J3 - Critical Systems that are Necessary to Support Effective Tier 3 Practices - PowerPoint Presentation

1. J3 - Critical Systems that are Necessary to Support Effective Tier 3 Practices Don Kincaid, Ed. D., Rose Iovannone, Ph.D.University of South FloridaTopic: School-wideKeywords: Tier 3, FBA/BIP/BSP, Individual 1

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8. ObjectivesParticipants will:Define Tier 3 as a System of Support for students with intensive needsDiscuss the Tier 3 myths and how they impact their setting’s implementation of Tier 3 processesDiscuss essential components of a Tier 3 systemIdentify some tools and strategies to assess district/school capacity for Tier 3

9. Tier 3-SystemTier 3, overall, not systemic in most schoolsCollection of various “practices”Often, seen as a special education functionOften viewed as a compliance exerciseMyths often impede implementation

10. QuestionWhich myths seem to impact your experience with districts attempting to implement Tier 3 supports?Write them in the chat box, please

11. Tier 3 MythsStudents must progress sequentially through each tier— a student must receive Tier 1 before moving to Tier 2, and s/he must receive Tier 2 before moving to Tier 3.Tier 1 and Tier 2 must be in place and perfectly functional before we start Tier 3 supports.Tier 2 supports are not necessary at Tier 3Tier 3 may only be implemented by experts, so all staff should become experts in Tier 3 assessment, intervention and implementation.Students in need of Tier 3 have either significant academic deficits or externalizing behaviors, and these deficits or behaviors are rooted in the child.Conducting diagnostic or functional assessment always leads to high quality Tier 3 supports.Most Tier 3 interventions are complex and difficult to implement. We just need an easy menu of interventions to choose from.Tier 3 data collection is difficult, if not impossible, to accomplish especially with fidelity.I can’t implement a Behavior Intervention Plan in a class with 20+ other students!Do I just keep implementing the BIP forever?As a Teacher, am I responsible for everything this student needs?Special education is a Tier 3 intervention.Compliance is all we need to be concerned about at Tier 3.

12. Critical Systems for Tier 3TeamingIdentifying studentsStaffing and Professional DevelopmentStudent/Family/Community InvolvementAssessments : QOL, Academic, Social, PhysicalComprehensive supports: BSP with hypotheses, formal and natural supports, Tier 3 is not separated from Tiers 1 and 2Data systems exist for school and student Tier 3 team problem-solvingEvaluation of school and student team success12

13. 1. Teaming: What! More teams?13

14. Different Levels of Tier 3 TeamsDistrict School StudentCharged with developing a consistent Tier 3 process across ALL schools.District leadership team plans PD, process, evaluation, etc.Expands membership to include community feedback and expertise.Charged with developing a consistent Tier 3 process across ALL students.School leadership team organizes internal and external personnel and resources to meet needs of all students with intensive needsDevelops process for seeking expertiseCharged with developing an effective Tier 3 process for one student.Determines level of need: brief consult, comprehensive plan, wraparoundMakes a commitment to meeting frequently to assess, implement and evaluate14

15. Organizing the School Level Tier 3 TeamDo you combine Tier 2 and 3 teams?Do you have one systems level PBIS Team (all three tiers)?Do you combine academic and behavior teams? Getting the right membership: a) behavioral expertise, b) administrative authority, c) multi-agency supports (e.g., person centered planning, wraparound, RENEW) d) knowledge of students, and e) knowledge about the operations of the school across grade levels and programsDo you have access to the broad areas of expertise that may be needed (behavioral, mental health, medical, etc.)15

16. Tier 3 Student Support TeamsIndividualizedConstructed in collaboration with the family and studentMatched to the support needs of students Brief consult - 2 peopleComprehensive team - a few school staff, student and family membersWraparound – broader team with community, medical, mental health, law enforcement, etc. 16

17. Effective TeamingSchool Tier 3 Team is not the place for individual student problem-solving.Student team may identify systems issues to forward to School Tier 3 Team.Both teams should have: a) regular meeting format/agenda, b) minutes, c) defined meeting roles, and d) a current action plan17

