1. SWPBIS Building Tier 2/3 Systems Adapted from Lucille Eber Ed.D. Illinois PBIS Network www.pbisillinois.org 1

2. Training Behavioral Expectations EXPECTATIONTRAINING SITE BE RESPONSIBLE  Make yourself comfortable & take care of your needs  Address question/activity in group time before discussing “other” topics  Ask questions BE RESPECTFUL  Turn cell phones, beepers, and pagers “off” or to “vibrate”  Contribute where possible BE PREPARED  Follow up on tasks for next training day  Take (and Pass) notes (use Action Plan throughout day)

3. Outcomes Understand Tier 2/3 system infrastructure and resources Acquire an understanding of Tier2/3 teaming conversations necessary to match presenting problems with interventions Determine how to integrate, blend, or collaborate with other school & community student support teams Use a structured process for conducting team meetings 3

4. Outcomes Use appropriate tools to identify students with social, emotional and academic skill deficits Provide an array or menu of Tier 2/3 level supports for identified students Collect data with appropriate tools and analyze data to progress monitor student response and the effectiveness of the Tier 2 system 4

5. Agenda Tier 2/3: The Big Ideas Tier 2/3: Systems Development Tier 2/3 Interventions – Check In/Check Out – Social/Academic Instructional Groups – Secondary Tier 2 Interventions with individual features – Brief Function-based Interventions 5

6. 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 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Instruction and Intervention (RtII) Model 6 Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

7. 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., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, 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) Positive Behavior Interventions & Supports: A Response to Instruction and Intervention (RtII) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

8. Adapted from University of South Florida 8 An Essential Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” But “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell

9. 9 Tier 2 Essentials (BAT Aligned) Tier 1/Universal is implemented with high fidelity 80/80 on the School-Wide Evaluation Tool (SET) or 70 on the Benchmarks of Quality (B0Q) Data system is in place and used for decision making

10. Self Assessment and Safety Survey Review What are staff perceptions regarding Universal Tier 1 Systems in your building? – What is in place? – What has to be put into place? Are staff perceptions (online surveys) consistent with the core team (BoQ or SET) perceptions? – If not, what do we have to put into place to strengthen the Universal Tier 1 System? 10

11. 3 Tier System of Support Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 11

12. 12 Tier 2 Defined Tier 2 interventions are intended to impact the behavior of students with similar behavior problems or causes for their behavior. Adapted from: University of South Florida

13. Big Ideas about Tier 2/3 At risk students benefit from: – clearly defined expectations – frequent feedback – consistency – positive reinforcement Problem behavior and academic success are often linked. Tier 2/3 behavior support continues the development of effective adult-student relationships. 13

14. Big Ideas about Tier 2/3 Students receiving Tier 2/3 supports continue to have access to universal supports Administrators play a key role in the implementation of Tier 2/3 systems 14

15. Administrators Be active/visible on teams Know what the practices look like when implemented with fidelity Be aware of data on the Tier 2/3 Interventions Tracking Tool Help decide what needs to change Apply high-level problem-solving skills to address systems level issues 15

16. Responding to Problem Behavior Adult response to problem behavior – adults must model being respectful in their communications with students Utilize evidence based interventions – not using evidenced based interventions is not an option 16

17. Student “Need” or System “Need”? There is a high use of restrictive settings for students with emotional or behavioral disorders; and the outcomes for these students are not good. There is no self-contained classroom nor one-to-one aide for students in life/society after high school; just jail. Students removed from general education due to emotional or behavioral factors, are more likely to go to jail than to have good life outcomes. 17

18. Student “Need” or System “Need”? 18

19. Some “Big Picture” Challenges Changing low intensity, low fidelity interventions for behavioral or emotional needs Habitual use of restrictive settings (and poor outcomes) for youth with disabilities High rate of undiagnosed mental health problems Changing ineffective practices that are “familiar” to systems 19

20. Ineffective Tier 2/3 Structures Referrals to special education seen as the “intervention” Functional Behavioral Assessment (FBA) seen as required “paperwork” vs. a needed part of designing an intervention Interventions the system is familiar with vs. ones likely to produce an effect 20

