This is Tier II

This is the online first of two part readiness offerings.

Target audience: District Administration, Building administration, student services personnel and

internal/external coaches,

Training Outcomes

• Participants will BEGIN to:– Develop understanding of how a multi-level system support

student across tiers and rationale behind higher tiered supports;– Review and understand how tier I implementation is critical

foundation to tier II. – Understand the purpose behind the interventions at higher tiers

(primarily tier II), higher tier fidelity measures, and how they layer onto tier I system and practice features;

– Understand the data based decision making process at Tier II – data rules to enter, progress monitor, and fade/layer as well as the 70% rule and review Tier I fidelity data and action plan

Agenda

• Review Universal SYSTEM Critical Elements• Introduction to purpose of higher tier, layered

supports and interventions• Introduction to data-based decision making at

higher tiers• Action plan and next steps

Tier II Rationale in a Multi-Level System of Support Framework

Wisconsin RtI

An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

Tier 3/Intensive Level 1-5%

Tier 2/Selected Level 5-15%

Tier 1/Universal 80-90%

Systematically providing differing levels of intensity of supports based upon student response to instruction and intervention

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

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

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

Let’s Talk Percentages

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

How many of your total population are currently in small group interventions?

Individual interventions?

How does your school measure up to these %s?

Implementation of School-Wide PBIS

• Fidelity at Tier 1 MUST be achieved prior to moving to advanced tiers

• PBIS Assessment: Fidelity on Both Tools– Self Assessment Survey = 80%– Benchmarks of Quality = 70%

• Implementation of Classroom systems at Universal Level (classroom matrices, rules and routines developed, classroom as location in data being reviewed regularly).

• Ensure that ALL staff are fluent and using established common language and practices…Tier 2/3 success depends up on this fluency!!

Revisiting Tier 1If Tier 2 interventions are in addition to solid Tier 1 practices, connect the dots…..

Universal Practice

5:1 Positives to Correctives in class setting

Teaching Procedures/Cool Tools in class setting

Tier 2 Intervention

CICO (increases ratio of positives to correctives)

SAIG (additional teaching of skills)

Classroom Management Resource

Which Universal Practices Need to be Solid Classroom Practices?

1. Classroom Matrix for Activities within the class setting

2. Routinely teaching and reinforcing classroom procedures using the Cool Tool format

3. 5:1 ratio of positives to correctives

4. Use of the Class Matrix to Pre-Correct and Redirect

5. Culturally responsive practices: Using direct instruction, specific positive feedback

and re-teaching to Validate, Affirm, Build and Bridge

6. Use a continuum of strategies prior to delivering an in-class consequence that includes:

Proximity, Prompt, Redirect, Re teach, Providing Choice

Staff Fluency means…

• Ensuring that staff all are defining behaviors the same way;

• Completing documentation consistently

• Re-teaching in same way and consistently

• Utilizing acknowledgement system as intended.

Sound Professional Development includes:

Data: Identifying strengths and weaknesses in the faculty as a whole

Training: With ample modeling and time for practice with feedback

Progress Monitoring: Using walk throughs; self reflection check lists; PLC’s

Coaching: Peer, Mentor and PLC’s

Post Data Collection: Pre and Post Knowledge Survey, Self Reflection Checklists; Implementation Data; Risk Ratio and ODR’s from Class Setting.

Critical Nature of Tier I

• Tier II is LAYERED on top of tier I practices and system components. They are a continuation. If tier I is not in place as designed, tier II and III WILL NOT succeed.

• Data coming from tier I is part of how interventions at tier II and III is progress monitored.

• Data-based decision making is based on tier I data, system and practices.

First shift in thinking…

• Tier I is no longer about IMPLEMENTATION, Tier II IS.

• Tier I is now about sustainability or maintaining the work and growth that took place as you were implementing.

System Features Needed for Advanced Tiers

• Implementation of tier 1 School-wide PBIS at fidelity.• Building Administrator: allocates personnel, time and

system tools.• Faculty Commitment: buy in critical!• Allocated Time for Coaching (Internal and External

Coaches)• Team Composition and Effective Meeting Practices• Professional Development: 4 days T2 Training + online

TA, 5 Days T3 Training + online TA. • Family & Community Involvement

Tier 2/Tier 3 External Coach Role Description

• Direct support to selected buildings• District-level support and leadership• Trainings• Technical Assistance and Data-based decision making• LiaisonRecommend .4FTE:• T2/3 Year 1—3 buildings• T2/3 Year 2—6 buildings• T2/3 Year 3—9 buildings

Team Membership

T2/3 PBIS Systems Team• Members may include:

– Principal (this is a “must”), Coach, Pupil Services, Person with Behavior Expertise. Reg. Ed Rep, Spec Ed. Rep, Tier 2 Intervention Coordinators,

– Looks at T2 intervention data and student data 2x/month.

