coherent referral process
5/3/2013
coherent referral
Process
10/19/12
Beth Mauch
SPECED 483
Kate Nichols 98536
Tim Knoster Poor/Insufficient Classwork
Not typing assignments, minimal work completed
Student conference, explicitly re-explained course expectations
1
5/3/2013
Faculty Referral Database - Example Last Name
First name
BU ID # Faculty Source
Date
Sem/ Year
Behavioral Concern
Comments
Actions/Interve ntion
Holl
Tiffany
599483
Starkey, Charles
9/26/12
Smith
Char
993876
Feather, Ralph
3/14/13
Rock
Sam
144531
Knoster, Tim
1/15/13
Spring 2013
Poor/Insufficient Classwork
Minimal Effort on Assignments
Tier II: Targeted Continue Tier II Skills Instruction Intervention
Thom
Brock
845698
Nichols, Kate
2/2/13
Spring 2013
University Policy Violation
University Conduct Violation
Tier III: Behavioral Contracting & Check In Check Out
Pierce
Jack
722221 Kemper, Charlotte 1/11/13
Disrespectful Spring 2013 Interaction with Faculty/Staff
Tier I: Increased Oppositional toward New Advanced Tier I Meetings with instructor intervention Advisor
Pierce
Jack
722221 Kemper, Charlotte 1/31/13
Disrespectful Spring 2013 Interaction with Faculty/Staff
Oppositional toward Tier I: Reflection Adequate Response to instructor Papers Intervention
Jacks
Matt
834991 Andrezze, Crystal
2/9/13
Spring 2013
Pierce
Jack
722221
Nichols, Kate
2/2/13
Tardiness/Missing Failure to attend Spring 2013 Scheduled scheduled meeting Appointments
Rock
Sam
144531
Knoster, Tim
3/3/13
Spring 2013
Missing clearances; Failure to/ Delays in responding Tier I: Reflection Tardiness in to e‐mails Papers Correspondence with Faculty/Staff Tier I: Meeting with Advisor and Absent from Spring 2013 Missed Symposium Dept. Chair & Required Training Made up Meeting Fall 2012
Failure to Register Did not register for for Courses Spring Semester
Unprofessional Demeanor
Follow‐up
Adequate Response to Intervention
Adequate Response to Intervention
Taking break from school
Tier I: Meeting with Advisor and Withdrew from Major Dept. Chair
Tier II: Behavioral Contracting Tier II: Reflective Disrespectful during Papers and Peer‐ Field Experience based Supports
Adequate Response to Intervention Continue Tier II Intervention
Fall 2012 Referrals • 60 referrals were made to the Dept. of Exceptionalities Chair • 10 students had multiple referrals (total of 23 of 60 referrals)
• Majority of Referral Issues: • • • •
Failure to attend scheduled meeting/event Class attendance/performance Advisement Concerns Failure to respond in a timely manner to contact from BU faculty or staff
• Tier I Interventions Implemented: • Informal progress monitoring • Communication/meeting with faculty and/or Dept. Chair • Meetings plus additional interventions (e.g., reflective journals)
2
5/3/2013
Spring 2013 Tier II Referrals Student 1 • Multiple referrals:
Student 2 • Multiple referrals:
• Attendance
• Attendance
• Course Performance
• Failure to to Communicate with Faculty
• Failure to maintain clearances
• Advanced Tier I Interventions: • Progress monitoring and weekly reflective journaling
• Tier II Intervention:
• Advanced Tier I Interventions: • Met with Faculty and Chair • Referred to BU Counseling Services
• Tier II Intervention:
• Progress Monitoring in all courses
• Progress Monitoring
• Formal Behavioral Contract
• Daily contact (texts) with Chair • Private Counseling Services
self-evaluation
& action planning
3
5/3/2013
Higher Ed MTSS BOQ • BOQ has been adapted to assess MTSS implementation at Higher Ed Level • To be completed by Institute’s core research & practices team during summer 2013 • Results will be utilized to track level of implementation and establish an action plan to continue to expand the impact of the efforts of the Institute
Emerging MTSS
Processes in coe
4
5/3/2013
MTSS: Tier II • • • •
Systems
Student referral process for MTSS MTSS manual for faculty Progress Monitoring Database Tier II Team (COE Intervention Protocol)
• •
Outcomes:
Academic Achievement & Professionalism
Practices
• •
Data
• • •
Tier II Interventions Additional Training on Professionalism Standards (emphasis on particular rules targeted groups of students are having difficulty with) Remedial activities to address concepts not mastered in course Increased progress monitoring
Student Referrals to MTSS Tier II Supports Progress Monitoring (student performance) MTSS Evaluation
MTSS EBP’s Tier II 1.