21. Mental Health Partnerships Why are mental health partnerships necessary? Limited access to treatment Excessive referrals to juvenile justice system Under-identification of mental health needs High rates of suicide among young adults 21

22. A Systems Change Process Goal is to establish host environments that support adoption, sustained use & expansion of evidence-based practices (Zins & Ponti, 1990) 22

23. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior STUDENT OUTCOMES Social Competence & Academic Achievement 23

24. Tier 2/3 System Structures 24

25. Continuum of Teaming Functions: Systems & Student-Specific District Leadership Team Universal systems Tier 2/3 Supports Building Level Team Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team 25

26. Teaming at Tier 2 Secondary Systems Planning – Individual students are NOT discussed – Monitors effectiveness of CICO, S/AIG, CICO with individualized features, and Brief FBA/BIP supports – Review data in aggregate to make decisions on improvements to the interventions themselves Problem Solving Team – Develops plans for one student at a time – Every school has this type of meeting – Teachers and family are typically invited

27. Secondary Systems Team Roles Team Leader: responsible for agenda & overall facilitation Intervention Coordinators (CICO, S/AIG etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Action Plan Recorder: a.k.a. note taker Time Keeper: help team to set time limits and stay within allotted time for each agenda item

28. Data-Based Decision-Making 1) Student outcome data used: – To identify youth in need of support and to identify appropriate intervention – For on-going progress-monitoring of response to intervention – To exit or transition youth off of interventions 2) Intervention integrity or process data used: – To monitor the effectiveness of the intervention itself – To make decisions regarding the continuum/ menu of interventions/supports This data is monitored by the Secondary Systems Team

29. 10 Critical Features for Tier 2 Interventions 1.Linked directly to school-wide expectations and/or academic goals 2.Continuously available for student participation 3.Implemented within 3 school days of determination that the student should receive the intervention 4.Can be modified based on assessment and/or outcome data 5. Includes structured prompts for ‘what to do’ in relevant situations Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

30. 10 Critical Features 6.Results in student receiving positive feedback from staff 7.Includes a school-home communication exchange system at least weekly 8.Orientation materials provide information for a student to get started on the intervention 9.Orientation materials provide information for staff/ substitutes/ volunteers who have students using the intervention 10. Opportunities to practice new skills are provided daily Individual Student Systems Evaluation Tool version 2.0 Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson

31. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP 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 31

32. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP 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 32

33. Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Student Success: A Response to Intervention (RtI) Model: SUPPORTS Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

34. 1-5% 5-10% 80-90% Tertiary, Tier 3, Individual Child Outcomes Survey Strengths and Difficulties Q. Teacher feedback Academic data Tertiary, Tier 3, Individual Guidance counselors see individual students SBBH Team Secondary, Tier 2 Group/Individual Data from Tier One team Progress monitoring Data decision rules Secondary, Tier 2 Group/Individual Guidance counselors run Targeted groups IST CICO mentoring Universal, Tier 1 Whole School ODRs, teacher nominations, Card system, MMS, (lessons learned) Universal, Tier 1, Whole school Guidance counselors teach “I Can Problem Solve” lessons Treehab D and A awareness Bully prevention/Character Ed Peer Mediation Montrose Elementary Schools K-6 th Grade Data Practices

36. Tier 3/Tertiary Interventions 1-5% 1:1 instruction Increased time 504 1-5%Tier 3/Tertiary Interventions SBMH, Partial Hospitalization Alt Ed FBA/PBISP Home School Visitor Tier 2/Secondary Interventions 5-15% Title I Reading and Math ERI, RM, RN, etc. IST 5-15%Tier 2/Secondary Interventions Counselor groups, lunch bunch Friendship groups Behavior Chart/plan IST Parenting Classes Tier 1/Universal Interventions80-90% Core Curriculum – reading and math AIMS Web MAP PSSAs 80-90%Tier 1/Universal Interventions Character Education curriculum Bullying Prevention SWPBS (some schools) Act 211 D&A awareness Counselor classroom lessons Community Activities Health Screening School-Wide Systems for Student Success: A Response to Intervention (RtI) Model: SUPPORTS Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

