The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
The two-day PBIS training agenda covers reviewing universal practices on day one, along with classroom data collection and decision rules for evaluation. It also covers the referral process and intervention team systems. Day two focuses on effective classroom management strategies and small group social skills instruction, including check-in/check-out and mentoring practices. Both days conclude with evaluating implementation and developing action plans, with time for questions.
This document provides an overview of chapters 9-11 of the book Pyramid Response to Intervention regarding behavioral interventions and meeting legal requirements. It discusses how behavior and academic achievement are linked, and that PRTI principles for academics also apply to behavior. There are three tiers of behavioral interventions, with tier 1 focusing on teaching all students expected behaviors, tier 2 involving small group interventions, and tier 3 consisting of individualized support plans. The document also notes several legal requirements around identifying students for special education under the IDEA and providing interventions through the PRTI framework.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Multi Tiered Systems of Support for ILTDaina Lujan
This document provides an overview of a training on Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and Positive Behavior Intervention Systems (PBIS). Participants will gain an understanding of the principles of these frameworks and begin discussing how to structure MTSS at their school. The training will cover universal screening, multiple intervention tiers, data-driven decision making, and problem-solving teams. Participants will engage in discussion and activities to reflect on how to implement these systems at their school.
This paper provides an overview of evidence-based educational interventions (EBEIs) and associated practices in school psychology. The profession has, for some time, embraced scientific principles and procedures across areas of professional practice, including diagnosis and classification, assessment, prevention and intervention, consultation, and research and program evaluation. More recently, the profession has embraced evidence-based prevention and intervention practices, intending to implement them in schools. Source: https://ebookschoice.com/evidence-based-educational-interventions/
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
PBIS (Positive Behavioral Interventions and Supports) has been shown through research to be an effective strategy for promoting positive behavior in students and schools. Schools implementing PBIS report increased academic engagement and performance, as well as reductions in office discipline referrals of 20-60%. PBIS can also lead to dramatic improvements in problem behavior and functional skills for students with disabilities. Benefits of PBIS for schools include positive social and academic outcomes for students, decreased placements outside of the district, improved school climate, and increased safety.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
The two-day PBIS training agenda covers reviewing universal practices on day one, along with classroom data collection and decision rules for evaluation. It also covers the referral process and intervention team systems. Day two focuses on effective classroom management strategies and small group social skills instruction, including check-in/check-out and mentoring practices. Both days conclude with evaluating implementation and developing action plans, with time for questions.
This document provides an overview of chapters 9-11 of the book Pyramid Response to Intervention regarding behavioral interventions and meeting legal requirements. It discusses how behavior and academic achievement are linked, and that PRTI principles for academics also apply to behavior. There are three tiers of behavioral interventions, with tier 1 focusing on teaching all students expected behaviors, tier 2 involving small group interventions, and tier 3 consisting of individualized support plans. The document also notes several legal requirements around identifying students for special education under the IDEA and providing interventions through the PRTI framework.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Multi Tiered Systems of Support for ILTDaina Lujan
This document provides an overview of a training on Multi-Tiered Systems of Support (MTSS), Response to Intervention (RTI), and Positive Behavior Intervention Systems (PBIS). Participants will gain an understanding of the principles of these frameworks and begin discussing how to structure MTSS at their school. The training will cover universal screening, multiple intervention tiers, data-driven decision making, and problem-solving teams. Participants will engage in discussion and activities to reflect on how to implement these systems at their school.
This paper provides an overview of evidence-based educational interventions (EBEIs) and associated practices in school psychology. The profession has, for some time, embraced scientific principles and procedures across areas of professional practice, including diagnosis and classification, assessment, prevention and intervention, consultation, and research and program evaluation. More recently, the profession has embraced evidence-based prevention and intervention practices, intending to implement them in schools. Source: https://ebookschoice.com/evidence-based-educational-interventions/
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
PBIS (Positive Behavioral Interventions and Supports) has been shown through research to be an effective strategy for promoting positive behavior in students and schools. Schools implementing PBIS report increased academic engagement and performance, as well as reductions in office discipline referrals of 20-60%. PBIS can also lead to dramatic improvements in problem behavior and functional skills for students with disabilities. Benefits of PBIS for schools include positive social and academic outcomes for students, decreased placements outside of the district, improved school climate, and increased safety.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
The document discusses creating behavior intervention plans using data from functional behavioral assessments. It states that plans should manipulate antecedents and consequences of problematic behaviors and teach replacement behaviors. Plans should have specific, measurable, attainable, research-based, and timely goals as well as objectives related to goals. An example plan aims to increase a student's relevant comments and questions in class through modeling active listening skills, role plays, self-monitoring, and reinforcement.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) and how it aligns with the Problem Solving Model. It then discusses the importance of collecting data on behaviors of concern through both informal methods like basic conduct charts and time increment charts, and formal methods like event recording and interval recording. The document emphasizes analyzing the data collected for patterns, triggers, frequency, intensity and duration of behaviors. It stresses using data to design interventions and evaluating their impact through continued progress monitoring.
Tertiary systems of support provide individualized interventions for students with chronic problem behaviors or those who have not responded to universal or targeted supports. They involve functional behavioral assessments and behavior support plans comprising individualized strategies based on the function of problem behaviors. Tertiary systems require well-established universal supports, data-informed decision making by leadership teams, and function-based approaches that teach replacement behaviors and create supportive environments.
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
This document provides an overview of functional behavioral assessments and behavior intervention plans. It discusses that FBAs must be conducted when changing a student's placement or developing a BIP for a student whose behavior impedes learning. The document also outlines approaches to FBAs, the FBA/BIP process, functions of behavior, developing behavior interventions, and evaluating and modifying plans. The goal is to identify the purpose of problem behaviors and develop valid interventions to achieve positive behavior outcomes.
