Tier 2/ Tier 3 Planning for Sustainability Rachel Saladis WI PBIS Network/Wi RtI Center Katrina...

Tier 2/ Tier 3Planning for Sustainability

Rachel SaladisWI PBIS Network/Wi RtI Center

Katrina KrychSun Prairie Area School District

Systems Change

“For every increment of performance I demandfrom you, I have an equal responsibility toprovide you with the capacity to meet thatexpectation”

(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 thinkcarefully about ourpurpose, players,and position todetermine prioritiesand courses ofaction (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 • http://

www.wisconsinpbisnetwork.org/assets/files/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• http://www.wisconsinpbisnetwork.org/coaches/resour

ces.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