37. Tier 2/3 Interventions 37

38. Critical Features of Tier 2 Group Interventions Intervention is continuously available Rapid access to intervention (72 hr.) Very low effort by teachers Consistent with school-wide expectations All staff/faculty in school are involved/have access Flexible intervention based on descriptive functional assessment Adequate resources (admin., team) Continuous monitoring for decision-making 38

39. Why do Tier 2 Interventions Work? Improved structure Prompts throughout the day for correct behavior System for linking student with at least one adult Student chooses to participate Increased feedback Feedback occurs more often Feedback is tied to student behavior Inappropriate behavior is less likely to be ignored or rewarded 39

40. Why do Tier 2 Interventions Work? Increased frequency of acknowledgment/ reinforcement for appropriate behavior Adult and peer attention Linking school and home support Organized to morph into a self-management system 40

41. Why Data-Based Decision Rules ? Everyone needs to know how students become eligible for the intervention Everyone needs to know how progress is monitored Everyone needs to know how students exit the intervention

42. Time-Frames for Data Review Student outcome data (student effectiveness): – Intervention facilitator to review individual student data at least every 2 weeks Process data (Intervention effectiveness): – Student aggregate data should be reviewed at least once a month by Secondary Systems Team

43. Levels of Support for Tier 2 Tier 2/Secondary Interventions Level 1Simple Tier 2/Secondary Interventions: Check-in Check-Out Level 2Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group Level 3Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring Level 4Brief Function Based Interventions: A simple function based behavior support plan for a student focused one one specific behavior; Brief FBA/BIP for one behavior 43 Illinois PBIS Network, Revised Sept., 2008

44. 44 Check-In/Check-Out Designed for Students with moderate problem behaviors Most appropriate when problem behaviors are maintained by adult/peer attention Students “check-in” with an adult at the start of each school day Students “check-out” with an adult at the conclusion of each school day Students get feedback from teachers throughout the day Simple Tier 2 Level 1

45. CICO Coaching Tips CICO is research based and the first level of support at Tier 2 Teams need to establish decision rules Communication with Universal Team is important CICO requires building level commitment – Staff Training/Overview

46. Sample Data-Based Decision-Rules a) Identification for CICO: – Youth is identified by Universal Screener or has 3 or more ODRs. b) Progress-monitoring: – DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks. c) Exiting/transitioning: – Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.

47. Other Data for Consideration Daily Progress Report (DPR) points earned each day (data entered into Excel or SWIS) Office Discipline Referrals Suspensions Attendance Tardies Follow-up questionnaire for teachers, family member, or student who made referral

48. 48

49. Social and Academic Instructional Groups 49

50. Social Skills/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior Skills Collect data and monitor progress…daily? weekly? What is your system for data collection? 50 Tier 2 Level 2 Social/Academic Instructional Groups

51. 51 Social Skills/Academic Instructional Groups Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce) Goals for improvement should be common across student in same group (ex. use your words) Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session) Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Progress Report)

52. Critical Features Link to school wide expectations and/or academic goals Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization) Results in student receiving positive feedback from staff Includes a school-home communication exchange system at least weekly 52

53. Choosing or Designing Group Interventions Pre-Packaged (social skill curriculum) Designed by school –Choose & modify lessons from pre-packaged material based on skill group and/or –Create Lesson Plans (Cool Tools) to directly teach replacement behaviors

54. Identify and Implement Empirically Validated Curriculum/Materials Bully Proofing your School Cool Tools: An Active Approach to Social Responsibility First Steps to Success Good Talking Words Second Step Violence-Prevention Curricula Stop and Think Skillstreaming The Social Skills Curriculum The Tough Kid Social Skills The Walker Social Skills Curriculum: The Accepts Program

55. Examples of Tier 2 Group Interventions Newcomers Club Homework Study Groups Lunch Bunch Bus Riders School Grief Group What are some of the group interventions in your school? 55

56. SAIG Lesson Plans: Linked to Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

58. 58

59. Check-In/Check-Out with Individualized Features

60. CICO with Individualized Features Individualized Features Mentoring Check & Connect 60 Tier 2 Level 3 Secondary Interventions With Individual Features