The document discusses MTSS (Multi-Tiered Systems of Support) and its role in improving student outcomes. It outlines the essential components of MTSS, which include multiple tiers of instruction and intervention, a problem-solving process using data-driven decision making, ongoing professional development and leadership. It then describes the three tiers of instruction: Tier 1 is universal supports for all students, Tier 2 is supplemental targeted interventions, and Tier 3 is intensive individualized interventions. The document also presents the problem-solving process and the Guiding Tools for Instructional Problem Solving (GTIPS) framework for integrating the tiers through collaborative problem identification, analysis, intervention design and evaluation using data.
1) RtI is a multi-tiered framework that provides high-quality instruction and interventions matched to student needs, as identified by ongoing assessment. Within RtI, there is collaboration between district programs and personnel.
2) Tier 1 involves school-wide screening to identify students who may need extra support and delivers effective, differentiated classroom instruction to all students using evidence-based practices. Progress is monitored to determine students' responses to instruction.
3) If students do not make adequate progress in Tier 1, they advance to Tier 2 which provides more intensive, targeted interventions in addition to the core curriculum. Interventions are implemented with fidelity and based on ongoing collection and analysis of student data.
This document summarizes research conducted on schools that participated in the first cohort (Cohort A) of Western Michigan University's Learning-Centered Leadership Development Program from 2010-2013. The research examined the implementation and sustainability of data-informed decision making (DIDM) renewal activities in the schools.
The study found that most schools were able to sustain DIDM activities like data discussions, professional learning communities, and data notebooks. For some schools, the activities evolved over time as contexts changed. For example, some schools modified data walls or changed data teams to instructional leadership teams. Most schools incorporated the renewal activities into their school improvement processes to help sustain them. Factors that facilitated sustainability included staff participation and leadership support
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
This document summarizes a study on Uruguayan EFL secondary school teachers' perceptions of social emotional learning (SEL). The study found that teachers believe SEL is important for student achievement and behavior but feel they need more training and support to effectively integrate it. A survey of 65 teachers found they agree SEL skills can be taught and are open to training, though some lack experience implementing SEL. The study aims to provide professional development to help teachers integrate SEL. While teachers see benefits, they note limitations like lack of knowledge and support, implying more resources are needed for effective SEL integration.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
This study examines the implementation of Positive Behavior Intervention and Support (PBIS) programs in large urban school districts. Specifically, it looks at one large urban school district in Texas that is implementing PBIS district-wide. The study explores the challenges of implementing PBIS in such districts and the importance of principal involvement. It finds that leadership buy-in from stakeholders is critical to supporting inclusive practices and improving student academic achievement. Principal support and commitment are essential for the behavioral shifts and staff participation required by PBIS programs.
The document summarizes data utilization meetings held at William Hall Academy to analyze student performance data from quarter 1 benchmark assessments. Teachers met in groups for their grade levels (K-2, 3-5, 6-8) to identify student performance levels, evaluate answers on specific test items, and develop plans to address weaknesses in quarter 2 instruction. The meetings followed a structured process where teachers analyzed data, aligned questioning to text-based prompts, and created question stems modeled on the quarter 1 benchmark assessments. The goal was to use data to guide instruction and ensure it prepared students for the level of thinking required on assessments.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Precision teaching is a method of planning individualized instruction to meet students' needs. It involves setting specific, measurable learning targets and regularly assessing student progress towards those targets through short practice probes. Student performance is charted daily to monitor effectiveness and inform changes to teaching methods. Precision teaching draws on theories of learning hierarchies and the zone of proximal development to focus instruction within a student's capabilities and ensure new skills become fluent before moving on. It has been shown to help students who struggle with accuracy, fluency, self-efficacy or generalization of skills.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
The document outlines Michael Crouch's culminating project activities from his internship, which include developing practices for positive parent-teacher relationships, exploring student rights laws, supporting literacy programs for parents, conducting a student needs assessment with action research, designing and implementing a positive behavior support system, teaching time management skills, collaborating with teachers, providing a community time management outreach program, promoting cooperation in schools, and researching ways to close the achievement gap between African American and white students.
This document provides strategies for working with non-compliant students. It recommends giving positive recognition, monitoring behavior proactively, speaking calmly and respectfully, conveying expectations, and teaching positive behaviors. Additional strategies include allowing cool-down breaks, asking open-ended questions, assigning reflective essays, emphasizing positives, expanding interventions, and giving specific praise. Teachers should also listen actively, offer face-saving outs, project calmness, reward alternatives, and state choices. The document prompts discussion of additional strategies and detailed processes for meeting student needs.
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
The document discusses creating behavior intervention plans using data from functional behavioral assessments. It states that plans should manipulate antecedents and consequences of problematic behaviors and teach replacement behaviors. Plans should have specific, measurable, attainable, research-based, and timely goals as well as objectives related to goals. An example plan aims to increase a student's relevant comments and questions in class through modeling active listening skills, role plays, self-monitoring, and reinforcement.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) and how it aligns with the Problem Solving Model. It then discusses the importance of collecting data on behaviors of concern through both informal methods like basic conduct charts and time increment charts, and formal methods like event recording and interval recording. The document emphasizes analyzing the data collected for patterns, triggers, frequency, intensity and duration of behaviors. It stresses using data to design interventions and evaluating their impact through continued progress monitoring.
Tertiary systems of support provide individualized interventions for students with chronic problem behaviors or those who have not responded to universal or targeted supports. They involve functional behavioral assessments and behavior support plans comprising individualized strategies based on the function of problem behaviors. Tertiary systems require well-established universal supports, data-informed decision making by leadership teams, and function-based approaches that teach replacement behaviors and create supportive environments.
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
This document provides an overview of functional behavioral assessments and behavior intervention plans. It discusses that FBAs must be conducted when changing a student's placement or developing a BIP for a student whose behavior impedes learning. The document also outlines approaches to FBAs, the FBA/BIP process, functions of behavior, developing behavior interventions, and evaluating and modifying plans. The goal is to identify the purpose of problem behaviors and develop valid interventions to achieve positive behavior outcomes.
