequency of access  
6. How is ongoing progressed monitored (b) increase/ decrease targeted behavior?  
7. What is the schedule for making data-based decisions?  
8. How is accuracy of implementation measured/ensured?  

• 1. As a team, identify an intervention which
  will be the focus for this activity.
• Complete the Secondary Interventions Analysis
  Chart for the focus intervention.
• What information do you have? Do you still need?
  Tasks?

Share
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis
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Tier 2/Secondary Interventions
Study Skills "Programs"
Reading "Programs"
Social Skills (e.g., Second Step)
Location
Math "Programs"
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Tier 2/Secondary Interventions Gap Analysis Chart
Tier 2 Interventions/ Supports/ Programs (Targeted Groups) Academic (academic failure/ escape) Self Management/ Self Monitoring (self regulation, attention/ positive reinforcement) Social Skills/ Making Choices/ Chemical Dependency (relationships, positive reinforcement, social competence) Study Skills/ Organizational Skills
CICO X X X - O
Wilson X R
Earobics X R
Second Step X R X X
Tutoring X All
Mentoring X - All X
Adapted from Todd R. Horner (2002)
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Tier 2/Secondary Interventions Gap Analysis Chart
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Activity

1. Get out your Triangle Analysis Form.
2. With your school colleagues, spend 3 minutes to
   identify all initiatives/ interventions/ programs
   used with targeted GROUPS (vs. whole school
   initiatives) of students to improve either
   academic and/or behavioral challenges. Record
   these in the yellow part of the triangle. How
   many did you have?
3. Get out your Gap Analysis Chart.

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Tier 2/Secondary Interventions Gap Analysis Chart
Tier 2 Interventions/ Supports/ Programs (Targeted Groups) Academic (academic failure/ escape) Self Management/ Self Monitoring (self regulation, attention/ positive reinforcement) Social Skills/ Making Choices/ Chemical Dependency (relationships, positive reinforcement, social competence) Study Skills/ Organizational Skills






Adapted from Todd R. Horner (2002)
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Activity

• Get out your Triangle Analysis Form.
• With your school colleagues, spend 3 minutes to
  identify all initiatives/ interventions/ programs
  used with targeted GROUPS (vs. whole school
  initiatives) of students to improve either
  academic and/or behavioral challenges. Record
  these in the yellow part of the triangle. How
  many did you have?
• Get out your Gap Analysis Chart.
• Complete the Chart by first transferring
  programs/ strategies from Triangle Analysis Form
  into the left-hand column and then put an X in
  the box denoting the primary focus/foci of each
  intervention.
• Discuss as a team your gaps in interventions.
• Share with the team next to you.
• Share your findings.

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Agenda
Note tasks to accomplish for conducting your
schools Gap Analysis
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis Step 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team
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Tier 2/Secondary Supports Coordinating Team
Purpose Ensures at risk students (less than
20 of the school population) receive the
appropriate additional academic and behavioral
supports and interventions needed to be
successful in school.
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Tier 2/Secondary Supports Coordinating Team
Composition

1. Person who can allocate resources (e.g.,
   administrator)
2. Person who coordinates the targeted interventions
3. Person with expertise in academic assessment and
   intervention (e.g., reading and math)
4. Person with expertise in physical/nutritional
   health assessment and intervention
5. Person with expertise in mental health assessment
   and intervention
6. Person with expertise in conducting basic
   functional behavioral assessment and building
   behavior intervention plans
7. Check-In/Check-Out Coordinator

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Tier 2/Secondary Supports Coordinating Team
Functions Responsibilities

• Serves as referral source for students requiring
  secondary/targeted interventions
• Connects student needs to appropriate
  intervention
• Connects activities of secondary/targeted
  interventions with each other and the Tier 1/
  Primary Preventions team
• Monitors fidelity of implementation and response
  to intervention for all students receiving
  secondary/targeted interventions

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Tier 2/Secondary Supports Coordinating Team
Functions Responsibilities

