Tier 2/ Tier 3 Planning for Sustainability Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District

Systems Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

Big Ideas Implementation is not a single event A mission‐oriented process involving multiple decisions, actions, and corrections Continuous Improvement Anchored to tiered framework Always connected to strategic plan

Implementing PBIS We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008)

LEADERSHIP TEAM Primary function: leadership and coordination of multi- level system of support Representation of appropriate range of share- holders Individuals who have adequate and designated time to manage day-to-day operation Individuals who put policy and action-planning into place Individuals who inform leadership team on implementation outcomes Individuals who have authority to determine implementation

Self-assesses annually /SWPBS_ImplementationBlueprint_vSep_23_2010.pdf /SWPBS_ImplementationBlueprint_vSep_23_2010.pdf Creates 3-5 year action plan based on self assessment Quarterly meetings with solid purpose and process

Training capacity Tier 2 – 4 day series plus TA Administrator, pupil service representative, special education representative, regular education representative, external coach, link to tier 1 team Quarterly networking TA opportunities Information/ professional development for full staff, new staff, families

Tier 3 RENEW/Wraparound 4 day series – 1 day for systems team, 3 days for facilitators Quarterly/monthly online technical assistance Complex FBA/BIP – 3 day series – 1 day for systems team, two days for facilitators Quarterly/monthly technical assistance Professional Development for full staff, new staff, parents

Coaching Capacity Coaching network that establishes and maintains MLSS work Tier 1, internal and external coaches Tier 2, tier 3 external coaches.4 FTE for 3 schools Technical assistance around systems challenges, and intervention errors Provide ongoing support to implementers and facilitators

Evaluation Evaluation process and schedule Extent to which teams are using tier 2, tier 3 supports, impact on student outcomes, implementation of leadership team action plan School based information system in place ODR – Big 5X2 Tier 2 – Daily Progress Report data Tier 3 – SIMEO, ISIS

System level evaluation Special education referrals, disproportionality, interaction between academic and behavior outcomes, ongoing progress monitoring, intervention and placement decisions District Data Audit Tool Annual report of implementation integrity and outcomes disseminated BAT, MATT, Tier 3 intervention integrity tools

Behavioral and Content Expertise Multiple team members have expertise and experience to ensure implementation integrity Training, coaching and evaluation Reading, Mathematics, Behavior

Funding Stable funding sources for at least 3 years Training, coaching, facilitation, collaboration time, systems support Related initiatives assessed and integrated Tier 2– targeted interventions for academics and behavior Tier 3 – individualized interventions for academics and behavior Staffing, curriculum, collaboration time

Visibility Stakeholders are informed about activities and accomplishments Multi-level systems tool, Automated Tracking Tool rces.html rces.html Data stories/success stories Assure that recognition is visible and culturally and contextually relevant

Political Support Social behavior of ALL students is one of top 3-5 goals for the district Document a functional link between academic gains, social behavior and school climate Annual reporting to political body Cabinet, school board, community mental health collaborators Participation and support by chief administrator

Policy Policy statement developed and endorsed Need and rationale, purpose and benefits, measurable outcomes, activities and operations for achieving objectives, evaluation strategy MLSS responsibilities embedded in interview questions, job descriptions, new educator training Dedicated intervention time, flexible work hours/ location

Implementation data and outcomes reviewed semi-annually to refine policy Aggregated MATT, BAT Student outcome Audit of existing related initiatives conducted annually to refine policy Increased organizational efficiency, effectiveness, relevance, durability and scalability Integrated action plan developed Link Working smarter matrix