18. 2. Identifying students: Isn’t there one tool to do it all?18

19. 2. Identifying students: RecommendationsUse multiple strategiesDisciplinary actionsUniversal screenersResponsiveness to tier 2 interventionsTeacher nominationTeacher checklist of symptomsUndiscovered students19

20. 2. Identifying students: Common strategiesDisciplinary actions (e.g., office disciplinary referrals)Strengths:Identifies students with serious problem behaviorLimitations:Only catches students with externalizing behaviorTeachers may be reluctant to refer students with behavior problems that are not extreme20

21. 2. Identifying students: Common strategiesResponsiveness to tier 2 interventionStrengths:Good for identifying students who need more supportLimitationsMeasures not precise (e.g., CICO ratings)Might not need tier 3 interventionAdaptations to tier 2 interventions, multiple tier 2 interventions might be effective21

22. 2. Identifying students: Common strategiesUniversal screeningStrengths Identifies students with internalizing problemsLimitations:Schools not ready for universal screeningSome students underreport symptoms/behaviors (e.g., EBD)Teacher nomination22

23. 2. Identifying Students: Checklist of SymptomsBEHAVIORSTUDENT NAMERATINGStudent cries excessively, for a number of weeks, when dropped off at school never always1 2 3Student reports being very afraid of something (e.g., thunder, being alone, spiders, heights) never always1 2 3Student isolates him/herself, never answers questions, is absent when required to speak before class never always1 2 3Student fatigues easily, has difficulty concentrating, seems tense, reports disturbed sleep never always1 2 323

24. 2. Identifying Students: Undiscovered studentsEach month, teachers enter names of students they have had no contact withEntered into schoolwide data baseStudents identified who have had NO contact with any teacher 24

25. 2. Identifying students: RecommendationsUse multiple strategiesDisciplinary actionsUniversal screenersResponsiveness to tier 2 interventionsTeacher nominationTeacher checklist of symptomsUndiscovered students25

26. 3. Staffing and Professional Development:It takes a village!26

27. Staffing and Professional DevelopmentPersonnel to Support StudentSupport Team MembersInterventionist(s)Other educators who interact with the studentOther staff (e.g., lunch bus) SelectionTrainingCoachingGuidance and policy/practice resourcesStaff know what to do and how to do it well base on their role/functionCompetencyProfessional Development:Improving educators’ competency to implement Tier 3 interventions and supports with fidelity through the development of knowledge, skills and ability. Includes training, coaching and technical assistance.27

28. Necessary SupportsPromoting Effective EnvironmentsLeadership and ManagementProfessional DevelopmentMake it easy to do it rightWhat to do, why do it and assistance to get it doneHow to do itEffective SequenceFidelity of ImplementationOrganizational Supports for Tier 3 ImplementationHelps with…28

29. Tier 3 IC MapTool used to:Identify professional development needs for FBA/BIP FacilitatorsEstablish baseline and ongoing improvementCan be used as needs-assessment, self-assessment, external assessment or combination

30. Coach-Coachee Pre-Planning Form

31. Coaching Teachers to Implement Interventions

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34. Sufficient Professional Supports One Big Idea:We need to shift the focus of professional development from primarily workshops, presentations, institutes to job-embedded PD and coaching that will build competencies of professionals within authentic environmentsNot every professional needs the same level of competencies.Component-Scope and sequence of skills necessary; professional development processes to:Assess skill and PD needsProvide adequate PD to address needsPlan for practice-based coachingEvaluate outcomes of PD

35. 4. Student/Family/Community InvolvementThat village is really the VILLAGE!351(Sheriden et al., 2019)“Interventions connecting families and schools are essential to valued youth behavioral and mental health outcomes.1” (www.pbis.org)

36. 4. Student/Family/Community InvolvementThat village is really the VILLAGE!How do we engage families?Positive RelationshipsMultiple Forms of Two-Way CommunicationEquity, access, & representationMeaningful Decision-Making www.pbis.org36

37. 4. Student/Family/Community InvolvementThat village is really the VILLAGE!How do we support students with complex needs?Integrated approach to social, emotional, behavioral, & mental health support (single system).Mental health for all! Student outcomes (not service delivery) define successPBIS/MTSS core features guide implementation www.pbis.org37

