SWPBIS Building Tier 2/3 Systems

SWPBIS

Building Tier 2/3 Systems

Adapted fromLucille Eber Ed.D.

Illinois PBIS Networkwww.pbisillinois.org

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”

Contribute where possible

BE PREPARED Follow up on tasks for next training day

Take (and Pass) notes (use Action Plan throughout day)

Outcomes

• Understand Tier 2/3 system infrastructure and resources

• Acquire an understanding of Tier2/3 teaming conversations necessary to match presenting problems with interventions

• Determine how to integrate, blend, or collaborate with other school & community student support teams

• Use a structured process for conducting team meetings

Outcomes

• Use appropriate tools to identify students with social, emotional and academic skill deficits

• Provide an array or menu of Tier 2/3 level supports for identified students

• Collect data with appropriate tools and analyze data to progress monitor student response and the effectiveness of the Tier 2 system

Agenda

• Tier 2/3: The Big Ideas• Tier 2/3: Systems Development• Tier 2/3 Interventions

– Check In/Check Out– Social/Academic Instructional Groups– Secondary Tier 2 Interventions with individual features– Brief Function-based Interventions

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Instruction and Intervention (RtII) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Instruction and Intervention (RtII) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

nAssessm

Adapted from University of South Florida8

An Essential Shift in ThinkingThe central question is not:

“What about the students is causing the performance discrepancy?”

But“What about the interaction of the curriculum, instruction, learners and learning environment

should be altered so that the students will learn?”

This shift alters everything else.Ken Howell

Tier 2 Essentials (BAT Aligned)

• Tier 1/Universal is implemented with high fidelity

• 80/80 on the School-Wide Evaluation Tool (SET) or 70 on the Benchmarks of Quality (B0Q)

• Data system is in place and used for decision making

Self Assessment and Safety Survey Review

• What are staff perceptions regarding Universal Tier 1 Systems in your building?– What is in place?– What has to be put into place?

• Are staff perceptions (online surveys) consistent with the core team (BoQ or SET) perceptions?– If not, what do we have to put into place to

strengthen the Universal Tier 1 System?

3 Tier System of Support

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

PRACTICES PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

Tier 2 Defined

Tier 2 interventions are intended to impact the behavior of students with similar behavior problems or causes for their behavior.

Adapted from: University of South Florida

Big Ideas about Tier 2/3

• At risk students benefit from:– clearly defined expectations– frequent feedback– consistency– positive reinforcement

• Problem behavior and academic success are often linked.

• Tier 2/3 behavior support continues the development of effective adult-student relationships.

Big Ideas about Tier 2/3

• Students receiving Tier 2/3 supports continue to have access to universal supports

• Administrators play a key role in the implementation of Tier 2/3 systems

Administrators

• Be active/visible on teams• Know what the practices look like when

implemented with fidelity• Be aware of data on the Tier 2/3 Interventions

Tracking Tool• Help decide what needs to change • Apply high-level problem-solving skills to

address systems level issues

Responding to Problem Behavior

• Adult response to problem behavior– adults must model being respectful in their

communications with students

• Utilize evidence based interventions– not using evidenced based interventions is not an

option

Student “Need” or System “Need”?

• There is a high use of restrictive settings for students with emotional or behavioral disorders; and the outcomes for these students are not good.

• There is no self-contained classroom nor one-to-one aide for students in life/society after high school; just jail.

• Students removed from general education due to emotional or behavioral factors, are more likely to go to jail than to have good life outcomes.

Student “Need” or System “Need”?