The document discusses MTSS (Multi-Tiered Systems of Support) and its role in improving student outcomes. It outlines the essential components of MTSS, which include multiple tiers of instruction and intervention, a problem-solving process using data-driven decision making, ongoing professional development and leadership. It then describes the three tiers of instruction: Tier 1 is universal supports for all students, Tier 2 is supplemental targeted interventions, and Tier 3 is intensive individualized interventions. The document also presents the problem-solving process and the Guiding Tools for Instructional Problem Solving (GTIPS) framework for integrating the tiers through collaborative problem identification, analysis, intervention design and evaluation using data.
1) RtI is a multi-tiered framework that provides high-quality instruction and interventions matched to student needs, as identified by ongoing assessment. Within RtI, there is collaboration between district programs and personnel.
2) Tier 1 involves school-wide screening to identify students who may need extra support and delivers effective, differentiated classroom instruction to all students using evidence-based practices. Progress is monitored to determine students' responses to instruction.
3) If students do not make adequate progress in Tier 1, they advance to Tier 2 which provides more intensive, targeted interventions in addition to the core curriculum. Interventions are implemented with fidelity and based on ongoing collection and analysis of student data.
This document summarizes research conducted on schools that participated in the first cohort (Cohort A) of Western Michigan University's Learning-Centered Leadership Development Program from 2010-2013. The research examined the implementation and sustainability of data-informed decision making (DIDM) renewal activities in the schools.
The study found that most schools were able to sustain DIDM activities like data discussions, professional learning communities, and data notebooks. For some schools, the activities evolved over time as contexts changed. For example, some schools modified data walls or changed data teams to instructional leadership teams. Most schools incorporated the renewal activities into their school improvement processes to help sustain them. Factors that facilitated sustainability included staff participation and leadership support
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
This document summarizes a study on Uruguayan EFL secondary school teachers' perceptions of social emotional learning (SEL). The study found that teachers believe SEL is important for student achievement and behavior but feel they need more training and support to effectively integrate it. A survey of 65 teachers found they agree SEL skills can be taught and are open to training, though some lack experience implementing SEL. The study aims to provide professional development to help teachers integrate SEL. While teachers see benefits, they note limitations like lack of knowledge and support, implying more resources are needed for effective SEL integration.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
This study examines the implementation of Positive Behavior Intervention and Support (PBIS) programs in large urban school districts. Specifically, it looks at one large urban school district in Texas that is implementing PBIS district-wide. The study explores the challenges of implementing PBIS in such districts and the importance of principal involvement. It finds that leadership buy-in from stakeholders is critical to supporting inclusive practices and improving student academic achievement. Principal support and commitment are essential for the behavioral shifts and staff participation required by PBIS programs.
The document summarizes data utilization meetings held at William Hall Academy to analyze student performance data from quarter 1 benchmark assessments. Teachers met in groups for their grade levels (K-2, 3-5, 6-8) to identify student performance levels, evaluate answers on specific test items, and develop plans to address weaknesses in quarter 2 instruction. The meetings followed a structured process where teachers analyzed data, aligned questioning to text-based prompts, and created question stems modeled on the quarter 1 benchmark assessments. The goal was to use data to guide instruction and ensure it prepared students for the level of thinking required on assessments.
The document discusses issues related to implementing school-based assessment programs. It begins by noting the potential benefits of school-based assessment in validity and flexibility but also the need to ensure reliability, quality control, and quality assurance. It then examines five key issues for reliable school-based assessment: providing teachers with training and guidance, developing clear assessment criteria, establishing record keeping and moderation procedures, creating networks for teacher collaboration, and monitoring implementation. The document concludes by emphasizing the importance of ensuring adequate resources, expertise, and oversight when establishing a school-based assessment system.
Precision teaching is a method of planning individualized instruction to meet students' needs. It involves setting specific, measurable learning targets and regularly assessing student progress towards those targets through short practice probes. Student performance is charted daily to monitor effectiveness and inform changes to teaching methods. Precision teaching draws on theories of learning hierarchies and the zone of proximal development to focus instruction within a student's capabilities and ensure new skills become fluent before moving on. It has been shown to help students who struggle with accuracy, fluency, self-efficacy or generalization of skills.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
The document outlines Michael Crouch's culminating project activities from his internship, which include developing practices for positive parent-teacher relationships, exploring student rights laws, supporting literacy programs for parents, conducting a student needs assessment with action research, designing and implementing a positive behavior support system, teaching time management skills, collaborating with teachers, providing a community time management outreach program, promoting cooperation in schools, and researching ways to close the achievement gap between African American and white students.
This document provides strategies for working with non-compliant students. It recommends giving positive recognition, monitoring behavior proactively, speaking calmly and respectfully, conveying expectations, and teaching positive behaviors. Additional strategies include allowing cool-down breaks, asking open-ended questions, assigning reflective essays, emphasizing positives, expanding interventions, and giving specific praise. Teachers should also listen actively, offer face-saving outs, project calmness, reward alternatives, and state choices. The document prompts discussion of additional strategies and detailed processes for meeting student needs.
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
RtI is a multi-tiered approach to providing interventions to struggling students with increasing intensity of support. It involves universal screening, progress monitoring, and using student data to make instructional decisions. All staff share responsibility for instruction. Students receive research-based interventions in three tiers - high quality classroom instruction (Tier 1), small group interventions (Tier 2), and intensive individualized support (Tier 3). The goal is to improve student achievement through early intervention and differentiated support.