61. Individualized CICO  CICO with one or more of the following changes (examples) –Change Check-In location or time –One adult has scheduled check-in times with the student throughout the day to provide ongoing support –Could use peer support instead of, or in addition to, adult support Individualizations are fairly generic and are pre- designed by Secondary Systems Team –These would be listed on Reverse Request for Assistance –Makes ‘individualizing’ quick/efficient Involves a Daily Progress Report with individualized goals (often used as part of a Behavior Intervention Plan)

62. Individualized CICO: School Examples: Add a ‘check-in’ before a problematic time of day (lunch, gym, etc…) A ‘buddy’ accompanies youth when checking-in and checking-out. Youth checks-in with an adult at his locker in the morning.

63. Mentoring

64. Types of School-Based Mentoring School-day Mentoring With School Personnel Students matched with adults in the building After-School Mentoring Youth participate in after school recreational and education-based activities Often times includes matching older students with younger students (cross-age) Facilitated by teachers, clinical staff, and education professionals Community Mentoring Students are matched with a adult mentor from the community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation

65. Mentoring: School Examples School-day Mentoring With School Personnel –Montrose example – teachers volunteer to be mentors and are matched with a student when the need arises. Mentors implement CICO. Community Mentoring –Schools partnering with Big Brothers/ Big Sisters Mentors join students for lunch, help with school work or play basketball

66. Check & Connect

67. Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008) Considered a ‘drop-out prevention’ intervention Manual recommends: “To use the name Check & Connect, must adhere to the 4 Components & 7 Core Elements of the model.”

68. Check & Connect: 4 Components 1.Mentor who keeps education salient for students 2.Systematic monitoring (grades, attendance etc.) 3.Timely & individualized intervention 4.Enhancing home-school communication & home support for learning

69. Check & Connect: 7 Core Elements 1.Relationships (2 years recommended) 2.Problem solving ( Cognitive-Behavioral approach ) 3.Individualized, data-based intervention 4. Affiliation with school & learning 5. Persistence-Plus (familiar with youth & family) 6.A focus on alterable indicators of disengagement (warning signs of drop-out) 7.Following students & families (even if leave district)

70. Examples of CnC Mentor Activities Before leaving for work, calls 3 students to make sure they are awake Stops at house of youth that doesn’t answer phone & leaves note for family/student Meets with one youth before classes start Social Worker discusses concerns regarding one of the CnC youth with the Mentor Hosts open-door lunch for any youth that wants to come by or eat there

71. CnC Critical Features Includes: Structured prompts for ‘what to do’ in relevant situations –Goals from mentoring may be reflected as skills in DPR, especially academic-related goals like doing homework, studying etc. Orientation materials for staff/subs/volunteers who have students using the intervention –Critical to clarify expectations/rules with all involved A school-home communication exchange system at least weekly –Phone calls home, home visits, letters to families etc. Decision rules for entering, exiting, and progress monitoring

72. 72

73. 3 Tier System of Support Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 73

74. Brief Function-based Interventions Tools ABC Chart Scatterplot Functional Assessment Screening Tool (FAST) Efficient Functional Behavioral Assessment: Functional Assessment Checklist for Teachers and Staff (FACTS) – http://www.pbis.org/common/p bisresources/tools/EfficientFBA_F ACTS.pdf http://www.pbis.org/common/p bisresources/tools/EfficientFBA_F ACTS.pdf Data Daily Progress Report SWIS or other data management individual student report Grades Attendance Suspensions 74 Tier 2 Level 4 Brief Function-based Interventions

75. Why Do Functional Behavior Assessment (FBA)? Behavior intervention plans built from functional assessment are more effective. Research indicates clearly that an effective intervention is tied to function.

76. Outcomes of a Functional Behavioral Assessment Operationally defined problem behavior(s) Identify routines in which the problem behavior is most and least likely to occur Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. Summary Statement of findings.