• Ensures regular communication of secondary
  supports efforts with faculty and staff
• Meets weekly to match students with appropriate
  intervention and get information to appropriate
  intervention-specific team
• Meets monthly with intervention-specific team
  leaders
• Referral source (receives, reviews, follows
  through) of students requiring tertiary supports

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Ponder for a moment...
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Tier 2/Secondary Supports Coordinating Team
Purpose Ensures at risk students (less than
20 of the school population) receive the
appropriate additional academic and behavioral
supports and interventions needed to be
successful in school.
51
Tier 2/Secondary Supports Coordinating Team
Composition

1. Person who can allocate resources (e.g.,
   administrator)
2. Person with expertise in academic assessment and
   intervention (e.g., reading and math)
3. Person who coordinates the targeted interventions
4. Person with expertise in conducting basic
   functional behavioral assessment and building
   behavior intervention plans
5. Check-In/Check-Out Coordinator

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Tier 2/Secondary Supports Coordinating Team
Functions Responsibilities

• Serves as referral source for students requiring
  secondary/targeted interventions
• Connects student needs to appropriate
  intervention
• Connects activities of secondary/targeted
  interventions with each other and the Tier 1/
  Primary Preventions team
• Monitors fidelity of implementation and response
  to intervention for all students receiving
  secondary/targeted interventions

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Tier 2/Secondary Supports Coordinating Team
Functions Responsibilities

• Ensures regular communication of secondary
  supports efforts with faculty and staff
• Meets weekly to match students with appropriate
  intervention and get information to appropriate
  intervention-specific team
• Meets monthly with intervention-specific team
  leaders
• Referral source (receives, reviews, follows
  through) of students requiring tertiary supports

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In your school teams, reflect for 2 minutes on
the following

• Do you have the critical team members needed here
  at t his workshop?
• Whom else might you recruit for the team?
• Do one or more of you need to serve on a more
  focused team (e.g., Check-in/Check-out, social
  skills interventions, study skills
  intervention,)?

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SWPBS Secondary Interventions Supports
Coordinating Team Team Composition
Get out and Complete
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Agenda
Note tasks to accomplish for establishing and
fleshing out a Tier 2/Secondary
Coordinating Team
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Meeting Basics
Use of Agenda
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(No Transcript)
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Meeting Basics
Use of Agenda Rotating Roles
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Commonly Used Roles
Scribe
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(No Transcript)
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Meeting Basics
Use of Agenda Rotating Roles Ground Rules Norms
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Consider.
Allow at least 45 Minutes!!!
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Meeting Basics
Use of Agenda Rotating Roles Ground Rules
Norms Decision-Making Strategies
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Decision Making Strategies

• Decide and Announce
• Sample, Decide and Announce
• Majority Vote
• Consensus
• Focusing Four
• Group Problem Solving

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Majority Vote
You have your choice of three different rewards
for attending this workshop. Using Majority
Vote, what is your teams decision? Reflect on
pros and cons of Majority Vote. 50 One hour and
paid lunch at a place of your choosing Get out of
duty for a week
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Decision Making Strategies

• Decide and Announce
• Sample, Decide and Announce
• Majority Vote
• Consensus
• Focusing Four
• Group Problem Solving

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CONSENSUS
5
I am all for this idea. I can be a leader.
4
Im for the idea. I can provide support.
3
Im not sure but Im willing to accept the
groups opinion.
2
Im not sure. I need more discussion.
1
I cant support it at this time. I need more
information.
0
No. I need an alternative I can support.
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Back to the same activity You have your choice
of three different rewards for attending this
workshop. Next, obtain consensus on your
teams decision? Did you arrive at the same
decision? Reflect on pros and cons of decision
making via consensus. Remember your options
were 50 One hour and paid lunch at a place of
your choosing Get out of duty for a week
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Generating Options for Decision-Making
Through Brainstorming

• Record brainstormed ideas publicly.
• Elicit ideas only.
• No criticism or questions.
• Push for between 8-18 ideas.
• Go for the Gusto! 

