1. Welcome to Tier 2 Networking

2. Agenda 8:30 – 12pm Welcome Big Picture Review of MTSS
Tier 2 Conversations
Guest Presentations
Lake Forest North Elementary
Gallaher Elementary
Tiered Fidelity Inventory
Team
Intervention
Evaluation
Team Time and Action Planning

3. The Big Picture: A Brief Review

4. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 4

5. Positive Behavior Support as Your MTSS
ODRs, Credits, Attendance, Grades, etc.
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Classroom Management
Tier 2/ Secondary
Tier 3/
Tertiary
Check-in/ Check-out (CICO)
Daily Progress Report (DPR)
Assessment
Intervention
Continuum of
Groups
Interviews, Questionnaires, Behavior Rating Scale, etc.
Brief Functional Behavior
Assessment/Behavior
Intervention Planning (FBA/BIP)
Observations and ABC Analysis
Complex FBA/BIP

6. REMEMBER Tiers 2 gives students a higher dosage of what we already do at Tier 1.
Teach
Prompt
Reinforce
Monitor
Communicate

7. Creating your Expected Triangle
Percentage Activity
Creating your Expected Triangle
What is your total building population?
What would 15% of your building population be? What would 5% be?
Consider these 2 numbers as range of students who should be receiving Tier 2 interventions.
What would 5% of your building population be? What would 1% be?
Consider these 2 numbers as range of students who should be receiving Tier 3 interventions.

8. Compare with Actual Triangle Percentage Activity
Tier 2 System Conversation
Percentage Activity
Looking at your DDRT, is your SW program working as intended? (80% are responding)
Do you have roughly the expected percentages of students in tier 2 and 3?
Consider next steps needed based on your data.
Do you have tier 1 needs?
What supports are needed for your next steps?

9. Teams Lead the Systems within a MTSS
12/5/13
Teams Lead the Systems within a MTSS
School-wide Team
Tier 2 Team(s)
Tier 3 Team
Identifies targeted student needs, selects relevant interventions; implements & evaluates interventions’ use
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Universal Support through SW Program
Relationship-Building Interventions
Skill-Building Interventions
FBA/BSP
PTR
Person Centered Planning
DE-PBS Cadre Meeting 9 9

10. Ideally, the skills being taught in intervention groups should be a re-boost of the skills already learned at Tier 1

11. An effective MTSS is a coordinated system.
Tier 1
Tier 2
Tier 3
“PBS” is a MTSS Framework
SW Expectations Reference Within Interventions
Shared Membership Among Teams
Between-Team Referrals are On-Going and Data-Based

12. Teams Lead the Systems within a MTSS
12/5/13
Teams Lead the Systems within a MTSS
Tier 2 Team(s)
Identifies targeted student needs, selects relevant interventions; implements & evaluates interventions’ use
System Conversations
Uses process data; evaluates overall effectiveness; does NOT involve discussion of individual students
Problem Solving Conversations
Matches students to interventions and monitors progress, making adjustments as needed
Systems
Problem-Solving
DE-PBS Cadre Meeting 12 12

13. Systems Development is KEY
12/5/13
Systems Development is KEY
Fixsen, Blase, Horner, & Sugai (2008)
To scale up interventions we must first scale up implementation capacity
Building implementation capacity is essential to maximizing the use of Positive Behavior Support and other innovations
Adapted from the Illinois PBIS Network
DE-PBS Cadre Meeting

14. “When a school implements an intervention without careful consideration of the systems features necessary to guide implementation, the intervention is likely to disappear quickly, be implemented with poor fidelity, or becomes part of a hodgepodge of interventions, none of which have documented effects.” Anderson & Borgmeier 2010

15. Tier 2 System Conversation Outcomes
Systems
Tier 2 System Conversation Outcomes
Examining & addressing gaps in available Tier 2 interventions
Identifying interventions for implementation and that need refinement *
Determining percent of students successful in group interventions*
Identifying students for problem solving conversations*
* Data will guide yours systems team in these activities.

