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Training Intentions• Purpose: Prepare a small number of staff members
to implement and maintain ISIS-SWIS.
• Target Audience: Individuals preparing to use ISIS-SWIS to collect and analyze individual support plan data
• Objectives:• Introduce basic principles of tertiary (Tier III) supports• Demonstrate ISIS-SWIS navigation & functionality• Build fluency using the ISIS-SWIS application
Tertiary—intensive, individualized5% of student population
Secondary—targeted, small group15% of student population
Universal—primary prevention provided to all students, effective for approximately 80%
Continuum of Decision Making
All specialized interventions are more effective and more durable with universal, school-wide behavioral expectations as a foundation.
Person-First SupportsEssential 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
Essential Components of Tertiary Systems
• Focus = Few students, 5% of overall population
• Setting = Small group, 1 – 3 students, general environment or other appropriate settings within the school/facility
• Instruction = Individualized, explicit, and focused on remediation of skills, matched to student need, intervention duration: 20+ weeks
• Assessments = Individual diagnostic assessment, weekly or twice weekly progress monitoring
Essential Systems ElementsCoordinating Team
Tier III systems planning team exists and meets regularly.
Team has a defined leader.
Membership represents behavioral expertise, administrative authority, intensive support expertise, knowledge about students, and knowledge about school operations.
Student Support Team
A uniquely constructed team exists for each individual student support plan.
Student support team is comprised of relevant stakeholders.
Student support team exists to design, implement, monitor, and adapt the student-specific support plan.
Data-based Decision Making
Outcome and fidelity data are reviewed by a student’s support team at least monthly.
Data are used to modify the support plan to improve behavior outcomes and improve fidelity of implementation.
Systematic Evaluation
Hypothesis Statement Comprehensive Support Strategies
Systematic Evaluation
o Operational description of problem behavior
o Identification of context where problem behavior is most likely occurring
o Maintaining reinforcers (e.g., behavioral function) in the identified context
o Teaching strategies
o Specific recognition for desired behavior
o Strategies for removing rewards for problem behavior
o Safety elements, as needed
o Clear, measureable goals
o Process for assessing implementation fidelity
o Process for assessing student outcomes
o Action plan for implementation
Comprehensive Assessment(e.g., observations, interviews, academic data, attendance)
Success, teacher acknowledgment
Sent to hall to ‘calm down’ Function:
escape task
Complete math assignment
Crying, pushing papers off desk
Raise hand & ask for break
Given double-digit addition
problems
Routine: Math Class
Addie
Prior instructional
failure
Setting Event Strategies
Antecedent Strategies
Teaching Behavior Alternative Consequence
Eliminate/Neutralize Setting Events
Eliminate/Modify Antecedent
Teach Alternative Behavior Reinforce Alternative/ Desired Behavior
Prompt Alternative/ Desired Behavior
Teach Desired Behavior/Skill Respond to Problem Behavior/ Redirect / Extinguish
Make the problem behavior ineffective-------------------------Elevate reward for
alternative and desired behavior
Eliminate rewards for problem behavior
Make the problem behavior inefficient
-----------------Teach a better
alternative
Teach desired behavior
Make the problem behavior irrelevant----------------------------------
Remove antecedents that trigger the problem behavior,
Change schedule, tasks, transitions
Goal = Enhanced Social Competence & Academic Achievement
DataDecision Making Supports
SystemsStaff Behavior Supports
PracticesStudent Behavior Supports
Continuous Quality Improvement
DATA
Identify current status and precise problems
Establish goal(s)
Develop solution(s)Implement
solution(s) with integrity
Monitor progresstoward goal(s)
Adjust plan as needed
Advantages of ISIS-SWISEfficiency
Structured creation and maintenance of student files
One home for progress monitoring, goal setting, and decision making
Instantaneous access to data
Equity
Equal access to quality support plan management
Enabling of clear roles, responsibilities, and predictability
Quality
Supports compliance with federal procedures for Tier III support
Comprehensive student file for quality decision makingDocumentation of progress and intervention history
Flexibility
Files and measures tailored to a student’s needs
What are School Settings? School Settings allow schools/facilities to customize a set of features within the SWIS Suite to address local decision-making needs such as:
School Profile & Contact Information
Core Data: Days, Enrollment & Ethnicity
Application Settings
Data Integrity
What are (User) Account Settings? Account Settings allow an individual user to update their profile information as well as personalize application settings to accommodate data entry or their reporting preferences.