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Strategies for Narrowing Down Options for
Decision-Making
Dot/Check-mark Method Delphi Weighting
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Strategies for Narrowing Down Options for
Decision-Making
Dot/Check-mark Method
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EXAMPLE
A group had to decide upon one sporting event
they all would go and see. They first
brainstormed a list of options.
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______ Option1 footbal l ______ Option 2
mens basketball ______ Option 3 tennis ______
Option 4 Lady Vols basketball ______
Option 5 soccer ______ Option 6 beach
volleyball
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EXAMPLE
A group had to decide upon one sporting event
they all would go and see. They first
brainstormed a list of options. They next put
dots next to their top 2 choices (dependent on
number of options available.)
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______ Option1 footbal l ______ Option 2
mens basketball ______ Option 3 tennis ______
Option 4 Lady Vols basketball ______
Option 5 soccer ______ Option 6 beach
volleyball
Do we have consensus? or, Can you live with
that?
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Strategies for Narrowing Down Options for
Decision-Making
Dot/Check-mark Method Delphi Weighting
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"Delphi Weighting Method"
First Assign each potential solution a letter
of the alphabet. For example, one team generated
four solutions. They assigned each solution a
letter of the alphabet as follows A.
Increase staff supervision B. Re-teach
school rules in hallway C. Get students to
create rules posters D. Create directional
signs for traffic flow
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Second, Each team member assigns a priority value
to each solution, rank ordering the solutions
from most to least important. The rank ordering,
HOWEVER, occurs in a specific manner and is
described as follows
The solution believed to be MOST important is
assigned the greatest number. The solution
believed to be NEXT MOST important is assigned
the value of the total number of identified
behavior problems minus 1. The behavior believed
to be the third most important to address (if
there are five or more) is assigned the value of
the total number of identified behavior problems
minus 2. ETC. The solution believed NEXT LEAST
important to address is assigned the value of
2. The solution believed LEAST important is
assigned the value of 1.
First Third Fifth Fourth Second
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Third, EACH teachers value is added to obtain a
total sum value for each solution identified,
thereby creating a rank order prioritization
list. For example in the example provided
Behavior Teacher 1 Assigned value Teacher 2 assigned value Teacher 3 assigned value Teacher 4 assigned value Total assigned value
A. Increase supervision 2 4 4 3 13
B. Re-teach 4 2 3 2 11
C. Student Posters 3 3 2 4 12
D. Signs 1 1 1 1 4
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Thus, the teachers directly working with this
student rank ordered the solutions as
follows Most important increase supervision
(13) Next most important students create rules
posters (12) Next most important re-teach
(11) Least important directional signs (4)
Fourth, teachers are asked if there is a
consensus of this weighted outcome. If not,
discuss, and weight again until consensus is
obtained.
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Activity

1. In your teams choose a recorder for this
   activity. Recorder, you will need to record in
   such a manner that your table group can see what
   you are recording.

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• 2. The Problem Your district has given you
  all the money you need to go to lunch together.
  You will need to be back here in 2 hours.
• 3. As a table group, brainstorm for 2 minutes,
  all your options. Record these on one team sheet
  of paper.

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• Use the dot/check method to narrow down your
  choice.
• Next, use the delphi weighting procedure to
  narrow now your choice.
• Share Pros and Cons

86
Decision Making Strategies

• Decide and Announce
• Sample, Decide and Announce
• Majority Vote
• Consensus
• Focusing Four
• Group Problem Solving

87
The Focusing Four

• Brainstorm
• Record brainstormed ideas on chart paper.
• Elicit ideas only.
• No criticism or questions.
• Push for between 8-18 ideas.
• Clarify
• Ask author for clarification if/where needed.
• Stop clarification when questioner indicates
  understanding.
• Condense and separate ideas per request. Team
  members need to defend request/need.
•  

88
The Focusing Four(Cont)

• Advocate
• Team members may advocate for as many items and
  as many times as they wish.
• Advocacy must be brief and phrased in the
  positive.
• Canvass
• Ask team members to identify which 3 ideas they
  feel are most important. They do not need to be
  placed in rank order.
• Take a hand count to determine which items are of
  most importance to the group (majority vote).