77. Identifying Who Needs a FBA/BIP Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress. – Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.). – Request for Assistance made: Data identifies student as in need (# of ODRs, suspensions, absences, etc..). Exception to the system: Adult perceives youth as in urgent need (lower-level support not seen as adequate)

78. The FBA/BIP Process 1) Secondary Systems Team identifies youth needing FBA/BIP level of support. Referral to individual Problem-Solving Team meeting. 2) FBA/BIP facilitator (i.e. social worker, counselor, psychologist) takes lead in organizing data and using tools to conduct the FBA. 3) FBA/BIP facilitator generates FBA summary based on data to share with Problem-Solving Team. 4) Problem-Solving Team develops BIP (with stakeholders). 4) Follow-up meeting scheduled (in 4-6 wks) for all stakeholders to review progress of BIP. 4) Weekly data monitored by FBA/BIP Facilitator.

79. 79

80. 3 Tier System of Support Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 80

81. Secondary Systems Planning Team Meeting Agenda Number of youth in CICO (record on TT)? – Number of youth responding (record on TT)? * Send Reverse Request for Assistance to teachers of all youth not responding – Number of new youth potentially entering intervention (share # of RFAs, Universal Screening info and/or youth who met the data-based decision-rule cut offs for Secondary support)? Repeat for S/AIG, Mentoring & Brief FBA/BIP If less than 70% of youth are responding to any of the interventions, the Secondary Systems team should review the integrity of the intervention and make adjustments as needed.

82. Interventions Check-in Check-out (CICO) Tier 2 Level 1 Social/Academic Instructional Groups Tier 2 Level 2 Simple Tier 2 Interventions with Indiv. Features (e.g. CnC) Tier 2 Level 3 Brief Function-based Interventions Tier 2 Level 4 Complex/Multiple-life - domain FBA/BIP Tier 3 Level 1 Wraparound Support Tier 3 Level 2 # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March April May June 82 Please list below how your school defines “responding” at each of the six levels: 1.Responding to CICO: 2.Responding to Social/Academic instructional groups: 3.Responding to Simple Tier 2 with Individualized Features (i.e. CNC): 4.Responding to Brief Function-Based Interventions: 5.Responding to Complex Function-based Interventions: 6.Responding to Wraparound Plans: Tier 2 /Tier 3 Interventions Tracking Tool School__________________ Monitor______________________

83. 83

84. 3 Tier System of Support Problem Solving Team (individual student) Tertiary Systems Team Secondary Systems Team Universal Systems Team PRACTICES Data Decision Rule UNIVERSAL SYSTEMSECONDARY SYSTEMTERTIARY SYSTEM 84

85. Interventions Check-in Check-out (CICO) Tier 2 Level 1 Social/Academic Instructional Groups Tier 2 Level 2 Simple Tier 2 Interventions with Indiv. Features (e.g. CnC) Tier 2 Level 3 Brief Function-based Interventions Tier 2 Level 4 Complex/Multiple-life - domain FBA/BIP Tier 3 Level 1 Wraparound Support Tier 3 Level 2 # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March April May June 85 Please list below how your school defines “responding” at each of the six levels: 1.Responding to CICO: 2.Responding to Social/Academic instructional groups: 3.Responding to Simple Tier 2 with Individualized Features (i.e. CNC): 4.Responding to Brief Function-Based Interventions: 5.Responding to Complex Function-based Interventions: 6.Responding to Wraparound Plans: Tier 2 /Tier 3 Interventions Tracking Tool School__________________ Monitor______________________

87. 87 Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III. Tier II: Targeted Interventions School & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II. Tier I: Prevention / Baseline Interventions School & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I. Assessment Supports Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive to individual student need. Examples:  Frequent Progress Monitoring  Referrals to Multi- Disciplinary Evaluation Examples:  SA CORE TEAM  Strengths-Based Needs  Functional Behavioral Analysis  Curriculum-Based  Progress Monitoring Examples:  Required Health Screens  Academic Data / Benchmarking  Attendance / Behavioral Data  Universal Academic Screening  Standardized Tests Examples:  Relevant Special Ed.  Systems of Care  Linked Support Services Examples:  Small Group Instruction  Educational Support Groups  Parent Consultation  Individual / Group Counseling Examples:  General Ed. Curriculum  Extra-Curricular Activities  Developmental Guidance  Prevention & Incentive Programs  Community Programs Reference: US Office of Special Education Programs—PBIS Needs Assessment—School & community data collection to identify needs and resources