Horner:Administrator Training MO SW-PBS SI 08Nanci Johnson
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
This document provides an overview of a training on Positive Behavior Intervention and Support (PBIS). It discusses the key principles and practices of PBIS implementation across three tiers: universal/school-wide supports (Tier 1), targeted small group interventions (Tier 2), and individualized supports (Tier 3). The training covers PBIS team roles and responsibilities, data collection and use, developing systems of behavioral support, and evaluating outcomes. The overall goal is to develop an understanding of PBIS and how to implement it to promote positive behavior and academic success for all students.
RtI is a multi-tiered framework used in Thompson School District to provide academic and behavioral support to all students. It uses high quality instruction and increasingly intensive interventions matched to student needs. Students move between the three tiers - classroom, supplemental, and explicit instruction - based on their response to interventions as measured by progress monitoring. The problem-solving process and data-driven assessments are essential to the RtI model. Parent and community engagement is also important for student success.
The document discusses Response to Intervention (RtI) implementation in the Thompson School District. It describes RtI as a multi-tiered framework to provide academic and behavioral support to all students. The three tiers include high-quality core instruction, supplemental instruction, and more explicit targeted instruction. It also outlines the problem-solving process, use of data-driven assessments, importance of family and community engagement, and answers frequently asked questions about RtI.
Module 2 of PBIS training focuses on secondary implementation. The training is organized around the problem-solving model and reviewing data, systems, and practices to support students with at-risk behavior. At the end of the training, teams will use data to assess implementation, identify classroom management strategies, plan secondary systems, and update their action plan. The training covers collecting and using data to make decisions, effective classroom management strategies informed by brain science, and how to support students through targeted interventions.
Identifying and Serving Students with Behavior Problemsfiegent
The document discusses identifying and serving students with behavior problems. It describes the process of assessing student needs, determining appropriate intervention levels using response to intervention (RTI) and school-wide positive behavior support (SWPBS) frameworks. These include universal, targeted, and intensive supports matched to student response. The document also examines evidence-based practices, legislation affecting student behavior, definitions of emotional/behavioral disorders, and the process of identifying and placing students in appropriate educational environments.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
Developing comprehensie school guidance & counseling programJayson Hernandez
The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
The document provides an overview of Multidisciplinary Team 1 at Chicago Middle School. It discusses the school's demographics, assessment scores, community resources, policies around special education, inclusion of students with disabilities, and recommendations for students with emotional/behavioral disorders or autism. Key points include that the school has high poverty and ELL populations, below average test scores, and the team is focused on promoting inclusion and ensuring access to general education.
A multi tiered approach to instruction presentationbwfranger
This document outlines a multi-tiered approach to instruction and intervention at Mountain Brook schools. It describes three tiers of support: Tier I is core instruction for all students, Tier II provides targeted small group instruction for students identified as at-risk, and Tier III involves intensive individualized interventions. The Student Support Team is responsible for determining student needs, monitoring progress, and making data-based decisions to maximize outcomes for students receiving Tier II and III support. A variety of screening, assessment, and progress monitoring tools are used to identify student needs and measure response to intervention.
PBS (Positive Behavior Support) is a process for achieving important social and learning outcomes through prevention of problem behaviors. It involves systemic and individual strategies across school-wide settings, classrooms, and for individual students. Key aspects of PBS include establishing clear behavioral expectations, teaching expected behaviors, acknowledging appropriate conduct, and having procedures to address inappropriate behaviors. Schools implementing PBS establish commitment, form teams, conduct assessments, define expectations, and build capacity within the system to create a continuum of supports from individual to school-wide levels with the goals of prioritizing academic success and establishing behavioral competence.
This document discusses the purposes and benefits of assessment in child care programs. It outlines four main purposes for assessment: 1) to plan and adapt curriculum to meet individual childrens' needs, 2) to help teachers and families monitor childrens' progress, 3) to screen all children and recommend follow-up for those with potential disabilities or special needs, and 4) to evaluate and improve program effectiveness. Assessment is an ongoing process that informs curriculum planning and implementation to support childrens' development and learning. Screening all children annually can help identify potential developmental concerns and ensure children are progressing typically.
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A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
The document summarizes key data from the Marijuana Prevention Initiative regarding youth marijuana use in San Diego County. It finds that marijuana use among 9th and 11th graders has increased over time, with 26% of 9th graders and 39% of 11th graders reporting lifetime use in 2011. Additionally, 20% of high school juniors reported using marijuana in the past 30 days. Perceptions of harm have also declined among youth. The data aims to inform prevention efforts in San Diego County.
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This document provides an overview of drugs and substance abuse including definitions, health effects, and prevention strategies. It defines different types of drugs like stimulants, depressants, hallucinogens and inhalants. It discusses signs of drug use and recommends educating families, improving communication, monitoring activities, and seeking help from resources. The goal is to help recognize issues early and prevent substance abuse among youth.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
This document provides an overview of California education codes related to student discipline, due process, and school safety. It discusses requirements for identifying students who may be a danger to others, preventing unsafe behaviors, and intervening in issues like bullying. Key points include mandatory reporting of crimes to law enforcement, grounds for suspension and expulsion, and new 2011 laws addressing bullying prevention and intervention.
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document summarizes a presentation given by Ricardo Silva and Beth Nishida at an ACSA conference on understanding the art and science of mediating special education disputes. The presentation provided an overview of IDEA requirements for dispute resolution, strategies for determining whether an IEP offer provides FAPE, tips for building relationships with parents, and considerations for reaching settlements, such as ensuring services have end dates. The goal is to resolve disputes through early resolution and mediation to avoid due process hearings.