89
Decision Making Strategies

• Decide and Announce
• Sample, Decide and Announce
• Majority Vote
• Consensus
• Focusing Four
• Group Problem Solving

90
A Process for Group Problem-Solving
STEP 1 Define the problem
STEP 2 Diagnose the problem
STEP 3 Brainstorm solutions for the problem
STEP 4 Evaluate pros and cons of each solution
STEP 5 Choose and implement a solution
STEP 6 Evaluate the success of the solution and
revise as needed
91
Activity
On the next slide are SWIS graphs. Using the
Group Problem Solving Process go through steps
1-5 to choose at least one action to implement
based on the graphs. Be prepared to share your
steps.
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Referrals By Problem Behavior
Referrals By Time
Referrals By Location
Referrals By Student
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• Management supports the process
• They have been trained in the process
• All members have committed to the process
• They have established goals and expectations
• They adhere to team norms of behavior

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Return to your school teams. Discuss and record
tasks to accomplish related to your teams
development and use of (a) agenda, (b) roles, (c)
ground rules norms, and (d) decision making
strategies.
Agenda
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Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis Step 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team Step
5. Fill Gaps
96
Tier 2/Secondary Interventions Gap Analysis Chart
Coordinated School Health
97
Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis Step 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team Step
5. Fill Gaps Step 6. Develop and Implement
Referral Procedure
98
Create/Adapt System, Including Identification
Referral Process, to Ensure Students Access
Appropriate Secondary Interventions
99
Identification and Referral

• Academic failure
• SWIS data
• - Previous years data

100
Previous Years Discipline data
Who needs to be on our radar from Day 1? (4-7
referrals at the end of last year).
Who had Functional Behavior Assessment /Behavior
Support Plans last year?
Which students moved on? Which are returning this
year?
Can we get data for our incoming class new
students?
4-7 referrals from previous year
Typical decision rule
101
Identification and Referral

• Academic failure
• SWIS data
• - Previous years data
• - 2-5 office discipline referrals

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SWIS as Source of Behavioral Referrals
Look at the individual student data for these
students to determine the appropriate secondary
support for each student.
103
Individual Student Data
104
Individual Student Data
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Identification and Referral

• Academic failure
• SWIS data
• - Previous years data
• - 2-5 office discipline referrals
• Recommendation by Primary Preventions Team
• Recommendation by teacher
• Teacher Request for Assistance
• Recommendation by parent
• Evidence of previous interventions and continuous
  progress monitoring

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Create Referral Process

• Consider
• Referral form and time to complete
• Information needed to match student to the
  appropriate secondary support system can any of
  this information be provided in the referral
  form?
• How will staff access the referral form? Where
  will they submit a referral? Who will respond?
• Who disseminates information to team members?
• How is information disseminated to team members?
• Is there additional information required? Who
  collects?

107
Activity

1. Generate a list of information you think you
   will need to make informed decisions about what
   types of interventions to use with specific
   students.
2. That is the information you will need on your
   referral form.
3. Share.

108
Example
Create a Referral Form
1. Check the area(s) of concern(s) and provide
data.
Academic Problem Behaviors Communication Health/ Personal Care
Reading Math Spelling Writing Study skills Other (please describe) Abusive/ Inappropriate language Fighting/Physical aggression to student or staff Defiance/ Disrespect/ Insubordination/ Non-compliant Harassment/ Bullying/ Threatening to student or staff Severe disruption Skip class/tardy Forgery/ Theft Lying/ Cheating Alcohol/ Drugs/ Tobacco Combustibles Tantrum Inappropriate touching Property damage Bomb threat Arson Weapons Other (please describe) Receptive language Expressive language Fluency Articulation Voice quality Nonverbal Other (please describe) Vision/ Hearing Physical Seizures Nutrition/ Food Sleep Mental health Dressing Hygiene Other (please describe)
This is just some of the information you might
see on a referral form
109
Activity
1. Review the sample referral forms in your team
packet. 2. Draft an outline for the content and
format for your schools referral form for
secondary interventions.
110
Agenda
Note tasks to accomplish related to creating your
referral form. Include task to solicit feedback
from faculty and staff.
111
Identification and Referral

