This is Tier II This is the online first of two part readiness offerings. Target audience: District Administration, Building administration, student services personnel and internal/external coaches,

Training Outcomes Participants will BEGIN to: – Develop understanding of how a multi-level system support student across tiers and rationale behind higher tiered supports; – Review and understand how tier I implementation is critical foundation to tier II. – Understand the purpose behind the interventions at higher tiers (primarily tier II), higher tier fidelity measures, and how they layer onto tier I system and practice features; – Understand the data based decision making process at Tier II – data rules to enter, progress monitor, and fade/layer as well as the 70% rule and review Tier I fidelity data and action plan

Agenda Review Universal SYSTEM Critical Elements Introduction to purpose of higher tier, layered supports and interventions Introduction to data-based decision making at higher tiers Action plan and next steps

Tier II Rationale in a Multi-Level System of Support Framework

RtI Definition Wisconsin RtI An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

Academic and Behavior Tier 3/Intensive Level 1-5% Tier 2/Selected Level 5-15% Tier 1/Universal 80-90% Systematically providing differing levels of intensity of supports based upon student response to instruction and intervention

1-5%Tier 3/Tertiary Interventions Few, individual students Assessment-based Intense, durable procedures 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 80-90%Tier 1/Universal Interventions All settings, all staff and students Preventive, proactive Let’s Talk Percentages Systems 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 How many of your total population are currently in small group interventions? Individual interventions? How does your school measure up to these %s?

Implementation of School- Wide PBIS Fidelity at Tier 1 MUST be achieved prior to moving to advanced tiers PBIS Assessment: Fidelity on Both Tools – Self Assessment Survey = 80% – Benchmarks of Quality = 70% Implementation of Classroom systems at Universal Level (classroom matrices, rules and routines developed, classroom as location in data being reviewed regularly). Ensure that ALL staff are fluent and using established common language and practices…Tier 2/3 success depends up on this fluency!!

Revisiting Tier 1 If Tier 2 interventions are in addition to solid Tier 1 practices, connect the dots….. Universal Practice 5:1 Positives to Correctives in class setting Teaching Procedures/Cool Tools in class setting Tier 2 Intervention CICO (increases ratio of positives to correctives ) SAIG (additional teaching of skills) Classroom Management Resource

Which Universal Practices Need to be Solid Classroom Practices? 1.Classroom Matrix for Activities within the class setting 1.Routinely teaching and reinforcing classroom procedures using the Cool Tool format 3.5:1 ratio of positives to correctives 4.Use of the Class Matrix to Pre-Correct and Redirect 5.Culturally responsive practices: Using direct instruction, specific positive feedback and re-teaching to Validate, Affirm, Build and Bridge 6.Use a continuum of strategies prior to delivering an in-class consequence that includes: Proximity, Prompt, Redirect, Re teach, Providing Choice

Staff Fluency means… Ensuring that staff all are defining behaviors the same way; Completing documentation consistently Re-teaching in same way and consistently Utilizing acknowledgement system as intended.

Sound Professional Development includes: Data: Identifying strengths and weaknesses in the faculty as a whole Training: With ample modeling and time for practice with feedback Progress Monitoring: Using walk throughs; self reflection check lists; PLC’s Coaching: Peer, Mentor and PLC’s Post Data Collection: Pre and Post Knowledge Survey, Self Reflection Checklists; Implementation Data; Risk Ratio and ODR’s from Class Setting.

Critical Nature of Tier I Tier II is LAYERED on top of tier I practices and system components. They are a continuation. If tier I is not in place as designed, tier II and III WILL NOT succeed. Data coming from tier I is part of how interventions at tier II and III is progress monitored. Data-based decision making is based on tier I data, system and practices.

First shift in thinking… Tier I is no longer about IMPLEMENTATION, Tier II IS. Tier I is now about sustainability or maintaining the work and growth that took place as you were implementing.