Some “Big Picture” Challenges

• Changing low intensity, low fidelity interventions for behavioral or emotional needs

• Habitual use of restrictive settings (and poor outcomes) for youth with disabilities

• High rate of undiagnosed mental health problems

• Changing ineffective practices that are “familiar” to systems

Ineffective Tier 2/3 Structures

• Referrals to special education seen as the “intervention”

• Functional Behavioral Assessment (FBA) seen as required “paperwork” vs. a needed part of designing an intervention

• Interventions the system is familiar with vs. ones likely to produce an effect

Mental Health Partnerships

Why are mental health partnerships necessary?•Limited access to treatment•Excessive referrals to juvenile justice system•Under-identification of mental health needs•High rates of suicide among young adults

A Systems Change Process

Goal is to establish host environments that support adoption, sustained use & expansion of evidence-based practices

(Zins & Ponti, 1990)

SYSTEMS

PRACTICES

DATASupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

STUDENT OUTCOMES

Social Competence &Academic Achievement

Tier 2/3 System Structures

Teaming at Tier 2• Secondary Systems Planning

– Individual students are NOT discussed– Monitors effectiveness of CICO, S/AIG, CICO with

individualized features, and Brief FBA/BIP supports– Review data in aggregate to make decisions on

improvements to the interventions themselves• Problem Solving Team

– Develops plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited

Secondary Systems Team Roles• Team Leader: responsible for agenda & overall

facilitation• Intervention Coordinators (CICO, S/AIG etc.):

report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker• Time Keeper: help team to set time limits and

stay within allotted time for each agenda item

Data-Based Decision-Making1) Student outcome data used:

– To identify youth in need of support and to identify appropriate intervention

– For on-going progress-monitoring of response to intervention

– To exit or transition youth off of interventions2) Intervention integrity or process data used:

– To monitor the effectiveness of the intervention itself

– To make decisions regarding the continuum/ menu of interventions/supports

This data is monitored by the Secondary Systems Team

10 Critical Features for Tier 2 Interventions

1. Linked directly to school-wide expectations and/or academic goals

2. Continuously available for student participation

3. Implemented within 3 school days of determination that the student should receive the intervention

4. Can be modified based on assessment and/or outcome data

5. Includes structured prompts for ‘what to do’ in relevant situations

Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

10 Critical Features

6. Results in student receiving positive feedback from staff

7. Includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. Orientation materials provide information for staff/ substitutes/ volunteers who have students using the intervention

10. Opportunities to practice new skills are provided dailyIndividual Student Systems Evaluation Tool version 2.0

Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

3-Tiered System of Support

Necessary Conversations (Teams)

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

FBA/BIP

Brief FBA/BIP

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

UniversalTeam

Universal Support

3-Tiered System of Support

Necessary Conversations (Teams)

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

FBA/BIP

Brief FBA/BIP

Plans SW & Class-wide supports

Standing team; uses FBA/BIP process for one youth at a time

UniversalTeam

Universal Support

Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model: SUPPORTS

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary, Tier 3, Individual

Child Outcomes SurveyStrengths and Difficulties Q.Teacher feedbackAcademic data

Tertiary, Tier 3, Individual

•Guidance counselors see individual students•SBBH Team

Secondary, Tier 2 Group/Individual

Data from Tier One teamProgress monitoringData decision rules

Secondary, Tier 2 Group/Individual

•Guidance counselors run Targeted groups•IST•CICO•mentoring

Universal, Tier 1 Whole School ODRs, teacher nominations,Card system, MMS,

(lessons learned)

Universal, Tier 1, Whole school

•Guidance counselors teach “I Can Problem Solve” lessons•Treehab D and A awareness•Bully prevention/Character Ed•Peer Mediation

Montrose Elementary SchoolsK-6th Grade

Data Practices

Tier 3/Tertiary Interventions 1-5%1-5% Tier 3/Tertiary Interventions

•SBBH Team•Outpatient therapy•SB Partial•Guidance – individual support•SAVES/school aged mothers

Tier 2/Secondary Interventions 5-15%5-15% Tier 2/Secondary Interventions

•SAP•Guidance – groups•Community Partners – groups•Resource Officer

Tier 1/Universal Interventions80-90%

80-90% Tier 1/Universal Interventions•SWPBIS•Drug and Alcohol Prevention

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model:

Resources

Tier 3/Tertiary Interventions 1-5%•1:1 instruction•Increased time•504

1-5% Tier 3/Tertiary Interventions•SBMH, Partial Hospitalization•Alt Ed•FBA/PBISP•Home School Visitor