Tier 2/3 Problem Solving Team: • Often is “standing team” that all ready exists in

district (student support, teacher assistance, pre-referral, etc.)

Thinking ahead

Tier 3 Student Team: • Flexible; based on student need, but comes

from Tier II PROBLEM SOLVING TEAM

• Individual team members selected by student and family.

• Reviews data weekly, meets according to need.

Why We Need CommunityMental Health Partnerships

• One in 5 youth have a MH “condition”• About 70% of those get no treatment• School is “defacto” MH provider• JJ system is next level of system default• 1-2% identified by schools as EBD• Those identified have poor outcomes• Suicide is 4th leading cause of death among

young adults

Generic and Layered Interventions and Supports

Reflection on Purpose

• Tier II & III supports are layered on Tier I, not in place of tier I.

• Increased instruction and behavioral feedback, acknowledgement, fluency building and positive connections.

• NOT increased punishment• Consequence and disciplinary actions are a function

of Tier I & classroom setting.• Classroom management systems must be sufficiently

developed to support higher tier interventions.

Attendance

Math (Acceleration) AP class with added

differentiation

A Student’s Snapshot

High School content reading

(Intervention)

PE

Hallway Behavior

Strengths &Challenges

English

Biology

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Check-in/ Check-out (CICO)

Group Intervention w. Individualized Feature

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

Complex or Multiple-domain FBA/BIP

Wraparound/RENEW

Social/Academic Instructional Groups (S/AIG)

There is a continuum of support (ordered by intensity of intervention & effort needed to

implement)

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

Tier 2/Secondary

Tier 3/Tertiary

Inte

rventi

on

Increasing intensity of intervention REQUIRES increase in Family Engagement

CI/CO

SAIG

CI/COInd.

FeaturesMentoring

DATA DATA

DATA

Simple tier two interventions

Basic SAIG• Extensions of the 3 Bs or universal

expectations:

Be Safe Be Respectful Be Responsible

Linked to need in one setting or if a behavior needs to be broken down to related skills.

Simple Mentoring and Individualized CICO

• Intended to increase adult time with, and POSITIVE attention to student

• Individualized CICO is for those needing more than basic CICO

• Mentoring is a time limited, one-to-one, emphasis on building their relationship

• These Tier 2 interventions are geared to help meet the need of students and increase their level of social and academic success.

Brief FBA1. Identify a behavior of concern

Define in a way that is observable

2. Identify predictors in the environmentThings that happen before and after

3. Identify a functionWhy does that happen?

4. Teach a replacement behaviorWhat is appropriate way to get same function?

5. Change the environment to preventWhat could make the problem not happen?What consequences are functional?

Misbehavior

Get Avoid

Sensory Stimulation Social Tangible

1 2 3 4 5 6 7 8 9 1110

In other words:

• Brief FBA and BIP is

– A REDESIGN OF SETTINGS, NOT OF INDIVIDUALS

• Emphasis on making previously learned behaviors un-necessary, ineffective and inefficient

• Make desired behaviors stronger

Data-based Decision Making

System evaluation, data rule for entry, progress monitoring, next steps, fidelity, and the 70% rule

Risk Ratio Calculator

• Teams are also encouraged to disaggregate their data (academic and behavior) by ethnicity.

• The point is to look for patterns of disproportionality in their practices

• Begin to formulate system action plan to address disproportionality– LINK HERE

Share data toolsFor Progress Monitoring and Assessing

Fidelity• MATT (Measurement of Advanced Tiers Tool)• BAT (Benchmarks of Advanced Tiers)

• Tracking tool• MLSS triangle tool• Systems response tool

Shared at training all on our website!

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

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

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

Let’s Talk Percentages, Again.

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

This is not just about students getting layered support.

This also illustrates the need for the fidelity of intervention at all three tiers.

Data-based Decisions

• Track individual student intervention data• Track individual ODR data• Provide aggregate data regarding intervention

response• Ability to identify intervention change and

impact for individual students• These considerations are on top of a universal

data base

Wrap up

Closing (Next Steps)

• Informally review and action plan around the specific needs you identified during this session.

• District administration, building administration, student services personnel and internal/external coaches need to register and attend Face to Face Readiness offering.

• Any questions, contact regional Technical Assistance Coordinators at: http://www.wisconsinpbisnetwork.org/regional-coordinators.html