Development SWPBS Tier 2 Meets Tennessee’s RtI 2 School-Based Teams Jennifer R. Butterworth Presented By:

DevelopmentDevelopment

SWPBS Tier 2 Meets Tennessee’s RtI2 School-Based

Teams

Jennifer R. Butterworth

Presented By:

Purpose

Share a framework for integrating Tennessee’s RtI2 initiative, currently with a focus on academic supports,

with Tennessee’s SWPBS/PBIS efforts.

3www.edprodevelopment.com

http://www.edprodevelopment.com/

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.

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.

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

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

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.

12

What is “Tier 2” of the Triangle - Academics?

• 10-15% of students• More than 1.5-2 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

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

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).

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,…).

1. At risk students benefit from (a) clearly

defined expectations, (b) frequent &

immediate feedback, (c) consistency, and

(d) contingent, positive reinforcement.

2. Problem behavior and academic behavior

are often linked.

3. Effective instruction AND behavior

support BEGINS with development of

effective adult – student interactions.

POINTS TO CONSIDER

Phys. Health Nutrition

Mental Health Reading/ Literacy Intervention Math Intervention

Study/ Organization Skills Inter.

Social SkillsIntervention

CSH Coordinator/ School Nurse

Literacy/ReadingCoach

MathematicsCoach

School Psy./ Behavior Specialist/

Counselor


Counselor

Check-In/Check-out

CICOCoordinator

Targeted Group x Location

Tier 1 Leadership

Team

Referral

Psychologist Psychologist

Step 1. Establish/Flesh Out Tier 2/ RtI2

Coordinating/Leadership TeamStep 2. Identify current Tier 2 Academic and

Behavioral Interventions for Targeted Groups of Students

Step 3. Analyze Current InterventionsStep 4. Conduct Gap AnalysisStep 5. Fill GapsStep 6. Develop and Implement Referral ProcedureStep 7. Implement and Codify Tier 2 Systems

Establishing an Integrated Tier 2 System of Academic and Behavior Supports


Coordinating/Leadership 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.

School-Based RtI2 / SWPBS Tier 2 Coordinating Team

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.

Composition1. Person who can allocate resources (e.g., administrator)2. Person who coordinates the targeted interventions3. Person with expertise in academic assessment and intervention

(e.g., reading and math)4. Person with expertise in physical/nutritional health assessment

and intervention5. Person with expertise in mental health assessment and

intervention6. Person with expertise in conducting basic functional behavioral

assessment and building behavior intervention plans7. Check-In/Check-Out Coordinator


• 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

Functions & Responsibilities


• 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

Functions & Responsibilities(continued)






School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups

Student Intervention Plans

TIER 1: ALL STUDENTS

TIER 2: TARGETED GROUPS

TIER 3 : INTENSIVE/INDIVIDUAL STUDENT

School wide PBIS

Check-in/Check-out Section 504 Plans and/or IEPs

Health Education Voluntary State Curriculum Behavioral contracting

Alternative programs

Character Education

Responsive counseling School mental health services Bullying Prevention

Expanded School Mental Health Initiatives and Interagency Partnerships




Step 3. Analyze Current Interventions


1. What is the intent/ focus/ targeted behavior(s)?

2. Is it research-based? What is the research? Intervention Central: http://www.interventioncentral.org/ Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/

Review/Analyze Each Intervention

http://www.interventioncentral.org/

1. What is the intent/ focus/ targeted behavior(s)?

2. Is it/What is the research-based? Intervention Central: http://www.interventioncentral.org/ Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/

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?

Secondary Interventions Analysis Chart

Intervention Question

Intervention

1.What is the intent/ focus/ targeted behavior(s)?

2. Is it/What is the research-based? Intervention Central: http://www.interventioncentral.org/ Florida Reading Research Center: http://www.fcrr.org/ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/ National Center for Student Progress Monitoring: http://www.studentprogress.org/ National Center on Response to Intervention (RTI): http://www.rti4success.org/

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?




Step 3. Analyze Current InterventionsStep 4. Conduct Gap Analysis


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

Tier 2/Secondary Interventions Gap Analysis Chart

Adapted from Todd & R. Horner (2002)




Step 3. Analyze Current InterventionsStep 4. Conduct Gap AnalysisStep 5. Fill GapsStep 6. Develop and Implement Referral Procedure


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?




Step 3. Analyze Current InterventionsStep 4. Conduct Gap AnalysisStep 5. Fill GapsStep 6. Develop and Implement Referral ProcedureStep 7. Implement and Codify Tier 2 Systems








MathematicsCoach


Counselor


Counselor

Check-In/Check-out

CICOCoordinator


Tier 1 Leadership

Team

Referral








MathematicsCoach


Counselor


Counselor

Check-In/Check-out

CICOCoordinator


Tier 1 Leadership

Team

Referral


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

How is CICO Different Than Other How is CICO Different Than Other “Behavior Card” Interventions“Behavior Card” Interventions

• A Targeted Intervention Implemented Within a School-Wide A Targeted Intervention Implemented Within a School-Wide System of Behavior SupportSystem of Behavior Support– Behavior Cards typically classroom interventionsBehavior Cards typically classroom interventions

• Implemented in all settings, throughout the school Implemented in all settings, throughout the school dayday

• All teachers and staff are trainedAll teachers and staff are trained• Students identified Students identified proactivelyproactively & receive support & receive support

quicklyquickly• Team uses data for decision making to determine Team uses data for decision making to determine

progressprogress

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, …)

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out

Documents

Development SWPBS Tier 2 Meets Tennessee’s RtI 2 School-Based Teams Jennifer R. Butterworth Presented By: