Establishing, selecting and monitoring the
effectiveness of counseling and behavior interventions
within a Multi-Tier System of Support (MTSS)
environment
PART B
Presented at the Spring conference of the
California Association of School Psychologists
Achilles N. Bardos, Ph.D.
Professor of School Psychology
University. of Northern Colorado
Depart of School Psychology
Mckee Hall 289 – CB 131
Greeley, CO 80639
(970) 405-6694
Skype: Achilles.Bardos
[email protected]
For a soft copy of this handout and additional resources please visit
www.achillesbardos.com
BIMAS Login
http://bimas.mhs.com/
www.achillesbardos.com
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THE BIMAS home page
•Tutori
als in
PDF
format
guide
you
step by
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•View the related instructional
videos at
www.achillesbardos.com or PDF
files posted below each section.
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Creating an Intervention Group
Select the “Groups”
option to create an
intervention group.
View Training Video # 5
www.achilles.bardos.com
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Progress Monitoring tools
– Select student
– Profile
– History
– Assign Flex items
– Reminders
– Phase dates
– Notes
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Assigning Flex Items
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1. Student is selected from list
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Setting an Assessment Reminder
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BIMAS reports across the MTSS levels
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Web-based Reports
Features:
• Reports accessible only to users
according to their access level
• Graphs are generated on the screen
and can easily be regenerated with
different variables in real-time
• Graphs can be copied easily into any
user documentation
• Scale & item-level norms available
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MTSS and BIMAS data
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BIMAS and MTSS Tier I reports
• ALL STUDENTS ASSESSMENT
REPORTS
– By subgroups (classrooms, programs, etc.)
• PROGRESS REPORTS
– Universal assessments – UA1, UA2, U3)
• COMPARATIVE REPORTS
– i.e across raters
• DEMOGRAPHIC REPORTS
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BIMAS and MTSS Tier I reports
Universal LevelData based decision making
1. Identify General Areas of Concern
2. Identify Specific Populations in Need of
Intervention.
3. Develop Intervention & Monitoring Plan.
4. Monitor Group Progress
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•Risk Level Pyramids Report
generated at:
•District Level—breaks down by School;
•School Level—breaks down by Grade;
•Grade Level—breaks down by Class;
•Class Level—presents one single Class
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•Easily Identify
Populations of
Students in Needgrouping by risk level
•Direct Links
to Student’s
Individual
Report
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Step 3 – Collect Additional Information
• Validate & contextualize
District/School/Grade/Class-level
BIMAS data with other sources of data:
 state test performance
 standardized testing
 attendance
 office referrals
 demographic data
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Step 4 – Develop Intervention & Monitoring Plan
• Research-based interventions reviewed &
selected
• Plans should include:
a) clearly identified intervention targets;
b) baseline data to which subsequent data
may be compared;
c) an analysis of the scope of the problem
and conditions that influence the
intervention target(s)
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Step 4– (cont’d)
Develop Intervention & Monitoring Plan
Plans should include:
d) specific intervention components
selected based on that analysis;
e) clear goals;
f) clearly identified and valid
techniques for monitoring progress;
g) a timetable for evaluation
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BIMAS and MTSS Tier I reports
RECONVENE TEAM….and
Examine more data…
MTSS runs its cycle…
• PROGRESS REPORTS
– Universal assessments –
UA1, UA2, U3) • COMPARATIVE REPORTS
– i.e across raters
• DEMOGRAPHIC REPORTS
– Race, gender
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•Two Universal
Assessments
(UA1 and UA2)
• What do we
make from this
data?
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•
•
MTSS and BIMAS data
Tiers 2 & 3
(Targeted & Intensive Levels)
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Who are the students in Tier II?
• Membership
– Individual students
– Small group of students
• Targeted Interventions
• Progress Monitoring
– BIMAS standard form
– BIMAS Flex items
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BIMAS Report Types within an
MTSS framework
Tier 2 & 3
Targeted/Intensive Levels
• Identify General Areas of Concern
• Examine Item-Level Responses
• Develop Intervention & Monitoring
Plan
• Monitor Response of Intervention
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• Individual Student Reports
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•Need to know
more details
about a student?
Just click on their
name
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Individual Evaluation
Steps 1 & 2
• Identify General Areas of Concern.
• Examine Item-Level Responses
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• If student is on
an IEP check to
see if concerned
behavior is part
of plan.
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Who are the students in Tier II?
• Membership
– Individual students
– Small group of students
• Targeted Interventions
• Progress Monitoring (individual
or group)
– BIMAS standard form
– BIMAS Flex items
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Individual Evaluation
Step 3
COLLECT ADDITIONAL INFORMATION
AND COMPARE RESULTS ACROSS
RATERS
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Individual Evaluation
Step 4 –
Develop Intervention & Monitoring Plan
What are some of your Interventions/suggestions
for John?
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Individual Evaluation
Step 4 – Develop Intervention & Monitoring Plan
Decisions from IEP Meeting—
Intervention Plan for John Oakes:
• Daily academic intervention services
• School psychologist’s weekly support
group—address negative affect issues
• Enlisted as peer tutor to read books to
younger students 2x/week
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Individual Evaluation
Step 4 – Develop Intervention & Monitoring Plan
How to Monitor Progress:
• Weekly BIMAS Flex assessment
• 5 Flex items selected based on 5 Standard
items rated as Concern
• Determine Target Score & Date Achieved
By for each Flex item
• BIMAS Standard follow-up in 10 weeks
• Set Assessment Reminders on BIMAS
Online
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Individual Evaluation
Step 5 –
Progress Monitor John’s behavior..
Generate an individual report showing
the data related to behaviors monitored
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Who are the students in Tier II?
• Membership
– Individual students
– Small group of students
• Targeted Interventions
• Progress Monitoring (individual
or
group)
– BIMAS standard form
– BIMAS Flex items
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Progress Monitor an Intervention Group
VIEW TRAINING VIDEO 7a
at
www.achillesbardos.com
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Progress Monitor an Intervention
Group
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