V 2.1 Tier II Critical Features Building the Infrastructure to Support Tier 2

V Continuum of Support Tier III Individualized Intense Intervention Tier II Some Students Targeted Intervention Tier I All Students All Staff All Settings

V 2.1 ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special designed instruction PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI) P 28-29

V 2.1 CORE FEATURES Targeted PBIS (Tier 2) CORE FEATURES Targeted PBIS (Tier 2) Team & data driven Behavior expertise Increased social skills instruction & practice Increased adult supervision Increased opportunity for positive reinforcement Continuous progress monitoring Increased precorrection

V 2.1 Criteria for Accessing and Exiting Tier 2 Support ❏ Academic performance (performing below grade level) ❏ ODR data (2-5 office discipline referrals) ❏ Observation of Internalizing Behaviors ❏ Attendance (frequently absent, tardy or truant) ❏ Setting events (life outside of school) ❏ Performing at grade level ❏ Office referrals are down ❏ Life outside of school has stabilized

V 2.1 Building the infrastructure to provide Tier 2 Support Team Evidence Based Interventions Training Intervention Staff DATA- Progress Monitoring Process

V 2.1 Team Team Roles ❏ Leader ❏ Behavioral Expertise ❏ Community Connections ❏ Tier 1 Connection ❏ Special Ed -Gen Ed Teacher who is accessing support for the student ❏ Meets weekly or bi-weekly ❏ Uses precision problem solving in order to make data-based decisions ❏ Progress Monitoring

V 2.1 Choose Interventions CHOOSE EVIDENCE-BASED INTERVENTIONS ❏ Check In Check Out (CICO) ❏ Check & Connect ❏ Targeted Social Skills (SEL-Direct Instruction) ❏ Targeted Expectations (SEL-more practice!) ❏ Homework Club (targeted services) ❏ Organizational Skills (targeted services) ❏ Mentors (Big Brother, Big Sister)

V 2.1 Training-Professional Development ❏ Is everyone trained on the interventions you selected? ❏ Does everyone know their role in the intervention? ❏ Is there time built into the professional development calendar?

V 2.1 Intervention Staff ❏ Who will directly lead the intervention? ❏ Who will be involved indirectly? ❏ Will you use existing staff or hire new staff? ❏ If you use existing staff, how will you reduce or reshuffle their current duties so they have time to be an interventionist?

V 2.1 Progress Monitoring the Interventions and Student Progress ❏ Is there a standardized way to progress monitor the invention? ❏ Does everyone know how to progress monitoring the intervention? ❏ How often is progress reviewed? ❏ Is the criteria that indicated a need for intervention changing?

V 2.1 Assess your current infrastructure for Tier 2 ❑ Tier l is in place -We know this based on our fidelity and outcome data ❑ What infrastructure do you currently have in place to support Tier ll implementation? ❑ Team ❑ Evidence Based Interventions ❑ Intervention Staff ❑ DATA-Progress Monitoring Process ❑ PD-Training ❑ Criteria for accessing and exiting Tier ll Support