38. 4. Student/Family/Community InvolvementThat village is really the VILLAGE!S UDENTDUCATORSF MILIESCO MUNITY38

39. 5. Assessments:What are they and who does them?39

40. Purpose:To inform intervention development Functional Behavioral Assessment To assess student progressImmediate (reductions in problem behavior, increases in appropriate behavior, academic performance, social behavior)Long-term (social skills, quality of life)To determine if intervention is implemented as designed (treatment/intervention fidelity)5. Assessments: What are they and who does them?40

41. Determine resourcesSelect most important behaviors for measurementIdentify feasible assessmentsTime sampling proceduresBrief assessments (academic)5. Assessments: Who does them and how?41

42. Treatment fidelity5. Assessment: Examples 42Intervention ComponentComponent Was ImplementedBreak card was available throughout lesson yes no partially n/a At the start of the lesson, Calvin was reminded to use his break card when needed  yes no partially n/a Calvin was prompted to use his break card when minor problem behaviors occurredyes no partially n/a An incidental opportunity was used to teach Calvin to use his break card yes no partially n/a Does measurement of student outcomes match targeted behavior concern?Quality of Life AssessmentWhat Do We Expect To Happen?How Will We Measure This?Breanna will participate in sports or other activities she enjoysCoach and Brenna’s mother will be contacted monthlyBreanna will develop friendshipsCircle of Friends questionnaireBreanna will complete her school jobSchool psychologist will monitor

43. Who is available in the school and whose job is it?AdministratorsSchool psychologistsSchool counselorsBehavior specialistsTeachers/Other teachersParaprofessionalsDevelop systemic procedures to assure data are collected5. Assessments: Who does it?43

44. 6. Comprehensive Supports:Matching the level of support to the level of need44

45. 6. Comprehensive Supports:Matching the level of support to the level of needTier 3 is connected to Tiers 1 and 2OutcomesGoalsExplicit Academic InstructionExplicit Academic InstructionSchool Expectations & Social SkillsSocial Skills & Replacement BehaviorsExplicit Social & Emotional InstructionExplicit Social & Emotional InstructionAcknowledgement SystemFunction-Based Reinforcement PlanContinuum of Disciplinary ConsequencesFunction-Based Consequence StrategiesSchool & Classroom WideIndividualized45

46. 6. Comprehensive Supports:Matching the level of support to the level of needOne big idea:Multiple levels of tier 3Not a one-size fits allComponent-continuum of supports across all tiers and Tier 3System provides data points for matching supports to needsSlice of Tier 3-tip of triangleAll levels use functional thinking: (Scott, Alter, Rosenberg, & Borgmeier, 2010)

47. Adapted from DunlapHighLow LowHighIdeal Match Between Level of Problem Behavior and FBA ComprehensivenessThis quadrant represents inadequate comprehensiveness of FBA.This quadrant represents unnecessary comprehensiveness of FBA. Comprehensiveness of FBAIntensity/Severity/Durability of Problem BehaviorsThis quadrant represents adequate comprehensiveness of FBAThis quadrant represents adequate comprehensiveness of FBA

48. Example of Levels of Tier 3 Processes Related to FBAsEfficient FBAFBA/BIP developed in one meeting (~60 minutes)Best for high frequency/low intensity behaviorsNoncompliance, minor disruptionsERASE (Explain, Reason, Appropriate, Support, Evaluate)Comprehensive FBAMore intensive FBA/BIP processMultiple meetings (2-4) or one long meeting (>2 hours)Best for chronic, durable, intense behaviorsPrevent-Teach-ReinforceWrap-Around Long-standing, extremely intense behaviors, mental health concerns, complex life eventsMultiple services, agencies or institutions Person-Centered-Planning

49. 6. Comprehensive Supports:Matching the level of support to the level of need49Function-Based Positive Behavior Support Plan (BSP)Definition of problem behaviors (or response class)Testable hypothesis describes context & reinforcersDescription of function supported by dataPlan to monitor fidelity and outcomes & adjust or fade supports based on dataBSP includes antecedent, behavior, and consequence strategies BSP identifies replacement & desired behaviors (competing behavior pathway)

