Where are We Going With Tier III Plans and Customization?

Where are We Going With Tier III Plans and Customization?

Possibilities of Behavior/Academic Concerns around function of problem

Academic Problems

Behavior Problems

Interrelated Behavior and

Academic Problems

Nonrelated Behavior and Academic Problems

Process: Referral for behavior problems

Student is referred for behavior concernStudent is referred

for behavior concern

Conduct behavior functional assessment

Conduct behavior functional assessment

Does behavior serve to escape/avoid academic task?

Develop integrated academic and behavior

support plan


support plan

Yes

Develop behavior support plan

Develop behavior support plan

No

Process: Referral for academic problems

Student is referred for Academic

concern

Student is referred for Academic

concern

Does student’s behavior interfere

with learning opportunities


support plan


support plan

Develop academic support plan

Develop academic support plan

Conduct functional behavior assessment

Conduct functional behavior assessment

Yes

Conduct functional academic assessment

Conduct functional academic assessment

No

Tier III Support Example: Eddie

• 3rd Grade Student

• Problem: Disruptive and argumentative

*fictional student with fictional data for illustration of process

Functional Assessment of Behavior or Academic Problems

• A process for identifying the conditions that reliably contribute to behavior and/or academic problem.

– Use of existing data

• Student Discipline Reporting System

• DIBELS

– Teacher Interview

– Student Interview

– Observation

• This information is then linked to a support plan

Universal

Targeted

Intensive Social Behavior

Social Studies

Science

Reading

Math

Phys. Ed.Art

Interaction of behavior and academics

Student Profile Example: Eddie

Functional Assessment of Behavior and Academics

BehaviorTo obtain• Objects/activities• Attention from peers• Attention from adults

To Escape/avoid• Objects/activities• Attention from peers• Attention from adults

AcademicCan’t do• Accuracy deficit

– Deficit in targeted skills– Deficit in prerequisite skills– Application of misrules

• Fluency deficit (not enough time doing it)

• Generalization deficit• Mismatch between skill level and

task difficulty (too hard)

Won’t do• Motivational deficit

Demonstration Behavior Data from School-Wide Information System: Eddie

Problems in Classroom



Avoid Task

Avoid Adult


Reading

Social Studies

It was a pretty good composition. I felt proud knowing 10

it was the best one at my school. After I’d read it five times, 24

I was impatient to start reading it out loud. 33

I followed the book’s directions again. First I read the 43

composition out loud without trying to sound impressive, just 52

to hear what the words sounded like. I did that a couple of. 65

times. Then I moved over to my full-length mirror and read the 78

composition out loud in front of it a few times. At first I just 92

read it. Then I practiced looking up and making eye contact. 103

Of course I was making eye contact with myself, and that felt 115

pretty silly, but that was what the book said to do. 126

Accuracy: ________________41/57 = 71.9%

Demonstration Reading Data for Eddie: Low Accuracy/Low Rate

I saw company pressed

important

I four timsI

company

book

some importantlong

doctor

that work

14

Example:Individual Student Report for Eddie

Eddie Williams

Deficit in Target Skills (below goal)

Deficit in Prerequisite Skills (below goal)

Phonemic Awareness

Alphabetic Principal

Vocabulary

Fluency and Comprehension

TypicalConsequence

Told “good job”Grades

What we want

DesiredAlternative

Do work successfully

w/o complaints

Consequences strengthened

through Universal Supports

The Competing Pathways chart for our friend Eddie

Strengthened through Core Program

DesiredAlternative

TypicalConsequence



w/o complaints

Setting Events TriggeringAntecedents

Reading curriculum that is at frustration

level

Asked to complete reading

assignment

ProblemBehavior

Argues, threatens

uses profanity

MaintainingConsequences

Remove fromclass

Function

Avoid task

What we got


DesiredAlternative

TypicalConsequence



w/o complaints

AcceptableAlternative

Ask for break, ask for help



ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task


What we could put up with (for now)

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill Development

Reading: decoding skills

What we need to do

DesiredAlternative


TypicalConsequence



w/o complaints





ProblemBehavior


level


assignment

Argues, threatens

uses profanity

Remove fromclass

Function

Avoid task

Academic Skill Development

Reading: decoding skills

Setting EventStrategies

AntecedentStrategies

ConsequenceStrategies

Teaching Strategies

Teach alternatives to problem behavior:1. Ask for break2. Ask for help

Assess if reading curriculum is at appropriate level-place in appropriate level

Use an intensive –evidence-based reading program (e.g. ,Reading Mastery, Corrective Reading)