System Features Needed for Advanced Tiers Implementation of tier 1 School-wide PBIS at fidelity. Building Administrator: allocates personnel, time and system tools. Faculty Commitment: buy in critical! Allocated Time for Coaching (Internal and External Coaches) Team Composition and Effective Meeting Practices Professional Development: 4 days T2 Training + online TA, 5 Days T3 Training + online TA. Family & Community Involvement

Tier 2/Tier 3 External Coach Role Description Direct support to selected buildings District-level support and leadership Trainings Technical Assistance and Data-based decision making Liaison Recommend.4FTE: T2/3 Year 1—3 buildings T2/3 Year 2—6 buildings T2/3 Year 3—9 buildings

Team Membership T2/3 PBIS Systems Team Members may include: – Principal (this is a “must”), Coach, Pupil Services, Person with Behavior Expertise. Reg. Ed Rep, Spec Ed. Rep, Tier 2 Intervention Coordinators, – Looks at T2 intervention data and student data 2x/month. Tier 2/3 Problem Solving Team: Often is “standing team” that all ready exists in district (student support, teacher assistance, pre-referral, etc.)

Thinking ahead Tier 3 Student Team: Flexible; based on student need, but comes from Tier II PROBLEM SOLVING TEAM Individual team members selected by student and family. Reviews data weekly, meets according to need.

Why We Need Community Mental Health Partnerships One in 5 youth have a MH “condition” About 70% of those get no treatment School is “defacto” MH provider JJ system is next level of system default 1-2% identified by schools as EBD Those identified have poor outcomes Suicide is 4th leading cause of death among young adults

Generic and Layered Interventions and Supports

Reflection on Purpose Tier II & III supports are layered on Tier I, not in place of tier I. Increased instruction and behavioral feedback, acknowledgement, fluency building and positive connections. NOT increased punishment Consequence and disciplinary actions are a function of Tier I & classroom setting. Classroom management systems must be sufficiently developed to support higher tier interventions.

Attendance Math (Acceleration) AP class with added differentiation High School content reading (Intervention) PE Hallway Behavior Strengths & Challenges English Biology

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Check-in/ Check-out (CICO) Group Intervention w. Individualized Feature Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound/RENEW Social/Academic Instructional Groups (S/AIG) There is a continuum of support (ordered by intensity of intervention & effort needed to implement) Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Increasing intensity of intervention REQUIRES increase in Family Engagement

CI/CO SAIG CI/CO Ind. Features Mentoring DATA Simple tier two interventions

Basic SAIG Extensions of the 3 Bs or universal expectations: Be Safe Be Respectful Be Responsible Linked to need in one setting or if a behavior needs to be broken down to related skills.

Simple Mentoring and Individualized CICO Intended to increase adult time with, and POSITIVE attention to student Individualized CICO is for those needing more than basic CICO Mentoring is a time limited, one-to-one, emphasis on building their relationship These Tier 2 interventions are geared to help meet the need of students and increase their level of social and academic success.

Brief FBA 1.Identify a behavior of concern Define in a way that is observable 2.Identify predictors in the environment Things that happen before and after 3.Identify a function Why does that happen? 4.Teach a replacement behavior What is appropriate way to get same function? 5.Change the environment to prevent What could make the problem not happen? What consequences are functional?

Functions of Behavior Misbehavior Get Avoid Sensory Stimulation Social Tangible

In other words: Brief FBA and BIP is – A REDESIGN OF SETTINGS, NOT OF INDIVIDUALS Emphasis on making previously learned behaviors un-necessary, ineffective and inefficient Make desired behaviors stronger

Data-based Decision Making System evaluation, data rule for entry, progress monitoring, next steps, fidelity, and the 70% rule

Risk Ratio Calculator Teams are also encouraged to disaggregate their data (academic and behavior) by ethnicity. The point is to look for patterns of disproportionality in their practices Begin to formulate system action plan to address disproportionality – LINK HERE

Share data tools For Progress Monitoring and Assessing Fidelity MATT (Measurement of Advanced Tiers Tool) BAT (Benchmarks of Advanced Tiers) Tracking tool MLSS triangle tool Systems response tool Shared at training all on our website!

1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive Let’s Talk Percentages, Again. Behavioral Systems 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 This is not just about students getting layered support. This also illustrates the need for the fidelity of intervention at all three tiers.

Data-based Decisions Track individual student intervention data Track individual ODR data Provide aggregate data regarding intervention response Ability to identify intervention change and impact for individual students These considerations are on top of a universal data base

Wrap up

Closing (Next Steps) Informally review and action plan around the specific needs you identified during this session. District administration, building administration, student services personnel and internal/external coaches need to register and attend Face to Face Readiness offering. Any questions, contact regional Technical Assistance Coordinators at: coordinators.html