Tier 2 Workbook · Web viewObjectives Teams will… Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the

Six Features of Tier 2 Interventions

The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of

federal funds when copying all or part of this material.

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ContentsDAY 1............................................................................................................................................................................................ 5

DISCUSSION: WHAT’S YOUR WHY?.............................................................................................................................................................6READ AND DISCUSS: ANYTOWN’S UNIVERSAL SYSTEM.....................................................................................................................................7VIGNETTE: ANYTOWN ELEMENTARY SCHOOL.................................................................................................................................................8VIGNETTE: ANYTOWN MIDDLE SCHOOL......................................................................................................................................................11VIGNETTE: ANYTOWN HIGH SCHOOL..........................................................................................................................................................14ACTIVITY: YOUR SCHOOL’S UNIVERSAL SYSTEM............................................................................................................................................17LEADERSHIP TEAMS.................................................................................................................................................................................18DISCUSSION: LEADERSHIP AND IMPLEMENTATION.........................................................................................................................................19DISCUSSION: YOUR SCHOOL’S STRATEGIC USE OF DATA................................................................................................................................20REFLECT AND DISCUSS: BEHAVIOR 101......................................................................................................................................................21ACTIVITY: EARLY IDENTIFICATION AND ENTRANCE CRITERIA (PARTS 1 AND 2)....................................................................................................22ACTIVITY: INCREASE IN TEACHING WITH OPPORTUNITIES TO PRACTICE..............................................................................................................24REFLECT AND PARTNER SHARE: INCREASE IN ADULT FEEDBACK.......................................................................................................................25DISCUSSION: INCREASED HOME-SCHOOL CONNECTION..................................................................................................................................26DISCUSSION: PROGRESS MONITORING........................................................................................................................................................27DISCUSSION: FIDELITY............................................................................................................................................................................. 28ACTIVITY: CURRENT TIER 2 INTERVENTION AUDIT.........................................................................................................................................29HOMEWORK: FOR NEXT TIME..................................................................................................................................................................30

DAY 2.......................................................................................................................................................................................... 31

PLAN: CHECK-IN CHECK-OUT (CICO) ENTRANCE AND EXIT CRITERIA...............................................................................................................32PLAN: CHECK IN CHECK OUT (CICO) INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE...........................................................................33PLAN: CHECK-IN CHECK-OUT (CICO) INCREASED ADULT FEEDBACK................................................................................................................33PLAN: CHECK-IN CHECK-OUT (CICO) INCREASED HOME-SCHOOL CONNECTION................................................................................................34PLAN: CHECK-IN CHECK-OUT (CICO) PROGRESS MONITORING......................................................................................................................35PLAN: CHECK-IN CHECK-OUT (CICO) FIDELITY............................................................................................................................................36PLAN: CHECK-IN CHECK-OUT (CICO) ADDITIONAL CONSIDERATION-CAPACITY..................................................................................................37PLAN: CHECK-IN CHECK-OUT (CICO) TRAINING, SUPPORT, AND FEEDBACK......................................................................................................38PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) ENTRANCE AND EXIT CRITERIA................................................................................................39PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE...........................................................40PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) INCREASED ADULT FEEDBACK..................................................................................................41PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) INCREASED HOME-SCHOOL CONNECTION..................................................................................42PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) PROGRESS MONITORING........................................................................................................43PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) FIDELITY..............................................................................................................................44PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) ADDITIONAL CONSIDERATIONS-CAPACITY..................................................................................45PLAN: MODIFIED CHECK-IN CHECK-OUT (CICO) TRAINING, SUPPORT, AND FEEDBACK.......................................................................................46HOMEWORK: FOR NEXT TIME..................................................................................................................................................................47

DAY 3.......................................................................................................................................................................................... 48

ACTIVITY: WHO ARE THE STUDENTS ACCESSING TIER 2 SUPPORTS?................................................................................................................49PLAN: SAIG ENTRANCE AND EXIT CRITERIA.................................................................................................................................................50PLAN: SAIG INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE............................................................................................................51PLAN: SAIG INCREASED ADULT FEEDBACK..................................................................................................................................................51PLAN: SAIG INCREASED HOME-SCHOOL CONNECTION..................................................................................................................................52PLAN: SAIG PROGRESS MONITORING........................................................................................................................................................53

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PLAN: SAIG FIDELITY..............................................................................................................................................................................54PLAN: SAIG ADDITIONAL CONSIDERATION- CAPACITY...................................................................................................................................55PLAN: SAIG TRAINING, SUPPORT, AND FEEDBACK........................................................................................................................................56PLAN: MENTORING ENTRANCE AND EXIT CRITERIA.......................................................................................................................................57PLAN: MENTORING INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE..................................................................................................58PLAN: MENTORING INCREASED ADULT FEEDBACK.........................................................................................................................................58PLAN: MENTORING INCREASED HOME-SCHOOL CONNECTION.........................................................................................................................59PLAN: MENTORING PROGRESS MONITORING...............................................................................................................................................60PLAN: MENTORING FIDELITY.....................................................................................................................................................................61PLAN: MENTORING ADDITIONAL CONSIDERATION-CAPACITY..........................................................................................................................62PLAN: MENTORING TRAINING, SUPPORT, AND FEEDBACK..............................................................................................................................63HOMEWORK: FOR NEXT TIME..................................................................................................................................................................64

DAY 4.......................................................................................................................................................................................... 65

NOTES: INTERVENTION FLOW CHART.........................................................................................................................................................66ACTIVITY: TIERED FIDELITY INVENTORY (TFI)...............................................................................................................................................66ACTIVITY: TFI TIER 2 SCORES AND PLANS...................................................................................................................................................67VIGNETTE: BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT- MARK.......................................................................................................................68VIGNETTE: BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT INFORMATION- ELSA.....................................................................................................71PLAN: BRIEF BEHAVIOR INTERVENTION PLAN ENTRANCE AND EXIT CRITERIA......................................................................................................74PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE.................................................................75PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED ADULT FEEDBACK.......................................................................................................75PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED HOME-SCHOOL CONNECTION.......................................................................................76PLAN: BRIEF BEHAVIOR INTERVENTION PLAN PROGRESS MONITORING.............................................................................................................77PLAN: BRIEF BEHAVIOR INTERVENTION PLAN FIDELITY...................................................................................................................................78PLAN: BRIEF BEHAVIOR INTERVENTION PLAN: ADDITIONAL CONSIDERATION- CAPACITY.......................................................................................79PLAN: BRIEF BEHAVIOR INTERVENTION PLAN: TRAINING, SUPPORT, AND FEEDBACK............................................................................................80

APPENDIX.................................................................................................................................................................................... 82

INTERVENTION NAME: CHECK-IN CHECK-OUT (CICO)...................................................................................................................................82INTERVENTION NAME: MODIFIED CHECK-IN CHECK-OUT (CICO)....................................................................................................................84INTERVENTION NAME: SOCIAL ACADEMIC INSTRUCTION GROUP (SAIG)...........................................................................................................86INTERVENTION NAME: MENTORING...........................................................................................................................................................88INTERVENTION NAME: BRIEF BEHAVIOR INTERVENTION PLAN.........................................................................................................................90TFI: TIER II TARGETED SWPBIS FEATURES.................................................................................................................................................92

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Day 1

ObjectivesTeams will…

Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the principles of behavior

Define the six features of tier 2 interventions and their connection to tier 1 Analyze current interventions and articulate where they match features of tier 2 interventions

Key Takeaways Team members are responsible for supporting staff in carrying out interventions, not carrying them out Classroom teacher is required on student-centered leadership teams Tier 2 Interventions

o Targeted, group-based support for some studentso Intervention is similar for all students based on need, not that all students receive intervention

togethero Connected to tier 1o Includes the six featureso Team driveno Potential examples include:

CICO Social Skills

(friendship groups, lunch bunches, etc.) Academic Seminar-type Class Mindfulness Groups Mentoring

Critical ThinkingTeams must act as critical thinkers and ask themselves:

Are the six features evident and maintained? Does the intervention align with tier 1 practices? Is there team oversight or is it person-dependent? How will we train and support all staff to be skilled in implementing? Remain cautious of quick fixes

o Online resourceso Shiny Object Syndrome (SOS) that creates inability to finish, poor directives, costs resources,

and confuses stakeholders

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Discussion: What’s Your Why?