Tier II Interventions Targeted Skills Instruction
Horner, Sugai, & Anderson (2008)
2.
Increased Progress Monitoring and Guidance/Advisement
Horner, Sugai, & Anderson (2008) Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990
3.
Peer-based Supports • Mentoring • Peer tutoring
Budge, 2006; Miller, 2005; Pagan & EdwardsWilson, 2002/03; Thomas & Ward, 2010;Ward, Thomas, & Disch, 2009; Ward, Thomas, & Disch, 2010; What Works Clearinghouse, 2012
4.
Explicit Expectations for Accountability & Performance • Text Messaging to Improve Attendance/Timeliness • Behavioral Contracting
Bicard et al., 2012 Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003
5.
Student Counseling Services
Bishop & Walker, 1990; Campbell, 1965; Frank & Kirk, 1975; Vermeersch et al., 2004; Whipple et al., 2003
5
5/3/2013
MTSS: Tier III • • • •
Systems
Student referral process for MTSS MTSS manual for faculty Progress Monitoring Database Student intervention team (COE Intervention Protocol)
•
Outcomes:
•
Academic Achievement & Professionalism
Practices
• •
Data
• • • •
Competing Behavior Pathway (Self-reflection by student) Tier III interventions (Behavior Contract, CICO, Intensive Faculty/Chairperson Advisement Individualized, explicit standards for Professionalism targeting deficit areas Extensive remedial activities to address concepts not mastered in course
Student Referrals to MTSS Tier III Supports Progress Monitoring (student performance) Student Grades and Levels of Performance MTSS Evaluation
MTSS EBP’s Tier III 1.
Check & Connect
2.
Behavioral Contracting with CICO (Hybrid)
Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003
3.
Meetings & Intensive Guidance/Advisement
Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990
4.
Change of Major (when warranted)
Anderson, Christenson, Sinclair, & Lehr, 2004; Cheney et al., 2009; Christenson et al., 2008
6
5/3/2013
Future Institute/MTSS Activities
Year 2 Actions (201314) • Continue to support year two implementation in Exceptionalities Programs and facilitate roll out MTSS in Early Childhood/Adolescent Education and Educational Services/Secondary Education Departments • Commence research projects to evaluate effectiveness of MTSS • On-going implementation and research planning with MTSS core team • Develop COE-wide MTSS manual and referral process • Initiate completion of PBIS modules assigned to core courses • Establish collaborative relationship across Bloomsburg University to identify need for MTSS (not limited to COE)
7
5/3/2013
Year 3 & 4 Actions (2014-15) • Evaluate longitudinal impact of MTSS on student retention and graduation • Completion of PBIS modules associated with 5 core courses completed by all education undergraduate majors • Establish collaborative relationship with higher education institutions seeking to implement MTSS • Sustain MTSS with fidelity within College of Education • Integrate MTSS into graduate education programs
Final Thoughts For copies of materials or additional info: www.bloomu.edu/mcdowell [email protected]
8
coherent referral
Process
10/19/12
Beth Mauch
SPECED 483
Kate Nichols 98536
Tim Knoster Poor/Insufficient Classwork
Not typing assignments, minimal work completed
Student conference, explicitly re-explained course expectations
1
5/3/2013
Faculty Referral Database - Example Last Name
First name
BU ID # Faculty Source
Date
Sem/ Year
Behavioral Concern
Comments
Actions/Interve ntion
Holl
Tiffany
599483
Starkey, Charles
9/26/12
Smith
Char
993876
Feather, Ralph
3/14/13
Rock
Sam
144531
Knoster, Tim
1/15/13
Spring 2013
Poor/Insufficient Classwork
Minimal Effort on Assignments
Tier II: Targeted Continue Tier II Skills Instruction Intervention
Thom
Brock
