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SWPBS Tier 2 Meets Tennessee’s RtI 2 School-Based Teams . Presented By:. Jennifer R. Butterworth. Development. Purpose. Share a framework for integrating Tennessee’s RtI 2 initiative, currently with a focus on academic supports, with Tennessee’s SWPBS/PBIS efforts. www.edprodevelopment.com.

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Development

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  1. SWPBS Tier 2 Meets Tennessee’s RtI2 School-Based Teams  Presented By: Jennifer R. Butterworth Development

  2. Purpose Share a framework for integrating Tennessee’s RtI2 initiative, currently with a focus on academic supports, with Tennessee’s SWPBS/PBIS efforts.

  3. www.edprodevelopment.com

  4. Tennessee’s RtI2framework … allows for an integrated, seamless problem-solving model that addresses individual student needs. Currently, Tennessee’s RtI2 framework focuses on building a tiered intervention model in the areas of reading, math, and/or writing. • SWPBS/PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students. • Both RtI2 and SWPBS/PBIS emphasize the use of data for informing decisions about (a) the selection, implementation, and progress monitoring of evidence-based instructional/ behavioral practices and (b) organizing resources and systems to improve durable implementation with fidelity.

  5. Tier 1 Academics • All students • 80-85% of students proficient and advanced - on grade level or above • High quality common core instruction in positive behavior environment • Instructional decisions driven by ongoing formative assessment

  6. Tier 1 Behavior • All students • 80-85% of students 0 – 1 office referrals/year • High quality school-wide preventive discipline (80/80 SET or 70% BoQ)) • Behavior support decisions driven by formative discipline data, e.g., SWIS

  7. School Leadership Team • Representative of faculty and staff of school. • Reviews academic and discipline data. • Makes SCHOOL-WIDE instructional and behavior support decisions affecting all faculty and staff.

  8. What is “Tier 2” of the Triangle - Academics? • 10-15% of students • More than 1.5-2 years below grade level • High quality instruction to targeted small groups of students • High quality intervention matched to student-targeted area of need • Provided by highly trained personnel 12

  9. What is “Tier 2” of the Triangle – Behavior? • 10-15% of students • Multiple referrals (2-5) • Function-based behavior support interventions • Interventions provided to targeted small groups of students. • Interventions provided by highly trained personnel

  10. Major Characteristics of Tier 2 Interventions (Academic AND Behavioral) • Addressed once quality, research-based Tier 1 preventions and instructional practices are established. • Team-based problem solving. • Focus on smaller targeted groups of students who are at risk of engaging in more serious behavior problems and/or academic failure. • On-going monitoring of student progress and data-based decision-making. • Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).

  11. Major Characteristics of Tier 2 Interventions (continued) • Known by all faculty and staff. • Ongoing identification and referral process • Rapid access to and continuously available intervention (5 days). • Research/Evidence-based interventions based on formative assessment results. • Adequate resources allocated (administrative support, time,…).

  12. POINTS TO CONSIDER • At risk students benefit from (a) clearly defined expectations, (b) frequent & immediate feedback, (c) consistency, and (d) contingent, positive reinforcement. • Problem behavior and academic behaviorare often linked. • Effective instruction AND behavior support BEGINS with development of effective adult – student interactions.

  13. Tier 2/RtI2 Coordination Team Literacy/ Reading Coach School Psy./ Behavior Specialist/ Counselor CSH Coordinator/ School Nurse School Psy./ Behavior Specialist/ Counselor Mathematics Coach Study/ Organization Skills Inter. Social Skills Intervention Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Referral Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

  14. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure Step 7. Implement and Codify Tier 2 Systems

  15. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team

  16. School-Based RtI2 / SWPBS Tier 2 Coordinating Team Purpose Ensures “at risk” students (less than ~20% of the school population) receive the appropriateadditional academic and behavioral supports and interventions needed to be successful in school.

  17. School-Based RtI2 Teams … These teams meet regularly to ensure the fidelity of the instruction and interventions, as well as make data-based decisions regarding appropriate student placement in interventions. School teams will ensure that interventions are implemented with integrity. When placing students in interventions, it will require reviewing and discussing student data and student attendance in interventions. Interventions must be matched to specific area(s) of deficit for each student.