Directions: As a team, discuss the following questions Come to a team consensus on your answers Create a poster to share out your answers with the whole training group Assign a notetaker to capture your team’s answers in the workbook

1. What is your school’s vision and mission?Vision:

Mission:

2. How does PBIS support your vision and mission?

3. How does tier 2 training and implementation support your school’s vision and mission?

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Read and DiscussUniversal System

Directions: As a group, decide which one of the three vignettes (elementary, middle, and high school) you’ll read Silently read the chosen vignette Individually note your answers to the following questions When everyone has finished reading the same vignette and noting their answers, compare your findings Vignettes:

o Elementary School: pages 8 to 10o Middle School: pages 11 to 13o High School: pages 14 to 16

1. List the students underserved by tier 1.

2. What types of referrals are they getting?

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Vignette: Anytown Elementary School

Anytown Elementary School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the Self-Assessment Survey (SAS) and the team takes the Benchmarks of Quality (BoQ) in the spring. The Tier 1 PBIS team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a 4th/5th-grade student council committee that gives the tier 1 team feedback on implementation and provides ideas for acknowledgments.

The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like the new reading curriculum, intervention blocks, and social-emotional learning curriculum. Each new initiative has a separate team to guide the implementation of it.

Anytown Elementary School collects office and classroom referral data (majors and minors). Staff members are confused by what constitutes an office referral versus a classroom referral. To clarify, the dean of students sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Some staff are not documenting classroom behaviors/minors for reasons like they think it takes too much time, or they do not see the point. They are getting frustrated and sending students out in the hallway or to the office with no documentation to follow.

Anytown Elementary School has a school-wide matrix that was created by the PBIS team during tier 1 training. A small team of teachers recently attended a PBIS workshop and learned about integrating academic behaviors into their school-wide matrix. They are revising their school-wide matrix to include a learning category, paring down the number of common areas, and revising the rules under each area. Additionally, they are refining classroom matrices to be consistent among grade levels since students switch classrooms and teachers for subjects throughout the week.

School-wide behavioral lessons are taught during the first two days of school in every common location through a rotating schedule. Other social-emotional skills and those listed in the matrix are taught and re-taught as necessary once a month during all-school assemblies. Some teachers reference the lesson plans throughout the week and enhance them by making connections to curriculum and related academic skills.

Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get eight stamps, they can turn their card in for various prize drawings (positive phone call home, animal erasers, or the annual drawing to be principal for a day). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff is using the stamp cards in different ways. For example, some give out stamps randomly for a variety of behaviors or for “above and beyond” behaviors only, some do not use the stamp cards at all. Others use the stamp cards in an “if this then you get a stamp” way. There is staff that uses them they have been told to by the PBIS team. Some classroom teachers link the stamps within their classroom management system, and others do not. Students can only sometimes recall the reason why they received a stamp, and many older students think the cards are “babyish.”

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Anytown Elementary School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the school psychologist and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.

Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving a higher number of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom and school-wide behaviors related to respect and responsibility. Therefore, the team decided to review fidelity of instruction with all staff. The school psychologist asked the team if families would define respect and responsibility at home, so they are going to reach out to families to learn more and determine next steps.

Anytown Elementary School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to make at least 3 positive phone calls home by Friday to highlight positive improvements or behaviors in school. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parent mid-year to address the families’ questions and concerns.

Anytown Elementary School: PBIS TeamsTier 1 Team Tier 2 TeamPrincipalArt Teacher 2nd Grade TeacherK5 TeacherSpecial Education Teacher School CounselorEducational Assistant

PrincipalSpecial Education Teacher School CounselorSchool PsychologistSchool Social Worker3rd Grade Teacher1st Grade Teacher

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Anytown Elementary: Enrollment Overview417 students Race/Ethnicity:

White: 83% (347) Black: 3% (11) Asian: 2% (7) American Indian:

1% (4) Hispanic: 9% (37) Multi-racial: 2% (11)

Students with Disabilities: 23% (96)

Economically Disadvantaged: 40% (167)

English Learners: 6.5% (27)

Anytown Elementary School: Office Discipline Referrals (last year)% of total

population 0-1 referrals 2-5 referrals 6+ referrals

White 83% 95% 5% 1%Black 3% 82% 9% 9%Asian 2% 100% 0% 0%American Indian 1% 75% 25% 0%Hispanic 9% 51% 41% 8%Muliracial 2% 90% 10% 0%Students with Disabilities 23% 50% 30% 20%Economically Disadvanataged 40% 60% 30% 10%English Learners 6.5% 74% 19% 7%

Anytown Elementary School: Minor Referrals (last month)% of total


White 83% 93% 6% 1%Black 3% 72% 9% 9%Asian 2% 100% 0 0American Indian 1% 75% 25% 0Hispanic 9% 35% 46% 19%Muliracial 2% 91% 9% 0Students with Disabilities 23% 100% 0 0Economically Disadvanataged 40% 54% 36% 10%English Learners 6.5% 100% 0 0

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Vignette: Anytown Middle School

Anytown Middle School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the SAS and the team takes the BoQ in the spring. The Tier 1 PBIS team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a student PBIS team to inform implementation efforts and provide student voice and feedback.

The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like standards-based grading, social skills curriculum, and disciplinary literacy. Each new initiative has a separate team to guide the implementation of it.

Anytown Middle School collects office and classroom referral data (majors and minors). Staff is somewhat confused as to what constitutes an office referral versus a classroom referral. To clarify and so the team can get more meaningful data, the assistant principal sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Additionally, some staff are not documenting classroom behaviors/minors (takes too much time, do not see the point) and are, instead, getting frustrated and sending students out in the hallway or to the office with no documentation to follow.

Anytown Middle School has a school-wide matrix that was created by the PBIS team during PBIS Tier 1 training. A small team of teachers recently attended a PBIS workshop and learned about integrating academic behaviors into their school-wide matrix for the middle school. They are revising their school-wide matrix to include a learning category, paring down the number of areas, and revising the rules under each area. Additionally, they are also creating classroom matrices that integrate academic enabler and social skills.

School-wide behavioral lessons are taught and re-taught as necessary once a week during advisory. New students and incoming sixth graders are taught school-wide lessons during orientation before the school year. Some teachers reference the lesson plans throughout the week and enhance them by making connections to coursework and related academic skills.

Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get 8 stamps, they can turn their card in for various prize drawings (positive phone call home, “jump the line” at lunch, use of electronics in study hall, event tickets). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff are using the stamp cards in different ways. Some give out

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stamps randomly for a variety of behaviors or for “above and beyond” behaviors only. Others do not use the stamp cards at all. Some use them in an “if this then you get a stamp” way. Some teachers use them as they have been told to by the PBIS team. Students only sometimes recall the reason why they received a stamp.

Anytown Middle School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the math teacher and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.

Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving higher numbers of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom expectations about “using positive actions and words” and “actively listen to the speaker.” Therefore, the team will review fidelity of instruction with all staff. The school social worker has suggested connecting with students to learn how they would define “using positive actions and words” and “actively listening to the speaker.”

Anytown Middle School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to make five positive phone calls home by the end of each week. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The PBIS Tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents at the mid-year point to address the families’ questions and concerns.

Anytown Middle School: PBIS TeamsTier 1 Team Tier 2 TeamAssistant PrincipalArt Teacher 6th Grade Language Arts Teacher7th Grade Science Teacher (Internal Coach)Special Education Teacher (LD)CounselorCafeteria Supervisor8th Grade Social Studies TeacherSchool CounselorEducational Assistant

Assistant PrincipalSpecial Education Teacher (EBD)7th Grade Math TeacherCounselorSchool Psychologist School Social WorkerFamily Consumer Sciences Teacher6th Grade Language Arts Teacher

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Anytown Middle School: Enrollment Overview652 students

Race/Ethnicity: White: 84% (548) Black: 2.5% (16) Asian: 1.5% (10) American Indian: 1% (6) Hispanic: 9% (59) Multi-racial: 2% (13)




Anytown Middle School: Office Discipline Referrals (last year)% of total


White 84% 95% 4% 1%Black 2.5% 81% 14% 5%Asian 1.5% 90% 10% 0%American Indian 1% 83% 17% 0%Hispanic 9% 49% 39% 12%Muliracial 2% 92% 8% 0%Students with Disabilities 23% 50% 30% 20%Economically Disadvanataged 40% 60% 29% 11%English Learners 6.5% 76% 18% 5%

Anytown Middle School: Minor Referrals (last month)% of total


White 84% 93% 6% 1%Black 2.5% 71% 19% 10%Asian 1.5% 100% 0 0American Indian 1% 83% 17% 0Hispanic 9% 36% 47% 17%Muliracial 2% 92% 8% 0Students with Disabilities 23% 100% 0 0Economically Disadvanataged 40% 54% 36% 9%English Learners 6.5% 100% 0 0

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Vignette: Anytown High SchoolAnytown High School completed PBIS Tier 1 training in October of 2013. In the fall, the staff takes the SAS and the team takes the BoQ in the spring. The PBIS Tier 1 team creates and implements an annual action plan based on the SAS and BoQ scores. According to the BoQ, the team has been implementing above 70% (fidelity) for the past two years. They also have a student PBIS team to inform implementation efforts and provide student voice and feedback.

