1. WELCOME
Understanding Tier 2 & 3
As Part of
Whole-School MTSS

2. DE-PBS Project is on going collaboration between the Delaware Department of Education and the UD Center for Disabilities Studies

3. Targeted / Intensive Behavior Supports Strand
Understanding Tier 2 & 3 As Part of Whole-School MTSS
Goal Setting and Planning Through a Person-Centered Planning Lens
Common Elements of Evidence-Based Group Intervention for Mental Health Support

4. Agenda Overview of MTSS for Tiers 2 and 3
Similarities and Difference Across Tier 2 and 3 Systems and Programming
Reflecting on and Expanding Your Tier 2 and 3 Systems

5. School-Wide Systems for Student Success: A Multi-Tiered System of Support
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
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
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
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

6. Why focus so much time on MTSS?
“The fundamental purpose of PBIS is to make schools more effective & equitable learning environments.”
Rob Horner, Co-Director of the OSEP Technical Assistance Center for PBIS
Why focus so much time on MTSS?
Predictable
Positive
Consistent
Safe

7. Long-term Traumatic Events
Neighborhood Strife
Social Isolation
Family
Set-backs
Disability
Academic Struggles
MTSS
Long-term Traumatic Events
Restorative
Practices
Bullying
Leader in Me
Social Emotional
Learning
Trauma-
Informed
Practices
Solution
Teams
Responsive
Classrooms
Love
& Logic
Students
Staff
Families

9. MTSS for Social Competence &
Academic Achievement
Outcome data (social behavior, academic achievement), Progress Monitoring, Fidelity
OUTCOMES
SYSTEMS
DATA
What we do to support adults to implement the practices
PRACTICES
What we do to
support students

10. Outcomes: Equitable Social and Academic Outcomes
Systems: What we do to support adults
Data: How we determine need and monitor progress
School climate, discipline, academic performance, attendance, nurse visits, counselor contacts
Team-based leadership, coaching support, data-based decision-making protocols, developed procedures and materials for implementing assessment and practices, active supervision protocols
Climate surveys, office disciplinary referrals, academic and behavioral screening information, attendance and tardy data, frequency of nurse/counselor contacts, fidelity checklists and observations
Practices: What we do to support students
3-5 defined school-wide expectations, procedures for teaching and acknowledging expectations, procedures for discouraging problem behaviors, procedures for using data to target needed practices.

12. 3-Tiered System of Support Necessary Conversations (Teams)
School-wide Team
Tier 2 Team
Tier 3 Team
Plans SW & Class-wide supports
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
Uses Process data; determines overall intervention effectiveness
Universal Support through SW Program
CICO
Brief FBA/BIP (Consultant Based)
Group interventions
FBA/BIP or PTR (Team Based)
Group w. individual
features
FBA/BIP or PCP (Wrap Around Based)
Adapted from the Illinois PBIS Network

13. Tier 3 is also a Continuum of Supports
Wraparound or Person Centered Planning
Team Based PTR
Brief PTR
Wrap-Around or Person-Centered Planning Based Supports
Long-standing, extremely intense behaviors, mental health concerns, complex life events
Multiple services, agencies or institutions
Team Based PTR
More intensive FBA/BIP process
Multiple meetings (2-4) or one long meeting (>2 hours)
Best for chronic, durable, intense behaviors
Brief PTR (consultant based)
FBA/BIP developed in one meeting (~60 minutes)
Best for high frequency/low intensity behaviors
Noncompliance, minor disruptions
Functional thinking at all levels

14. Reflecting on your school PRACTICES
Intervention Names Coordinators Intent/Outcome Goal
Tier 3
Tier 2
Tier 1

16. Reflecting on your school DATA
Tier 3
Individualized Point Cards
Individualized Reflection Sheets
BIP Progress Monitoring (e.g. IBRST)
Tier 2
Point Cards
Reflection Sheets
Small Group Curriculum Tools
Tier 1
Delaware School Climate Scales
Discipline Data Reporting Tool
Big 5 Data Trends

18. Common Understanding: Language
Targeted
RTI
Problem-
Solving
Team
Student Support Team
IST
Tier 2
Tier 3
SIT Team

19. MTSS SYSTEMS Tier 1 Tier 2 Tier 3 School-wide Team Targeted Team
Student Support Team
Tier 1
Tier 2
Tier 3
School-wide
Team
Problem-Solving Team

20. Tier 1 teams also problem solve using functional thinking…
What is the problem? gather and analyze information; define behavior of concern; do you need any additional information? Why is it happening? Think about antecedents and function What can you do? What do you want the students to do instead? How will you prevent problem behavior? When will you implement the strategies? How will you know if it’s working? What data will you use to track progress?

