Tier 2 Workbook - wisconsinrticenter.org · Web viewThey also have a student PBIS team to inform implementation efforts and provide student voice and feedback. The Tier 1 team updates

ContentsDAY 1............................................................................................................................................................................................ 3

DISCUSSION: WHAT’S YOUR WHY?.............................................................................................................................................................3READ AND DISCUSS: ANYTOWN’S UNIVERSAL SYSTEM.....................................................................................................................................4VIGNETTE: ANYTOWN ELEMENTARY SCHOOL.................................................................................................................................................5VIGNETTE: ANYTOWN MIDDLE SCHOOL........................................................................................................................................................8VIGNETTE: ANYTOWN HIGH SCHOOL..........................................................................................................................................................11ACTIVITY: YOUR SCHOOL’S UNIVERSAL SYSTEM............................................................................................................................................14LEADERSHIP TEAMS.................................................................................................................................................................................15DISCUSSION: LEADERSHIP AND IMPLEMENTATION.........................................................................................................................................16DISCUSSION: YOUR SCHOOL’S STRATEGIC USE OF DATA................................................................................................................................17REFLECT AND DISCUSS: BEHAVIOR 101......................................................................................................................................................17ACTIVITY: EARLY IDENTIFICATION AND ENTRANCE CRITERIA (PARTS 1 AND 2)....................................................................................................18ACTIVITY: INCREASE IN TEACHING WITH OPPORTUNITIES TO PRACTICE..............................................................................................................20REFLECT AND PARTNER SHARE: INCREASE IN ADULT FEEDBACK.......................................................................................................................21DISCUSSION: INCREASED HOME-SCHOOL CONNECTION..................................................................................................................................22DISCUSSION: PROGRESS MONITORING........................................................................................................................................................23DISCUSSION: FIDELITY MEASUREMENT.......................................................................................................................................................24ACTIVITY: CURRENT TIER 2 INTERVENTION AUDIT.........................................................................................................................................25HOMEWORK: FOR NEXT TIME..................................................................................................................................................................26

DAY 2.......................................................................................................................................................................................... 27

PLAN: CHECK-IN CHECK-OUT ENTRANCE AND EXIT CRITERIA..........................................................................................................................27PLAN: CHECK IN CHECK OUT INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE......................................................................................28PLAN: CHECK-IN CHECK-OUT INCREASED ADULT FEEDBACK...........................................................................................................................28PLAN: CHECK-IN CHECK-OUT INCREASED HOME-SCHOOL CONNECTION...........................................................................................................29PLAN: CHECK-IN CHECK-OUT PROGRESS MONITORING.................................................................................................................................30PLAN: CHECK-IN CHECK-OUT FIDELITY MEASUREMENT.................................................................................................................................31PLAN: CHECK-IN CHECK-OUT ADDITIONAL CONSIDERATION- CAPACITY............................................................................................................32PLAN: CHECK-IN CHECK-OUT TRAINING, SUPPORT, AND FEEDBACK.................................................................................................................33PLAN: MODIFIED CHECK-IN CHECK-OUT ENTRANCE AND EXIT CRITERIA...........................................................................................................34PLAN: MODIFIED CHECK-IN CHECK-OUT INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE......................................................................35PLAN: MODIFIED CHECK-IN CHECK-OUT INCREASED ADULT FEEDBACK.............................................................................................................36PLAN: MODIFIED CHECK-IN CHECK-OUT INCREASED HOME-SCHOOL CONNECTION.............................................................................................37PLAN: MODIFIED CHECK-IN CHECK-OUT PROGRESS MONITORING...................................................................................................................38PLAN: MODIFIED CHECK-IN CHECK-OUT FIDELITY MEASUREMENT...................................................................................................................39PLAN: MODIFIED CHECK-IN CHECK-OUT ADDITIONAL CONSIDERATIONS- CAPACITY............................................................................................40PLAN: MODIFIED CHECK-IN CHECK-OUT TRAINING, SUPPORT AND FEEDBACK...................................................................................................41HOMEWORK: FOR NEXT TIME..................................................................................................................................................................42