The tier 1 team updates staff members on the annual action-plan during monthly staff meetings, through emails, and by posting recent data trends in common areas like staff bathrooms. The staff knows they can contact team members with questions, and provide additional feedback through short action plan surveys throughout the year. The PBIS Tier 1 team believes in the work and wants to continue PBIS, but feels that sometimes PBIS is not given enough time at staff meetings and is overshadowed by “new initiatives” like Academic and Career Planning, standards-based grading, and block scheduling. Each new initiative has a separate team to guide the implementation of it.

Anytown High School collects office and classroom referral data (majors and minors). Staff is somewhat confused as to what constitutes an office referral versus a classroom referral. To clarify, so the team can get more meaningful data, the dean of students sent out the behavior flow-chart and behavior definitions that were created by the PBIS team at PBIS Tier 1 training. Additionally, some staff are not documenting classroom behaviors/minors (takes too much time, do not see the point) and are, instead, getting frustrated and sending students out in the hallway or to the office with no documentation to follow.

Anytown High School has a school-wide matrix that was created by the PBIS team during PBIS Tier 1 training. A small team of teachers recently attended a PBIS High School Workshop and learned about contextualizing their school-wide matrix for the high school. They are revising their school-wide matrix (see attached) to include a learning category, pare down the number of areas, and revise the rules under each area. Additionally, they are also creating classroom matrices that integrate college and career ready skills including academic engagement, mindsets, learning processes, and interpersonal engagement (see example attached).

School-wide behavioral lessons are taught and re-taught as necessary once a week during homeroom. New students and freshmen are taught school-wide lessons during orientation before the school year. Some teachers reference the lesson plans throughout the week and enhance them by making connections to coursework and related academic skills.

Anytown has used stamp cards as part of their acknowledgment system since they created it during tier 1 training. Students receive a stamp when they are demonstrating the expected behaviors. When they get 8 stamps they can turn their card in for various prize drawings (preferred parking spot, “jump the line” at lunch, use of electronics in study hall, event tickets). The PBIS team encourages staff to stamp students’ cards frequently for the targeted behavior, and then fade the number of stamps they give for that behavior in the following weeks. There is some concern that staff is using the stamp cards in different ways. Some give out stamps randomly for a variety of behaviors or for “above and beyond” behaviors only. Others do not use the stamp cards at all. Some use the stamp cards in an “if this then you get a stamp” way. There is staff that uses

15

them as they have been told to by the PBIS team. Students only sometimes recall the reason why they received a stamp, and many think the cards are “elementary.”

Anytown High School’s PBIS team meets monthly for an hour after school. At this meeting, they work on action plan items and, if time permits, review school-wide behavior data (office referrals, classroom referrals, and attendance). Data is pulled ahead of time by the statistics teacher and brought to the meeting. The team generates precision statements based on the data (what, where, who, when, why) and creates plans based on prevention, teaching, and acknowledgment. One thing the team has noticed is that they are often creating new precision statements and plans and rarely reviewing the current ones. Once plans have been created they are shared in a 10-minute meeting with the staff to implement.

Based on student outcome data, the team feels that their Universal System (tier 1) is solidly in place. The team disaggregated their majors and minors to look for trends within student groups. The initial consensus of the team is that the groups of students receiving higher numbers of referrals were comprised of a small number of students who must need tier 2 interventions specifically targeting the behavioral errors of “disrespect” and “disruption.” Upon closer look, the team decided that there were questions about whether or not staff taught classroom expectations about “using positive actions and words” and “actively listen to the speaker.” Therefore, the team will review fidelity of instruction with all staff. The school social worker has suggested connecting with students to learn how they would define “using positive actions and words” and “actively listening to the speaker.”

Anytown High School uses parent-teacher conferences to connect with families and their Parent Teacher Organization for decision-making on school-wide improvements. Each staff member is encouraged to send 2 pre-stamped, pre-addressed post-cards home to students throughout the year highlighting positive improvements or behaviors in school. Some staff does this, others forget. Families have recently shared a concern with how the school is handling discipline. School staff feels that parents/families are not supportive and that they do not follow through regarding at-home discipline issues. The tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents at the mid-year point to address the families’ questions and concerns.

Anytown High School: PBIS Team MembersTier 1 Team Tier 2 TeamDean of StudentsArt Teacher (Internal Coach)9th Grade English TeacherChemistry Teacher (Internal Coach)Statistics TeacherSpecial Education Teacher (LD)Geography Teacher

Dean of StudentsSpecial Education Teacher (EBD)Statistics TeacherCounselorSchool Psychologist (Internal Coach)School Social WorkerFamily Consumer Sciences Teacher10th Grade English Teacher (Internal Coach)

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Anytown High School: Enrollment Overview852 students

Race/Ethnicity: White: 84% (715) Black: 2.5% (21) Asian: 1.5% (13) American Indian: 1% (8) Hispanic: 9% (77) Multi-racial: 2% (18)




Anytown High School: Office Discipline Referrals (last year)% of total


White 84% 95% 4% 1%Black 2.5% 81% 14% 5%Asian 1.5% 92% 8% 0%American Indian 1% 88% 12% 0%Hispanic 9% 49% 39% 12%Muliracial 2% 89% 11% 0%Students with Disabilities 23% 50% 30% 20%Economically Disadvanataged 40% 60% 29% 11%English Learners 6.5% 76% 18% 6%

Anytown High School: Minor Referrals (last month)% of total


White 84% 93% 6% 1%Black 2.5% 71% 19% 10%Asian 1.5% 100% 0 0American Indian 1% 87% 13% 0Hispanic 9% 36% 47% 17%Muliracial 2% 89% 11% 0Students with Disabilities 100% 100% 0 0Economically Disadvanataged 40% 54% 36% 9%English Learners 6.5% 100% 0 0

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Activity: Your School’s Universal System

Directions: As a group, review your school’s data including:

o What is the percentage of students enrolled in your school disaggregated by gender, special education status, and race?

o What is the percentage of students within each group receiving 0-1 referrals, 2-5, and 6+? Answer and record your answers below, they will help your team complete your school’s action plan for

tier 2 implementation

1. Indicate what groups of students are being underserved by tier 1.

2. What types of referrals are the students receiving?

3. How does this impact your school’s work with tier 2?

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Leadership Teams

How leadership teams work together with school and district leaders to make sure the system is implemented with fidelity and is sustainable:

Determine needs, establish goals, celebrate successes Plan and coordinate implementation fidelity and sustainability of system Ensure effective and reciprocal communication throughout the system Identify and support non-negotiables Action plan and progress monitor Provide resources, professional development, and coordinate supports

What leadership teams do: Coordinate and sustain interventions Train and support stakeholders (staff, families, students) Provide and solicit feedback to and from stakeholders Determine adjustments needed based on individual and aggregate student outcome data Monitor intervention response rates and system assessment data

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Leadership and Implementation

Directions: As a team, discuss each of the questions below Note your answers to each question

1. Brainstorm ideas for how your school could create and maintain a strong connection between tier 1 and tier 2 teams.

2. Complete the table below with your tier 2 team members, as you understand them today.

3. Based on what you have learned today, is this team representative of your staff?

4. If not, what adjustments will you need to make (adding or removing members, etc.)?

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Tier 2 Team Members

Name Job Title

Discussion: Your School’s Strategic Use of Data

Directions: Individually reflect on the problem-solving process teams use in your school Note your answers to the questions below As a team, discuss your reflections

1. Using the continuous improvement process model (plan, do, study, act) which elements:

a. Are strong in your process? How do you know?

b. Are in need of improvement in your process? How do you know?

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RB

Directions: Complete question 1 on your own Discuss question 2 as a group Note your group and individual answers below

1. How could you applprinciples of behavior in your current practice?

2. How could the ier 2 team apply the principles of behavior as part of a larger system?

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Activity: Early Identification and Entrance Criteria (parts 1 and 2)

Directions: This activity is completed in two steps with your team

Part 1:o List ach current systematically-collected tier 1 data source o Indicate if it typically represents an internalizing or externalizing behavior

STOP. Trainers will share some additional instruction on entrance criteria.

Part 2:o List the earliest indicator of risk for each data sourceo Answer questions 1 and 2 (continued on next page)

PART 1 PART 2

Tier One Data Source Internalizing or Externalizing Earliest Indicator of Risk

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1) Is the data available sufficient?

