SWPBS Tier 2 Meets Tennessee’s RtI2 School-Based Teams Presented By: Jennifer R. Butterworth Development

Purpose Share a framework for integrating Tennessee’s RtI2 initiative, currently with a focus on academic supports, with Tennessee’s SWPBS/PBIS efforts.

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Tennessee’s RtI2 framework … allows for an integrated, seamless problem-solving model that addresses individual student needs. Currently, Tennessee’s RtI2 framework focuses on building a tiered intervention model in the areas of reading, math, and/or writing. SWPBS/PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students. Both RtI2 and SWPBS/PBIS emphasize the use of data for informing decisions about (a) the selection, implementation, and progress monitoring of evidence-based instructional/ behavioral practices and (b) organizing resources and systems to improve durable implementation with fidelity.

Tier 1 Academics All students 80-85% of students proficient and advanced - on grade level or above High quality common core instruction in positive behavior environment Instructional decisions driven by ongoing formative assessment

Tier 1 Behavior All students 80-85% of students 0 – 1 office referrals/year High quality school-wide preventive discipline (80/80 SET or 70% BoQ)) Behavior support decisions driven by formative discipline data, e.g., SWIS

School Leadership Team Representative of faculty and staff of school. Reviews academic and discipline data. Makes SCHOOL-WIDE instructional and behavior support decisions affecting all faculty and staff.

What is “Tier 2” of the Triangle - Academics? 10-15% of students More than 1.5-2 years below grade level High quality instruction to targeted small groups of students High quality intervention matched to student-targeted area of need Provided by highly trained personnel 12

What is “Tier 2” of the Triangle – Behavior? 10-15% of students Multiple referrals (2-5) Function-based behavior support interventions Interventions provided to targeted small groups of students. Interventions provided by highly trained personnel

Major Characteristics of Tier 2 Interventions (Academic AND Behavioral) Addressed once quality, research-based Tier 1 preventions and instructional practices are established. Team-based problem solving. Focus on smaller targeted groups of students who are at risk of engaging in more serious behavior problems and/or academic failure. On-going monitoring of student progress and data-based decision-making. Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).

Major Characteristics of Tier 2 Interventions (continued) Known by all faculty and staff. Ongoing identification and referral process Rapid access to and continuously available intervention (5 days). Research/Evidence-based interventions based on formative assessment results. Adequate resources allocated (administrative support, time,…).

POINTS TO CONSIDER At risk students benefit from (a) clearly defined expectations, (b) frequent & immediate feedback, (c) consistency, and (d) contingent, positive reinforcement. Problem behavior and academic behavior are often linked. Effective instruction AND behavior support BEGINS with development of effective adult – student interactions.

Referral Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Study/ Organization Skills Inter. Social Skills Intervention CSH Coordinator/ School Nurse Literacy/ Reading Coach Mathematics School Psy./ Behavior Specialist/ Counselor Tier 2/RtI 2 Coordination Team Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure Step 7. Implement and Codify Tier 2 Systems

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team

School-Based RtI2 / SWPBS Tier 2 Coordinating Team Purpose Ensures “at risk” students (less than ~20% of the school population) receive the appropriate additional academic and behavioral supports and interventions needed to be successful in school.

School-Based RtI2 Teams … These teams meet regularly to ensure the fidelity of the instruction and interventions, as well as make data-based decisions regarding appropriate student placement in interventions. School teams will ensure that interventions are implemented with integrity. When placing students in interventions, it will require reviewing and discussing student data and student attendance in interventions. Interventions must be matched to specific area(s) of deficit for each student.

School-Based RtI2 / SWPBS Tier 2 Coordinating Team Composition Person who can allocate resources (e.g., administrator) Person who coordinates the targeted interventions Person with expertise in academic assessment and intervention (e.g., reading and math) Person with expertise in physical/nutritional health assessment and intervention Person with expertise in mental health assessment and intervention Person with expertise in conducting basic functional behavioral assessment and building behavior intervention plans Check-In/Check-Out Coordinator

Functions & Responsibilities School-Based RtI2 / SWPBS Tier 2 Coordinating Team Functions & Responsibilities Serves as referral source for students requiring Tier 2 interventions Connects student needs to appropriate intervention(s) based on review of appropriate data Connects activities of Tier 2 targeted interventions with each other and the Tier 1/ School Leadership Team Ensures ongoing progress monitoring occurs with each intervention Monitors fidelity of implementation and response to intervention for all students receiving Tier 2 interventions

Functions & Responsibilities School-Based RtI2 / SWPBS Tier 2 Coordinating Team Functions & Responsibilities (continued) Ensures regular communication of Tier 2 intervention efforts with faculty and staff Meets routinely (e.g., weekly) to match students with appropriate intervention and review progress monitoring data of students receiving Tier 2 interventions Meets monthly with intervention-specific team leaders Referral source (receives, reviews, follows through) of students requiring Tier 3 supports

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students

TIER 3 : INTENSIVE/INDIVIDUAL STUDENT TIER 2: TARGETED GROUPS TIER 1: ALL STUDENTS School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans School wide PBIS Health Education Voluntary State Curriculum Behavioral contracting Character Education Section 504 Plans and/or IEPs Check-in/Check-out Alternative programs Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions

Review/Analyze Each Intervention What is the intent/ focus/ targeted behavior(s)? 2. Is it research-based? What is the research? Intervention Central: http://www.interventioncentral.org/  Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/

What is the intent/ focus/ targeted behavior(s)? 2. Is it/What is the research-based? Intervention Central: http://www.interventioncentral.org/  Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/ 3. What is/are the criteria for accessing? 4. How does a student access the intervention? 5. How is ongoing progress monitored: (a) frequency of access? 6. How is ongoing progress monitored: (b) increase/ decrease targeted behavior? 7. What is the schedule for making data-based decisions? 8. How is accuracy of implementation measured/ensured?

