Development SWPBS Tier 2 Meets Tennessee’s RtI 2 School-Based Teams Jennifer R. Butterworth...
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Transcript of Development SWPBS Tier 2 Meets Tennessee’s RtI 2 School-Based Teams Jennifer R. Butterworth...
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.
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.
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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
School Psy./ Behavior Specialist/
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
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Establishing an Integrated Tier 2 System of Academic and Behavior Supports
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
School-Based RtI2 / SWPBS Tier 2 Coordinating Team
• 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
School-Based RtI2 / SWPBS Tier 2 Coordinating Team
• 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-Based RtI2 / SWPBS Tier 2 Coordinating Team
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
Establishing an Integrated Tier 2 System of Academic and Behavior Supports
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 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 Interventions
Establishing an Integrated Tier 2 System of Academic and Behavior Supports
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
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 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 Analysis
Establishing an Integrated Tier 2 System of Academic and Behavior Supports
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 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 Procedure
Establishing an Integrated Tier 2 System of Academic and Behavior Supports
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 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
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
School Psy./ Behavior Specialist/
Counselor
Check-In/Check-out
CICOCoordinator
Targeted Group x Location
Tier 1 Leadership
Team
Referral
Psychologist Psychologist
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
School Psy./ Behavior Specialist/
Counselor
Check-In/Check-out
CICOCoordinator
Targeted Group x Location
Tier 1 Leadership
Team
Referral
Psychologist Psychologist
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