16. Tier 2 System Conversation Logistics, Set Up and Monitoring
Systems
Tier 2 System Conversation Logistics, Set Up and Monitoring
Team Operating Procedures (Logistics)
Monthly meeting schedule
Agenda, minutes, and use of meeting roles
System Set up Activities
Develop process for identifying students for Tier 2 support
Request for assistance
Forms & data rules
Staffing
Identification of coordinators & facilitators of existing interventions
Identification of coordinators & facilitators of new interventions
Your Interventions
Relationship- and Skill-Building
Communication:
With staff, student, families
Ongoing Monitoring
Develop system to monitor overall intervention effectiveness

17. SWPBIS Tiered Fidelity Inventory
12/5/13
SWPBIS Tiered Fidelity Inventory
Self-Assessment Tool
External coach/evaluator can help you to complete the tool
Tiers 1, 2, 3
30-60 min per tier
Facilitates action planning
Online portal to data summaries
Total Score
Subscale Scores
Graphs
DE-PBS Cadre Meeting 17

19. Phase Recognition Phase I- Developing a SWPBS System
Phase II- Establishing an Advanced SWPBS System
Phase III- Developing a Tier 2 Problem Solving Team with Tier 2 Interventions
Phase IV- Developing a Strong Tier 2 System

20. Phase III District School Appoquinimink Townsend Elementary
Developing a Tier 2 Problem Solving Team with Tier 2 Interventions
District
School
Appoquinimink
Townsend Elementary
Cape Henlopen
Milton Elementary
Shields Elementary
Lake Forest
North Elementary
Milford
Ross Elementary
Red Clay
Stanton Middle

21. Phase IV District School Appoquinimink Brick Mill Elementary Christina
Developing a Strong Tier 2 System
District
School
Appoquinimink
Brick Mill Elementary
Christina
Gallaher Elementary
Red Clay
Marbrook Elementary

22. Applying for Recognition
Application distribution: typically January/February
Application includes: end of the year program reflection
Recognition reflects: CURRENT year effort
Schools maintaining or advancing levels: should apply yearly
Application Completion: should be a team effort
Pre-Application Support: utilize your district coach or the DE-PBS Project for support
Application review: May

23. Phase Recognition Recipient Presentations
LAKE FOREST NORTH ELEMENTARY SCHOOL
GALLAHER ELEMENTARY SCHOOL
Thank you!

24. Tier 2 Sections:
Teams
Interventions
Evaluation

25. Teams

26. Team Meeting Structure Elementary Example
Team Leaders organize ahead of time:
All data
Meeting agenda
Cumulative chart (tracker with dates, intervention type and designated staff)
Monthly meeting combines Tier 1 and 2
Small # of students

27. Screening Process
Minimum of two data sources to accurately identify students with
Externalizing and/or internalizing social, emotional or behavioral risk factors
Request for Assistance
Existing School Data
Does the student data meet our decision rule?
Universal Screening
What other sources of data do we need?
Team Collects and Reviews Data

28. TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS!
A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building (Lewis, 2009).

29. TFI Section 1: Teams 2.1 Team Composition
2.2 Team Operating Procedures
2.3 Screening
2.4 Request for Assistance

30. TFI Reflection - Teams What is going well?
12/5/13
TFI Reflection - Teams
What is going well?
What are areas for improvement?
Specific next steps?
DE-PBS Cadre Meeting

31. Interventions

32. 10 Critical Features of Tier 2 Interventions
Intervention linked directly to school wide expectations and/or academic goals.
Intervention can be modified based on assessment and/or outcome data
Intervention includes structured prompts for what to do in relevant situations.

33. 10 Critical Features of Tier 2 Interventions
Intervention results in students receiving positive and corrective feedback from staff (with emphasis on positive).
Intervention includes a school-home communication exchange system at least weekly.
Orientation process and introduction to materials is provided for students as they begin the intervention
Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.

34. 10 Critical Features of Tier 2 Interventions
Systematic attention to generalization and fading of supports.
Intervention continuously available for student participation.
Intervention is implemented within a few school days of determining the student is in need of the intervention.

35. How is academic success being addressed?
Relationship-Building Interventions
For students:
whose behavior is a function of seeking adult attention
who “can do” appropriate behavior but typically “don’t do”
Goal: to provide greater reinforcement for desired behaviors than is currently provided for undesired behavior
If the student does not experience the interactions as positive and supportive, the intervention will not work!

36. Skill-Building Interventions
How is academic success being addressed?
Skill-Building Interventions
Key features of successful relationship- building Interventions:
Ongoing mentor training with structured activities
Clear expectations regarding contact frequency
Involvement of parents by communicating student goals (DuBois et al, 2002; cited in Hawken et al.)

37. Your Tier 2 Interventions
12/5/13
Your Tier 2 Interventions
Decision Rules:
Intervention Name
Contact Name
Type
(S/R) In On
Out
DE-PBS Cadre Meeting 37

38. successful intervention?
12/5/13
What has been 1
successful intervention?
DE-PBS Cadre Meeting

39. TFI Section 2: Interventions
2.5 Options for Tier II
Interventions
2.6 Tier II Critical Features
2.7 Practice Matched to
Student Need
2.8 Access to Tier 1
Supports
2.9 Professional
Development

40. TFI Reflection – Interventions
12/5/13
TFI Reflection – Interventions
What is going well?
What are areas for improvement?
Specific next steps?
DE-PBS Cadre Meeting

41. 7 Big Ideas about Interventions
12/5/13
7 Big Ideas about Interventions
Interventions are efficient
Continuously available so students can receive support quickly (within 2-3 days optimally)
Minimal time commitment required from classroom teachers
Required skill sets needed by teachers easily learned
Aligned with school-wide expectations
Emphasis on intervention designed to support multiple students simultaneously (e.g. Check-In/Check-Out, Social Skills Groups, etc.)
Consistently implemented with most students, there can be some flexibility if needed (“Tier 2 plus”)
Intervention selected matched to function of student behavior
Systems
Problem-Solving
DE-PBS Cadre Meeting

42. Plan how you are going to teaching the goals
Overall…
In order for time in intervention to be meaningful, you need to identify:
Goals
Plan how you are going to teaching the goals
Determine outcome measures for success
Progress Monitor

43. Data Tracking and Evaluation

44. Individual PROBLEM-SOLVING Discussions
Discussing individual students identified for supports
Review request for assistance from staff & home
Review students identified via school-wide student outcome data
Matching students to existing interventions (examine function of behavior)
Individual Success Monitoring
Identify need for increased supports
Identify readiness for decreased supports
Identify readiness for graduating from intervention

45. Monitoring ON-GOING data tracking
Systems
Per intervention determine:
Types of student progress data used
Rules of effectiveness
Rules for intervention fading & transition
Identify how student progress data will be recorded and brought to system meeting
Develop system to monitor overall intervention effectiveness

46. Tracking Success of Targeted Interventions
12/5/13
Tracking Success of Targeted Interventions
Define the goal(s) of the intervention
If this intervention is successful for this group of students, what will they be doing that they are not doing now?
Make these statements as behavioral, objective, and observable as possible
Utilize a simple rating scale
5 - Student’s behavior is well above expectations
4 - Student’s behavior is above expectations
3 - Student’s behavior meets expectations
2 - Student’s behavior is below expectations
1 - Student’s behavior is well below expectations
Create a simple tracking sheet (see example)
Systems
Problem-Solving
DE-PBS Cadre Meeting

47. Tracking Success of Targeted Interventions Example: LUNCH BUNCH
12/5/13
Tracking Success of Targeted Interventions Example: LUNCH BUNCH
Define the goal(s) of the intervention
Students will speak to each other in a conversational tone (”inside voice”)
Students will listen to each other
Eye contact with speaker
Remain quiet until speaker has finished
Students will take turns in games
Students will show self-management of emotions
Demonstrate calm when disappointed
Express own needs appropriately
* The Lunch Bunch time should include active teaching of each of these skills (e.g., teaching “This is how we play games together.”)
Systems
Problem-Solving
DE-PBS Cadre Meeting

48. Tracking Success of Targeted Interventions Example: LUNCH BUNCH
12/5/13
Tracking Success of Targeted Interventions Example: LUNCH BUNCH
Week 1
Student
Inside Voice
Listening
Taking Turns
Managing Emotions
Kirk 1 3
Spock 5
Uhura 4
Sulu 2
5 - Student’s behavior is well above expectations
4 - Student’s behavior is above expectations
3 - Student’s behavior meets expectations
2 - Student’s behavior is below expectations
1 - Student’s behavior is well below expectations
Systems
Problem-Solving
DE-PBS Cadre Meeting