Remove peer audience during reading time

Prompt task completion

Make task less difficult

Do first activity together

Provide different tasks

Present “forced” choice of which reading items to complete on worksheet

Provide reward within 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help when requested

Minimize rewards for problem behavior (don’t remove to a nicer area)

Reward expectations

Brainstorm Possible Interventions for Eddie

Academic Skills Strategies

Teach general academic skill developmentTeach problem-solving skills

Behavior Skills Strategies

Narrowing down the strategies

Consider: Likelihood of successful outcome Resources available? (cost, time,

materials, staff) Smallest change to create the biggest

change Likelihood of plan being implemented

Action Plan for Intervention StrategiesTask

Person Responsible

By When

1. Reading assessment and curriculum individualization to develop decoding skills

Reading resource teacher

Two weeks- 3/16/10

2. Provide explicit instruction in decoding skillsReading resource teacher

Begin 3/28/10

3. Role-play how to make appropriate requests for help

Social worker By 3/10/10

4. Design behavior card and “coupon” reinforcement/feedback system. Communicate to all relevant adults how the behavior card will be used

School psychologist

By 3/21/10

5. Allow Eddie to earn “coupons” to trade in at school store or for 5 minutes of art time as a reward for appropriate behavior throughout a class period

Teacher Begin 3/28/10

6. Explain support plan to student Teacher 3/21/10

Evaluation Plan

• Behavioral goal

– Short term

– Long Term

• Evaluation procedures

– Data to be collected

• Review Date

Eddie’s Evaluation ProceduresData to be Collected

Procedures for Data CollectionPerson

responsibleWhen

Daily report on whether or not he met his two behavior card goals during each class period

Daily behavior report card. Make sure all staff (e.g., homeroom teacher, music teacher, etc.) understand purpose and use card consistently. Teacher responsible for filling out card on daily basis. Report data to team on Behavior Support Plan Chart.

School psychologist initiates and monitors

Begin immediately; continue at least to first review period.

Major discipline referrals

Major discipline referrals are entered into SWIS. Reports are generated prior to each progress review period

Office secretary enters SWIS data and generate reports

SWIS entered on regular basis

Decoding Weekly progress monitoring on decoding probes

Classroom teacher

Weekly 1-minute assessments

Are reading skills improving?

Is appropriate behavior increasing?

Is problem behavior decreasing?

Progress Monitoring Academics: Decoding

x

x

Percent of points earned by Eddie on Daily Progress Report

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

10011/5

11/6

11/7

11/8

11/9

11/1

011/1

111/1

211/1

311/1

411/1

511/1

611/1

711/1

811/1

911/2

011/2

111/2

211/2

311/2

411/2

511/2

611/2

711/2

811/2

911/3

012/1

12/2

12/3

12/4

12/5

12/6

12/7

12/8

12/9

12/1

012/1

112/1

212/1

312/1

412/1

512/1

612/1

712/1

812/1

912/2

012/2

112/2

212/2

312/2

412/2

512/2

612/2

712/2

812/2

912/3

012/3

11/1

1/2

1/3

1/4

GoalBehavior Education Program 2005

Daily Report Card

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

This is Where We are Going….

Next Year• Expanding and Supporting Experts

– Facilitator– Data Analyst

• Progress Monitoring• Measurement

– Intervention

Team Activity:Revisit Referral Process

• What is your current referral process? Form?

• How will your team insure the request is broad in scope, visible, and accessible to all?

• Where will requests be dropped off?

• How will the team ensure confidentiality during the request process?

• Building needs to have a process to identify who may need additional support.

• Building needs to have a process to identify what intervention is appropriate.

• Building needs to have a process to review and respond to progress monitoring data.

• Building needs to have a process to know when additional data are needed in order to customize a plan.

Team Activity:Revisit PBIS/SIT Intersect

Where are We Going With Tier III Plans and Customization?

Documents

behavior problemsstudent

artinteraction of behavior

academic student

academic task

academic problemsstudent

academic problem student

academic problemsa process

support example