tiers ii and iii
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Tiers II and III. Collecting and Analyzing Data for Student Interventions. Educational and Community Supports. Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon. - PowerPoint PPT PresentationTRANSCRIPT
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Collecting and Analyzing Data for Student Interventions
Tiers II and III
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Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon.
ECS focuses on the development and implementation of practices that result in positive, durable, and scientifically substantiated change in the lives of individuals.
Federal and state funded projects support research, teaching, dissemination, and technical assistance.
PBIS Applications is a series of educational tools created within ECS and related to the implementation of multi-tiered systems of support (MTSS).
The PBIS Application tools have been utilized in 25,000+ schools both domestically and internationally.
Educational and Community Supports
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Session IntentionsContinuous Quality Improvement
Multi-Tiered Systems of Support and Prevention
Varying intensities of instruction and intervention
Analyzing Data to Enhance Decision Making
Tier II Data Analysis
Progress Monitoring
Check In, Check Out (CICO) Example
Tier III Data Analysis
Progress Monitoring
Data Collection and Organization Example (ISIS-SWIS)
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The triangle does not represent the overall RTI or SWPBIS framework; it only represents one component, the multi-tiered system of support and prevention.
This component represents three levels of prevention. In an effective system, we would expect:
Universal Level = at least 80% If less than 80%, consider focusing school improvement efforts on improving
core instruction and curriculum.
Secondary Level = 10-15% Tertiary Level = 1-5%
Multi-Tiered Systems of Support (MTSS)
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Multi-Tiered Support & PreventionEssential Question:Is the student successful at this level of support?
Students themselves do not fit into a tier of supports; instead, their needs are addressed at the tiers provided.
Intensity is a two-way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods.
Math
Reading
Social-Emotional
Writing
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RTI and SWPBIS
SYSTEMS
PRACTICES
DATA
• Improved student outcomes in social competence and academic achievement.
• Systems support staff behavior.
• Practices support student behavior.
• Data support decision making.
OUTCOMES
Response to Intervention
School-wide PBIS
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Decision Making for Quality Improvement
Outcome Data
Fidelity Data
• Intervention outcomes at the student level
• Student identification procedures
• Consistent Daily Progress Report
• Defined staff implementation procedures
• Family communication procedure
• Decision making procedures
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Lucky SustainingPositive outcomes, low understanding of how they were achieved
Replication of success is unlikely
Positive outcomes, high understanding of how they were achieved
Replication of success likely
Losing Ground LearningUndesired outcomes, low understanding of how they were achieved
Replication of failure likely
Undesired outcomes, high understanding of how they were achieved
Replication of mistakes unlikelyFidelity
Out
com
esConnecting Outcomes and Fidelity
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Continuous Quality Improvement
Evaluate• Data Collection
and Organization• Screening• Progress
Monitoring• Data-based
Decision Making
• Intervention Selection
• Intervention Plan
• Intervention Implementation
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Universal Screening Not all students will respond to universal systems. The purpose of screening is to identify those students
who are at risk for poor learning outcomes. The focus is on all students, not just those students
that teachers believe are at risk. It is a brief, reliable, valid assessment used to identify
which students may need additional assessments or additional instructional support.
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Progress Monitoring Allows practitioners to answer critical questions:
Are students making progress at an acceptable rate? Quantify student rates of improvement or responsiveness to instruction
Are students meeting short-term goals necessary for achieving long-term goals?
Identify students who are not making adequate progress Does the instruction need to be adjusted or changed?
Evaluate instructional effectiveness.
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Data-Based Decision Making Utility and value: Instruction
Who needs assistance? What type of instruction or assistance is needed? Is the duration and intensity sufficient?
Movement within the Multiple Levels When are students moved to something more/less intensive? Who is responding and/or not responding?
Disability Identification When do you refer for special education evaluation? How does this student compare to his/her peers? What appropriate instruction received by the student?
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The goal of secondary supports is to provide efficient supports for a large number of students with similar needs.