2) What improvements are needed to collect data for internalizing and externalizing behavior?

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Activity: Increase in Teaching with Opportunities to Practice ist the skills taught to fluency school-wide throughout the school year, and the evidence you have to

support that As a team, list the skills taught to fluency in the classroom throughout the school year, and the evidence

you have to support that Include social-, emotional-, behavioral-, and academic-enabler skills for all students

School-wide skill Evidence it is taught

Classroom skill Evidence it is taught

Reflect and Partner Share: Increase In Adult Feedback

Directions:

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Silently read the following state On your own, write an example of feedback that you provided a student in the last week Turn to an elbow partner and share/discuss your statements Note your aha’s from this conversation

Statements Descriptive feedback is one

Feedback on task, process, and self-regulation is far more effective than praise that contains no learning information.

Feedback is more effective when it provides information on the correct rather than the incorrect responses.

1. Your example of feedback provided to a student.

2. Your aha from a conversation with an elbow partner.

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Discussion: Increased Home-School Connection Discuss each question with your team Be prepared to share out one thing your school does to communicate this belief and one thing you

need to improve Record your answers

their children.

1. What is one thing youdo that communicates this belief?

2. What is one thing that your school does to communicate this belief?

3. What is one thing the school can improve upon to foster intentional partnerships with families before tier 2 supports are necessary?

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Discussion: Progress Monitoring

tation of tier 2 interventions

If tier 2 interventions are currently implemented:

1. How are tier 2 interventions currently progress monitored?

2. Are the essential elements of a DPR and progress monitoring in place?

3. List some steps you could do to address the gaps.

ier 2 interventions are not currently implemented:

1. Brainstorm how you might progress monitor tier 2 interventions including essential elements of the DPR. Begin creation of a DPR.

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Discussion: Fidelity

Directions: As a team, answer the following questions

1. What does your school do to ensure academic interventions are carried out as intended?

2. How does your school ensure tier 1 behavioral practices are in place?

3. When and how are implementation assessments used to improve implementation at tier 1? How is information shared?

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Activity: Current Tier 2 Intervention Audit

Directions: List the tier 2 interventions your school currently has in place in column one of the table below For each intervention, check which of the six key system features are explicitly in place (columns one-six) in your school’s current system Indicate whether a team monitors the six features and coordinates the intervention (column seven) Remember: For there to be an “increase,” the feature must have a foundation in tier 1

Tier 2 InterventionEntrance

&Exit Criteria

Increase in Teaching

Increased Adult Feedback

Increased Home-School

Connection

Progress Monitoring Fidelity

Team Guides & Supports the Intervention

Delivery

Revise, sustain, or discontinue

implementation?

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Homework: For Next Time

1. When did the tier 2 team meet?

2. How have you trained your staff on the features of tier 2 interventions?

3. What action steps have been set and taken?

4. Be prepared to share answers to the above with the rest of the training group!

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Day 2

ObjectivesTeams will create a plan for how they will develop or refine:• Check-In Check-Out (CICO)• Modified Check-In Check-Out (Modified CICO)

…so they include all six intervention features, training, and supporting stakeholders.

Key Takeaways Check in Check Out

Prevents and reduces the severity of behavioral error, builds on school-wide expectations and the features of tier 2 interventions with a focus on students demonstrating appropriate behavior

o Easiest to implement quickly and fadeo Efficiento Increases student fluencyo Provides increased structureo Predictabilityo Positive start and end of school dayo Continuously available for student participationo Increases student connection to adults in the buildingo More opportunities for positive interactions and feedback throughout the day

Modified Check in Check OutGeneric, pre-designed enhancements applied to Check-In Check-Out that provide additional support and meets student-specific needs

Examples: o Purposeful change check-in location or time o One specific adult has scheduled check-in

times with the student throughout the day o Peer support in addition to adult supporto Goal modificationo Prompts added

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Plan: Check-In Check-Out (CICO) Entrance and Exit Criteria

Guiding Question Team Notes Points to ConWhat data sources will determine entrance criteria?

Remember to use a timeframe (i.e., 2 Major referrals within 30 days)

How is progress defined? Recommended 80% average over 4-6 weeks and improvement on original entrance criteria

What is the fade process?

How will you review data to determine the process for examining student data? How will you identify who has met entry and exit data rules?

Does the proportion of students identified by entry criteria reflect the proportion of students enrolled in your building?

Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; special education status, etc.)

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Guiding Question Team Notes Points to Consider

How will teaching be provided to students?

Greeter prompts; proactive prompts throughout the day

When will students be taught skills and given opportunities to practice in the natural environment?

How is CICO directly linked to the teaching that occurs at universal level?

Plan: Check In Check Out (CICO) Increased Teaching with Opportunities to Practice

Plan: Check-In Check-Out (CICO) Increased Adult Feedback


How will specific feedback be provided to the student throughout their day?

Keep feedback positive and focused on the acquisition of skills rather than behavioral errors.

How will CICO feedback be supported by the universal acknowledgment system in your school?

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How will families be contacted when a student is eligible for intervention? Who will be responsible for this?

How will the school get consent from families?

Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions? If so, do these align with best practice?

How will feedback from families be solicited?● Student specific● System specific

How will you facilitate conversations with families to gather their input and feedback?

How will data be shared with families?

Daily or weekly progress reports and data reviews

Plan: Check-In Check-Out (CICO) Increased Home-School Connection

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What data will be used to monitor progress?

Original entrance criteria and daily progress reports

How and where will data be collected?

Data system, location in building, timeline of submission

Who will enter the data?

How frequently and when will data be entered?

When will data be reviewed?

When and how will data be shared with staff and students?

Plan: Check-In Check-Out (CICO) Progress Monitoring

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What data will be used to monitor fidelity of implementation? ● System● Intervention

System data: TFI, BAT, MATTIntervention data: walkthrough tools, staff self-assessment, family interview or assessment, student interview or assessment, aggregate student data (DPR, ODR, Minor)

How will that data be collected?

Who summarizes fidelity data for the team? How frequently?

When and how will fidelity data be shared with all staff?

Plan: Check-In Check-Out (CICO) Fidelity

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Identify Greeters.

Will greeters meet students?

How many students per greeter? Recommendation: No less than 2 students/greeter, but think about capacity

How many students will CICO need to support at full capacity in your building?

Recommendation: 5-15% of student population over the course of the school year

How can the team ensure that students can access CICO support within 3-5 days of identified need?

Plan: Check-In Check-Out (CICO) Additional Consideration-Capacity

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Out (CICO) Training, Support, and Feedback


How will your team provide training? ● Overview for staff● Broad overview for families● Specific information for staff

implementing● Introduction for students

who will receive intervention

How will your team provide support?● Ongoing● When intervention not

implemented as planned

How will your team systematically collect feedback from families, students, and staff?

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Plan: Modified Check-In Check-Out (CICO) Entrance and Exit Criteria


What data sources will determine entrance criteria?


How is progress defined? Recommended:80% average over 4-6 weeks and improvement on original entrance criteria




Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; Special education status, etc.)

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Plan: Modified Check-In Check-Out (CICO) Increased Teaching with Opportunities to Practice



Greeter prompts; proactive prompts throughout the day


How is Modified CICO directly linked to the teaching that occurs at universal level?

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Plan: Modified Check-In Check-Out (CICO) Increased Adult Feedback



Keep feedback positive and focused on the acquisition of skills rather than behavioral errors

How will Modified CICO feedback be supported by the universal acknowledgment system in your school?

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Plan: Modified Check-In Check-Out (CICO) Increased Home-School Connection


How will families be contacted when a student is eligible for intervention?

Who will be responsible for this?


Does your school or district have policies regarding obtaining consent for interventions or communicating student progress while in interventions?

If so, do these align with best practice?

How will feedback from families be solicited?

● Student specific● System specific




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Plan: Modified Check-In Check-Out (CICO) Progress Monitoring










44

Plan: Modified Check-In Check-Out (CICO) Fidelity





Who summarizes fidelity data for the team?

How frequently?


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Plan: Modified Check-In Check-Out (CICO) Additional Considerations-Capacity


What are some pre-determined modifications that could be used?

Why are these predetermined modifications essential to plan?

How many students will Modified CICO need to support at full capacity in your building?

Recommendation: up to 7% of student population over the course of the school year

How can the team ensure that students can access Modified CICO support within 3-5 days of identified need?

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How will your team systematically collect feedback from familes, students, and staff?

PlanOut (CICO) Training, Support, and Feedback

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1. Continue to discuss and complete planning documents.