This document summarizes key provisions from several bills presented relating to education, students, and schools in California. It begins with an introduction of the presenter and their contact information. Key highlights and summaries of several bills are then provided relating to topics such as the Local Control Accountability Plan (LCAP) template, student assessments, continuation schools, juvenile court schools, professional development for classified staff, reporting of credential holder misconduct, homeless and foster youth services, mental health services, and open meeting requirements. The document concludes with encouragement to include clear guidelines relating to various professional roles in school safety plans and strategies.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides an overview and agenda for a presentation on autism and the law. It discusses trends in autism rates and cases in California, appropriate assessment practices and what case law says about assessments, eligibility definitions and case law perspectives, educational interventions and methodology considerations, and assistive technology and recent legislation. Key points covered include appropriate assessment requirements under the IDEA, differences between federal and state definitions of autism, the importance of behaviors affecting educational performance for eligibility, and the debate around different methodological approaches for autism education.
This document discusses solution-focused consulting strategies for working with students. It emphasizes that consulting aims to create change through exploration of solutions, rather than discipline which focuses on consequences. The solution-focused approach assumes that students have capabilities and that change is always happening. It focuses conversations on student strengths, exceptions to problems, and desired futures rather than analyzing problems. Effective consulting questions from this approach are curious, respectful, and future-oriented rather than blaming. Examples show how reframing typical questions can shift focus to solutions.
Effective bullying prevention requires a comprehensive, school-wide approach implemented consistently over time. Key elements include identifying the scope of the problem, establishing clear policies, training all staff, and focusing education on inclusion and bystander intervention especially in elementary grades. Successful programs obtain staff buy-in, have objective metrics to measure impact, and provide year-long implementation with involvement from administrators, teachers, staff, students, and parents. Resources are available to help schools assess needs, select evidence-based programs, and create emotionally safe environments for all.
This document provides an overview of Response to Instruction and Intervention (RtI2) and how assistive technology can be incorporated at different tiers. It discusses the differences between assistive technology and educational technology. Examples are given for how assistive technology can support students in areas like reading, math, writing, communication, and social/emotional/behavioral skills at different intervention levels. An assistive technology assessment process and resources are also outlined. The overall purpose is to understand how to implement RtI2 using assistive technology to meet the diverse needs of students.
This document discusses how assistive technology can be incorporated into a Response to Intervention and Instruction (RtI2) framework. It outlines how assistive technology fits into the three tiers of RtI2 for academics, behavior, communication, and social-emotional learning. Specific examples are provided for how assistive technologies can support students in reading, math, written language, communication, and social-emotional-behavioral skills at each tier. An assistive technology assessment process and resources are also described to help schools implement RtI2 using assistive technologies.
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There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
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Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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Jarice butterfield
1. Santa Barbara County SELPA’s
Steps to Improving Outcomes
for Students in Center for
Therapeutic Education (CTE)
ED Programs
THE AIMS LEVELS SYSTEM
Dr. Jarice Butterfield, Kellie Butkiewicz, M.A. PPS,
Sandy Fahey, MFT, Stacy Tolkin, M.A., LEP, PPS, and
Reza Shahroozi, M.Ed., PPS
2. Introduction: Process of Change in
CTE ED Programs Step One
Needs Assessment Conduction by SELPA:
Students were remaining in CTE ED programs on
average 6+ years
No consistent system for controlling externalizing
behaviors
Therapy services 1x per week by outside agencies no
contracted by SELPA
No social skills or social emotional curriculum
Students were consistently not attending – truancy
issues were not being addressed
Students in some programs were in CTE year after year
but only in one or two periods
2
3. Introduction: Process of Change in
CTE ED Programs Step 2
Research Evidence-based Best Practices
Implemented
Students should not be in restrictive settings more than one
year on average before returning to LREs
Successful programs include multi-tiered levels system for
addressing behavior
Students with externalizing behaviors have behavior
intervention plans – FBAs as appropriate
Successful programs include social direct instruction and
evidence-based social emotional curriculums
Non attendance is addressed through IEP team / behavior
plan if appropriate
Successful programs gradually transition students out to
least restrictive environments based on their level of
functioning over time
3
4. Introduction: Process of Change in
CTE ED Programs Step 3
Consultation with Experts in the Field / Staff
Development
Year 1:
SBCSELPA contracted with NPS’ to provide staff development in
best practices
SELPA purchased materials and literature on best practices
Students with externalizing behaviors have behavior intervention
plans – FBAs as appropriate
AIMS levels system was developed
Half time therapists were contracted by SELPA for all CTE
programs
Day treatment programs much like private NPS’ were opened at
high school level
Computer-based credit recovery and course available
State of the art technology purchased
Vans were purchased for programs
4
5. Introduction: Process of Change in
CTE ED Programs Step 3 Cont’d.
Year 2:
Diana Browning Wright and Dr. Clay Cook provided ongoing staff
development, observations, and coaching
Community-based learning implemented such as equine therapy,
etc.
TIERS program combined with AIMS levels system
Second Step and Steps to Success implemented as social skills and
social emotional curriculums
5
6. Acquire Implement and Maintain
Skills (AIMS) MISSION STATEMENT
Developed in collaboration with the teachers, behavior
specialists, and support staff in all of our 12 CTE ED
programs for students identified as exhibiting Emotional
Disturbance under IDEA.
“We believe every child has the right to experience
academic, social, and emotional success within a safe
and consistent environment in order to live happy,
fulfilling, and productive lives.”
Core Values: Responsibility, Hope, Opportunity, Joy,
Safety, Respect, Emotional Regulation.
6
7. AIMS Program Philosophy and
Anticipated Outcomes
AIMS was developed as a structured, tiered levels
system designed to measure student progress within the
most restrictive educational settings in order to
approximate students more quickly to less restrictive
environments.
AIMS is an acronym for the 3-pronged levels system
designed to teach students core emotional regulation
skills necessary for least restrictive environment (LRE)
settings.
Acquire + Implement + Maintain Skills is the AIMS motto.
7
8. AIMS Philosophy
Continued
We chose a 3-pronged system in order to align the AIMS
levels system with the theory based 3-tiered model in
education. Our students are all at the Intensive tier within
the larger tiered model, but even at Tier 3, AIMS provides
us with three measurable tiers within.