Efficiency is achieved by using ongoing, generic interventions. Programming should be applicable to large numbers of
students in the same way, with little to no individualization. Secondary interventions should provide:
Additional instruction/time for student skill development Additional structure/predictability Increased opportunity for feedback
Secondary (Tier II) Systems of Support
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Intervention is continuously available Intervention is continuously available Rapid access to intervention (3 days) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention matched to function of behavior
Major Features of Secondary Interventions
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Evidence-based intervention Evidence that schools can successfully implement Evidence of decreased problem behavior Evidence of effectiveness for 60-75% of students in need of
secondary supports(Crone, Horner, & Hawken, 2004)
Check In, Check Out (CICO)
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More effective with students with attention-maintained problem behavior
(March & Horner, 2002; McIntosh, et. al., 2009; Campbell & Anderson, 2008)
Effective across behavioral functions(Hawken, O’Neill, & MacLeod, 2011)
Students who do not respond to CICO may benefit from function-based, individualized interventions
(Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)
CICO Research
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Increased structure Behavioral priming/momentum
Increased opportunity for feedback Increased predictability Systematic communication between home and school Increased time for student skill development
Organized to fade into self-management Elevated recognition for appropriate behavior Program can be applied in all supervised locations
Check In, Check Out (CICO)
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CICO CycleStudent Identified for CICO
CICO Implemented
CICO Coordinator summarizes data for
decision making
Frequently scheduled meetings to analyze
student progressRevise Progra
m
ExitProgra
mContinue Program
RegularTeacher
Feedback
FamilyFeedback
Morning Check In
Afternoon Check
Out
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Increased Structure Prompts for correct behavior throughout the day Systematic linking of a student with at least one positive adult
Increased opportunity for feedback Performance feedback related to student behavior High rates of adult attention Inappropriate behavior is less likely to be ignored or reinforced
CICO Intervention Overview
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Increased Predictability Each day begins with a positive contact Each class/period begins with a positive contact Student is continuously set up for success
Systematic communication between school and home
Increased time for student skill development Increased ability to self-monitor progress/performance Organized to fade into a self-management system
CICO Intervention Overview
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Elevated recognition for appropriate behavior Adult attention delivered at the start and end of the day Adult attention delivered during each targeted period
Program can be applied in all supervised locations
Classroom and non-classroom settings
CICO Intervention Overview
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CICO CycleStudent Identified for CICO
CICO Implemented
CICO Coordinator summarizes data for
decision making
Frequently scheduled meetings to analyze
student progressRevise Progra
m
ExitProgra
mContinue Program
RegularTeacher
Feedback
FamilyFeedback
Morning Check In
Afternoon Check
Out
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Daily Progress Report
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Team Meeting Review student progress Adjust support plan if no improvement within one week Build self-management steps when appropriate Exit when appropriate Report to school-wide team, administration, and whole faculty
Team Meeting and Progress Monitoring
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CICO Progress Monitoring
How is each student doing in relation to the school-wide goal?
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CICO Progress Monitoring
What is one student’s pattern over time?
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CICO Progress Monitoring
What does one student’s average day look like?
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CICO Progress Monitoring
What is one student’s pattern over time in a single period?
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Student ScenarioBrian Bender & Serena Johnson
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School-wide ReportGuiding QuestionsWhat are the school-wide patterns for: • High Score• Mean Score• Low Score• Students
contributing
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Average Daily Points by Student
Guiding Questions• How is Serena doing
in relation to the school-wide goal?
• How is Brian doing in relation to the school-wide goal?
• Who will we focus our energy on for quality improvement?
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Student Count
Guiding Questions• What can we
learn from Brian’s last 4 weeks of data?
• What patterns are evident?
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Student Period
Guiding Questions• For the last 4 weeks:• which period(s) was
Brian most successful in?
• which period(s) was Brian least successful in?
• which periods appear to have gaps in the data?
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Student Single Period—Period 2Guiding QuestionsPeriod 2 was Brian’s best period. • What patterns do we
see in the data from that period?
• What is happening in this period that sets him up for success?
• What is happening in this period that inhibits success?
• What are our takeaways?
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Student Single Period—Period 6Guiding QuestionsPeriod 6 was Brian’s worst period. • What patterns do we
see in the data from that period?
• What is happening in this period that sets him up for success?
• What is happening in this period that inhibits success?
• What are our takeaways?
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Student Single Period—Period 4
Guiding QuestionsPeriod 4 has the most gaps in the data.• What is causing the
gaps in the data?• Is it a student issue?• Is it a teacher issue?
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CICO CycleStudent Identified for CICO
CICO Implemented
CICO Coordinator summarizes data for
decision making
Frequently scheduled meetings to analyze
student progressRevise Progra
m
ExitProgra
mContinue Program
RegularTeacher
Feedback
FamilyFeedback
Morning Check In
Afternoon Check
Out
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For More Information
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The goal of tertiary supports is to provide efficient, intensive supports for individual students with specific, unique needs.
Efficiency is achieved through specificity and systems implementation.
Program development (e.g., treatment plan, behavioral intervention plan, instructional planning) involves a consideration of the reason (function) of the student’s presenting issue.