• Academic failure
• SWIS data
• - Previous years data
• - 2-5 office discipline referrals
• Recommendation by Primary Preventions Team
• Recommendation by teacher
• Teacher Request for Assistance
• Recommendation by parent
• Evidence of previous interventions
• Time to action
• Within 5 school days (one week)

112
Activity
In your school teams, draft your Referral
Process. Include the following considerations

• Information needed to place in appropriate
  secondary support system
• Who collects information?
• Who disseminates information to team members?
• How is information disseminated to team members?
• Is there additional information required? Who
  collects?

113
Agenda
Note tasks to accomplish related to your referral
process. Include task to solicit feedback from
faculty and staff.
114
Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary
Academic and Behavioral Interventions for
Targeted Groups of Students Step 2. Analyze
Current Interventions Step 3. Conduct Gap
Analysis Step 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team Step
5. Fill Gaps Step 6. Develop and Implement
Referral Procedure Step 7. Implement and Codify
Tier 2 Systems
115

CICO Coordinator
Check-In/ Check-out
Tier 1 Team
Targeted Group x Location
Tier 1 Leadership Team
116
Continuous Progress Monitoring
117
DATA . . .
IS NOT JUST ANOTHER FOUR LETTER WORD!
118
Why Do I Have to Take Data?

• Determines baseline performance/ measure.
• Provides objective assessment information.
• Leads to effective design of secondary
  intervention.
• Used to identify goals objectives.
• Used to monitor progress toward goals
  objectives.
• Used to evaluate progress toward goals
  objectives i.e., data-based decisions.

Professional Accountability
119
Data Must Be.

• Collected
• Summarized
• Visually Displayed
• Used for Decision-Making

120
Data Collection Two Most Common Categories

• Permanent Product
• A product that is tangible and can be measured
  after the behavior has occurred. (Cooper, Heron,
  Heward, 1987)
• Direct Observation
• A method of data collection that involves the
  careful watching and recording of something, e.g.
  a situation, teacher, student, or setting.
  Temporal, in the moment.

121
Permanent Products
Permanent products are by far the easiest of data
collection strategies. The challenge is to
summarize and visually display results over time.
122
Permanent Products

• Examples Tests, products, student performances
• Advantages Easy to collect, tangible, permanent
• Disadvantages Must be quantified for evaluation
  purposes

123
Direct Observations
124
Direct Observation Data for Secondary/Tier 2
Interventions Discrete Response/Correct-Error
Recording Used most often when teaching new
skills or activity sequences. Responses are
recorded as correct, error, and, at times,
prompted (e.g., use of self management strategy
to diffuse anger, coming to class prepared,
bringing in completed homework,). Event/Frequency
Recording Measures the total number of times a
specific behavior occurs (e.g., number of
occurrences of challenging behavior,). Rate
Recording Measures the number of times a
specific behavior occurs per one unit of time
(e.g., oral reading rates-wpm, math facts per
minute,).
125
Direct Observation Data Other direct
observation date observation strategies least
common for secondary interventions include
Duration Recording Measures how long a behavior
occurs within an observation period. Latency
Recording Measures how long it takes to initiate
a behavior after the instructional/natural cue.
Interval Recording Measures the occurrence or
nonoccurrence of a behavior during an observation
period (whole, partial, momentary).
126

• Strategies for Collecting Data
• Pen and Paper
• Student self records
• Office Discipline Referrals
• Computer
• Pennies, buttons, paper clips transferred from
  one pocket to another