2. How have you trained or how are you planning to train your staff on CICO?

2. How many students are receiving CICO?

3. How many students are responding to CICO?

4. Be prepared to share answers to the above questions with the rest of the training group!

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Day 3 ObjectivesTeams will create a plan for how they will develop or refine:• Social Academic Instruction Groups• Mentoring

…so they include all six intervention features, training, and supporting stakeholders.

Key TakeawaysSocial Academic Instruction Groups (SAIGs) - Assist students in acquiring and building fluency in appropriate behaviors

SAIG is most appropriate for students who need to acquire additional social skills that are missing from their repertoire

SAIG teaches skills that are connected with and supplemental to the universal curriculum Overview of what SAIG can be, do. Support

o Teach and shape prosocial behaviorso Verbal and nonverbalo Provide opportunities to practice in the natural setting with supporto Scaffold teaching and provide transfer of learning to natural environmento Delivery is consistent across studentso Students do not have to be in a group to access Social Academic Instruction

Social Academic Skills areo Are learned behaviorso Include specific verbal and nonverbal behaviorso Require both initiations and responseso Are interactive by natureo Are highly contextual and depend on environment

Mentoring – Greek for enduring, it is a sustained relationship between a youth and an adult Mentoring is most appropriate for students who need additional engagement with a

supportive adult at school Through continued involvement, the adult offers support, guidance, and assistance that are

connected to the universal level School-based mentoring is more task oriented in nature than community-based mentoring

o Consider the balance between relationship building and accomplishing tasks Developmental level of the student Needs of the mentee Perception of relationship and its purpose

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Remaining task oriented will make it easier to fade and maintain natural supportsActivity: Who

Directions: The data you brought with you today (and used to complete the poster) is reviewed in this activity Answer the questions below

1. For the general population determine the percf students by group (gender, race/ethnicity, special education status):

2. For students accessing tier 2etermine the percentage for each group (gender, race/ethnicity, special education status):

3. How does this data compare to the underserved populations identified on day 1? Is it reflective of the same population, or different?

4. What is the next step your team will take to investigate this further?

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Plan: SAIG Entrance and Exit Criteria







Consider over-identification of subgroups (i.e., boys vs. girls; race/ethnicity; special education status, etc.)

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Lesson plans and materials

Proactive prompts throughout the day

Greater prompts


How is Sdirectly linked to the teaching that occurs at universal level?

Plan: SAIG Increased Teaching with Opportunities to Practice

Plan: SAIG Increased Adult Feedback




How will SAIG feedback be supported by the universal acknowledgment system in your school?

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How will feedback from families be solicited?● Student-specific● System specific




Plan: SAIG Increased Home-School Connection

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Plan: SAIG Progress Monitoring

54





Who summarizes fidelity data for the team?

How frequently?


Plan: SAIG Fidelity

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W Materials, whether purchased or created, must align with your building’s universal expectations and teaching

How many students will S need to support at full capacity in your building?


How can the team ensure that students can access SAIG support within 3-5 days of identified need?

Plan: SAIG Additional Consideration- Capacity

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Plan: SAIG Training, Support, and Feedback







How will your team systematically connect feedback from families, students, and staff?

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Plan: Mentoring Entrance and Exit Criteria





How will you review data to determine the process for examining student data?

How will you identify who has met entry and exit data rules?


Consider over identification of subgroups (i.e. boys vs. girls; race/ethnicity; special education status, etc.)

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Explicit instruction provided by mentors

Proactive prompts throughout the day. Greater prompts


How is mentoring directly linked to the teaching that occurs at universal level?

Plan: Mentoring Increased Teaching with Opportunities to Practice

Plan: Mentoring Increased Adult Feedback




How will mentoring feedback be supported by the universal acknowledgment system in your school?

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How will feedback from families be solicited?● Student-specific● System specific




Plan: Mentoring Increased Home-School Connection

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Plan: Mentoring Progress Monitoring

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Plan: Mentoring Fidelity

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Identify mentors

Where will mentors meet with students?

How many students will mentoring need to support at full capacity in your building?


How can the team ensure that students are able to access mentoring support within 3-5 days of identified need?

Plan: Mentoring Additional Consideration-Capacity

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Plan: Mentoring Training, Support, and Feedback








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1. Continue to discuss and complete planning documents.

2. When did the tier 2 team meet?

3. What action steps have been taken?

4. How many students are receiving each intervention?

5. How many students are responding to each intervention?

5. Be prepared to share answers to the above questions with the rest of the training group!

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DObjectivesTeams will…• Practice systems-level discussions and decision-making that include intervention

effectiveness, assessment data, and simple modifications to supports for individuals and groups of students

• Create a plan for how the team will develop or refine a brief Functional Behavior Assessment data collection process including training and supporting stakeholders

• Create a plan for how the team will develop or refine brief Behavior Intervention Plans that include all 6 intervention features, training, and supporting stakeholders

Key TakeawaysUse of functions in PBIS

Tier What Data

Tier 1 • ABCs of Behavior • Observation• Tier 1 data sources

Tier 2 • Modifications to Interventions • Above and• Progress monitoring

Tier 2 • Brief FBA• School-specific• Low-level ongoing behavior

• Above and• Possibly an observation

Tier 3 • Complex FBA • School-Home-Community• Dangerous, unsafe behavior

• Above and • Additional data collection methods

Why Consider a Brief FBA/BIPStudent has made minimal or no progress in previous interventions (i.e. CICO and SAIG, or CICO and Mentoring) as evidenced by:

Progress monitoring Continued rate or entry criteria/student outcome data Behaviors have increased in severity during previous interventions

Remember: Brief FBA is insufficient for behaviors that are dangerous/unsafe and occur at high frequency levels.

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Intervention Flow Chart

Directions: Your intervention flow chart will be created on poster paper (activity is noted in the PowerPoint) You will then do a gallery walk You may use this space to capture notes and thoughts from that activity

Activity: Tiered Fidelity Inventory (TFI)

Direction

Rw the tier 2 section of the TFI by logging into PBISApps.org Discuss each item as a team and the evidence of implementation to date Indicate score for each line item in PBISApps.org

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http://www.pbisapps.org/

Activity: TFI Tier 2 Scores and Plans

Directions: As a team discuss the questions below and note your answers.

1. Examine scores for tier 2 on the TFI. What strengths need to be maintained?

What areas need improvement?

2. Review the plans you have created (and noted earlier in this workbook). How do they align to the TFI? Are there areas that do not?

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Vignette: Brief Functional Behavior Assessment- Mark

BACKGROUNDMark is a social student who is talkative and enjoys interacting with friends and adults at school. He is advanced in math and reading. Mark is creative and likes to build complex structures out of Legos and blocks. Mark also likes to take academic assignments and make them more challenging by adding additional steps and challenges (for example, instead of copying a word he will write it in a sentence).

CURRENT INFORMATIONMark is currently receiving the Check-In Check-Out (CICO) intervention based on minors in the area of classroom disruption. These typically look like Mark standing up out of his desk or carpet area, not raising his hand, and making loud on topic comments to contribute to the group discussion. This behavior is most likely to occur when the teacher is explaining a concept that is new to the class but not new to Mark. Typically, when the behavior occurs, the teacher thanks Mark for sharing and reminds him to raise his hand and stay in his seat. If Mark continues to make comments, the teacher has Mark take a break with her. Mark typically takes his break as directed and is able to rejoin the class.

This pattern of behavior increases on days when there are numerous transitions and/or a large amount of peer work in the morning. Twice this school year, Mark’s mom has emailed the teacher stating that Mark work up particularly early that morning. On those days, there are a higher number of documented minor referrals for Mark for disruption.

OTHER INFORMATIONThe school-wide expectations are “Be Respectful, Responsible, and Ready to Learn.” Mark started with CICO and the data trend line indicated negative progress. The team decided to enhance CICO by individualizing CICO with two specific goals “I will raise my hand” and “I will follow directions.” The goal for Ready to Learn remains generic.

Mark reports a positive experience in CICO and enjoys seeing the greeter in the morning.

DATA (last 45 days)Current intervention: CICO, enhanced with two specific goals (Individualized CICO)DPR Average range: 30% (consistent average since beginning tier 2 support with CICO)Minors: 4 (in addition to the 3 qualified him for CICO)Majors: NoneAttendance: 100%Suspension: 0Math: AdvancedReading: Advanced

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Consequence

The teacher thanks Mark for sharing and reminds

him to raise his hand next time. If the behavior

continues, the teacher has Mark take a break with

her.

Student Strengths: Creative Skilled at building things Math Reading Friendly

Student Name: Mark

School: Anytown Elementary Grade: K

Date of Plan: 1/6/16 Review Date: 1/20/16

Coordinator: Mrs. Smith

Function

Gain Teacher Attention.