50. Minimize LikelihoodNeutralizeWithhold SDAdd promptsIncrease SRSETTING EVENTMANIPULATIONSRedesign the environmentPredictabilityPhysical arrangementChoiceInstructional VariablesAdd promptsANTECEDENTMANIPULATIONSExplicitly teach replacement behaviorShape from replacement to desired behaviorWAYS TO TEACHBEHAVIORSProvide function-based reinforcement for replacement behaviorWithhold function-based reinforcement for inappropriate behaviorAdd reinforcers for desired behaviorCONSEQUENCEMANIPULATIONS6. Comprehensive Supports:Matching the level of support to the level of needSETTING EVENTANTECEDENTBEHAVIORSCONSEQUENCESMotivating Operations or SEsTriggering EventsContextually InappropriateMaintaining FunctionReplacement BehaviorContextually AppropriateTypical ConsequencesIMPLEMENTATION PLAN(Crone, Horner, & Hawken, 2015)50

51. Continuum of Tier 3 Across LevelsFeatureLevel 1 (efficient)Level 2 (comprehensive)Level 3 (wrap around)TeamingTeam is small in sizeMay only consist of a school-based consultant and teacherFamily input is soughtStudent is included when appropriateTeam size expands to include multiple people within the school, the family and the studentTeam roles and responsibilities definedConsensus process establishedTeam size expands to include people from all areas of student’s life who are vested in ensuring student is successfulOutside agencies and other supports are enrolledIncludes person-centered planning models to develop a vision and targeted goals that lead to a wrap-around system of supports for the studentFBAGathering of FBA information primarily indirect methods (e.g., within structured meeting) with a hypothesis developedBoth indirect and direct methods of gathering FBA data usedIn addition to the FBA, other data to be collected include:Strength-needs assessmentGoals/vision reflecting voice of student and familyPersonal, family, and community resourcesOther assessment information to identify additional areas of need or conditions that inform intervention (e.g., medical exam)BIPPlan developed within the FBA meetingPrimary intervention focuses on teaching and reinforcement strategies suggested by the hypothesisPlan addresses contextual/environmental factors that enhance success and minimize failure of the planMultiple component plan developed that links to the hypothesis.Safety plan developed if neededFull range of intervention options consideredAction plan that addresses goals developed from vision Progress Monitoring and Follow-upPlan for collecting student outcome dataPlan for collecting fidelity of intervention implementationPlan for following up with team within reasonable time frame (e.g., 3 weeks) to review response to interventionDecision-making structure established for determining next steps based on response to interventionIn addition to fidelity and student outcome data, social validity, and alliance between facilitator of process and implementer of planOutcome measures broader than student change in behaviors (e.g., quality of life)Coordination of multiple agencies planned including consistent follow-up to determine progress in action steps to meeting goals derived from vision

52. 7. Data Systems:Do we have data to help use with problem-solving?52

53. Data SystemsDo you have a data system that does the following:Identify students needing tier 3 supportsProvide baseline (pre-intervention) data that lets you know how all students needing t3 are doing before intervention and post (after intervention)-how all students are doing after interventionDrill into data by looking at students in specific schools, grade levels, categories, classroomsProvide fidelity dataIdentify the specific problem and replacement behaviorsIdentifies the interventions being implementedData are required for making data-based decisions

54. Data systems exist for school and student Tier 3 team problem-solving: Aggregated (i.e., overall school-level) Tier 3 data are summarized and reported to staff at least monthly on (a) fidelity of support plan implementation, and (b) impact on student outcomes.Use of disaggregated data for deeper analysisUse of data and data-based problem-solving occurs at district, school, student team levelsData are used to track access and success of students receiving Tier 3 supports547. Data Systems:Do we have data to help use with problem-solving?

55. Decision Support Data SystemSystem for identifying, collecting, and analyzing data for decision-making by program administrators and practitioners. These systems enable educators to make informed and intentional decisions about critical implementation supports. The data system needs to provide timely, accurate, and reliable data for decision-making. Gathers three types of data: fidelity, outcome, and systemic. Programs need all of these types of data to celebrate successes and diagnose issues that emerge during implementation. This helps an organization understand if there is a process or performance issue, or an issue with the program and its fit. 557. Data Systems:Do we have data to help use with problem-solving?