49. Student Data Sharing & Collecting

51. Other Data Source Examples
Teacher rating scale
Example: PEERS
Individualized Daily Progress Report:
Example: Track increase in specific target behaviors being taught

52. PEERS Teacher Rating Scale
1 = The child almost never uses the skill
2 = The child seldom uses the skill
3 = The child sometimes uses the skill
4 = The child often uses the skill.
5 = The child almost always uses the skill
Skill 1 2 3 4 5
Trades information with peers (e.g. asks the other person questions, answers their own question)
Has get togethers with peers
Conversation is two way
Chooses appropriate friends
Uses humor appropriately
Starts a conversation appropriately
Enters a group conversation appropriately
Exits a group conversation appropriately
Has good sportsmanship
Interacts with peers (e.g. talks to them, shares interests)
Handles arguments with others well
Maintains eye contact while talking with others

53. Daily Progress Report (DPR) Sample
“Individualized Student Card for Mark”
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
EXPECTATIONS
1st block
2nd block
3rd block
4th block
5th block
6th block
7th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Walk to class Keep hands to self
Mark will hold up a yellow card to indicate needing a break
Use appropriate language Raise hand to speak
Bring materials Fill out assignment notebook 53

54. Monitoring ON-GOING Intervention Tracking Tool & Effectiveness
# of total students participating = add together all students participating in a particular group intervention and record. If there are multiple groups of a given intervention, add those students together.
# of students responding = Based on pre- determined definition of response, record number of students responding to given intervention.
% of students responding = Calculate the # of students responding divided by # of students responding and record.
Systems

55. Monitoring ON-GOING Student Level – Lunch Bunch Example
Responding to intervention/progress ON: After 4 weeks, student has earned 80% or more on Social Skills rating scale
Responding to intervention/progress OUT: After 8 weeks, student earns 80% or more on Social Skills rating scale and no new office referrals = Graduation

56. Monitoring ON-GOING Intervention Tracking Tool & Effectiveness
If less than 70% of students are responding to any interventions, mark “No”.
Systems

57. This is becomes a problem-solving discussion
Monitoring ON-GOING Intervention Tracking Tool & Effectiveness
Less than 70%: review the fidelity of the intervention and make adjustments as needed.
If fidelity is strong, proceed to problem-solving discussion for individual students.
This is becomes a problem-solving discussion
Problem-Solving
Systems

58. 12/5/13
Refining your Tier 2 Interventions: Make additions to your worksheet Please use different colored pen or
star your additions
Decision Rules:
Intervention Name
Contact Name
Type
(S/R) In On
Out
DE-PBS Cadre Meeting 58

59. Tier 2 Problem-Solving Conversation Logistics and Set Up
Meeting Schedules
Meeting Monthly? Biweekly?
Problem-Solving Conversation Set Up
Using meeting agenda? Norms? Cycles of Discussions?
Communication
Talking with teachers? With Student? With Family?
Monitoring (On-Going)
Establishing cycles?
Data-Based Decision-Making
Looking at trends (and for how long)?
Individual Data Tracking
Using data tracking system(s)?

60. TFI Section 3: Evaluation
2.10 Level of Use
2.11 Student Performance Data
2.12 Fidelity Data
2.13 Annual Evaluation

61. TFI Reflection - Evaluation
12/5/13
TFI Reflection - Evaluation
What is going well?
What are areas for improvement?
Specific next steps?
DE-PBS Cadre Meeting

62. Additional Resources for Interventions
CASEL Guides
Missouri SW PBS Tier 2 workbook:
Milwaukee Public Schools:

63. Choose your own adventure…
Interventions
Overall Action Planning
Data Tools
Network with Other Schools
Coaches Are Here for You…

64. Thank You Please finish and submit your PD evaluation
for attending today’s PD Session!
Please finish and submit
your PD evaluation
before leaving today!
Project staff are available to talk
if you have any additional questions.