1. Liberty Elementary staff training 2017-2018
Tier II RTI²-B
Liberty Elementary staff training
Livebinder:
Tennessee Behavior Support Project website:
PBIS World website:

2. Review: what is tier ii?
Tier II addresses the needs of percent of students ( students at LES) who require intervention or additional supports beyond those offered within Tier I instruction.
Tier II students exhibit mild acting out behaviors

3. Critical features of tier II
Built on Tier I Supports and Practices
Continuum of Supports
Targeted, Group-based Interventions and Supports (not individualized)
Evidence-based Interventions
Preventative Approach
Data-based Identification of Students Needing Additional Supports
Team-based Problem Solving Process
Progress Monitoring of Interventions

4. RTI²-B Tier II team Our job as a committee:
Team Member
Role
Melissa McNabb & Mary Kate Boston
Team Leads
Melissa McNabb, Janetta Davenport
Data Analyst
Melissa McNabb
Intervention Coordinator
Travis King & Pamela Fahey
Recorder
Communicator
April Harper
Timekeeper
Our job as a committee:
Meet ABST days - once per month
Analyze data and nominations to determine student eligibility for Tier II supports
Monitor student progress within Tier II interventions

5. Data
SWIS
SRSS
TFI
PIRS
We use data to guide meetings and decision making
SWIS: allows us to answer the who, what, when, where, how, and why of problem behavior
SRSS: assesses overall risk of our school
TFI: measures what components of our plan we implement and how well we do it at all three tiers
PIRS: allows us to receive feedback and input about our plan from our staff

6. Critical features of tier II INTERVENTIONS
Linked directly to school-wide expectations and goals
Continuously available for student participation (CICO currently for 2nd grade only)
Flexible and matched to function of behavior
Specific and positive/corrective feedback from staff to students
Opportunities to practice new skills are provided daily
Structured prompts for what to do in relevant situations 
Orientation process for families, students, and staff
Interventions can be modified based on assessment or progress monitoring data
School to home communication at least weekly
Adequate resources to conduct interventions are available

8. Data to Monitor Progress
Tier II Interventions
Support
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria
PAWS (Providing ALL With Success)
The PAWS program is a group based intervention for students in tier 2. PAWS provides a daily check-in/check-out system that helps teachers provide students with (a) immediate feedback on his or her behavior by completing a Daily Progress Report (DPR) and (b) additional opportunities for positive adult interactions.  Parents participate by agreeing to the program and receiving home communication cards with daily report.
‣ Student is set up for success each morning
‣ Improves structure and predictability
‣ Increases specific positive feedback tied to behavior
-Student not responding to Tier 1 supports
-Teacher nomination form
-ABST acceptance to program
Behavior Concerns (2 of 5):
SRSS score in the moderate risk range (Externalizing 4-8 or Internalizing 2-3), or
Majors/ODRs in the at-risk range (2-3), or
Absences in the at-risk range (4-5, Winter), (5-9, Spring) or
ABST referrals (2-3) where ABST members agree student qualifies
Minors/Blue Forms (3-4)
*Most beneficial for students who value ADULT attention
Daily progress report forms collected by teachers and viewed by check in/check out mentees and parents.
-SRSS scores
-ODRs
-Absences
-ABST referrals
Moves into the maintenance self-monitoring phase when students meet their goals for three consecutive weeks.  Self-monitoring phase ends when the next behavior rating results indicated the absence of risk (following the inclusion criteria).

9. Interventions continued…
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria
Social Skills Group
Identified students with similar skill deficits are provided with direct instruction on social skills to be applied in all settings. Instruction includes modeling and feedback. Students meet with school counselor to address the student’s specific areas of concern.  This group would be held in a designated classroom or office.
Behavior Concerns (2 of 5):
SRSS score in the moderate risk range (Externalizing 4-8 or Internalizing 2-3), or
Majors/ODRs in the at-risk range (2-3), or
Absences in the at-risk range (4-5, Winter), (5-9, Spring) or
ABST referrals (2-3) where ABST members agree student qualifies
Minors/Blue Forms (3-4)
*Student requires specific
support with social skills, including peer interactions
Internalizing Students:
Daily attendance patterns
Daily social interactions (as measured by teacher checklist)
Externalizing Students:
Minor referral forms
Concludes the social skill group when (a) teacher-completed curriculum and student exhibits average performance on the social skills, or (b) the SRSS scores collected during the next behavior rating period indicate the absence of risk.

10. Interventions continued…
Description
School-wide Data:
Entry Criteria
Data to Monitor Progress
Exit Criteria
Mentoring
(Big Brother/Big Sister; ImageBuilders)
Students are connected to a school based mentor. The student and mentor meet at least monthly to ensure that the student is attending school and participating in learning. Mentors improve student engagement and decrease absences and school drop-out. Mentors may meet more frequently if needed.
-Provides a liaison between school, student, and family.
-Helps students problem solve and emphasizes the importance of school.  
Behavior Concerns (2 of 5):
SRSS score in the moderate risk range (Externalizing 4-8 or Internalizing 2-3), or
Majors/ODRs in the at-risk range (2-3), or
Absences in the at-risk range (4-5, Winter), (5-9, Spring) or
ABST referrals (2-3) where ABST members agree student qualifies
Minors/Blue Forms (3-4)
*Beneficial for students seeking individual attention or who are having attendance issues, or are at-risk due to environmental or academic difficulties.
Internalizing Students:
Daily attendance patterns
Daily social interactions
Externalizing Students:
Daily discipline records
Daily social interactions on the playground
Concludes when (a) student’s attendance improves based on ABST discretion, or (b) the SRSS scores collected during the next behavior rating period indicate the absence of risk.

11. Progress monitoring for tier ii interventions
The Tier II team... 
meets to analyze data
checks student progress toward goals 
measures the effectiveness of interventions
makes data-based decisions based on student progress (modify goal; phase up; graduate)