Target Behavior

Mark talks loudly out of turn without raising his

hand. Topics are on topic while standing up out of his desk or carpet area.

Antecedent

Teacher explains a concept that is new to the class but

not new to Mark.

Setting Event

Numerous transitions and/or a high amount of

peer work in the morning.

Wakes up early.

Desired Behavior

Stay in seat, raise hand, and wait to be called on before offering on-topic

comments.

Desired Consequence

Teacher calls on student.

Replacement Behavior

(1) Mark will stay in seat during whole group

instruction and offer on-topic comments without

being called on.

Replacement Consequence

(1) Teacher will acknowledge Mark for remaining in his seat.

Competing Behavior Pathway

Replacement Behavior Step(s)

(2) Student will stay in seat during whole group instruction, raise his hand, and offer on-topic comments without being called on.

Replacement Behavior Consequence Step(s)

(2) Teacher will acknowledge Mark for raising his hand.

Behavior Intervention PlanStrategies Who’s Responsible Check for

ImplementationReview

Setting Event Strategies

Individualized CICO for a soft landing.

Three-minute break with teacher during transitions.

Mr. Ramirez

Classroom Teacher

CICO data (to see that he is checking in).

Number of breaks circled on his DPR.

Monitor

Modify

Discontinue

Antecedent Strategies

Prevent: Scheduled time for Mark to share during instruction.

Prompt: One on one prompts with the teacher prior to whole group setting.

Classroom Teacher

Classroom Teacher

Daily teacher self-report (Google form).

Monitor

Modify

Discontinue

Teaching Strategies

SAIG lessons on classroom responsibility.

Whole class re-teaching of skills.

Mrs. Elkins (Classroom Educational Assistant)

Classroom Teacher

SAIG attendance report.

Teacher lesson plans and schedule of implementation.

Monitor

Modify

Discontinue

Consequence Strategies

Reinforce replacement/desired behavior: Immediate acknowledgment and opportunities to comment based on pre-determined Replacement Consequences.

Redirect to replacement/desired behavior: Agreed upon non-verbal cue.

Classroom Teacher

Classroom Teacher

Daily teacher self-report (Google form). Monitor

Modify

Discontinue

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Student Name: Mark

School: Anytown Elementary Grade: K

Date of Plan: 1/6/16 Review Date: 1/20/16

Coordinator: Mrs. Smith

Vignette: Brief Functional Behavior Assessment Information- Elsa

BACKGROUNDElsa is a friendly, social student who is often seen trying to engage other students who feel left out, or lonely. She is proficient in math and reading. She likes building things out of varied materials (whatever she can get her hands on – paperclips, erasers, paper, and other found objects).

CURRENT INFORMATIONElsa is currently receiving the Check-In Check-Out intervention based on minors in the area of classroom disruption. These typically look like Elsa making side comments to peers, off-topic, and to the whole class which the other students typically find funny and laugh aloud about. Some of the students will comment back with another off-topic comment and pretty soon the whole class is laughing and off topic. Five of her seven teachers have documented minors because of this behavior. Typically, when the behavior occurs, teachers redirect Elsa to keep her comments to herself, which leads to Elsa making additional comments to the class. Teachers have also tried to ignore the behavior by continuing with the lesson (it has no impact). The teachers have also tried modifying her seat in the back or front corners of the room, but the comments continue and have even increased. The behavior is not often documented in her art class where she is able to both create artwork and talk with peers during work time. The target behavior is also absent during ELA when she can work collaboratively with peers. This pattern of behavior sometimes increases on days that Elsa is tardy to 1st hour. During class, the behavior is more likely to occur during whole group instruction longer than 5 minutes and during independent work. When the teacher asks a question of the group, Elsa frequently responds with a comment intended to make her peers laugh.

MORE INFORMATIONThe school-wide expectations are “Be Respectful, Responsible, and Safe.” Elsa started with CICO and the data trend line indicated no progress. The team decided to enhance CICO by individualizing CICO with a specific Respect goal “I will raise my hand and wait to be called on before offering a comment to the class.” Elsa has a second individualized goal for Responsible of, “I will keep side comments to myself.” The goal for Safe remains generic. Elsa reports a positive experience in CICO and enjoys seeing the greeter in the morning. She reports that most of the teachers do not like her and they are “always all over me and they don’t correct the other students” and “other students say things in class and they don’t get called out.” Elsa thinks the teachers take the class “too seriously” and need to “relax” so that the students have more time to talk with each other.

DATA (last 45 days)Current intervention: CICO, enhanced with a specific goal (Individualized CICO)DPR Average range: 60% (consistent average since beginning tier 2 support with CICO)Minors: 13 (in addition to the 4 qualified her for CICO)Majors: 2 (the Majors have occurred since starting CICO)Attendance: 10 tardies, 3 excused, and 6 unexcused in the last 45 daysSuspension: 0Math: Proficient, 5 missing assignmentsReading: Proficient, 1 missing assignment

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Student Name: ___________________________

School: ______________________ Grade: _____

Date of Plan: _________ Review Date: ________

Coordinator: _____________________________

Competing Behavior Pathway

Consequence

Student Strengths:

FunctionTarget BehaviorAntecedentSetting Event

Desired Behavior Desired Consequence

Replacement Behavior

Replacement Consequence

Replacement Behavior Step(s)

Replacement Behavior Consequence Step(s)

Brief Behavior Intervention PlanStrategies Who’s Responsible Check for

ImplementationReview

Setting Event Strategies

Monitor

Modify

Discontinue

Antecedent Strategies

Prevent

Prompt:

Monitor

Modify

Discontinue

Teaching Strategies

Monitor

Modify

Discontinue

Consequence Strategies

Reinforce replacement/ desired behavior:

Redirect to replacement/ desired behavior:

Monitor

Modify

Discontinue

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Plan: Brief Behavior Intervention Plan Entrance and Exit Criteria


Remember to use a timeframe (i.e. 2 Major referrals within 30 days)


What is the fade process? Plan general fading process off brief BIP back to group based supports alone

How will you review data to determine the process for examining student data? How will you identify who has met entry and exit rules?


Consider over identification of subgroups (i.e. boys vs. girls; race/ethnicity; special education status, etc.)

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Use of existing structures in tier 1 and 2

How will brief behavior intervention plans directly linked to the teaching that occurs at universal level?

Plan: Brief Behavior Intervention Plan Increased Teaching with Opportunities to Practice

Plan: Brief Behavior Intervention Plan Increased Adult Feedback


How will brief behavior intervention plan feedback be aligned to the universal acknowledgement system in your school?



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How will families be contacted when a student is eligible for intervention? Who will be responsible for this?




How will feedback from families be solicited?● Student specific● System specific




Plan: Brief Behavior Intervention Plan Increased Home-School Connection

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Plan: Brief Behavior Intervention Plan Progress Monitoring

78







Plan: Brief Behavior Intervention Plan Fidelity

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Identify brief FBA/BIP Facilitators.

What is the process for a brief FBA?

How will brief Behavior Intervention Plans be created?

How will the teacher(s) be included?

How many brief FBA/BIPs will each facilitator manage?

How many students will have brief BIPs when you are at full capacity?


How can the team ensure that students are able to access mentoring support within 3-5 days of identified need?

Plan: Brief Behavior Intervention Plan: Additional Consideration- Capacity

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Plan: Brief Behavior Intervention Plan: Training, Support, and Feedback








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AppendixIntervention Name: Check-In Check-Out (CICO)Purpose of the intervention: Primary intervention that provides additional prompting, feedback, and opportunities to practice skills in addition to tier 1 instruction and differentiated support. It prevents and reduces the severity of behavioral errors by building on school and class-wide expectations with a focus on students demonstrating appropriate behavior.

