Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
5/21/2013
Integrating SAP, RTII, and PBIS
“Stop asking me if we’re almost
there; we’re Nomads,for crying out loud.”
1
5/21/2013
Notonemodelforthe integration ofSAP andPBIS.
Alsoincluded inthe model, howRTII may be integrated with SAPand PBIS.
Each framework isanenhancement orcomplement to each other.
The focusis on meeting the functions ofeach program,whether we have one team or three.
Ifseparate groups, youneed aninformation sharingmechanisms and a referral process.
Shared Functions
• Alladdressstudentneedsthat interfere with learning.
• Allusea multi‐tiered approach.
• Allutilize problem‐solvingteams.
• Allusestudentgroupsasameansofteaching skills.
• Allusea form ofdata gathering, progressmonitoringandadaptinterventions
• Allhave aformofreferral process.
• Allinvolve aparent component
2
5/21/2013
TEAMS PURPOSE OUTCOME TARGET GROUP
STAFF INVOLVED ACTION PLANNING
SAP
Academic Teams
WORKING SMARTER
TEAMS PURPOSE OUTCOME TARGET GROUP
STAFF INVOLVED ACTION PLANNING
SAP
PBIS
RTII
WORKING SMARTER
3
5/21/2013
Primary Prevention: School‐wide/Classroom/ Non‐classroom Systems for
All Students, Staff, & Settings
Secondary Prevention: Targeted
Systems for Students with At‐Risk Behavior
Tertiary Prevention: Individualized
Systems for Students with High‐Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SUPPORT
Tier 1:Universal Prevention
Universal Prevention isintended for allsetting for allstudents.Universal evidence‐basedcurriculaandinterventions thataddressthewholeschool in order topromotea positive, safe, and nurturing school climate forstudentsandstaff. Thesestrategies include bullying prevention curricula, culturaland linguistic competence training for teachers,and social‐emotionallearning (SEL)curricula.
4
5/21/2013
Tier 1: Universal Prevention
Whatisit thatallofourstudentsneedtohelpuscreate apositive, safe, andnurturing school climate for students andstaff?
Different for every school.
Oftendependson yourcommunity andwhatchildren are exposedtoin terms ofviolence, poverty,ATOD etc.
Requiresstaff to knowthedeficitthatarerevealedoverthe years interms ofbehavior, academics,mentalhealth issues, social skillsetc.
Tier 1: PBIS
Establish a DisciplineCommittee
School‐wide rule defining behavioral expectations across settings
Lessons plans for teaching behavioral expectations
Acknowledgement system
Data‐based decision‐making
Consistent and fair consequencesystem
Policies and practices
Parent, student and staff education
SWIS oranother data gathering system
5
5/21/2013
Tier 1: RTII
Universal screening conducted to identify issues that will impact learning.
Allstudents receive instruction inan effective, scientifically‐based,standard aligned core curriculum.
Grade levelteams analyze progress monitoring data to adjust bothgrade leveland individual instructional goals at designatedbenchmark periods during the year.
Students arebenchmarks
screened using data screening tools and districtfor reading and math.
Parent and staff education and consultation on practices aroundlearning.
Tier 1: SAP
Datadrivenprevention programs fromapprovedprograms intheNational RegistryofEvidenced‐Based ProgramsandPractices.Thesemaybedeliveredbyschool personnel, liaisons orprevention specialist. Examples:
PATHS
Too Good for Drugs
Olweus
Parent education
Teacherandstaffin‐service
Policy consultation
Smoking andother Drug Curricula
6
5/21/2013
Function of PBIS, SAP or another District Entity
Examples:
School Student Leadership Peaceful School Bus Program
RedRibbonWeek
Media Campaigns
Social Norm Campaigns
A Tale of Two Schools You are designing Tier 1:
Universal Prevention for these School Districts
Based on the information provided, what do you seeas the needs to be addressed in Tier1?
What kind of universal prevention strategies needto beemployed for a comprehensive approach to prevention ?
How can you use the functions of SAP, RTII, and PBIS to accomplish this?
7
where resource gaps exist.
Are there community resource to assist beyond the traditionalprograms used by schooldistricts? (i.e.churchgroups thatprovide dance classes, tutoring etc.)
5/21/2013
Resource Mapping “Your map is only as good as the information that goes into it.”
Identify existing resources that meet the needs and determine
TIER 1: Resource Map
Academics School
•Reading /MathCenters•Waterford •HandwritingWithoutTears•SuccessMakers •Study Island
Community •ChurchTutoring Centers•Mentoring Program•Adopt aGrandparent•Apprentice Programs
Behavioral School
•Principal’s100 Club•CaughtBeing Good•Reflective Assignments •Bullying Prevention•SecondStepCharacterEducation •CodeofConduct •Policies: Gambling,Tobacco, Bullying etc.•ParentEducationon issueslike 2nd & 3rd hand smoke
Community •Boys andGirlsClubs •ChurchYouth Groups•BigBrother Big Sister•Junior Firemen •Martialarts •YMCA
8
5/21/2013
Pre‐Referral Strategies
Teachers are the “gatekeepers” for these programs.
Teachers needto knowwhat isexpected of them beforethere is areferral.
Teachers need to beskilled in handling “garden varietybehaviors” to minimize flooding of these programs with inappropriate referrals.
Pre‐Referral Strategies
Formulate adescription of the problem in objective and variable terms.
Get the student’s opinion about what is happening.
Developand try new classroom strategies based on aconversation with thechild.
If these strategies don’t work, consult with colleagues aboutother approaches.
Usedthe referral process to ask for additional supports, if the issueisstill unresolved.
9
5/21/2013
Pre‐Referral Assessment of Student Behavior
What’s making this student function like this? The teacher learnswhat thechild gets oravoids with thebehavior and identifies the events that reliably predict and maintain the problem behavior. With that information, the teacher can change or modify the environment to support moreappropriate behavior.
To conduct this assessment, a teacher must identify:
• The context in which the behavior occurs.
• What triggers the behavior?
• Thestudent’s primary and secondary behaviors.
• What motivates the student (what he or she gets or avoidsfrom the behavior)?
First, the teacher builds a testable hypothesis around the reasonbehind the student’s behavior. The teacher may ask:
• What does the problem behavior look like?
• What are the situations or events that seem to set up thebehavior and make it more likely to occur?
• Are there any triggers that always setoff the behavior?
• What does the student get or avoid bycontinuing the behavior?
By finding the answers to these questions with data or observationsand reflections, the teacher is likely to correctly identify the behavior’s function.
10
5/21/2013
Then, because the teacher is eliminating the cause behind the student’s problem behavior, he or she can successfully implement an intervention. When designing supports for the student, the teacher should ask the following questions:
• Howcan I change the context orclass environment sothe studentdoesn’t needthat behavior?
• What can Ido to prevent the triggers from occurring?
• What can Iteach thestudent to do so heor shegets what isneededbut usesacceptable behavior?
• What are the consequences for continuing the problem behaviorand displaying replacement behaviors?
The Referral
Questionsto Consider:
Will you integratethereferral form?
Whodoesthetriage?
Whoarethesourcesofreferral?
How doesstaffmake a referral?
Whatinformation shouldbeon areferral form?
Whatdowe meanby objective andverifiable?
How do we maintainconfidentialityinthereferral process?
Doweconsiderself‐referral?
11
5/21/2013
Tier 2:Indicated Intervention
Intervention for groups of students identified through analysis of TierIdata and teacher, parent, administrative referral. Indicated earlyintervention programs are for students at risk of behavioralproblems, academic failure or drug and alcohol issues etc. Indicated programs include targeted interventions for students that focus on problem areas, such as anger management, grief andloss, or social skill development; mentoring programs; after‐schoolprograms; and short‐term one‐to‐one meetings with a school counselor, social worker, teacher, other staff member or school liaison.
Initial Triage
Decidethe appropriateness of the referral.
Deal withhealth, safety and welfare emergencies.
Reviewthe continuum of servicesanddetermine, if the student isbetterservesbyanother school resource.
Prioritize thereferrals and set a timeline for thetask to be accomplished
12
5/21/2013
Tier 2: PBIS
Mini Functional Behavioral Screening
Behavioral Action Plan
Individually Designed Safety Plan
Checkin,Checkout
Checkand Connect
Groups
Tier 2: RTII
In addition to TierI supports, supplemental instruction for students at risk for academic failure, at least 30 minutes per day
Intervention plan that includes research‐based, instructionalstrategies, monthly progress monitoring plan, and communicationwith parents about progress toward benchmarks
Continued monitoring of Tier IIprogress to increase or decrease Tier supports
13
5/21/2013
Tier 2: SAP
Data collection
Action Planning
Parent Consent
Follow‐up
Case Management
MH/DA Screening, maintenance and support for students
PBIS, RTII & SAP Offer Educational Support Groups
RTIIPBIS & SAP Instructional Support Groups
• Social Skills or reading and math and other• ThemeGroups: skill deficits
• Grief and Loss
• Recovery Groups
• Truancy Prevention
• Bullying
• Mentoring
• Smoking Cessation
14
5/21/2013
Tier 2: Resource Map Academics Behavior School School
•GreatLeaps:Reading&Math •Guidance Counselor •Corrective Reading Decoding •Counselor and•Syllasearch Behavioral Coach •PCISight Words •Progress Monitoring•LIPS •CICO •Do theMath •C &C
Community Community •PrivateTutors •Pastors •Community Learning •Youth Leaders Centers–YMCA or •Youth Groups
•Boys andGirlsClubs •MartialArts •ServiceGroups•Mentoring Programs
Tier 3: Targeted Interventions
Targeted MHintervention andtreatment servicesarefor individual students whoare experiencing mentalhealthdifficulties or adiagnosis andneed an intensiveplanof treatment. Somestudentsmayneed substanceabusetreatment; or mayrequire assistancefrom ajuvenilejusticeprobationofficer to remain in school.Theseprogramsaim todecreasecurrent problems,increase socialand emotionalfunctioning, andalleviatefuture problems.
15
5/21/2013
TIER 3: PBIS
Functional Behavioral Assessment
Behavior Action Plans
Individually Designed Safety Plan
Evaluation & treatment as recommended by BehavioralHealth Services
TIER 3: RTII
Opportunity to narrow the focus on specific skill deficiencies with additional individual or small group instruction time of at least 30 to 60 minutes –per day in addition to already established Tier supports
Intervention with weekly progress monitoring
Case management and continue to monitor Tier supports toincrease or decrease the supports
If not responding to instructional supports, referral ismade for an MDE (Recognize that a parent has the right to ask for an MDE at anytime without going through the Tiers)
Eligibility for Special Education madeupon a student’s leveland rate of response to more intensive instruction.
16
5/21/2013
TIER 3: SAP
MH and DAscreen/assessment with treatment recommendation, ifapplicable
Individual casemanagement
On‐going follow‐up andsupport
These Service May Come through a Recommendation from PBIS, RTII & SAP
Wraparound Service
Therapeutic Staff
IEP’s
17
5/21/2013
Tier 3: Resource Map
Academics School
•SRA Spelling & Reading Mastery •Rocket Math •Orton Gillingham •LIPS
Community •SylvaLearning Centers •Reading orLearningDisability Diagnosis
•HearingLossDiagnosis
Behavior School
•BrainWise Curriculum •“WhatDoesitMeanto Me.” (ASD)•“The Coping Cat”•Biblio‐Therapy•FBA
Community•Clinical Assessments •PsychiatricConsults•Mental Health/ DrugandAlcoholTreatment •AA/NA/NAMI Support Groups•BridgetoHope/RememberingAdam/Momstell •MedicalAssessment – (i.e.asthmarelatedto smoking)•Cessation Helpline
18
5/21/2013
ArethereanyquestionsfromthePeanutGallery?
19