845698
Nichols, Kate
2/2/13
Spring 2013
University Policy Violation
University Conduct Violation
Tier III: Behavioral Contracting & Check In Check Out
Pierce
Jack
722221 Kemper, Charlotte 1/11/13
Disrespectful Spring 2013 Interaction with Faculty/Staff
Tier I: Increased Oppositional toward New Advanced Tier I Meetings with instructor intervention Advisor
Pierce
Jack
722221 Kemper, Charlotte 1/31/13
Disrespectful Spring 2013 Interaction with Faculty/Staff
Oppositional toward Tier I: Reflection Adequate Response to instructor Papers Intervention
Jacks
Matt
834991 Andrezze, Crystal
2/9/13
Spring 2013
Pierce
Jack
722221
Nichols, Kate
2/2/13
Tardiness/Missing Failure to attend Spring 2013 Scheduled scheduled meeting Appointments
Rock
Sam
144531
Knoster, Tim
3/3/13
Spring 2013
Missing clearances; Failure to/ Delays in responding Tier I: Reflection Tardiness in to e‐mails Papers Correspondence with Faculty/Staff Tier I: Meeting with Advisor and Absent from Spring 2013 Missed Symposium Dept. Chair & Required Training Made up Meeting Fall 2012
Failure to Register Did not register for for Courses Spring Semester
Unprofessional Demeanor
Follow‐up
Adequate Response to Intervention
Adequate Response to Intervention
Taking break from school
Tier I: Meeting with Advisor and Withdrew from Major Dept. Chair
Tier II: Behavioral Contracting Tier II: Reflective Disrespectful during Papers and Peer‐ Field Experience based Supports
Adequate Response to Intervention Continue Tier II Intervention
Fall 2012 Referrals • 60 referrals were made to the Dept. of Exceptionalities Chair • 10 students had multiple referrals (total of 23 of 60 referrals)
• Majority of Referral Issues: • • • •
Failure to attend scheduled meeting/event Class attendance/performance Advisement Concerns Failure to respond in a timely manner to contact from BU faculty or staff
• Tier I Interventions Implemented: • Informal progress monitoring • Communication/meeting with faculty and/or Dept. Chair • Meetings plus additional interventions (e.g., reflective journals)
2
5/3/2013
Spring 2013 Tier II Referrals Student 1 • Multiple referrals:
Student 2 • Multiple referrals:
• Attendance
• Attendance
• Course Performance
• Failure to to Communicate with Faculty
• Failure to maintain clearances
• Advanced Tier I Interventions: • Progress monitoring and weekly reflective journaling
• Tier II Intervention:
• Advanced Tier I Interventions: • Met with Faculty and Chair • Referred to BU Counseling Services
• Tier II Intervention:
• Progress Monitoring in all courses
• Progress Monitoring
• Formal Behavioral Contract
• Daily contact (texts) with Chair • Private Counseling Services
self-evaluation
& action planning
3
5/3/2013
Higher Ed MTSS BOQ • BOQ has been adapted to assess MTSS implementation at Higher Ed Level • To be completed by Institute’s core research & practices team during summer 2013 • Results will be utilized to track level of implementation and establish an action plan to continue to expand the impact of the efforts of the Institute
Emerging MTSS
Processes in coe
4
5/3/2013
MTSS: Tier II • • • •
Systems
Student referral process for MTSS MTSS manual for faculty Progress Monitoring Database Tier II Team (COE Intervention Protocol)
• •
Outcomes:
Academic Achievement & Professionalism
Practices
• •
Data
• • •
Tier II Interventions Additional Training on Professionalism Standards (emphasis on particular rules targeted groups of students are having difficulty with) Remedial activities to address concepts not mastered in course Increased progress monitoring
Student Referrals to MTSS Tier II Supports Progress Monitoring (student performance) MTSS Evaluation
MTSS EBP’s Tier II 1.