Feature Meaning Evidence In CICOEntry & Exit Criteria Determine when additional

support is needed Determine when adjustments at

tier 1 are needed Include family voice Determine when and how the

intervention will be faded back to differentiated tier 1 supports

Data rules established and adhered to Fidelity of tier 1 implementation Family communication plan

Entry Criteriao 3 in a month for the same

behavioral erroro 1 majoro Other tier 1 data sources

Exit Criteria o 6-8 weeks of sustained

improvement ANDo Improvement in original entrance

criteriao Faded over time with increased

self-monitoring Approximately 15% of students may access

CICO throughout the yearIncrease in Teaching with Opportunities to Practice

Prompts and cues align to tier 1 instruction

Supported in all environments by all staff

Use of skill in natural environments

Skill must have been taught to fluency at tier 1

Family prompts student in the morning Greeter reviews school-wide

expectations in the morning Teachers provide proactive prompts

throughout the day Student practices skills in natural

environment Greeter and family celebrate successes

at end of day

Teaching is provided through tier 1 instruction

Student receives regular intervals of prompting by adults in the natural environment


Specific, proactive, positive Connected to skill building and

generalization

Staff provide feedback at regular intervals based on student performance of expected behaviors

Greeter reviews progress and celebrates

Feedback given each transition period on how well student demonstrated the expected skills

If error correction is needed, it is brief and 82

any positives at day’s end Families provide positive feedback on

daily progress

instructional in nature

Increased Home-School Connection

Families play an active role in the intervention

Communication with (not just to) about strengths and needs

Best and legal practice with consent

Conversation with family members to learn how to bridge skill gaps and honor family values

Team facilitates dialogue on perceived progress on a regular basis (i.e. monthly)

Daily Progress Report details

Family is asked about student strengths and perception of the problem

Family is provided an overview of CICO when student is identified, the family role in it, and how communication will proceed

Family understands CICO process and next steps in process (i.e. fading to exit or layering supports if needed)

Progress Monitoring Assess students’ performance Measure student response to

interventions/challenges Evaluate the effectiveness of

interventions/challenges

Daily Progress Report completed regularly by relevant staff to measure progress over time

Monitor criteria that initially identified the student for CICO

Overall response rate is monitored for 70%

Scoring is developmentally appropriate and for the incremental time-period:

o 0 = Did not demonstrate the expectation (i.e. Be Safe)

o 1 = Demonstrated the expectation somewhat

o 2 = Demonstrated the expectation typical for peers

Fidelity The extent to which the intervention is delivered in a way that is consistent with how it was intended to be delivered

It is the result of effective, ongoing training and ongoing support with stakeholders

System:o Initial training for stakeholderso Gather and respond to

stakeholder perceptions, understanding, and skill through feedback and communication

o Provide ongoing support Practice:

o Student perception of CICOo All intervention features are

present

Identify stakeholder (students, staff, and family) perceptions, understanding, and skill needs to tailor professional development

o Consider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitor

Intervention Name: Modified Check-In Check-Out (CICO)Purpose of the intervention: Secondary intervention that applies generic, pre-designed enhancements to Check-In Check-Out (CICO) to provide additional support and meet student-specific needs. The six features generally reflect CICO in evidence and application (refer to CICO), but specificity may be added to modify CICO in the areas of Increased Teaching with Opportunities to Practice, Increased Adult Feedback, and Increased Home-School Connection.

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Feature Meaning Evidence In Modified CICOEntry & Exit Criteria

Determine when additional support is needed

Determine when adjustments at tier 1 are needed

Include family voice Determine when and how the

intervention will be faded back to CICO then differentiated tier 1 supports

Fidelity of tier 1 practices Minimal or no progress for four weeks in a

previous intervention (i.e. CICO) as evidenced by:

o Progress monitoring oro Continued rate of entry criteria /

student outcome datao Behavioral errors have increased in

severity during CICO

Determine modifications needed through:o Progress monitoring datao Entrance criteria (rate, type, etc…)o Function of behavior / possible

motivationo Reverse Request for Assistanceo Communication with home

Fade by reducing intensity and frequency of Increased Teaching with Opportunities to Practice and Increased Adult Feedback

Increase in Teaching with Opportunities to Practice

Prompts and cues align to tier 1 instruction

Supported in all environments by all staff

Use of skill in natural environments

Skill must have been taught to fluency at tier 1

Family prompts student in the morning Greeter reviews school-wide expectations

in the morning Teachers provide proactive prompts

throughout the day Student practices skills in natural

environment Greeter and family celebrate successes at

end of day

Potential modifications may include:o Higher rate of promptingo More specificity and focus on one skill

related to the broad expectation (i.e. Be Responsible: Bring Needed Materials to Class)

o Peer supporto Change in greeter location



generalization


Greeter reviews progress and celebrates any positives at day’s end

Families provide positive feedback on daily progress

Potential modifications may include:o Higher rate of positive feedbacko Specific feedback for one skill added

in addition to the general feedback on expectations

o Peer feedbacko Differentiated use of tier 1

reinforcement Increased Home-School Connection







Potential modifications include:o Change in communication methodso Dialogue on perceived progress and

unmet needs

Progress Assess students’ performance Daily Progress Report completed regularly If the team decides to focus on a specific skill

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Monitoring Measure student response to interventions/challenges

Evaluate the effectiveness of interventions/challenges

by relevant staff to measure progress over time

Monitor criteria that initially identified the student for CICO


related to a broad expectation:o Progress monitor the one specific skill

(i.e. Be Responsible: Bring Needed Materials to Class)

o Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe)



System:o Initial training for stakeholderso Gather and respond to stakeholder

perceptions, understanding, and skill through feedback and communication


o Student perception of Modified CICO

o All intervention features are present

Any modifications made will require communication, training, and ongoing support with relevant staff, families, and students

Intervention Name: Social Academic Instruction Group (SAIG)Purpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Social Academic Instruction Group (SAIG) assists students in acquiring and building fluency in appropriate behaviors and is most appropriate for students who need to acquire additional social skills that are missing from their repertoire. SAIG teaches skills that are connected with and supplemental to the universal curriculum. The six features generally reflect CICO and Modified CICO in evidence and application with a focus on Increase in Teaching with Opportunities to Practice and Increased Adult Feedback.

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Feature Meaning Evidence In SAIGEntry & Exit Criteria

Fidelity of tier 1 Minimal or no progress for four

weeks in a previous intervention (i.e. CICO and/or Modified CICO)

Fidelity of tier 1 practices Minimal or no progress for four weeks in a

previous intervention (i.e. CICO and/or Modified CICO) as evidenced by:

o Progress monitoring oro Continued rate of entry criteria /

student outcome data

Determine SAIG needs by examining:o Progress monitoring datao Entrance criteria (rate, type, etc…)o Function of behavior / possible

motivationo Reverse Request for Assistanceo Communication with home

Based on data, not life events Fade by reducing intensity and frequency of

Increased Teaching with Opportunities to Practice and Increased Adult Feedback

Increase in Teaching with Opportunities to Practice

Instruction should occur in the natural environment as often as possible

Instruction should be provided by the adult typically in charge of the setting

Amount of time and duration will vary by need

Tier 1 lesson plan format focused on discrete skills

Direct instruction with opportunities to generalize the learning to all settings is provided

Instruction is an extension of what is already taught to all students to fluency at tier 1

Skills taught and developed in SAIG are directly linked to skills outlined in school-wide and classroom matrices (expectations and indicators) (i.e. Be Responsible: Bring Needed Materials to Class)



generalization Provided by all relevant adults

across settings


SAIG Facilitators provide additional feedback during instruction



Adult feedback is focused on the specific skills needed (i.e. Be Responsible: Bring Needed Materials to Class)

Plan for generalization of the skill for practice and increased feedback in the natural environment

Increased access to universal reinforcement Team communicates with relevant adults

which skills the student is working on so specific feedback can be provided



Communication with (not just


Communicate with family for insight on skills needed for school environments

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to) about strengths and needs Best and legal practice with

consent


Daily Progress Report detailsProgress Monitoring

Assess students’ performance Measure student response to




Monitor criteria that initially identified the student for SAIG


If SAIG will focus on a specific skill related to a broad expectation:

o Progress monitor the one specific skill (i.e. Be Responsible: Bring Needed Materials to Class)

Continue generally progress monitoring the other expectation areas (i.e. Be Respectful, Be Safe)






o Student perception of SAIGo All intervention features are

present

Identify stakeholder (students, facilitators, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implement

Consider knowledge, skills, and expertise needed to effectively provide increased teaching, increased adult feedback, increased home-school connection, and progress monitor

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Intervention Name: MentoringPurpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Mentoring is most appropriate for students who need additional engagement with a supportive adult at school. Through continued involvement, the adult offers support, guidance, and assistance that are connected to the universal level.