Secondary Interventions Analysis Chart Intervention Question   What is the intent/ focus/ targeted behavior(s)? 2. Is it/What is the research-based? Intervention Central: http://www.interventioncentral.org/  Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/ 3. What is/are the criteria for accessing? 4. How does a student access the intervention? 5. How is ongoing progress monitored: (a) frequency of access 6. How is ongoing progress monitored: (b) increase/ decrease targeted behavior? 7. What is the schedule for making data-based decisions? 8. How is accuracy of implementation measured/ensured?

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis

Study Skills Interventions Reading Interventions Tier 2 Interventions Study Skills Interventions Reading Interventions Social Skills Interventions Math Interventions" Check-in Check-out

Tier 2/Secondary Interventions Gap Analysis Chart Tier 2 Interventions/ Supports/ Programs (Targeted Groups) Academic (academic failure/ escape) Self Management/ Self Monitoring (self regulation, attention/ positive reinforcement) Social Skills/ Making Choices/ Chemical Dependency (relationships, positive reinforcement, social competence) Study Skills/ Organizational Skills Adapted from Todd & R. Horner (2002)

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure

Create Referral Process Consider: Referral form and time to complete Information needed to match student to the appropriate secondary support system – can any of this information be provided in the referral form? How will staff access the referral form? Where will they submit a referral? Who will respond? Who disseminates information to team members? How is information disseminated to team members? Is there additional information required? Who collects? (JRB/6/08) things to consider so that your whole plan doesn’t go coput (the best laid plan of mice and men). You may not have one on one experience with the student so you will need staff access to referral form. You need to let teachers know up front that they will still need to implement the interventions so they are still part of the process even after ther referral.

Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure Step 7. Implement and Codify Tier 2 Systems

Referral Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Study/ Organization Skills Inter. Social Skills Intervention CSH Coordinator/ School Nurse Literacy/ Reading Coach Mathematics School Psy./ Behavior Specialist/ Counselor Tier 2/RtI 2 Coordination Team Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

Questions or Comments?

Referral Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Study/ Organization Skills Inter. Social Skills Intervention CSH Coordinator/ School Nurse Literacy/ Reading Coach Mathematics School Psy./ Behavior Specialist/ Counselor Tier 2/RtI 2 Coordination Team Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

Check In - Check Out (CICO) Focuses on students who are not responding to primary, preventive school-wide interventions Focuses on students who are at risk for developing serious or chronic problem behavior (not already there!) Provides daily support and monitoring for groups of students Systematized self-monitoring for a large number of students at one time Allows for a strong family component Core principles include increased predictability, consistency in routine, and positive adult interaction (JWP/6/08) If you have more consistency you will get more buy-in. Just like primary preventions it is a 3-5 year process. If you have specific programs or initiatives in place don’t reinvent the wheel. Figure out how you can get this to be part of the system to meet students needs. Kids who generally generate 2-5 referrals. The key here is at- risk not kids in crisis. If you feel like you are not having these. You can handle about 30 kids (3 per. 10 periods) These are kids who receive ongoing feedback. We want it to eventually have students to self-monitor. It doesn’t mean that if you don’t have parent support you can’t do this. If you don’t have the parent involved you can use an adult who could do this role (ie mentor teacher, pe teacher, etc) who have a bond with the student. Sometimes you can modify (eg. An older peer ) because students want peer attention. This needs to be monitored by an adult coordinator. Part of the reason this works is because students to strive for adult attention, it provides that attention and the students know that they are getting this attention at the beginning and end of period.

How is CICO Different Than Other “Behavior Card” Interventions A Targeted Intervention Implemented Within a School-Wide System of Behavior Support Behavior Cards typically classroom interventions Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively & receive support quickly Team uses data for decision making to determine progress 39

Major Features of CICO Is available for student participation at any time during the school day across the year Rapid access to intervention (within 5 days) Known by all staff and students Links academic and behavioral support Consistent with school-wide expectations Uses data for decision-making and progress monitoring Student chooses to participate (optional) Multiple applications (social skills, study skills, self management, self monitoring, …) Primary team will look at the data and screen then the secondary team will look at the data and decide who will benefit. Low effort, not meant to be a 5 minute sit down. With classroom teachers you may be able to handle about 3 students at a time a class period. Refered to video regarding links to academic and behavioral support. Referred to students who teachers may meet who have these problems that may participate prior to arriving at school. This heads them off right away. This system you want to be positive. BEP team members do not necessary need to be on the team. You will have a coordinating team that funnels this. This video is a good resource for showing your staff the system. 80% is the goal with assessment. You want this to be optional for the student. You want the student to want to participate in this. If student doesn’t want you may want to modify this for that studednt. You may also suggest to the student to try it out for a week or two. It may look different in different grade levels.

Student Recommended for CICO Check In Check Out Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) BEP Implemented Typically nominated by referrals (3-5). Primary will coordinate with secondary team and the secondary team will decide who will benefit. You may have a k-2 coordinator instead a kindergarten coordinator in elementary schools. You modify this too meet your needs. Remember we talked about the students who do not have that support, assign one to them. Don’t put the baby out with the bathwater. If you do not have SWIS it is just as easy with an excel program. CICO meeting depends on the need. 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting ½ hour to assess progress who attends meeting decisions made in meeting Afternoon Check-out Revise Program Exit Program

Questions or Comments?