DAY 3.......................................................................................................................................................................................... 43

ACTIVITY: WHO ARE THE STUDENTS ACCESSING TIER 2 SUPPORTS?................................................................................................................43PLAN: SAIG ENTRANCE AND EXIT CRITERIA.................................................................................................................................................44PLAN: SAIG INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE............................................................................................................45PLAN: SAIG INCREASED ADULT FEEDBACK..................................................................................................................................................45PLAN: SAIG INCREASED HOME-SCHOOL CONNECTION..................................................................................................................................46

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PLAN: SAIG PROGRESS MONITORING........................................................................................................................................................47PLAN: SAIG FIDELITY MEASUREMENT........................................................................................................................................................48PLAN: SAIG ADDITIONAL CONSIDERATION- CAPACITY...................................................................................................................................49PLAN: SAIG TRAINING, SUPPORT, AND FEEDBACK........................................................................................................................................50PLAN: MENTORING ENTRANCE AND EXIT CRITERIA.......................................................................................................................................51PLAN: MENTORING INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE..................................................................................................52PLAN: MENTORING INCREASED ADULT FEEDBACK.........................................................................................................................................52PLAN: MENTORING INCREASED HOME-SCHOOL CONNECTION.........................................................................................................................53PLAN: MENTORING PROGRESS MONITORING...............................................................................................................................................54PLAN: MENTORING FIDELITY MEASUREMENT..............................................................................................................................................55PLAN: MENTORING ADDITIONAL CONSIDERATION- CAPACITY..........................................................................................................................56PLAN: MENTORING TRAINING, SUPPORT, AND FEEDBACK..............................................................................................................................57HOMEWORK: FOR NEXT TIME..................................................................................................................................................................58

DAY 4.......................................................................................................................................................................................... 59

NOTES: INTERVENTION FLOW CHART.........................................................................................................................................................59ACTIVITY: TIERED FIDELITY INVENTORY (TFI)...............................................................................................................................................59ACTIVITY: TFI TIER 2 SCORES AND PLANS...................................................................................................................................................60VIGNETTE: BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT- MARK.......................................................................................................................61VIGNETTE: BRIEF FUNCTIONAL BEHAVIOR ASSESSMENT INFORMATION- ELSA.....................................................................................................64PLAN: BRIEF BEHAVIOR INTERVENTION PLAN ENTRANCE AND EXIT CRITERIA......................................................................................................68PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED TEACHING WITH OPPORTUNITIES TO PRACTICE.................................................................69PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED ADULT FEEDBACK.......................................................................................................69PLAN: BRIEF BEHAVIOR INTERVENTION PLAN INCREASED HOME-SCHOOL CONNECTION.......................................................................................70PLAN: BRIEF BEHAVIOR INTERVENTION PLAN PROGRESS MONITORING.............................................................................................................71PLAN: BRIEF BEHAVIOR INTERVENTION PLAN FIDELITY MEASUREMENT.............................................................................................................72PLAN: BRIEF BEHAVIOR INTERVENTION PLAN ADDITIONAL CONSIDERATION- CAPACITY........................................................................................73PLAN: MENTORING TRAINING, SUPPORT, AND FEEDBACK..............................................................................................................................74

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Day 1Discussion: What’s Your Why?

Directions: Come to a consensus as a team on your answers. Create a poster to share your answers with the rest of the training group. Be sure someone from your group notes your answers in a workbook too!