Account Settings are unique to each school user and can be modified at any time the user decides to make a change.
What is Person Management?
Person Management allows schools/facilities to organize and manage student, staff, and non-staff person records that are associated with SWIS Suite data.
Data Integrity
The Data Integrity tool assists school users in maintaining accurate account information by monitoring specific “common” errors such as duplicate or missing information.
Creating a New Student Case File
What? The electronic version of the student’s physical file which often includes the documents, support plans, and data associated with the student’s individualized support.
When? When individualized data will be collected for the student
Creating a New Student Case FileWho? ISIS-SWIS coordinators or facilitators can set up new student case files
What Information is needed? Student Information
(name, ID, gender, ethnicity, race, IEP/504 status)
Plan Information(Coordinator, Plan start date, Implementation Status, next review/assessment dates)
Carly Johnson
Carly Johnson 56744Female Non-Hispanic No4th Black Yes/Intel. Dis.
April Stone03/15/201503/2016
[email protected]/2016
Brian Bender
Brian Bender 75262Male Non-Hispanic No8th White Yes/Spec. LD
Margie Rose01/09/20151/2016
[email protected]/2015
Team MembersWho? All stakeholders and student support team
membersWhat Access? Access and training varies based on
assigned tasksWhat Information is needed?
Person Information Adults: name, ID, email addressStudents: name, ID, gender, ethnicity/race, 504/IEP status
Team Member InformationRole (relationship to student/team), access level
Documents
What to include? The “living” documents teams need to regularly review, use, or modify What not to include? Highly sensitive documents or documents that are not useful for decision makingDocument Types
AssessmentPlanMeetingOther
Minimum DocumentationTo take full advantage of the School-Wide Reports in ISIS-SWIS each student case file should include a minimum of two documents:
1. AssessmentCurrent assessment summary
2. PlanCurrent support strategies/plan
Measures
What? The data that will drive implementation decisions
Who? Coordinators or Facilitators
What will be measured? Fidelity
Adults: How will we know the staff are accurately and consistently implementing the strategies?
OutcomesStudents: How will we know the student is benefiting from supports and making progress toward goals?
Activity: Student File—Team
Together: Carly Johnson (yellow materials)
Independent Practice: Brian Bender (blue materials)
WARNING
To avoid duplicates in the Facilitator Training Account and general confusion, you’ll need to personalize your case files:• Student Names • Team Member Email Addresses
WARNINGExperience has shown that using your initials and training date is effective to reduce confusion.o Trainee = Doug Fitzgerald Ross (DRF)o Training Date = April 23 (423)• Student Case File Name =
DFRCarly Johnson & DFRBrian Bender• Team Member = DFRJoe Binder• Fake Email = [email protected]
ISIS-SWIS Exploration
Log into the account and locate the electronic case file documents for Carly & Brian.
Facilitator Training Account
Username: facilitatorPassword:
Data EntryWhat? The data that will drive implementation
decisions
Who? Data Entry, Full Access, Coordinators
Data Collection SourcesPhysical data sheetsElectronic data sheetsPermanent productsVerbal reports
Student File Reports• What?
oMeasure o Time Segmento Single Time Segment Reports
• Who? All users with access can see reports
• Organization ToolData Entry & Report Generation ScheduleStudent Progress Report
• How are the Tier III systems working? • How many students are receiving tertiary tiers of
support? • Are interventions and supports being implemented
with fidelity? • Are students making progress toward goals? • Are there specific barriers or problems that need to be
addressed? • How are Tier I and Tier II systems working? • What information needs to be communicated?
School-Wide Questions
Discuss: Setting Up Teams & Users
Facilitator
Coordinator
Team Member
Team Member
Team Member
Coordinator School-Wide Read Only
Discuss: RoutinesHow will routines and procedures be organized to support best practices for data collection and use?
Student-Level School-Wide (Systems)Teaming
Case File Set-Up
Data Entry
Reporting
Decision-Making
SupportTechnical Assistance• Please utilize the resources provided and the
pbisapps.org website. Spend about 15 minutes looking for the relevant information, then stop and contact your facilitator (me).
New User Requests (Staff turnover)• If a new coordinator or school-wide read only user
needs to be given access, please contact your facilitator (me) to schedule a new user training.