Tiers II and III

Collecting and Analyzing Data for Student Interventions

Tiers II and III

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

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)

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)

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

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

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

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

Continuous Quality Improvement

Evaluate• Data Collection

and Organization• Screening• Progress

Monitoring• Data-based

Decision Making

• Intervention Selection

• Intervention Plan

• Intervention Implementation

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.

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.

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?

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

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

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)

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

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)

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

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

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


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 Implemented


decision making



m

ExitProgra

mContinue Program

RegularTeacher

Feedback

FamilyFeedback

Morning Check In

Afternoon Check

Out

Daily Progress Report

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

CICO Progress Monitoring

How is each student doing in relation to the school-wide goal?


What is one student’s pattern over time?


What does one student’s average day look like?


What is one student’s pattern over time in a single period?

Student ScenarioBrian Bender & Serena Johnson

School-wide ReportGuiding QuestionsWhat are the school-wide patterns for: • High Score• Mean Score• Low Score• Students

contributing

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?

Student Count

Guiding Questions• What can we

learn from Brian’s last 4 weeks of data?

• What patterns are evident?

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?

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?

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?

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?


CICO Implemented


decision making



m

ExitProgra

mContinue Program

RegularTeacher

Feedback

FamilyFeedback

Morning Check In

Afternoon Check

Out

For More Information

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

The ISIS-SWIS Advantage

Efficiency Equity

Quality Flexibility

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

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

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

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

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?

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.

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?

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?

Data EntryGuiding Questions• Is our data

collection system working efficiently and effectively?

• Do we know what data to enter?

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?

Report Type: Measure with FidelityGuiding Questions• How is the student

performing in relation to the outcome goal?


• 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?

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?

Report Type: Single Time SegmentGuiding Questions• How is the student

performing in relation to the outcome goal during this time segment?


• What are the next steps? • How do these data

compare to fidelity and other outcome data?

Student ScenarioAfter evaluating Carly’s data, the Tier III team would plan for quality improvement and keep/revise implementation of the intervention.

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

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

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)

Questions, Answers, Discussion

Documents

Tiers II and III