Vision:

Mission:

2. How does PBIS support that vision and mission?

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

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Read and DiscussUniversal System

Directions: As a group, decide which one of the three vignettes you will read. There are vignettes for elementary,

middle, and high school levels. Silently read the chosen vignette. Individually ote your answers to following questions. When the group has finished reading the chosen vignette, and everyone has had a chance to note their

answers, compare your findings. Vignettes:

o Elementary School: pages 4 to 6o Middle School: pages 7 to 9o High School: pages 10 to 12

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. The staff takes the SAS in the Fall, 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 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 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 8 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 problem behaviors 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 do not follow through at home regarding the 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. The staff takes the SAS in the Fall, 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 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 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 problem behaviors 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 do not follow through at home regarding the discipline issues. The Tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents mid-year 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:





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. The staff takes the SAS in the Fall, 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 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 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 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

11

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 problem behaviors 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 do not follow through at home regarding the discipline issues. The tier 1 team is considering revising their “PBIS Brochure” and re-sending it to parents mid-year 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:





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 the data that you were asked to bring to this training. T

o What is the percentage of students enrolled 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 the questions below. Record your answers, as they will help you complete your 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 schools work with tier 2?

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Leadership Teams

15

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 the 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 such as adding or removing members?

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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 model to the right below as a reminder of the elements, 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?

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 separate steps. Each step should be completed with your team. Part 1:

o List ach tier 1 data source currently systematically collected.o Indicate if that 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 source.o 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 that are taught to fluency school-wide throughout the school year and the evidence you

have to support that. As a team, list the skills that are 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, you provided a student in the last week. Turn to an elbow partner. Share and 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 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

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 Measurement

Directions: , answer the following questions.

1. are carried out as intended?

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

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

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Activity: Current Tier 2 Intervention Audit

Directions: What tier 2 interventions does your school currently have? List them in the table below. Indicate if the current interventions include all of the features. Check the boxes for each feature the intervention explicitly has. Indicate whether a team monitors the six features and coordinates the intervention. Remember that for there to be an “increase” the feature must have a foundation in Tier 1.

Tier 2 InterventionEntrance

&Exit Criteria

Increased Teaching Increased Adult Feedback

Increased Home-School Connection

Progress Monitoring

Fidelity Measurement

A Team Guides & Supports the Intervention

Delivery

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Homewor

1. When did the Tier 2 team meet?

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

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Day 2Plan: Check-In Check-Out 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 Increased Teaching with Opportunities to Practice

Plan: Check-In Check-Out 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 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 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 Fidelity Measurement

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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 Additional Consideration- Capacity

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Out 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 connect feedback from families, students, and staff?

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Plan: Modified Check-In Check-Out Entrance and Exit Criteria


What data sources will determine entrance criteria?


How is progress defined? Recommended 80% average over 4-6 wks 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 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 Increased Adult Feedback




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 Increased Home-School Connection





How will feedback from families be solicited?

● Student-specific● System specific



Daily or weekly progress reports and data reviews

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Plan: Modified Check-In Check-Out Progress Monitoring










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Plan: Modified Check-In Check-Out Fidelity Measurement







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Plan: Modified Check-In Check-Out Additional Considerations- Capacity


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

Why are these predetermined modifications are essential to plan for?

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 connect feedback from familes, students, and staff?

PlanOut Training, Support and Feedback

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Homework: For Next Time

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 Activity: Who

Directions: The data you brought with you today and used to complete the poster is reviewed in this activity

as well. 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):

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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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Plan: SAIG Increased Home-School Connection

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Plan: SAIG Progress Monitoring

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Plan: SAIG Fidelity Measurement

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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








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Plan: Mentoring Entrance and Exit Criteria







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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Plan: Mentoring Increased Home-School Connection

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Plan: Mentoring Progress Monitoring

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Plan: Mentoring Fidelity Measurement

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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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Homework: For Next Time

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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DIntervention 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

RYou can log into PBISApps.org or view a PDF of it by visiting https://goo.gl/Sjanxd Discuss each item as a team and the evidence of implementation to date. Indicate score for each line item in the PBISApps.org. .

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https://goo.gl/Sjanxd

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 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 social student who is friendly and 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 7 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.

OTHER 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)

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


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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

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Plan: Brief Behavior Intervention Plan Fidelity Measurement

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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: Mentoring Training, Support, and Feedback








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Documents

Tier 2 Workbook - wisconsinrticenter.org · Web viewThey also have a student PBIS team to inform implementation efforts and provide student voice and feedback. The Tier 1 team updates