Feature Meaning Evidence In MentoringEntry & Exit Criteria



Fidelity of tier 1 practices Continued rate of entry criteria / student

outcome data Request for Assistance from family

members Limited natural connections in school

Determine Mentoring by examining:o Student’s connections in schoolo Behavioral, social, emotional, and

academic goalso Reverse Request for Assistance

Based on data, not life events May last 6-9 months or more To fade, reduce goal-oriented tasks while

maintaining relationshipIncrease in Teaching with Opportunities to Practice

Direct one-on-one instruction with the mentor while building a relationship

Student has opportunities to generalize the learning to all settings is provided and check-in with their mentor


Meetings and check-ins between mentor-mentees

Mentor and student builds relationship while focusing on:

o Academic performance or coursework completion

o Improved relationships o Increased attendance or class

participationo Increased access to school resources o Reduction in behavioral errors

Student works on and practices steps towards achieving the goal




across settings

Staff continue to provide feedback at regular intervals based on student’s progress towards goals identified through mentoring

Mentor provides feedback during one-on-one meetings




Increased access to universal reinforcement Team communicates with relevant adults

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which skills the student is working on so specific feedback can be provided








Communicate with family for insight on skills needed for school environments and goals identified

Progress Monitoring





Monitor criteria that initially identified the student for Mentoring


If Mentoring will focus on specific skills related to a broad expectation:



Improvement in original entrance criteria with increased natural supports in school

May last 6-9 months or moreFidelity The extent to which the

intervention is delivered in a way that is consistent with how it was intended to be delivered





o Student perception of Mentoringo All intervention features are

present

Identify stakeholder (students, mentors, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implement


Intervention Name: Brief Behavior Intervention Plan

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Purpose of the intervention: Secondary intervention provided as an additional layer to Check-In Check-Out (CICO) and differentiated tier 1. Mentoring is most appropriate for students who need additional engagement with a supportive adult at school. Through continued involvement, the adult offers support, guidance, and assistance that are connected to the universal level.

Feature Meaning Evidence In MentoringEntry & Exit Criteria



Fidelity of tier 1 practices Continued rate of entry criteria / student

outcome data Request for Assistance from family

members Limited natural connections in school

Determine Mentoring by examining:o Student’s connections in schoolo Behavioral, social, emotional, and

academic goalso Reverse Request for Assistance

Based on data, not life events May last 6-9 months or more To fade, reduce goal-oriented tasks while

maintaining relationshipIncrease in Teaching with Opportunities to Practice

Direct one-on-one instruction with the mentor while building a relationship

Student has opportunities to generalize the learning to all settings is provided and check-in with their mentor


Meetings and check-ins between mentor-mentees

Mentor and student builds relationship while focusing on:

o Academic performance or coursework completion

o Improved relationships o Increased attendance or class

participationo Increased access to school resources o Reduction in behavioral errors

Student works on and practices steps towards achieving the goal




across settings

Staff continue to provide feedback at regular intervals based on student’s progress towards goals identified through mentoring

Mentor provides feedback during one-on-one meetings





Increased access to universal reinforcement Team communicates with relevant adults which skills the student is working on so specific feedback can be provided

Increased Home- Families play an active role in Conversation with family members to learn Communicate with family for insight on skills 90

School Connection the intervention Communication with (not just

to) about strengths and needs Best and legal practice with

consent

how to bridge skill gaps and honor family values



needed for school environments and goals identified

Progress Monitoring





Monitor criteria that initially identified the student for Mentoring


If Mentoring will focus on specific skills related to a broad expectation:



Improvement in original entrance criteria with increased natural supports in school

May last 6-9 months or moreFidelity The extent to which the

intervention is delivered in a way that is consistent with how it was intended to be delivered





o Student perception of Mentoringo All intervention features are

present

Identify stakeholder (students, mentors, staff, and family) perceptions, understanding, and skill needs to tailor professional development to implement


TFI: Tier II Targeted SWPBIS FeaturesNOTE: This section may be completed individually or with other tiers as part of the full Tiered Fidelity InventoryFeature Possible Data Source Scoring Criteria

Subscale: Teams

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2.1 Team Composition:Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs.

• School organizational chart

• Tier II team meeting minutes

0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise

1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80%

2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%

2.2 Team Operating Procedures:Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

• Tier II team meeting agendas and minutes

• Tier II meeting roles descriptions

• Tier II action plan

0 = Tier II team does not use regular meeting format/agenda, minutes, defined roles, or a current action plan

1= Tier II team has at least 2 but not all 4 features

2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier II supports.

• Multiple data sources used (e.g., ODRs, time out of instruction, attendance, academic performance)

• Team decision rubric

• Team meeting minutes

• School policy

0 = No specific rules for identifying students who qualify for Tier II supports

1 = Data decision rules established but not consistently followed or used with only one data source

2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified promptly when students enter Tier II supports

2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.

• School handbook

• Request for assistance form

• Family handbook

0 = No formal process

1 = Informal process in place for staff and families to request assistance

2 = Written request for assistance form and process are in place and team responds to request within 3 days

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2.5 Options for Tier IIInterventions: Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need.

• School Tier II handbook

• Targeted Interventions Reference Guide

0 = No Tier II interventions with documented evidence of effectiveness are in use

1 = Only 1 Tier II intervention with documented evidence of effectiveness is in use

2 = Multiple Tier II interventions with documented evidence of effectiveness matched to student need

2.6 Tier II Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report).

• Universal lesson plans

• Tier II lesson plans

• Daily/weekly progress report

• School schedule

• School Tier II handbook

0 = Tier II interventions do not promote additional instruction/ time, improved structure, or increased feedback

1 = All Tier II interventions provide some but not all 3 core Tier II features

2 = All Tier II interventions include all 3 core Tier II features

2.7 Practices Matched to Student Need: A formal process is in place to select Tier II interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e .g ., culture, developmental level).

• Data sources used to identify interventions

• School policy

• Tier II handbook

• Needs assessment

• Targeted Interventions Reference Guide

0 = No process in place

1 = Process for selecting Tier II interventions does not include documentation that interventions are matched to student need

2 = Formal process in place to select practices that match student need and have contextual fit (e .g., developmentally and culturally appropriate)

2.8 Access to Tier I Supports : Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II supports have access to, and are included in, Tier I supports.

• Universal lesson plans and teaching schedule

• Tier II lesson plans

• Acknowledgement system

• Student of the month documentation

• Family communication

0 = No evidence that students receiving Tier II interventions have access to Tier I supports

1 = Tier II supports are not explicitly linked to Tier I supports and/or students receiving Tier II interventions have some, but not full access to Tier I supports

2 = Tier II supports are explicitly linked to Tier I supports, and students receiving Tier II interventions have full access to all Tier I supports

2.9 Professional Development: A written process is followed for teaching all relevant staff how to refer students and implement each Tier II

• Professional development calendar

• Staff handbook

0 = No process for teaching staff in place

1 = Professional development and orientation process is informal

2 = Written process used to teach and coach all relevant staff in all aspects of intervention

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intervention that is in place. • Lesson plans for teacher trainings

• School policy

delivery, including request for assistance process, using progress report as an instructional prompt, delivering feedback, and monitoring student progress

2.10 Level of Use: Team follows written process to track proportion of students participating in Tier II supports, and access is proportionate.

• Tier II enrollment data

• Tier II team meeting minutes

• Progress monitoring tool

0 = Team does not track number of students responding to Tier II interventions

1 = Team defines criteria for responding to each Tier II intervention and tracks students, but fewer than 5% of students are enrolled

2 = Team defines criteria and tracks proportion, with at least 5% of students receiving Tier II supports

2.11 Student Performance Data: Tier II team tracks proportion of students experiencing success (% of participating students being successful) and uses Tier II intervention outcomes data and decision rules for progress monitoring and modification.

• Student progress data (e.g., % of students meeting goals)

• Intervention Tracking Tool

• Daily/Weekly Progress Report sheets

• Family communication

0 = Student data not monitored

1 = Student data monitored but no data decision rules established to alter (e.g., intensify or fade) support

2 = Student data (% of students being successful) monitored and used at least monthly, with data decision rules established to alter (e.g., intensify or fade) support, and shared with stakeholders

2.12 Fidelity Data: Tier II team has a protocol for ongoing review of fidelity for each Tier II practice.

• Tier II coordinator training

• District technical assistance

• Fidelity probes taken monthly by a Tier II team member

0 = Fidelity data are not collected for any practice

1 = Fidelity data (e.g., direct, self report) collected for some but not all Tier II interventions

2 = Periodic, direct assessments of fidelity collected by Tier II team for an Tier II interventions

2.13 Annual Evaluation: At least annually, Tier II team assesses overall effectiveness and efficiency of strategies, including data-decision rules to identify students, range of interventions available, fidelity of implementation, and ongoing support to implementers; and evaluations are shared with staff and district leadership.

• Staff and student surveys

• Tier II handbook

• Fidelity tools

• School policy

• Student outcomes

• District reports

0 = No data-based evaluation takes place

1 = Evaluation conducted, but outcomes not used to shape the Tier II process

2 = Evaluation conducted at least annually, and outcomes shared with staff and district leadership, plus clear alterations in process proposed based on evaluation

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Documents

Tier 2 Workbook · Web viewObjectives Teams will… Create a plan for how the tier 1 and tier 2 teams will collaborate to train and provide ongoing support for staff in using the