  18. School-Based RtI2 / SWPBS Tier 2 Coordinating Team Composition • Person who can allocate resources (e.g., administrator) • Person who coordinates the targeted interventions • Person with expertise in academic assessment and intervention (e.g., reading and math) • Person with expertise in physical/nutritional health assessment and intervention • Person with expertise in mental health assessment and intervention • Person with expertise in conducting basic functional behavioral assessment and building behavior intervention plans • Check-In/Check-Out Coordinator

  19. School-Based RtI2 / SWPBS Tier 2 Coordinating Team Functions & Responsibilities • Serves as referral source for students requiring Tier 2 interventions • Connects student needs to appropriate intervention(s) based on review of appropriate data • Connects activities of Tier 2 targeted interventions with each other and the Tier 1/ School Leadership Team • Ensures ongoing progress monitoring occurs with each intervention • Monitors fidelity of implementation and response to intervention for all students receiving Tier 2 interventions

  20. School-Based RtI2 / SWPBS Tier 2 Coordinating Team Functions & Responsibilities (continued) • Ensures regular communication of Tier 2 intervention efforts with faculty and staff • Meets routinely (e.g., weekly) to match students with appropriate intervention and review progress monitoring data of students receiving Tier 2 interventions • Meets monthly with intervention-specific team leaders • Referral source (receives, reviews, follows through) of students requiring Tier 3 supports

  21. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students

  22. TIER 3 : INTENSIVE/INDIVIDUAL STUDENT TIER 2: TARGETED GROUPS TIER 1: ALL STUDENTS School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups Student Intervention Plans School wide PBIS Behavioral contracting Health Education Voluntary State Curriculum Character Education Section 504 Plans and/or IEPs Alternative programs Check-in/Check-out Responsive counseling Bullying Prevention School mental health services Expanded School Mental Health Initiatives and Interagency Partnerships

  23. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions

  24. Review/Analyze Each Intervention

  25. Secondary Interventions Analysis Chart

  26. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis

  27. Check-in Check-out Tier 2 Interventions Study Skills Interventions Reading Interventions Social Skills Interventions Math Interventions"

  28. Tier 2/Secondary Interventions Gap Analysis Chart Adapted from Todd & R. Horner (2002)

  29. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure

  30. Create Referral Process • Consider: • Referral form and time to complete • Information needed to match student to the appropriate secondary support system – can any of this information be provided in the referral form? • How will staff access the referral form? Where will they submit a referral? Who will respond? • Who disseminates information to team members? • How is information disseminated to team members? • Is there additional information required? Who collects?

  31. Establishing an Integrated Tier 2 System of Academic and Behavior Supports Step 1. Establish/Flesh Out Tier 2/RtI2Coordinating/Leadership Team Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students Step 3. Analyze Current Interventions Step 4. Conduct Gap Analysis Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure Step 7. Implement and Codify Tier 2 Systems

  32. Tier 2/RtI2 Coordination Team Literacy/ Reading Coach School Psy./ Behavior Specialist/ Counselor CSH Coordinator/ School Nurse School Psy./ Behavior Specialist/ Counselor Mathematics Coach Study/ Organization Skills Inter. Social Skills Intervention Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Referral Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

  33. Questions or Comments?

  34. Tier 2/RtI2 Coordination Team Literacy/ Reading Coach School Psy./ Behavior Specialist/ Counselor CSH Coordinator/ School Nurse School Psy./ Behavior Specialist/ Counselor Mathematics Coach Study/ Organization Skills Inter. Social Skills Intervention Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Referral Psychologist Psychologist CICO Coordinator Check-In/ Check-out Tier 1 Leadership Team Targeted Group x Location Tier 1 Leadership Team

  35. Check In - Check Out (CICO) • Focuses on students who are not responding to primary, preventive school-wide interventions • Focuses on students who are at risk for developing serious or chronic problem behavior (not already there!) • Provides daily support and monitoring for groups of students • Systematized self-monitoring for a large number of students at one time • Allows for a strong family component • Core principles include increased predictability, consistency in routine, and positive adult interaction

  36. How is CICO Different Than Other “Behavior Card” Interventions A Targeted Intervention Implemented Within a School-Wide System of Behavior Support Behavior Cards typically classroom interventions Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively & receive support quickly Team uses data for decision making to determine progress

  37. Major Features of CICO • Is available for student participation at any time during the school day across the year • Rapid access to intervention (within 5 days) • Known by all staff and students • Links academic and behavioral support • Consistent with school-wide expectations • Uses data for decision-making and progress monitoring • Student chooses to participate (optional) • Multiple applications (social skills, study skills, self management, self monitoring, …)

  38. Check In Check Out Student Recommended for CICO CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

  39. Questions or Comments?

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