Tier 2/Secondary Interventions 5-15%•Title I Reading and Math•ERI, RM, RN, etc.•IST

5-15% Tier 2/Secondary Interventions•Counselor groups, lunch bunch•Friendship groups•Behavior Chart/plan•IST•Parenting Classes

Tier 1/Universal Interventions80-90%•Core Curriculum – reading and math•AIMS Web•MAP•PSSAs

80-90% Tier 1/Universal Interventions•Character Education curriculum•Bullying Prevention•SWPBS (some schools)•Act 211 D&A awareness•Counselor classroom lessons•Community Activities•Health Screening

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model: SUPPORTS

Tier 2/3 Interventions

Critical Features of Tier 2 Group Interventions

• Intervention is continuously available• Rapid access to intervention (72 hr.)• Very low effort by teachers• Consistent with school-wide expectations• All staff/faculty in school are involved/have access• Flexible intervention based on descriptive functional

assessment• Adequate resources (admin., team)• Continuous monitoring for decision-making

Why do Tier 2 Interventions Work?

• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult• Student chooses to participate

• Increased feedback• Feedback occurs more often• Feedback is tied to student behavior• Inappropriate behavior is less likely to be ignored or

rewarded

Why do Tier 2 Interventions Work?

• Increased frequency of acknowledgment/ reinforcement for appropriate behavior

• Adult and peer attention

• Linking school and home support

• Organized to morph into a self-management system

Why Data-Based Decision Rules ?

• Everyone needs to know how students become eligible for the intervention

• Everyone needs to know how progress is monitored

• Everyone needs to know how students exit the intervention

Time-Frames for Data Review

• Student outcome data (student effectiveness):– Intervention facilitator to review individual student data at

least every 2 weeks

• Process data (Intervention effectiveness):– Student aggregate data should be reviewed at least once a

month by Secondary Systems Team

Levels of Support for Tier 2

Tier 2/Secondary Interventions

Level 1 Simple Tier 2/Secondary Interventions: Check-in Check-Out

Level 2 Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group

Level 3 Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring

Level 4 Brief Function Based Interventions: A simple function based behavior support plan for a student focused one one

specific behavior; Brief FBA/BIP for one behavior

43Illinois PBIS Network, Revised Sept., 2008

Check-In/Check-Out

• Designed for Students with moderate problem behaviors

• Most appropriate when problem behaviors are maintained by adult/peer attention

• Students “check-in” with an adult at the start of each school day

• Students “check-out” with an adult at the conclusion of each school day

• Students get feedback from teachers throughout the day

Simple Tier 2 Level 1

CICO Coaching Tips

• CICO is research based and the first level of support at Tier 2

• Teams need to establish decision rules• Communication with Universal Team is important• CICO requires building level commitment

– Staff Training/Overview

Sample Data-Based Decision-Rules

a) Identification for CICO:– Youth is identified by Universal Screener or has 3 or more

ODRs.b) Progress-monitoring:

– DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks.

c) Exiting/transitioning:– Youth received a total of 80% of DPR points averaged per

day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

Other Data for Consideration

• Daily Progress Report (DPR) points earned each day (data entered into Excel or SWIS)

• Office Discipline Referrals• Suspensions• Attendance• Tardies• Follow-up questionnaire for teachers, family

member, or student who made referral

Social and Academic Instructional Groups

Social Skills/Academic Instructional Groups

Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior Skills

Collect data and monitorprogress…daily? weekly?

What is your system for data collection?