Tertiary (Tier III) Systems of Support
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The ISIS-SWIS Advantage
Efficiency Equity
Quality Flexibility
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How does ISIS-SWIS enhance efficiency? Provides structure for creating and maintaining student files Brings individualized student progress monitoring, goal
setting, and decision making into one place Supports efficient data entry to keep records current Allows teams to easily access data for timely review and
decision making
Efficiency
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How does ISIS-SWIS enhance equity? Provides equal access to quality support for students requiring
individualized interventions Provides staff with predictability, leading to clear roles and
responsibilities
Equity
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How does ISIS-SWIS enhance quality? ISIS-SWIS brings together goals/objectives from a student’s
support plan (e.g., FBA, BSP, IEP) into a comprehensive student file to allow for quality decision making.
ISIS-SWIS supports compliance with federal procedures around Tier III Support (e.g., FBA, BSP, IEP).
ISIS-SWIS documents the history of student interventions and progress.
Quality
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How does ISIS-SWIS enhance flexibility? ISIS-SWIS allows progress monitoring to be individualized based
solely on the team’s identification of the student’s needs. Number of measures (fidelity and outcome) Team member access to data Measure details and metric types Data collection schedule(s) Individualized goal(s) Wide variety of reporting options History of plan changes and anecdotal notes
Flexibility
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Schools needed: A way to efficiently enter, store, and summarize data for
decision making. A system designed for team-based planning. A system with flexibility to monitor progress for students with
a variety of behavioral and academic needs and supports.
Developers: May, S., Talmadge, N., Todd, A. W., Horner, R. H., McGovern, S., Morris, J., Conley, K., Sampson, N., Eliason, B., & Cave, M.
Why was ISIS-SWIS developed?
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Student ScenarioCarly is in fourth grade. She enjoys music and being with friends and family. Carly has an IEP with academic and self-care goals. Most of Carly’s instruction is provided in a special education classroom, but she spends part of each day in a general education setting.
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School-wide ReportGuiding Questions• What is the
“temperature” across this school year and today?
• Which students are we serving?
• Are we monitoring the fidelity of plan implementation?
• Are students making progress?
• Which student plans need additional attention?
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Student FileGuiding Questions• Are we implementing
Carly’s plan? • What data, measures,
and documents do we have readily available?
• Who are the members of Carly’s team?
• What questions do we have regarding the progress of the plan?
• What data might we look at next?
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Data EntryGuiding Questions• Is our data
collection system working efficiently and effectively?
• Do we know what data to enter?
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Report Type: MeasureGuiding Questions• How is the student
performing in relation to the outcome goal?
• What are the trends, peaks and patterns?
• What are the next steps? • How do these
data compare to fidelity and other outcome data?
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Report Type: Measure with FidelityGuiding Questions• How is the student
performing in relation to the outcome goal?
• What are the trends, peaks and patterns?
• What are the next steps? • How do these data
compare to fidelity and other outcome data?
• How do fidelity of implementation data compare with the outcome data?
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Report Type: Time SegmentGuiding Questions• How is the student
performing across segments of the day?
• During what time segment is the student having the most success?
• During what time segment is the student having the least success?
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Report Type: Single Time SegmentGuiding Questions• How is the student
performing in relation to the outcome goal during this time segment?
• What are the trends, peaks and patterns?
• What are the next steps? • How do these data
compare to fidelity and other outcome data?
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Student ScenarioAfter evaluating Carly’s data, the Tier III team would plan for quality improvement and keep/revise implementation of the intervention.
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Without considering fidelity of implementation, it is unknown:
whether students fail to respond to secondary supports. if staff have failed to provide adequate supports.
Meeting time devoted to monitoring and improving fidelity of implementation may seem like time better spent discussing student progress, but is a valuable and critical investment of resources for all students.
Fidelity of Implementation
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Effective school-wide and classroom-wide behavior support is linked to increased academic engagement.
Improved academic engagement with effective instruction is linked to improved academic outcomes.
The systems needed to implement effective academic supports and effective behavior supports are very similar:
Clear Goals and Expected Outcomes Appropriate Instruction Feedback and Encouragement Error Correction Monitoring
Linking Academic and Behavior Supports
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Session IntentionsContinuous Quality Improvement
Multi-Tiered Systems of Support and Prevention
Varying intensities of instruction and intervention
Analyzing Data to Enhance Decision Making
Tier II Data Analysis
Progress Monitoring
Check In, Check Out (CICO) Example
Tier III Data Analysis
Progress Monitoring
Data Collection and Organization Example (ISIS-SWIS)
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Questions, Answers, Discussion