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coherent referral

Process

10/19/12 Kate Nichols 98536

Beth Mauch Tim Knoster

SPECED 483 Poor/Insufficient Classwork

Not typing assignments, minimal work completed

Student conference, explicitly re-explained course expectations

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Faculty Referral Database - Example Last Name

First name

BU ID # Faculty Source Date Sem/ Year

Behavioral Concern

Comments Actions/Interve ntion

Follow‐up

Holl Tiffany 599483 Starkey, Charles 9/26/12 Fall 2012

Missing clearances; Failure to/ Tardiness in Correspondence with Faculty/Staff

Delays in responding to e‐mails

Tier I: Reflection Papers

Adequate Response to Intervention

Smith Char 993876 Feather, Ralph 3/14/13 Spring 2013 Absent from Required Training

Missed Symposium

Tier I: Meeting with Advisor and Dept. Chair & Made up Meeting

Adequate Response to Intervention

Rock Sam 144531 Knoster, Tim 1/15/13 Spring 2013 Poor/Insufficient Classwork

Minimal Effort on Assignments

Tier II: Targeted Skills Instruction

Continue Tier II Intervention

Thom Brock 845698 Nichols, Kate 2/2/13 Spring 2013 University Policy Violation

University Conduct Violation

Tier III: Behavioral Contracting & Check In Check Out

Taking break from school

Pierce Jack 722221 Kemper, Charlotte 1/11/13 Spring 2013 Disrespectful Interaction with Faculty/Staff

Oppositional toward instructor

Tier I: Increased Meetings with Advisor

New Advanced Tier I intervention

Pierce Jack 722221 Kemper, Charlotte 1/31/13 Spring 2013 Disrespectful Interaction with Faculty/Staff

Oppositional toward instructor

Tier I: Reflection Papers

Adequate Response to Intervention

Jacks Matt 834991 Andrezze, Crystal 2/9/13 Spring 2013 Failure to Register for Courses

Did not register for Spring Semester

Tier I: Meeting with Advisor and Dept. Chair

Withdrew from Major

Pierce Jack 722221 Nichols, Kate 2/2/13 Spring 2013 Tardiness/Missing Scheduled Appointments

Failure to attend scheduled meeting

Tier II: Behavioral Contracting

Adequate Response to Intervention

Rock Sam 144531 Knoster, Tim 3/3/13 Spring 2013 Unprofessional Demeanor

Disrespectful during Field Experience

Tier II: Reflective Papers and Peer‐based Supports

Continue Tier II Intervention

Fall 2012 Referrals

• 60 referrals were made to the Dept. of Exceptionalities Chair • 10 students had multiple referrals (total of 23 of 60 referrals)

• Majority of Referral Issues: • Failure to attend scheduled meeting/event • Class attendance/performance • Advisement Concerns • Failure to respond in a timely manner to contact from BU faculty or

staff

• Tier I Interventions Implemented: • Informal progress monitoring • Communication/meeting with faculty and/or Dept. Chair • Meetings plus additional interventions (e.g., reflective journals)

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Spring 2013 Tier II Referrals

Student 1 • Multiple referrals:

• Attendance

• Course Performance

• Failure to maintain clearances

• Advanced Tier I Interventions: • Progress monitoring and weekly

reflective journaling

• Tier II Intervention: • Progress Monitoring in all courses

• Formal Behavioral Contract

Student 2 • Multiple referrals:

• Attendance

• Failure to to Communicate with Faculty

• Advanced Tier I Interventions: • Met with Faculty and Chair

• Referred to BU Counseling Services

• Tier II Intervention: • Progress Monitoring

• Daily contact (texts) with Chair

• Private Counseling Services

self-evaluation

& action planning

5/3/2013

Higher Ed MTSS BOQ

• BOQ has been adapted to assess MTSS implementation at Higher Ed Level

• To be completed by Institute’s coreresearch & practices team during summer 2013