Tier 2 Level 2Social/AcademicInstructional Groups

Social Skills/Academic Instructional Groups

• Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)

• Goals for improvement should be common across student in same group (ex. use your words)

• Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)

• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Progress Report)

Critical Features

• Link to school wide expectations and/or academic goals

• Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization)

• Results in student receiving positive feedback from staff

• Includes a school-home communication exchange system at least weekly

Choosing or Designing Group Interventions

• Pre-Packaged (social skill curriculum)

• Designed by school– Choose & modify lessons from pre-packaged

material based on skill group

and/or– Create Lesson Plans (Cool Tools) to directly teach

replacement behaviors

Identify and Implement Empirically Validated Curriculum/Materials

• Bully Proofing your School • Cool Tools: An Active Approach to Social Responsibility • First Steps to Success • Good Talking Words• Second Step Violence-Prevention Curricula • Stop and Think• Skillstreaming• The Social Skills Curriculum • The Tough Kid Social Skills • The Walker Social Skills Curriculum: The Accepts

Program

Examples of Tier 2 Group Interventions

• Newcomers Club• Homework Study Groups• Lunch Bunch• Bus Riders School• Grief GroupWhat are some of the group interventions inyour school?

SAIG Lesson Plans:Linked to Behavioral Expectations

1) State behavioral expectations

2) Specify observable student behaviors (rules)

3) Model appropriate student behaviors

4) Students practice appropriate behaviors

5) Reinforce appropriate behaviors

Social Skills Group - Comparision Between Years

Student 1 Student 2 Student 3 Student4*

Student 5 Student 6 Student7**

Student 1 Student 2 Student 3 Student4*

Student 5 Student 6 Student7**

01- 02 02- 03

Referrals Days Suspended

*Student 4 dropped from group after J anuary - Student choice**Student 7 - 2 Referrals 1st semester while in group. Parent did not sign for group to continue until 3-11-03. 6 of the referrals while out of group.

AverageDecrease

Average

Decrease

Check-In/Check-Outwith Individualized Features

CICO with Individualized Features

• Individualized Features• Mentoring• Check & Connect

Tier 2 Level 3Secondary Interventions With Individual Features

Individualized CICO CICO with one or more of the following changes (examples)

– Change Check-In location or time– One adult has scheduled check-in times with the student

throughout the day to provide ongoing support– Could use peer support instead of, or in addition to, adult

support

• Individualizations are fairly generic and are pre-designed by Secondary Systems Team– These would be listed on Reverse Request for Assistance– Makes ‘individualizing’ quick/efficient

• Involves a Daily Progress Report with individualized goals (often used as part of a Behavior Intervention Plan)

Individualized CICO: School Examples:

• Add a ‘check-in’ before a problematic time of day (lunch, gym, etc…)

• A ‘buddy’ accompanies youth when checking-in and checking-out.

• Youth checks-in with an adult at his locker in the morning.

Mentoring

Types of School-Based Mentoring

• School-day Mentoring With School Personnel• Students matched with adults in the building

• After-School Mentoring• Youth participate in after school recreational and education-based

activities• Often times includes matching older students with younger students

(cross-age)• Facilitated by teachers, clinical staff, and education professionals

• Community Mentoring• Students are matched with a adult mentor from the community and

typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation

Mentoring: School Examples

• School-day Mentoring With School Personnel– Montrose example – teachers volunteer to be

mentors and are matched with a student when the need arises. Mentors implement CICO.

• Community Mentoring– Schools partnering with Big Brothers/ Big Sisters

• Mentors join students for lunch, help with school work or play basketball

Check & Connect

Check & Connect• Originally focused on High School & Middle

School youth but manual now addresses Elementary School as well (2008)

• Considered a ‘drop-out prevention’ intervention• Manual recommends: “To use the name Check

& Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

Check & Connect: 4 Components

1. Mentor who keeps education salient for students

2. Systematic monitoring (grades, attendance etc.)

3. Timely & individualized intervention

4. Enhancing home-school communication & home support for learning

Check & Connect: 7 Core Elements

1. Relationships (2 years recommended)

2. Problem solving (Cognitive-Behavioral approach)

3. Individualized, data-based intervention

4. Affiliation with school & learning

5. Persistence-Plus (familiar with youth & family)

6. A focus on alterable indicators of disengagement (warning signs of drop-out)

7. Following students & families (even if leave district)

Examples of CnC Mentor Activities

• Before leaving for work, calls 3 students to make sure they are awake

• Stops at house of youth that doesn’t answer phone & leaves note for family/student

• Meets with one youth before classes start• Social Worker discusses concerns regarding

one of the CnC youth with the Mentor• Hosts open-door lunch for any youth that wants

to come by or eat there

CnC Critical FeaturesIncludes:•Structured prompts for ‘what to do’ in relevant situations

– Goals from mentoring may be reflected as skills in DPR, especially academic-related goals like doing homework, studying etc.

