Lincoln, NE Tier 2 Building the Capacity for a Strong Continuum of Support at Tier 2

Agenda  Grounding Ourselves in the Tiered Fidelity Inventory (TFI)  Team Composition and Operating Procedures  Students gaining access to Tier 2 Interventions  Continuum of supports offered at Tier 2 and guided by 10 Critical Features  Documentation of “in, on, and off” data criteria  Student outcome data and fidelity data tracked  Consideration for the Shifting of Resources

Introductions/ Meet & Greet

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 WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems % Tier 1/Universal Interventions All settings, all students Preventive, proactive

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% MULTI-TIERED SYSTEM OF SUPPORTS FOR BEHAVIOR Students Staff Parents Families

All youth interspersed with all adults. All staff are supporting all youth. Groupings of youth that are being supported by 1-2 adults at a time Individual students that are receiving support from individualized teams of adults Students Staff MTSS-B STAFF TO STUDENT RATIO

Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support SYSTEMS PRACTICES DATA OUTCOMES Social Competence & Academic Achievement Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at

GROUNDING OURSELVES IN THE TFI Tiered Fidelity Inventory

PBIS ASSESSMENT 2  TFI – Tiered Fidelity Inventory - now available on PBIS Assessment or  TFI measures SWPBIS implementation at all three tiers  TFI based on earlier fidelity surveys (SET, BoQ, TIC, SAS, BAT)  School Systems Planning Teams complete

Tiered Fidelity Inventory

Total Score (TFI)

Subscales (TFI)

3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Brief Function-Based Problem Solving Team Tertiary Systems Team Brief FBA/BI P Brief FBA/BIP WRAP RENEW Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support

General Education & Special Education Tier 1/Universal School-Wide Assessment / School-Wide Prevention Systems Check-In-Check-Out Check-In-Check-Out with Individualized Features Social/Academic Instructional Groups Mentoring Brief Function-Based Problem Solving Individualized Team Development: Complex Function-Based Problem Solving Person-Centered Planning How do we design this filter to prevent too many students from going through to receive Tier 2 support, AND also ensure that enough youth receive it? Who will receive clinician support

How intense is YOUR CICO? What does “at risk” look like in your building?

Tier 1 Tier 2 Tier 3 Layering of Support More individualization as student needs increase/intensify

Sample Request for Assistance

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. Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound / RENEW ODRs, credits 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) A Multi-Tiered System of Support for Behavior Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

Huntley High School Map of Student Support Programming Area of Focus AcademicSocial/Emotional/Behavioral Level of Intensity Low High *- meets all PBIS/RTI criteria - Not Fully Implemented - Student-led Intervention Bold Systems Team: Systems Coordinators: Student/Parent Ambassadors: Building Administration, Academic/Behavioral Intervention Three to Five Representatives Coordinators, Tier 1/2/3 Coaches, District RTI/PBIS Tier 3 Tier 2 Tier 1 Updated: 2/15/2012 FBA/BIPs* Szarszynski RENEW* Saul IEP/SpEd* Nichols S/AIGs* Zacharias ICICO* Henk Making Connections* Konie Check-In/ Check-Out* Henk AMP Meindl Writing* Conant 9 th Hour Ten Mark (Math)* Kish Read 180* Frederick CRISS* Swartzloff(s) Raider Aid Price Rachel’s Challenge (Psych Club) Romanski The Raider Way Sharkey 9 th Grade Advisory (Link Crew) Zaleski, Grabner, Lindquist Peer Tutoring (NHS) Hummel Guided Study Hall Core Curriculum* Team Leaders Behavior Intervention Coordinator: Anne Sharkey Academic Intervention Coordinator: Kirsten Frederick Coaches—Angela Moyer/Joselyn Hummel/Jennifer Lang Coaches—Jamie Meindl/Karen Miller Coaches—Christina Nichols/Danyce Saul

Critical Features of Tier 2 Interventions 1. Intervention linked directly to school wide expectations and/or academic goals. 2. Intervention continuously available for student participation. 3. Intervention is implemented within 3 school days of determining the student is in need of the intervention 4. Intervention can be modified based on assessment and/or outcome data

Critical Features continued 5.Intervention includes structured prompts for what to do in relevant situations. 6.Intervention results in students receiving positive and/or corrective feedback from staff. 7.Intervention includes a school-home communication exchange system at least weekly.

Critical Features continued 8. Orientation process and introduction to materials is provided for students as they begin the intervention 9. Orientation to and materials provided for staff/ sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

Reverse Request for Assistance Form (example)

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block2nd block3rd block4th block5th block6th block7th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Mark will keep hands to self Mark will hold up a yellow card to indicate needing a break Mark will fill out assignment notebook “Individualized Student Card for Mark” (FBA/BIP) Replacement behavior Possible behaviors taught in previous SAIG groups “Social & Academic Instructional Groups” (sample academic skills group) Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

Information for Staff (Garden Hills Elementary Example)

Stakeholder Information (Huntley High School Example)

Sample Student Outcome Data Sources  Classes passed, credits earned, grades  Attendance- classes and days  Behavior problems- (SWIS)  Employment, internships, clubs  Community participation  Other activities that relate to post-school goals  (College visits or applications, driver’s license, etc.)  Tracking performance on assignments, quizzes, tests, homework (check in/check out)  Behavior problems  Employment, internships, vocational programs  Housing, relationships at home  What the student needs

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ EXPECTATIONS 1st block2nd block3rd block4th block5th block6th block7th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Mark will keep hands to self Mark will hold up a yellow card to indicate needing a break Mark will fill out assignment notebook “Individualized Student Card for Mark” (FBA/BIP) Replacement behavior Possible behaviors taught in previous SAIG groups “Social & Academic Instructional Groups” (sample academic skills group) Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

The card is NOT the intervention! Positive adult interactions Constructive corrective feedback

Is it a student issue? OR A system(s) issue?

Different Types of Data throughout the Tiers  Tier 1  Student Outcome data (all school trends)  Fidelity of Intervention data  Tiered Fidelity Inventory (TFI)  Tier 2  Student Outcome data (groups/individuals)  Fidelity of intervention data  Individual Student Systems Evaluation Tool ISSET  Tier 2/3 Tracking Tool  Tiered Fidelity Inventory (TFI)  Tier 3  Student Outcome data (individuals)  Fidelity of Plan data / Facilitator data  Fidelity of Intervention data  Tiered Fidelity Inventory (TFI)  Tier 2/3 Tracking Tool

You can find it herehere

Shifting Resources  Clinicians  Moving up the Triangle  More Coordination at Tier 2  More Facilitation at Tier 3  Coaches at Tier 2/3  Other School Personnel  Taking active role in Tier 2/3  Active involvement and implementation at Tier 2  Time/FTE/Schedules  Shifting where needed to address needs

Clinicians- moving from being the only response to identified social emotional needs, to being social emotional leaders of the building. TO Helping to build the capacity of the rest of the staff

Coaching/Consultation Coaching/Coordination Coaching/Facilitation The Role of the School-Based Clinician at All Three Tiers

WRAP UP Questions, Follow-up, Final Comments