Level 3: Maintain Skills
(measured over 20 consecutive days minimally)
Level 2: Implement Skills
(measured over 20 days)
Level 1: Acquire Skills
(measured over 20 consecutive days minimally)
8
9. AIMS Philosophy
Continued
AIMS was designed through careful review of the
available educational research , looking for best
practices in education as evidenced by student
outcomes.
This is the theoretical framework behind using points
and levels within the CTE ED Special Education setting
serving students with emotional behavioral disorders
(EBD)
After reviewing the available research, SBCSELPA
adopted a consultation model to enhance AIMS, through
collaboration with Diana Browning Wright and Clayton
Cook (more to come in later discussion)
9
10. AIMS Philosophy
Continued
There is a large body of educational research to support
the use of a three-tiered framework for providing
instruction and intervention across educational settings.
This three-tiered framework is the cornerstone of
Response to Intervention (RTI/MTSS) in both academic
and behavioral practices.
The three tiered framework is considered best practice
for providing evidence based assessment, instruction,
and intervention practices.
10
11. AIMS Philosophy
Continued
AIMS adopts this three-tiered practice, with three levels
of measurable skill instruction including student
acquisition of skills, student implementation of these
skills, and student maintenance of these skills in order
to demonstrate mastery and readiness for
generalization in LRE settings.
The selection of skills taught within the AIMS levels
system is based on psycho-educational research, and
includes the intentional (ie curricular) and systematic
instruction of crucial social skills (SS) and socialemotional skills (SEL) through evidence based and SEL
curriculum.
11
12. AIMS Philosophy
Continued
Perhaps the most guiding mission behind the AIMS levels
system is our need to provide students with the external
framework necessary in order to remediate significant
skill deficits, so that ultimately this external framework
will lead to increases in internal skills such as locus of
control and emotional regulation for these highly
sensitive and emotionally dysregulated population of
young people.
EBD is unique within IDEA because it is “curable”. The
underlying mental health conditions present in students
identified as EBD are treatable.
12
13. AIMS Philosophy
Continued
With a combination of intensive mental health support in
the form of cognitive behavior therapy (CBT) therapeutic
interventions, academic and developmental support in the
form of evidence based curricula, and behavioral support
in the form of applied behavior analysis (ABA) supported
practices including FBA related behavior interventions and
ongoing behavior monitoring, students in the AIMS levels
system programs will learn the skills necessary to selfmonitor their own behavior, self-regulate their emotional
responses to stressors, and make progress academically
with the goal of transition to LRE.
13
14. SBC SELPA CTE ED Program
Components: Staffing Roles
District/LEA Special Education Administrator- serves as
the top level administrator and regional operator of the
CTE ED program, ensures all program components are in
place, and provides support to site administration
ongoing.
District/LEA School Site Administrator- Serves as the onsite go to person in the event of a crisis or emergency;
assists staff access to general supplies or equipment not
funded through mental health funding, and assists with
students discipline.
14
15. Staffing Roles
Continued
Special Education Credentialed Teacher- Serves as the
case manager and teacher to each student. Sets up the
IEPs and prepares the IEP paperwork. Coordinates IEP
goals and monitors academic progress and IEP goal
progress.
Behavioral Instructional Assistants- Provides academic
support, data collection, and supervision (and other
duties to include behavior support as determined by
case manager) to students individually and in groups
under the supervision (direct or indirect) of special
education teacher/case manager.
15
16. Staffing Roles
Continued
School Psychologist- Provides oversight for all mental
health services, drafts and monitors all IEP mental
health goals by collaborating with the community
mental health clinician and other IEP team members,
and conducts all assessment related to initial and
triennial evaluations.
BCBA- Provides consultation to classroom staff and
parents, conducts behavioral assessments and drafts
behavior intervention plans (BIPs).
16
17. AIMS Points and Levels Procedural
Summary
Data Tracking
Daily team meetings for a duration of 20 minutes should
be held to discuss points and daily events.
Use of Review 360 as a data collection tool, and various
self-rating scales may be used.
BCBAs review data during weekly class support to help
evaluate intervention effectiveness and facilitate a data
driven decision making process.
17
18. AIMS Points and Levels Procedural
Summary
Students on Daily Level- Acquire
Depending on the classroom and need, students will
earn access to honors room one to five days a week.
Honors room will have activities, and access to preferred
items for approximately 20 minutes.
Students will be given feedback daily and be permitted
to a student store if they meet criteria of 80% (or 85%)
depending on the class.
Students will be required to “pay” for access to the
“honors” activities by surrendering 80%(or 85%) their
points. Any points over the minimum required points to
earn access to honors activity will be banked to use in the
weekly student store. A concrete example will be given
under sample student store section.
18
19. AIMS Points and Levels Procedural
Summary
Students on Weekly Level- Implement
Once a week students will earn access to extra
privileges not available to those on the daily level.
Examples of other weekly privileges include: Outings,
special lunches, access to better student store items,
subject switch. Outings are determined by the teacher
with the input of students and available staff.
Students on a weekly monitoring system, will no longer
be given feedback on points daily. Points will be tallied up
at the end of the week (e.g. Friday) to determine if they
will continue to earn weekly honors activity for the
following week.
19
20. AIMS Points and Levels Procedural
Summary
Students on Natural Level - Maintain
Students have access to weekly and daily
privileges, plus extra privileges not available to
students on the daily or weekly level. Examples of
other natural privileges include: Use of kitchen,
Teacher assistant privileges
In addition, point sheets removed.
20
21. AIMS Points and Levels Procedural
Summary
Bonus Points
Are not to be counted as part of the 80% of points.
Only the scaled 0-3 points are used to accumulate
80% of points to earn honors room.
However, points not used to access the “honors”
activities, can be used in conjunction with bonus
points to purchase items from the student store.