Tier II Interventions Targeted Skills Instruction
Horner, Sugai, & Anderson (2008)
2.
Increased Progress Monitoring and Guidance/Advisement
Horner, Sugai, & Anderson (2008) Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990
3.
Peer-based Supports • Mentoring • Peer tutoring
Budge, 2006; Miller, 2005; Pagan & EdwardsWilson, 2002/03; Thomas & Ward, 2010;Ward, Thomas, & Disch, 2009; Ward, Thomas, & Disch, 2010; What Works Clearinghouse, 2012
4.
Explicit Expectations for Accountability & Performance • Text Messaging to Improve Attendance/Timeliness • Behavioral Contracting
Bicard et al., 2012 Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003
5.
Student Counseling Services
Bishop & Walker, 1990; Campbell, 1965; Frank & Kirk, 1975; Vermeersch et al., 2004; Whipple et al., 2003
5
5/3/2013
MTSS: Tier III • • • •
Systems
Student referral process for MTSS MTSS manual for faculty Progress Monitoring Database Student intervention team (COE Intervention Protocol)
•
Outcomes:
•
Academic Achievement & Professionalism
Practices
• •
Data
• • • •
Competing Behavior Pathway (Self-reflection by student) Tier III interventions (Behavior Contract, CICO, Intensive Faculty/Chairperson Advisement Individualized, explicit standards for Professionalism targeting deficit areas Extensive remedial activities to address concepts not mastered in course
Student Referrals to MTSS Tier III Supports Progress Monitoring (student performance) Student Grades and Levels of Performance MTSS Evaluation
MTSS EBP’s Tier III 1.
Check & Connect
2.
Behavioral Contracting with CICO (Hybrid)
Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et al, 1977; Newstrom, McLaughlin, & Sweeney, 1999; Ruth, 1996; Wilkinson, 2003
3.
Meetings & Intensive Guidance/Advisement
Bray, 1985; Brophy, 1984; Glennen & Farren, 1990; Glennen et al., 1996; Holmes, 2000; Nichols, 1986; Shultz, 1989; Spears, 1990
4.
Change of Major (when warranted)
Anderson, Christenson, Sinclair, & Lehr, 2004; Cheney et al., 2009; Christenson et al., 2008
6
5/3/2013
Future Institute/MTSS Activities
Year 2 Actions (201314) • Continue to support year two implementation in Exceptionalities Programs and facilitate roll out MTSS in Early Childhood/Adolescent Education and Educational Services/Secondary Education Departments • Commence research projects to evaluate effectiveness of MTSS • On-going implementation and research planning with MTSS core team • Develop COE-wide MTSS manual and referral process • Initiate completion of PBIS modules assigned to core courses • Establish collaborative relationship across Bloomsburg University to identify need for MTSS (not limited to COE)
7
5/3/2013
Year 3 & 4 Actions (2014-15) • Evaluate longitudinal impact of MTSS on student retention and graduation • Completion of PBIS modules associated with 5 core courses completed by all education undergraduate majors • Establish collaborative relationship with higher education institutions seeking to implement MTSS • Sustain MTSS with fidelity within College of Education • Integrate MTSS into graduate education programs
Final Thoughts For copies of materials or additional info: www.bloomu.edu/mcdowell [email protected]
8