56. 56Data System FeatureDescription and Function of Each Data System FeaturePeopleCoordinator to manage data collection, analysis, interpretation, and decisionsData collector(s)Data entry personData system technicianInformationData analyzed and summarizedForm/format for sharing data with othersThingsAssessment forms and protocolsElectronic data storage systemSchedulesStandardized time and process to gather datareview dataact on data7. Data Systems:Do we have data to help use with problem-solving?56

57. 8. Evaluation:Did we do what we planned and did it work?57

58. Different Levels of Tier 3 EvaluationDistrict School StudentHow many students received Tier 3 support?Were students successful?Were all subgroups successful (disability types, ethnicity, type of program)?Evaluation of overall system: (Training, coaching, behavioral expertise, etc.)How many students received Tier 3 support?Did we implement with integrity?Were students successful?Were all subgroups successful (disability types, ethnicity, type of program)?Evaluation of overall system: (Training, coaching, behavioral expertise, etc.)Did this student get what they needed in our Tier 3 support?Did we implement with integrity?Was this student successful?Do we need to make changes?Do we maintain or begin to fade or supports?58

59. What to Evaluate at Tier 3Minimum: a) systems for Tier 3 b) fidelity of support plan implementation, and c) impact on student outcomes. Additional areas to evaluate: a) technical adequacy of Tier 3 processesb)student, teacher, parent perceptions and satisfaction.c) quality of life outcomes (friends, community restoration, health, graduation, family success, etc.)59

60. 3.1 Team Composition3.2 Team Operating Procedures: 3.3 Screening: 3.4 Student Support Team: 3.5 Staffing: 3.6 Student/Family/Community Involvement3.7 Professional Development: 3.8 Quality of Life Indicators:3.9 Academic, Social, and Physical Indicators: 3.10 Hypothesis Statement: 3.11 Comprehensive Support: 3.12 Formal and Natural Supports: 3.13 Access to Tier 1 and Tier 2 Supports: 3.14 Data System: 3.15 Data-based Decision Making: 3.16 Level of Use: 3.17 Annual EvaluationTiered Fidelity Inventory: Tier 3

61. Jeff Coaching/Fidelity Plan

62. Case Study 1- Mike: Behavior Rating Scale BehaviorScreaming9+ times7-8 times5-6 times3-4 times0-2 times543215432154321543215432154321543215432154321543215432154321Hitting8+ times6-7 times4-5 times2-3 times0-1 times 543215432154321543215432154321543215432154321543215432154321Expressing Frustration40%+30-40%20-30%10-20%0-10%543215432154321543215432154321543215432154321543215432154321Transition to Non-preferredWhimper or squealLouder than indoor voiceOutdoor play voiceLouder than outdoor playEar penetrating543215432154321543215432154321543215432154321543215432154321 01/15

63. Step 5: Evaluation

64. Step 5: Evaluation

65. Appropriate Behavior: Academic engagement (Seat Work) - IncompatibleMonitoring Unit: Afternoon Functions: Obtain peer attentionMonitoring Tool: BRS5(BEST day): On-task all afternoon4: On-task most of afternoon3(AVG. day): On-task some of afternoon2: Rarely on task in afternoon1(WORST day): Not on-task all afternoonIndividualIntervention begins

66. School-Wide

67. School-Wide

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71. Evaluating FBA Technical Adequacy: First page of TATE

72. Sample: first page of scoring rubric

73. One District’s TATE Outcomes

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75. When to Evaluate Tier 3District School StudentAt least annually to assess fidelity, success and guide action planning.Ideally, evaluation is part of monthly meeting process.Evaluation is part of every meeting and meetings occur as frequently as necessary. Monthly monitoring or progress is a minimum. Weekly is preferred.75