127
Number Off 1 - 4.
1s Study and Organizational Skills (page
22-23) 2s Social Skills Instruction (page
23-25) 3s Math Interventions (page
25-26) 4s Reading/Literacy Interventions
(page 26-27)
In your groups, review the slides related to
ongoing progress monitoring for your Tier 2
Intervention area. Are there additional
strategies to monitor progress for your area? Be
prepared to teach your team tools strategies
for collecting and evaluating student progress in
your Tier 2 intervention area.
128
Using Data in the Five Categories
Study/ Organization Skills Interventions School
Psychologist/ Behavior Specialist/Coach
Tracking the intervention to see if it works
129
Homework Reminder

• Algebra II _______________
• World Geography ___________
• English ___________________
• Chemistry _________________
• Economics ________________
• Family Living ______________

130
(No Transcript)
131
(No Transcript)
132
Frequency/Discrete Response Data Sheet Student
Jill Goal Increase use of homework checklist
and decrease frequency of coming to class without
homework.
133
(No Transcript)
134
Intervention
135
Using Data in the Five Categories
Social Skills Interventions School Counselor/
Behavior Specialist/ Coach
Tracking the intervention to see if it works
136
Frequency/Event Recording
Inapp Lang Agg/ Fight Disrespect Harass Disrupt Tardy Skip
Sept / / / / ///// ///// //// /
137
(No Transcript)
138
Frequency/Event Data Sheet Students Name
__________________________ Teacher_______________
Subject/Period ___________
Monday Date 1/7 Tuesday Date1/8 Wednesday Date 1/9 Thursday Date 1/10 Friday Date 1/11
Homeroom / // / ////
Math / /
Reading /// / / ///
Spelling /////// //////// ////////// /// ///////
Social Studies / // /
Science / /
Related Arts / ///// ///// / ////
139
Disruption (out of seat)Jimmy
140
Frequency/Event Data Sheet Students Name
__________________________ Teacher_______________
Subject/Period ___________
Date Tally every time that out of seat occurs Total
1/21/08 ////////////// 14
1/22/08 ////// 6
1/23/08 / 1
1/24/08 ///////// 9
1/25/08 ///// 5
1/28/08 //////////// 12
1/29/08 /// 3
141
(No Transcript)
142

• Jerrys Problem Situation
• Jerry has just moved to a new school and was
  feeling pretty lonely until one day a guy named
  Bob came up and introduced himself. Hi, Jerry.
  My name is Bob. I heard one of the teachers say
  youre new here. If youre not doing anything
  after school today, how about coming over to
  shoot some baskets? Pretty soon Jerry and Bob
  were good friends.
• One day when Jerry was shooting baskets by
  himself, the basketball coach saw him and invited
  him to try out for the rest of the team. Jerry
  made the team, and every day after school he
  would practice with the rest of the team. After
  practice, Jerry and his teammates would always go
  out together to get something to eat and sit
  around and talk about stuff. On weekends they
  would sometimes take trips together.
• As Jerry spends more time with the team, he
  sees less and less of Bob, his old friend. One
  day, Jerry gets a call from Bob. Say, I was
  wondering, says Bob, if youre not too busy on
  Thursday, my family is having a little birthday
  party for me. Maybe you could come over for
  Thursday dinner that night. Jerry tells Bob
  hell try to come to the party. But during
  practice on Thursday, everyone tells Jerry about
  the great place theyre all going to after
  practice.
• What should Jerry say or do?
• Should Jerry go with the team? go with team/ go
  to Bobs party/ cant decide (circle one)
• What if Jerry calls Bob from school and says hes
  sorry, but something has come up and he cant
  come over after all? Then would it be all right
  for Jerry to go with the team? go with
  team/ go to Bobs party/ cant decide (circle
  one)