• Results will be utilized to track level ofimplementation and establish an actionplan to continue to expand the impact of the efforts of the Institute

• BOQ has been adapted to assess MTSS implementation at Higher Ed Level

• To be completed by Institute’s core research & practices team during summer 2013

• Results will be utilized to track level of implementation and establish an action plan to continue to expand the impact of the efforts of the Institute

Emerging MTSS

Processes in coe

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MTSS: Tier II

• Student referral process for MTSS • MTSS manual for faculty • Progress Monitoring Database • Tier II Team (COE Intervention Protocol)

• Tier II Interventions • Additional Training on Professionalism Standards

(emphasis on particular rules targeted groups of students are having difficulty with)

• Remedial activities to address concepts not mastered in course

• Increased progress monitoring

• Student Referrals to MTSS • Tier II Supports Progress Monitoring (student

performance) • MTSS Evaluation

Systems

Practices

Data

Outcomes: Academic

Achievement & Professionalism

MTSS EBP’s Tier II

1. Tier II Interventions Targeted Skills Instruction Horner, Sugai, & Anderson (2008)

2. Increased Progress Monitoring and Guidance/Advisement Horner, Sugai, & Anderson (2008) Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990

3. Peer-based Supports • Mentoring • Peer tutoring

Budge, 2006; Miller, 2005; Pagan & Edwards-Wilson, 2002/03; Thomas & Ward, 2010;Ward, Thomas, & Disch, 2009; Ward, Thomas, & Disch, 2010; What Works Clearinghouse, 2012

4. Explicit Expectations for Accountability & Performance • Text Messaging to Improve Attendance/Timeliness • Behavioral Contracting

Bicard et al., 2012 Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003

5. Student Counseling Services Bishop & Walker, 1990; Campbell, 1965; Frank & Kirk, 1975; Vermeersch et al., 2004; Whipple et al., 2003

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MTSS: Tier III

Systems

Practices

Data

Outcomes: Academic

Achievement & Professionalism

• Student referral process for MTSS • MTSS manual for faculty • Progress Monitoring Database • Student intervention team (COE Intervention

Protocol)

• Competing Behavior Pathway (Self-reflection by student)

• Tier III interventions (Behavior Contract, CICO, Intensive Faculty/Chairperson Advisement

• Individualized, explicit standards for Professionalism targeting deficit areas

• Extensive remedial activities to address concepts not mastered in course

• Student Referrals to MTSS • Tier III Supports Progress Monitoring (student

performance) • Student Grades and Levels of Performance • MTSS Evaluation

MTSS EBP’s Tier III

1. Check & Connect Anderson, Christenson, Sinclair, & Lehr, 2004; Cheney et al., 2009; Christenson et al., 2008

2. Behavioral Contracting with CICO (Hybrid) Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003

3. Meetings & Intensive Guidance/Advisement Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990

4. Change of Major (when warranted)

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Future Institute/MTSS

Activities

Year 2 Actions (2013-14)

• Continue to support year two implementation in Exceptionalities Programs and facilitate roll out MTSS in Early Childhood/Adolescent Education and Educational Services/Secondary Education Departments

• Commence research projects to evaluate effectiveness of MTSS

• On-going implementation and research planning with MTSS core team

• Develop COE-wide MTSS manual and referral process

• Initiate completion of PBIS modules assigned to core courses

• Establish collaborative relationship across Bloomsburg University to identify need for MTSS (not limited to COE)

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Year 3 & 4 Actions (2014-15)

• Evaluate longitudinal impact of MTSS on student retention and graduation

• Completion of PBIS modules associated with 5 core courses completed by all education undergraduate majors

• Establish collaborative relationship with higher education institutions seeking to implement MTSS

• Sustain MTSS with fidelity within College of Education

• Integrate MTSS into graduate education programs

Final Thoughts

Forcopies ofmaterialsoradditionalinfo:www.bloomu.edu/mcdowell knichols@bloomu.edu

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