LEVEL III PROGRAM: “TOUCHSTONE” INTERVENTION

Brief Description:

The purpose of the Level III program called “Touchstone” is to meet the needs of students who require social/behavior skills instruction at the acquisition and fluency levels.

Program Goals:

The student will learn new skills by:

  1. Learning to identify the problem behavior(s), as well as appropriate replacement behavior(s);
  2. Engaging in structured social skills training, which includes modeling, role playing, and discussion of performance in real life situations;
  3. Learning self-management techniques to promote generalization of skills to classes outside of Level III program;
  4. Providing academic instruction within the Level III program based on the student’s current class schedule.

Level System:

A rubric will be utilized to measure behavior and academic progress while the student is enrolled in the program (see Measurement System for more details). The student’s ratings on the rubric will be used to determine their current “level.” There are three levels: basic, developing, and proficient. The student’s goal is to progress through the levels, ultimately earning back all of the classes in their regular schedule. Following is a description of the levels, including the daily percentages needed to advance to the next level and the privileges the student has at each level.

Basic:

  • Student enters “Touchstone” at the Basic level.
  • Student must earn 80% or better for 5 consecutive days to advance to the Developing level.
  • Student has no privileges: eats lunch in the behavior room, attends PAWZ in the behavior room, and is escorted to bathroom and class.

Developing:

  • Student must earn 90% or more for 5 consecutive daysto advance to Proficient level.
  • Student has the following privileges: no escort to bathroom, regular PAWZ, 10 minutes of free time in the Level III room at the end of the day (no computer).

Proficient:

  • Student must earn 95% or more for 5 consecutive dayson Proficient level to earn one class back in regular class schedule.
  • Once student has added a class, they must earn 95% or more for 5 consecutive days (across all classes, including class outside of Level III program) in order to add a second class.
  • Once student has added the second class, they must earn 95% or more for 5 consecutive days in order to be exited from the Level III program.
  • An exit meeting must be held in order for student to return to regular class schedule.
  • Student has the following privileges: lunch in the cafeteria, regular PAWZ, no escort to bathroom or class, 10 minutes of free time at the end of the day (can use computer).

At Each Level:

  • If student is unable to earn the full percentage amount for the day they must start back at day one on their current level, regardless of what day they are on.
  • If student does not earn the percentage needed to maintain their current level for three consecutive days, they drop down a level.
  • If student is at the proficient level, they must show progress to add a class or they will drop back to the developing level at team’s discretion.
  • If student that has earned a class back and is not earning the percentage needed to maintain their level for 3 consecutive days, the student will be pulled from the class and start on day one at the proficient level.
  • If student is sent to the Behavior Room, they automatically lose their points for that block.

Description of Needed Materials:

  • Academic materials from classes
  • Social/behavior skills materials to address target behaviors
  • Rubric for data collection and Level III logbook

Intervention Implementers:

Case manager:

  • Once the student is in the Level III program, the case manager will maintain consistent communication with classroom teachers and Level III staff on the student’s academic progress. This includes obtaining up-to-date classroom work for the student.
  • Once the student has earned back the privilege of attending regular PAWZ, the case manager will monitor the student’s behavior using the rubric.
  • If the student is making adequate progress in transitioning out of the Level III program, the case manager will tentatively schedule at team meeting once the student’s second class is added back into their schedule.

Touchstone coordinator:

  • Using the student’s Behavior Support Plan, the Touchstone coordinator will find social/behavior skills materials that align with the student’s target behaviors. The primary instruction on social/behavior skills will occur daily with the Touchstone coordinator (when student’s schedule permits) or with other trained staff. The coordinator will share the social/behavior skills materials with the other Level III staff so that pro-social behaviors can be reinforced and handled consistently throughout the student’s day.
  • The Touchstone coordinator will also calculate the student’s daily percentage before 1st block each day to determine the student’s level. This will be communicated to the case manager and other Level III staff via the Level III logbook or email. The first Level III staff to work with the student must inform student of their current level. If point sheets are missing from the logbook, the Touchstone coordinator will communicate this to the Level III staff and case manager. This must be done before the level is communicated to student each day.

Level III Staff:

  • Level III staff are responsible for documenting the points earned by the student on the rubric (see attached) two times per block and once during PAWZ (if the student is not attending regular PAWZ) in the Level III logbook.
  • Level III staff are to write down additional comments regarding the student’s progress (work completed during each block) or need for class materials in the logbook.
  • Level III staff are to reinforce the pro-social behaviors the student is working on with the Touchstone coordinator.
  • Level III staff are to communicate any concerns regarding the student to the Touchstone coordinator and case manager.

When: (indicate which blocks/classes student is in Level III program – needs to be at least 3 blocks to start the program), plus PAWZ

Where: SPED 2

How Often: Daily

MEASUREMENT SYSTEM

Data Collector: Special education staff supervising the Level III program are responsible for documenting the points earned by the student on the rubric (see attached). The Touchstone coordinator will calculate the student’s daily percentage before 1st block each day to determine the student’s level.

Data CollectionSystem: A rubric will be utilized to measure behavior and academic progress while the student is enrolled in the program. In addition, the student’s behavior will also be monitored using the School Wide Information System (SWIS). This system keeps a record of when a student is given a referral to the Behavior Room or front office (administrative referral). Anecdotal records are also provided regularly.

What Will Be Recorded? The rubric utilizes five categories: Preparedness, Problem Solving, Contributions (includes group and/or one-on-one discussions), Attitude, and Time Management. Success in each category is measured utilizing a four point scale. Earning a “4” implies the student earned the highest score in the category and demonstrated mastery of the skill. Earning a score of “1” indicates the student earned the lowest score and is still developing or did not demonstrate the skill.

Frequency of Data Collection: Data is collected two times during an 80-minute block (every 40 minutes). Behavior and academic progress is monitored during all classes and PAWZ. Until a student is fully transitioned out of the program, monitoring will continue in the classes a student earns back to ensure maintenance of skills.

INTERVENTION EVALUATION / DATA REVIEW

The case manager and Touchstone coordinator will review (STUDENT) progress regularly. Depending on how the student is progressing through the level system, the following team meetings may result:

  1. If the student is making adequate progress in transitioning out of the Level III program, the case manager will arrange a team meeting before a student is fully transitioned out of the program. This meeting will be tentatively scheduled once the student’s second class is added back into their schedule.
  2. Examples of adequate progress: student’s daily percentages are increasing, student is progressing through the level system, student has added a class(es) back into schedule
  1. If the student is not making adequate progress after 4-6 weeks of starting the program, the case manager will arrange a team meeting to discuss changes to the BSP and/or a potential Level IV placement at Pathway to Change.
  2. Examples of inadequate progress: student’s daily percentages are decreasing or remaining stable, student is not progressing through the level system (has remained at basic or is bouncing back and forth between basic and developing), student has not added a class back into schedule