Measures Socio-moral Development
143
Responses to Jerrys Problem Situation
Question Number Question Number Question Number Question Number Question Number Question Number Question Number
Name 1 2 3 4 5 6 7
Dante party team party party team close friend team
David team team team party team close friend team
Tommy cant decide party Team party team close friend cant decide
Robert party party party party cant decide close friend team
Andy team party team team team cant decide team
Daniel party team party party team close friend team
Earl party party party party party close friend party
Jonathan party party party party party close friend team
Brian party party party party party close friend party
Group Decision Bobs party Bobs party Bobs party Bobs party go with team? close friend go with team?
144
Using Data in the Five Categories
Math Intervention Mathematics Coach
Tracking the intervention to see if it works
145
Mixed Skill Probe
Discrete Response/ Accuracy Total Items Correct
on Permanent Products/ Computerized Assessments
146
Students Name Jason Johnson Goal/Objective To
solve 2 digit subtraction problems with
borrowing.
Data Collection Code/ correct response P
prompted response X incorrect/error response
Steps of ACR Strategy

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
5 I subtracted correctly 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 I subtracted all the numbers 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 I borrowed correctly (number crossed out is one bigger) 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 I regrouped when I needed to (top number is bigger than bottom). 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 I copied the problem correctly 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Trial 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
DATE
Discrete Response
147
Students Name Jason Johnson Goal/Objective To
solve 2 digit subtraction problems with
borrowing.
Data Collection Code/ correct response P
prompted response X incorrect/error response
Steps of ACR Strategy

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
5 I subtracted correctly 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 I subtracted all the numbers 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 I borrowed correctly (number crossed out is one bigger) 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 I regrouped when I needed to (top number is bigger than bottom). 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 I copied the problem correctly 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Trial 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
DATE
P
P
P
P
148
Direct Observation Fluency/Rate Correct
Digits/Minute
Number Identification
Operations
149
Correct Digits/Minute on Number Identification
150
Using Data in the Five Categories
Reading/Literacy Intervention Literacy/Reading
Coach
Tracking the intervention to see if it works
151
Scoring Guide Ideas
5. This paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme. A. The topic is narrow and manageable. B. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. C. Reasonably accurate details are present to support the main ideas. D. The writer seems to be writing from knowledge or experience the ideas are fresh and original. E. The readers questions are anticipated and answered. F. Insightan understanding of life and a knack for picking out what is significantis an indicator of high level performance, though not required. 3. The writer is beginning to define the topic, even though development is still basic or general. A. The topic is fairly broad however, you can see where the writer is headed. B. Support is attempted, but does not go far enough yet in fleshing out the key issues or story line. C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded enough to show in depth understanding or a strong sense of purpose. D. The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics. E. The reader is left with questions. More information is needed to "fill in the blanks." F. The writer generally stays on the topic but does not develop a clear theme. The writer has not yet focused the topic past the obvious. 1. As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. The writing reflects more than one of these problems A. The writer is still in search of a topic, brainstorming, or has not yet decided what the main idea of the piece will be. B. Information is limited or unclear or the length is not adequate for development. C. The idea is a simple restatement of the topic or an answer to the question with little or no attention to detail. D. The writer has not begun to define the topic in a meaningful, personal way. E. Everything seems as important as everything else the reader has a hard time sifting out what is important. F. The text may be repetitious, or may read like a collection of disconnected, random thoughts with no discernable point.
Culham, 2003
152
Student Name Damien Goal Write clear and
focused narrative summaries of text. Data /
likert rating
Likert Rating
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Date
/
/
/
/
/
/
153
Student Name Damien Goal Write clear and
focused narrative summaries of text. Data /
likert rating
Likert Rating
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Date
/
/
/
/
/
/
154
Discrete Response Running Records




155
Data Collection
Running Record Date Words Correctly Read/Total Percentage Words Correctly Read
1/7/2008 24/28 86
1/10/2008 22/30 73
1/14/2008 25/31 81
Data Visually Displayed
156
Rate Data Sheet Students Name
______________________________________________ Goa
l Rate Increase number of words correctly read
per minute
Week of Monday Tuesday Wednesday Thursday Friday
1/7/08
1/14/08
1/21/08

157
Reading Fluency

• Assessing Rate

Student _____________ Tutor _______________ Goal
_______________ Week of
_______ _______ _______
_______
Gregory
Miss Phillips
8/15
8/22
M T W T F M T W T F M T W T F M T W T F




