21. Tier 1 & 2 Comparisons Similarities Differences
Systematic problem solving process is foundation
Supports put in place are based on the function of student behaviors
Data are used for determining & monitoring interventions
Data used for monitoring students at both tiers are often existing data sources, such as ODRs
Tier 1 focuses on schoolwide interventions
Tier 2 interventions are oriented to address the specific demonstrated needs of a particular sub-group of students.

22. Tier 2 & 3 Comparisons Similarities Differences
Tier 2 focuses on group-based interventions rather than highly individualized supports
Tier 2 interventions can be determined without pulling together a team formed specifically for the student
Data used for monitoring students at Tier 2 are often existing data sources, such as ODRs, rather than observation data taken on specifically defined behaviors
Systematic problem solving process is foundation
Supports put in place are based on the function of the student behavior
Data are used for determining & monitoring interventions
Intensifying practices and individiualizing as you go up in tiers

23. Problem-Solving Team / IST Teams
MTSS – Tiers 2 & 3
Tier 2
Tier 3
Targeted
Team
Student Support Team
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
Tier 2
Tier 3
Problem-Solving Team / IST Teams

24. Reflecting on your school SYSTEM
Tier 3
Tiered Fidelity Inventory
Tier 2
Tier 1
Key Feature Evaluation
Big 5 Data Trends

25. The Tiered Fidelity Inventory/Status Tracker Tier 2 & 3 Planning Tools
Tier 2 Areas:
TEAMS
INTERVENTIONS
EVALUATION
Tier 3 Areas:
RESOURCES
SUPPORT PLANS

26. Tier 2 & 3 Comparisons: TEAMS
School Psychologist (person with behavioral expertise)
Current Action Plan
Hexagon Tool
Process Flowcharts
Defined Decision Points
Intervention Coordinators
Student-Level Teams

27. Tier 2 & 3 Comparisons: Interventions
Systems-Level Review Process
Precision Statements (interventions matched to function)
School Psychologist
(person with behavioral expertise)
On-going Staff Development
Focus on Replacement Behavior
Individualized
Team-Developed
Often Small Group
Existing and/or Prescriptive

28. Tier 2 & 3 Comparisons: Evaluation
Student Performance Data – Tracking Tools
Fidelity of Interventions
Level of Use Data
Data-Based Decision-Making
Annual Review
TFI – Tier 2
TFI – Tier 3
TFI Status Tracker

29. Additional Tier 3 Component: Resources
Staffing (with Tier 3 knowledge)
Student, Family, Community Involvement
Function-Based Professional Development

30. Additional Tier 3 Component: Support Plans
Quality of Life Indicators
Academic, Social and Physical Indicators
Hypothesis Statement
Comprehensive Support
Formal and Natural Supports

31. …and you can always access programming at the less intense tiers.
Please keep in mind…
Tier 1 is for
ALL students
…and you can always access programming at the less intense tiers.

32. Determining the Intervention(s)
Existing School Data
Does the student data meet our decision rule?
Request for Assistance
Universal Screening
What other sources of data do we need?
Team Collects and Reviews Data
Escape/Avoid Attention or Task/Activity
To avoid/escape attention-from adult and/or peers
tangible-demanding or boring task
sensory stimulation-stimulation that is painful or discomforting
Obtain Attention or Item/Activity
attention-from adults and/or peers
tangible-object, event, or activity
sensory stimulation- visual, auditory, olfactory, kinesthetic
Determine
Function
Intervention Matched to Function
Adapted from MO-PBIS

33. Where are you now? Brand New to These Discussions?
Tier 2 TFI – Teaming section
You have a Solid Tier 2 Team?
TFI Tier 3 Status Tracker Teaming Section
You are a Renegade?
Complete the sub-section that makes the most sense to you now 

34. Resources to Support You
Delawarepbs.org
Tier 2 (Data) Tracker
Tier 3 Status Tracker
PBIS.org
Tiered Fidelity Inventory (TFI) – Tier 2 and 3 Complete
Additional Resources

35. Thank you! Questions? Ideas?
Debby Boyer
Sarah Hearn
Megan Pell
Delaware PBS Project
Center for Disabilities Studies
University of Delaware