21
22. AIMS Points and Levels Procedural
Summary
Student Store
Student store will be offered 2-3 times a week (or
more depending on classroom). Student will be able
to purchase items from the student store with their
bonus points.
Students will not be able to earn access to student
store on any day they have had zero out behaviors or
did not earn 80% of points for the time since the last
student store.
22
23. AIMS Points and Levels Procedural
Summary
Movement Criteria
A student will move up to the next level after each
17/20 consecutive days of making a minimum of 80% of
their points. The most current 7 days of each 20 days
before moving up must have 80% or better of their daily
points to be eligible to move up.
Any drop back in levels is a team discussion, after a
student has a zero behavior on a higher level or is
unsuccessful in meeting criteria to move forward for two
consecutive weeks.
23
24. AIMS Points and Levels Procedural
Summary
Zero Out behaviors include but are not limited to:
Unprovoked aggression
Elopement off campus
Provoked Aggression
Elopement on Campus
Sustained non-compliance (two consecutive
intervals of zero points in one consistent domain)
24
25. AIMS Points and Levels Procedural
Summary
Sample Student Store
A classroom with 11 intervals has a total of 99
points possible for the three pillars targeted.
Since students are to bank all points over 80%
to use towards student store, a student that
obtains 100% of their points (i.e, 99 points) for a
day will earn 20 bonus points to bank. Because,
80% of 99 points is 79 points. Anything over 79
points is bankable toward the student store (20
points).
25
26. AIMS Points and Levels Procedural
Summary
When planning the “prices” for items in the
student store, it is important to include and
account for bonus points. Hypothetically, one bonus
point should be given in each interval for pro-social
behaviors or meeting student objectives. For this
example classroom with 11 intervals a student
should be earning 11 bonus points a day.
Therefore, a student that obtains 100% of their
points and earns one bonus point in each 11
intervals can earn a total of 31 points a day to use (or
bank) in a student store.
26
27. AIMS Points and Levels Procedural
Summary
For this example, the classroom priced highly
preferred items to cost about 3 days of points, and
always has something available for students that have
just barely made their day. However, there is no
specific recommendation as each classroom will need
to tailor their reinforcement level to match the needs
of their students. Another idea to keep in mind when
setting up your student store is to use round numbers
to make it easier to calculate when exchanging points
for items. As well as, knowing your kids and their
preferences will immensely impact how you price
items. For this sample store, the students highly
preferred sodas, and beef jerky, and points are
rounded to the nearest 5th.
27
28. 28
CTE Intensified Level 1 Supports
What all students in CTE receive:
1. Establishing Relationships with ALL Students
2. Physiology to Learn
3. Positive Behavior Supports (PBS)
4. Social skills & Social Emotional Learning Curricula
5. Proactive Classroom Management Strategies
6. Good Behavior Game (classroom management)
7. Points and Levels System
28
29. CTE Intensified Level 1 Supports
Continued
29
8. Progressive response system to problem behavior
9. Effective Academic Instruction*
10.Honors Room/Outings
11.Boring Room to encourage better behavior
12.Relentless Parental Outreach and Support
13.Daily De-Briefs to facilitate teaming and consistency
across staff
14.Self-Governance
29
30. 30
16 Proactive Classroom Management Strategies
Relationship Strategies
1. Strategically and intentionally establishing positive
relationships with all students in the class
2. 5 to 1 ratio of positive to negative interactions
(Magic ratio)
3. Smiling and being nice
4. Positive greetings at the door to precorrect and
establish a positive climate
5. Communicating competently w/ students
30
31. 16 Proactive Classroom Management Strategies 31
Continued
Procedural Strategies
1. Organizing a productive classroom
2. Providing numerous opportunities to respond
3. Classroom rules/expectations and procedures are visible and
known by every student
4. Teach, model, and reinforce social-emotional skills
5. Transitions are managed well
6. Independent seatwork is managed and used when needed
7. Teacher proximity and mobility
8. Motivation system to reward desirable behavior
9. Goal setting and performance feedback
10. Visual schedule of classroom activities
11. Effective cuing systems to release and regain attention
32. AIMS Targeted Progress Monitoring
Procedures
32
The best way to conceptualize Brief Behavior Rating Scales
(BBRS) is to think of them as CBMs for behavior.
In the appendices, you will find 5 separate Brief Behavior
Rating Scales targeting the following behaviors:
Inattentive Behaviors
Depressive Behaviors
Aggressive Behaviors
Anxious Behaviors
Social Skills
33. AIMS Targeted Progress Monitoring
Procedures - Continued
33
As a part of our AIMS data collection process, the following
procedures are recommended for collecting progress data:
Administration of BBRS
Choose the rating scale that is most specific to the
student’s area of need
Administer the scale prior to the implementation of the
student’s Behavior Intervention Plan to establish a baseline
(pre-intervention).
Subsequently administer the scale at regular intervals that
are reasonable for your individual programs.
34. AIMS Targeted Progress Monitoring
Procedures - Continued
Review of BBRS
Compare new rating scale from that of the previous
reporting period.
Note whether the student is demonstrating
improvement, regressing, or maintaining their current
level of functioning.
Discuss future steps with IEP team.
34
35. AIMS Targeted Progress Monitoring
Procedures - Continued
Rationale for BBRS
Can evaluate the progress of individual students
Regular data collection and review encourages team
members to continually engage in a problem solving process
Can better suggest causal links between changes in
programming (e.g. behavior support plans, implementation
of SEL and Social Skills curriculum, therapeutic techniques)
and the student’s behavior
Data collected across dosage conditions can assist
physicians in evaluating and titrating various medications
(for students currently taking prescription medication).
35
36. AIMS Treatment Integrity Data
Collection Procedures
36
In order to ensure the fidelity of adherence to best practices,
periodically teachers and specialists working within AIMS
classrooms will evaluate the components of their programs. See
Appendix for “10 Elements of ED Programming Periodic SelfReflection for Fidelity”.