100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 2
0 15 10 5 0
Words/minute
Title and Level Zoo in Willys Bed
(10) Staying with Grandma Norma (12)
158
Direct Observation Frequency Data Timed Probes
159
Direct Observation Frequency Data Timed Probe
160
Permanent Product
161
Questions or Comments?
162
Activity
Get out your Monitoring Student Progress
Worksheet
163
Monitoring Student Progress Worksheet With your
school team, discuss how you and your colleagues
currently monitor progress of your students both
academically and behaviorally. After identifying
the specific types of data you collect, place a
check mark in the box academic or behavior to
note the type of data. When directed, place a
check mark in the columns to the right indicating
whether the data are obtained through direct
observation or through the generation of a
permanent product.
Type of data collected Academic Behavior Direct observation Permanent product

• How do you collect the data?
• How do you summarize the data?
• If/How do you visually display the data?
• How do you use the data for decision-making?

164
Activity

• With your school team, discuss how you and your
  colleagues currently monitor progress of your
  students academically and behaviorally.
  Be prepared to share
• What data you collect?
• How you collect the data?
• How you summarize the data?
• If/How you visually display the data?
• How you use the data for decision-making?
• Only list the data you collect and answer the
  questions - complete the two columns on the right
  when directed.

SHARE
165
Activity

• With your team, reflect on the strategies you
  generated on your Monitoring Student Progress
  Worksheet.
• Which were permanent products?
• How do you summarize performance?
• Do you visually display your summaries? What do
  you do with the data you collect???
• When do you do it?
• What changes might you implement to refine your
  current practices? Add to your task list.

SHARE
166
A word on fidelity of implementation
167
Agenda
What changes might you implement to refine your
current practices to monitor student progress?
168
Specialized Focus Programs Based on Function of
Academic/Behavioral Challenges
Reading Interventions
Study Skills Intervention
Social Skills Training (e.g., conflict
management, Anger control, )
Math Interventions
169
Students with 2-5 ODRs
Which Tier 2/ Secondary support for whom?
These are students for whom secondary supports
must be employed
170
Supports MUST
be based on Functional Behavior/Academic
Assessment information
171
Academic Assessments
172
Functional Behavior Assessment
A PROCESS for identifying clear, predictive
relationships between events in a persons
environment and occurrences of the target
behavior in effort to explain the purpose of the
behavior.
173
The BIG QuestionS
Why is the student(s) doing what he or she is
doing, when he or she is doing it, to get the
outcome he or she get(s)? Or, Whats the
function???
174
Matching Function with Available Programs
Tier 2 Interventions/Supports/ Programs (Targeted Groups) Academic (academic failure/escape) Self Management/ Self Monitoring (self regulation,) Social Skills/ Making Choices/ Chemical Dependency Study Skills/ Organizational Skills
Office Helper X X
Check n Connect X
Peer Tutor X X X
Social Skills grp X X X
Homework Club X X
Conflict Managers X X
Latino cadre X X
Robbie is avoiding failure with reading, He needs
support w/ reading
175
Matching Function with Available Programs
Tier 2 Interventions/Supports/ Programs (Targeted Groups) Academic (academic failure/escape) Self Management/ Self Monitoring (self regulation,) Social Skills/ Making Choices/ Chemical Dependency Study Skills/ Organizational Skills
Office Helper X X
Check n Connect X
Peer Tutor X X X
Social Skills grp X X X
Homework Club X X X
Conflict Managers X X
Latino cadre X X
Robbie is bullying others to feel important, in
control, and powerful, He needs strategies for
gaining these outcomes without bullying others
176
Activity

1. Refer to your list of 5-7 students generated
   earlier.
2. With your school team, take 4 minutes to discuss
   the strategies you generated on your Tier
   2/Secondary Interventions GAP Analysis Chart.
   Which would be appropriate for/meet the needs of
   your designated students?
3. Questions? Comments?

SHARE
177
3-2-1 Card
On a index card provide the following
information 3.. Things you learned today 2..
Things you will implement when you return to
school 1.. Question you still have