Coaching: Tier 2 and 3

Rainbow CraneDr. Eleanore Castillo-Sumi

Training Goals

• Defining the Coaching Role

• Tier 2 and 3 Coaches Roles and Responsibilities• Using data to develop a plan• Professional Development• Mapping Needs

Coaches

• Coaches develop the leadership skills of teachers and principals in order to address whole-school organizational improvement, facilitate reallocation and deployment of resources, and evaluate outcomes (Neufeld & Roper, 2003)

Tier 2 & 3

• Are we……• Meeting: SW PBIS Team once a month

and Intervention Team at least twice a month

• Do we have meeting foundations in place? Using a meeting form that uses data?

• Are we looking at data? Both student and fidelity? What is the data telling us?

• Then what? Are we evaluating outcomes?

Beginning of the year

• Collect a calendar from each school• Meetings schedule• Assessment schedule• Other activities: Kick off, assemblies,

teaching schedule, etc.

• Provide a calendar with deadlines for• Assessments • Action Plans• Activities

Meeting Foundations

• Try to make time to attend monthly meetings

• Do teams have a yearly schedule?

• Do teams have roles and responsibilities?

• Are they using meeting foundation forms?

• Are they looking at and evaluating the data using the TIPS model?

ImplementSolution withHigh Integrity

Identify Goalfor Change

Identify Problemwith

Precision

Monitor Impact ofSolution and

Compare AgainstGoal

Make SummativeEvaluationDecision

MeetingFoundations

Team-Initiated Problem Solving II(TIPS II) Model

Identify Solution and Create ImplementationPlan with Contextual

Fit

Collect and Use Data

TIP

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• Screening Coordinator

• Tier 2 Intervention Coordinator

• Tier 3 Intervention Coordinator

• Facil

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• Proce

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Monitor

• Noteta

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> 1 hour meeting

Review Tasks

Intervention Team• Is not the time to discuss an individual

student in great detail

• If a solution or modification cannot be discussed and selected quickly, the team should schedule an individual student meeting to address that specific issue (SST or BSP meeting)

• Benchmark of Advanced Tier Tool (BAT)

• Self Assessment Survey (SAS)

• Monitoring Advanced Tier Tool (MATT)

• Tiered Fidelity Inventory (TFI)

Monitoring Advanced Tier Tool (MATT)

• Who: Intended to be used by school teams wanting to use a progress monitoring tool to assess Tier II and Tier III. Once a team consistently scores 80% or above on the MATT, the BAT can be used as an annual assessment.

• When: Quarterly

Benchmark of Advanced Tier Tool

(BAT)• Who: Teams who have consistently scored 80%

or higher on the MATT when assessing their Tier II and III implementation. The BAT takes more time to complete than the MATT, but is only conducted once a year versus quarterly.

• When: Annually

Self Assessment Survey (SAS)

• Who: Teams interested in knowing more about staff perception of SWPBIS implementation across all systems may favor the SAS. All school staff are encouraged to take the survey in PBIS.

• When: Annually

SAS results

• 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs.

In Place 10 % Partial 57 % Not 33 %

Priority: High 63 % Medium 38 % Not 0 %

• What does this tell you?

• Is there an opportunity for professional development?

Tiered Fidelity Inventory (TFI)

• Who: School Systems Planning teams – a team of three to eight people including the administrator and district coach – with input from Tier I, II, and/or III teams. It is strongly recommended the team complete the TFI with an external coach serving as a facilitator. 

• When: First-year implementers may conduct the TFI as an initial assessment – moving to administering the survey every third or fourth meeting. Schools reaching 80% fidelity three consecutive times may choose to take the TFI as an annual assessment.

Tier II

Tier II

Tier III

Continue….

• To monitor Tier 1 progress• Tiered Fidelity Tool (TFI)

• Includes School-Wide Evaluation Tool (SET)

• Team Implementation Checklist (TIC)

SW Data

Professional Development

• Defining problem behavior• Are we all on the same page regarding

what is defiant and disruptive behavior?

• Understanding behavior• Function of behavior: The Why

• Identifying Interventions: Based on the Why

Coaching Opportunities

• A school has a high number (How many students do you have? How many of them have ODR?) of referrals for either unknown behavior, disruption, or defiance.• What does this tell you? • What types of professional

development are needed?

Intervention Team Data

• How many students do you have in Tier 2 and Tier 3 interventions?• Are your numbers proportionate?

• Do you have the appropriate function based interventions?

• Allocate resources based on need

Intervention Inventory

School and Community Resource

Mapping• Have each school complete an

intervention inventory• Are their interventions successful?• Which will you keep?• Which will you discontinue?

Resource Mapping

• What are the other schools in your district doing? Can you use those ideas?

• Use these ideas and data to invite community partners to present• What does your data tell you?• What have the other schools been

doing?

Based on Need

• Provide training • Community resources

Community Resources

• Staff Training• What resources are available• When to refer students and families• How to refer students and families

• Systems to access resources • Who will make the referral• How• Who will follow up

PBS:RtIB Systems Implementation Model

Funding Visibility PoliciesPoliticalSupport

Training CoachingBehavioral ExpertiseEvaluation

District Leadership Team (District Coordinator)

School-BasedImplementation

We are Here

What do we do?

District Support

Resources

• www.pbisworld.org

• www.interventioncentral.org

• www.pbisapps.org

• www.pbis.org

Contact Information

Dr. Eleanor Castillo-Sumi- eleanor.castillo@emqff.org

Rainbow Crane- rcrane@palermoschools.org

Questions?