Teachers are asked to complete the Fidelity Check monthly, and
report within their PLC groups regarding challenges and successes
in implementing the AIMS points and levels system with fidelity.
Additionally, specialists assigned to the program including school
psychologists, mental health specialists, and behavior analysts,
will also contribute to fidelity checks utilizing Review 360 forms,
or the “10 Elements of ED Programming” form.
Treatment integrity data collected should be used in the data
driven decision making processes related to programs, and inform
planning and curriculum.
37. Need for More Restrictive
Educational Setting
37
If a student is not responding to the Center for Therapeutic
Education (CTE) and AIMS Levels System even with the
intensified Level 2 and 3 Supports over time and the Districts
resources have been exhausted, the District may choose to
request a Consideration for placement in a Non Public School
(NPS) and Residential Treatment Center (RTC) funded by
SELPA. To begin this process it is recommended that the
LEA/district special education administrator contact the
SELPA Director to consult about the case at the earliest sign
of a potential referral for NPS RTC being requested.
38. Need for More Restrictive
Educational Setting
The referral form (available in SEIS Document Library) is
to be completed by the District along with a signed
assessment plan and all indicated documentation and
sent to the SELPA Director. The SELPA Director will
review the case and consult with the SELPA Mental
Health Specialist. The SELPA Mental Health Specialist
will then contact the LEA/District Special Education
Administrator and School Psychologist to begin the joint
assessment process. Within 60 days of the signed
Assessment Plan, the LEA schedules an IEP meeting to
review the findings and to discuss if a NPS RTC
placement recommendation meets the requirements of
the Local Plan in order for the placement to be funded
by the SBCSELPA.
39. Threat Assessment Protocol in
CTE ED Programs
Adapted from the Diana Browning Wright TIERS
Model
After the threat is made:
Staff member is made aware of the threat, threat
reported to Case Manager and Site Administrator
immediately.
.
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40. Threat Assessment Protocol in
CTE ED Programs - Continued
Step 1:
Case manager (possibly in combination with
mental health provider or behavior specialist),
evaluates the threat using the “11 Questions”
guide (attached). The principal or other site
administrator also interviews the recipient of the
threat and any witnesses. Note: Main focus is to
understand the context in which the threat was
made and what the student intended by making
the threat
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41. Threat Assessment Protocol in CTE ED
Programs - Continued
41
Step 2:
Must decide if threat was Transient or Substantive. This is a critical step in the
process.
Transient threats can be readily identified as expressions of anger or
frustration (or perhaps inappropriate attempts at humor) that dissipate quickly
when the student reflects on the meaning of what he or she has said.
Substantive threats represent a sustained intent to harm someone beyond the
immediate incident. If there is doubt whether a threat is transient or
substantive, the threat is regarded as substantive. One way to identify a threat as
substantive is to look for certain characteristics derived from the FBI report
(O’Toole, 2000) that suggest that the threat is likely to be serious:
The threat includes plausible details, such as a specific victim, time, place,
and method of assault;
The threat has been repeated over time or communicated to multiple
persons;
The threat is reported as a plan, or planning has taken place;
The student has accomplices, or has attempted to recruit accomplices; hat
the student intended by making the threat
42. Threat Assessment - Continued
42
Step 3 (for Transient Threats only):
A transient threat can often be resolved quickly at step three without
engaging the full team in a comprehensive threat assessment.
The administrator may require the student to apologize or explain to
those affected by threat, or take other action to make amends for the
student’s behavior. The administrator may also respond with a reprimand
or other disciplinary consequence if the behavior was disruptive or
violated the school’s discipline code.
If a transient threat was sparked by an argument or conflict, the
administration can involve other team members (e.g. case manager,
mental health specialists) in helping to address or resolve the problem.
NOTE: If Transient threat is resolved, staff does not need to proceed
with steps 4-7.
43. 43
Threat Assessment - Continued
Step 4
The substantive threat is determined to be serious or very
serious. The distinction between serious and very serious
threats is based on the intended severity of injury.
Serious Threats: A serious threat is a threat to assault,
strike, or beat up someone. Go To Step 5
Very Serious Threats: A very serious threat is a threat to
kill, sexually assault, or severely injure someone. A threat
involving the use of a weapon is generally considered a threat
to severely injure someone. Go Immediately to Step 6.
44. 44
Threat Assessment - Continued
Step 5:
Team members (including administration, case manager,
mental health specialists, behavior specialist, etc.) take
actions to protect potential victims.
Protective actions depend on the circumstances of the
threat, as well as how soon and where the threat might be
carried out. Immediate protective actions include cautioning
the student about the consequences of carrying out the
threat and contacting the student’s parents.
Team must also notify the intended victim of the threat.
45. Threat Assessment - Continued
45
Step 6:
Team members (same as Step 5)take immediate action to assure that
the threat is not carried out.
Additionally, the student may be suspended from school, as
determined by designated LEA/district administrator.
The team may conduct a more comprehensive safety evaluation that
includes both a mental health and law enforcement component. A
manifestation determination may also be conducted if the behavior
results in a recommendation for expulsion or exceeds 10 days of
suspension during the current school year.
Team may also consider calling SAFTY for further mental health
assessment. Law enforcement may also conduct further investigations of
student.
46. Threat Assessment - Continued
Step 7:
Team integrates findings from the safety evaluation into
a written safety plan. The safety plan is designed both to
protect potential victims and to address the student’s
educational needs.
The IEP team should meet and discuss whether the
student can return to school or should be placed in an
alternative setting. If the student is permitted to return
to school, the plan describes the conditions that must be
met and the procedures in place to monitor the student
when he or she returns.
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47. Next steps…
Ongoing Support and Training
Diana Browning Wright - TIERS
Training for new staff
Coaching
Self-Monitoring
SBCSELPA Staff Support
Review 360
Collaboration between programs
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