76. Challenges Facing SchoolsThree-foldThere is an absence of clear guidelines for developing a results-driven tier 3 system that is conceptually systematic yet practical and efficient for school application.There is a shortage of trained personnel who can implement the practices with fidelityThere is a lack of ongoing supports provided to districts that will ensure implementation and sustainability of evidence-based processes that improve outcomes for all students with serious problem behaviors

77. What We Know About Tier 3 in Florida Schools (and probably others)Source—Baseline assessmentsMost districts did not have a Tier 3 leadership teamProcess within district inconsistent (general vs. special education; quality contingent upon skills of people on campus)District training primarily consists of PPT presentationsPractice-based coaching non-existentLack of coherent, consistent process for identifying students needing Tier 3 supportsLack of fidelity measures (Tier 3 processes and intervention implementation fidelity)

78. What We Know About Tier 3 in Florida SchoolsNo systemic data systemFBA/BIPs have multiple problems including:Missing or non-functional baseline dataMinimal detail about setting events and antecedentsMissing consequences (i.e., actual responses of others following problem behavior)Link of hypothesis components to FBA assessmentMissing linkage of interventions to hypothesisDescription of interventions vagueOver-reliance on consequential interventionsMissing follow-up plansNo plan for fidelity measurement78

79. District-Wide Tier 3 ProcessDistrict-LevelTier 3 process development and monitoringMonitoring individual student progress (data collection and analysis)FBA/BIP development and trainingProfessional developmentSchool-Level Referral process for students needing Tier 3 supportsTimeline for students accessing Tier 3 supportsFBA/BIP development and implementationCoaching/training and on-going teacher supportMonitoring student progressCriteria (decision points) for increasing or decreasing levels of supportFidelity of implementation

80. Example of a Consistent Tier 3 Process

81. Considerations for Additional ExpertiseTo have an effective tier 3 system, districts will have a coherent process for determining when and how to obtain additional supports and expertiseGeneral guidelines for developing a plan:Identify situations in which there is a need for additional expertiseIdentify skills or specific expertise requiredDescribe methods/process for accessing additional expertiseDevelop procedures for coordinating and collaborating with internal and/or external professionsProcedures include integration of activities within the continuum of school-based behavioral supportDevelop guidelines for requesting more in-depth functional assessment proceduresNote: FBA/BIP process is a foundation; however, the FBA/BIP process may look different for individuals who present with behaviors that are internalizing or characteristics of conditions (e.g., anxiety, depression)

82. Intense Behavioral ProblemsPsychological/Mental Health MedicalLife SituationsExtreme self-injurious behavior endangering health/well-beingIntensive physical aggression acts toward peers and/or adults and/or property causing bodily harm or significant property destructionBehavioral problems are so intense and resistant to interventions and student is at risk for more segregated placements and/or being incarceratedSuicidal ideation and/or suicidal attemptsEngaging in seriously threatening behaviors that are unlawful and may result in incarcerationPersonality and/or psychotic disordersHigh risk sexual behaviorPost-traumatic stressSignificant substance abuse related disorders (e.g., alcohol, drug)Psychosomatic illnesses (e.g., extreme headaches or stomach problems due to stress) that contribute to or exacerbate internalizing or externalizingSleep disordersFrontal lobe damageSeizure disordersEnuresisEncopresisHomelessnessFood deprivationTraumatic situations (e.g., abuse-sexual, physical, psychologicalExposure to savage acts (e.g., war, murder, rape)Extreme povertyFoster care placements and/or unstable home placementExamples Of Conditions Or Behaviors That May Require Additional, Expertise.*Note some of these example may fall under multiple domains (e.g., encopresis may involve behavioral health and/or medical intervention) 

83. SummaryWe need to begin to consider Tier 3 as a systemWe have tools and protocols allow us to assist districts and schools to deliver more consistent and effective Tier 3 supports.Finally, this is a long-term process requiring commitment!

84. Contact Information and ResourcesFLPBIS:MTSS ProjectPhone: (813) 974-7684E-mail: flpbis@cbcs.usf.eduwww.flpbis.org www.facebook.com/flpbshttps://twitter.com/flpbis https://www.youtube.com/user/flpbs1OSEP TA Center on PBIS Association on PBISwww.pbis.org www.apbs.org

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