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.

6. Tennessee’s RtI2 framework … 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.

7. 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

8. 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

9. 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.

10. What is “Tier 2” of the Triangle - Academics?
10-15% of students
More than 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

11. 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

12. 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).

13. 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,…).

14. 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 behavior are often linked.
Effective instruction AND behavior support BEGINS with development of effective adult – student interactions.

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

16. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/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 Implement and Codify Tier 2 Systems

17. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team

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

19. 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.

20. 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

21. Functions & Responsibilities
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

22. Functions & Responsibilities
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

23. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students

24. 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
Health Education Voluntary State Curriculum
Behavioral contracting
Character Education
Section 504 Plans and/or IEPs
Check-in/Check-out
Alternative programs
Responsive counseling
School mental health services
Bullying Prevention
Expanded School Mental Health Initiatives and Interagency Partnerships

25. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and Behavioral Interventions for Targeted Groups of Students
Step 3. Analyze Current Interventions

26. Review/Analyze Each Intervention
What is the intent/ focus/ targeted behavior(s)?
2. Is it research-based? What is the research?
Intervention Central:
Florida Reading Research Center:
What Works Clearinghouse:
National Center for Student Progress Monitoring:
National Center on Response to Intervention (RTI):

27. What is the intent/ focus/ targeted behavior(s)?
2. Is it/What is the research-based?
Intervention Central:
Florida Reading Research Center:
What Works Clearinghouse:
National Center for Student Progress Monitoring:
National Center on Response to Intervention (RTI):
3. What is/are the criteria for accessing?
4. How does a student access the intervention?
5. How is ongoing progress monitored: (a) frequency of access?
6. How is ongoing progress monitored: (b) increase/ decrease targeted behavior?
7. What is the schedule for making data-based decisions?
8. How is accuracy of implementation measured/ensured?

28. Secondary Interventions Analysis Chart Intervention Question
What is the intent/ focus/ targeted behavior(s)?
2. Is it/What is the research-based?
Intervention Central:
Florida Reading Research Center:
What Works Clearinghouse:
National Center for Student Progress Monitoring:
National Center on Response to Intervention (RTI):
3. What is/are the criteria for accessing?
4. How does a student access the intervention?
5. How is ongoing progress monitored: (a) frequency of access
6. How is ongoing progress monitored: (b) increase/ decrease targeted behavior?
7. What is the schedule for making data-based decisions?
8. How is accuracy of implementation measured/ensured?

29. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/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

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

31. Tier 2/Secondary Interventions Gap Analysis Chart
Tier 2 Interventions/
Supports/
Programs
(Targeted Groups)
Academic
(academic failure/ escape)
Self Management/ Self Monitoring
(self regulation, attention/ positive reinforcement)
Social Skills/ Making Choices/ Chemical Dependency
(relationships, positive reinforcement, social competence)
Study Skills/ Organizational Skills
Adapted from Todd & R. Horner (2002)

32. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/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

33. 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?
(JRB/6/08) things to consider so that your whole plan doesn’t go coput (the best laid plan of mice and men). You may not have one on one experience with the student so you will need staff access to referral form. You need to let teachers know up front that they will still need to implement the interventions so they are still part of the process even after ther referral.

34. Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2 Coordinating/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 Implement and Codify Tier 2 Systems

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

36. Questions or
Comments?

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

38. 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
(JWP/6/08) If you have more consistency you will get more buy-in. Just like primary preventions it is a 3-5 year process. If you have specific programs or initiatives in place don’t reinvent the wheel. Figure out how you can get this to be part of the system to meet students needs. Kids who generally generate 2-5 referrals. The key here is at- risk not kids in crisis. If you feel like you are not having these. You can handle about 30 kids (3 per. 10 periods) These are kids who receive ongoing feedback. We want it to eventually have students to self-monitor. It doesn’t mean that if you don’t have parent support you can’t do this. If you don’t have the parent involved you can use an adult who could do this role (ie mentor teacher, pe teacher, etc) who have a bond with the student. Sometimes you can modify (eg. An older peer ) because students want peer attention. This needs to be monitored by an adult coordinator. Part of the reason this works is because students to strive for adult attention, it provides that attention and the students know that they are getting this attention at the beginning and end of period.

39. 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 39

40. 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, …)
Primary team will look at the data and screen then the secondary team will look at the data and decide who will benefit. Low effort, not meant to be a 5 minute sit down. With classroom teachers you may be able to handle about 3 students at a time a class period. Refered to video regarding links to academic and behavioral support. Referred to students who teachers may meet who have these problems that may participate prior to arriving at school. This heads them off right away. This system you want to be positive. BEP team members do not necessary need to be on the team. You will have a coordinating team that funnels this. This video is a good resource for showing your staff the system % is the goal with assessment. You want this to be optional for the student. You want the student to want to participate in this. If student doesn’t want you may want to modify this for that studednt. You may also suggest to the student to try it out for a week or two. It may look different in different grade levels.

41. Student Recommended for CICO
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
Student recommended for BEP by Teacher, parent, other school personnel?
Prior to BEP implementation- meeting with Counselor, parent and student
Go over expectations for each party (parent, school, and student)
Set goal
Sometimes contract is signed (I don’t know if you this was ever used Kelly)
3) BEP Implemented
Typically nominated by referrals (3-5). Primary will coordinate with secondary team and the secondary team will decide who will benefit. You may have a k-2 coordinator instead a kindergarten coordinator in elementary schools. You modify this too meet your needs. Remember we talked about the students who do not have that support, assign one to them. Don’t put the baby out with the bathwater. If you do not have SWIS it is just as easy with an excel program. CICO meeting depends on the need.
4) Morning check-in
What did you check for? Pencil, binder, agenda, BEP form from day before
Gave students supplies if they did not have them to help them be successful
BEP Daily progress report given (can flip to next slide to show)
Teacher Feedback
Student carries card to teachers
Teachers have been trained to provide some sort of positive interaction upon receiving the card
-Teachers have also been trained not to use the system as punishment- no nagging
Afternoon check-out
BEP coordinator checks for goal
Reinforcement for checking out (High 5)
Bigger reinforcement for checking out and meeting goal (snack)
Parent Feedback
Send home- student gets feedback from parent
Student brings back form signed the next day
BEP Coordinator Summarizes Data for Decision Making
Using Quattro pro Spread sheet program- graphs data
Weekly BEP Meeting
½ hour to assess progress
who attends meeting
decisions made in meeting
Afternoon
Check-out
Revise
Program
Exit
Program

42. Questions or
Comments?