•Orientation materials for staff/subs/volunteers who have students using the intervention

– Critical to clarify expectations/rules with all involved

• A school-home communication exchange system at least weekly– Phone calls home, home visits, letters to families etc.

•Decision rules for entering, exiting, and progress monitoring

Brief Function-based Interventions

Tools•ABC Chart•Scatterplot•Functional Assessment Screening Tool (FAST)•Efficient Functional Behavioral Assessment: Functional Assessment Checklist for Teachers and Staff (FACTS)

– http://www.pbis.org/common/pbisresources/tools/EfficientFBA_FACTS.pdf

Data•Daily Progress Report•SWIS or other data management individual student report•Grades•Attendance•Suspensions

Tier 2 Level 4Brief Function-basedInterventions

Why Do Functional Behavior Assessment (FBA)?

• Behavior intervention plans built from functional assessment are more effective.

• Research indicates clearly that an effective intervention is tied to function.

Outcomes of a Functional Behavioral Assessment

• Operationally defined problem behavior(s)

• Identify routines in which the problem behavior is most and least likely to occur

• Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

• Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

• Summary Statement of findings.

Identifying Who Needs a FBA/BIP• Kids are referred to an individual problem solving team by the

Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress.

– Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.).

– Request for Assistance made:• Data identifies student as in need (# of ODRs, suspensions,

absences, etc..).• Exception to the system: Adult perceives youth as in urgent

need (lower-level support not seen as adequate)

The FBA/BIP Process1) Secondary Systems Team identifies youth needing FBA/BIP level of

support. Referral to individual Problem-Solving Team meeting.

2) FBA/BIP facilitator (i.e. social worker, counselor, psychologist) takes lead in organizing data and using tools to conduct the FBA.

3) FBA/BIP facilitator generates FBA summary based on data to share with Problem-Solving Team.

4) Problem-Solving Team develops BIP (with stakeholders).

4) Follow-up meeting scheduled (in 4-6 wks) for all stakeholders to review progress of BIP.

4) Weekly data monitored by FBA/BIP Facilitator.

Secondary Systems Planning Team Meeting Agenda

• Number of youth in CICO (record on TT)? – Number of youth responding (record on TT)?

* Send Reverse Request for Assistance to teachers of all youth not responding

– Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or youth who met the data-based decision-rule cut offs for Secondary support)?

• Repeat for S/AIG, Mentoring & Brief FBA/BIP• If less than 70% of youth are responding to any of

the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

Interventions

Check-in Check-out (CICO)

Tier 2 Level 1

Social/Academic Instructional Groups

Tier 2 Level 2

Simple Tier 2 Interventions with Indiv.

Features (e.g. CnC)Tier 2 Level 3

Tier 2 Level 4

Complex/Multiple-life -domain FBA/BIP

Tier 3 Level 1

Wraparound Support

Tier 3 Level 2# Students

Participating# Students Responding

# Students Participating

# Students Responding

August

September

October

November

December

January

February

Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:

Tier 2 /Tier 3 Interventions Tracking Tool

School__________________ Monitor______________________

Interventions

Check-in Check-out (CICO)

Tier 2 Level 1

Social/Academic Instructional Groups

Tier 2 Level 2

Simple Tier 2 Interventions with Indiv.

Features (e.g. CnC)Tier 2 Level 3

Tier 2 Level 4

Complex/Multiple-life -domain FBA/BIP

Tier 3 Level 1

Wraparound Support

Tier 3 Level 2# Students

Participating# Students Responding

August

September

October

November

December

January

February

Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex Function-based Interventions:6. Responding to Wraparound Plans:

Tier 2 /Tier 3 Interventions Tracking Tool

School__________________ Monitor______________________

SWPBIS Building Tier 2/3 Systems

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