SWPBS Tier 2 Meets Tennessee’s RtI2
School-Based Teams
Presented By:
Jennifer R. Butterworth
Development
Purpose
Share a framework for integrating
Tennessee’s RtI2 initiative, currently
with a focus on academic supports,
with Tennessee’s SWPBS/PBIS efforts.
www.edprodevelopment.com
3
Tennessee’s RtI2 framework … allows for an integrated,
seamless problem-solving model that addresses individual
student needs. Currently, Tennessee’s RtI2 framework focuses
on building a tiered intervention model in the areas of
reading, math, and/or writing.
SWPBS/PBIS is an implementation framework that is
designed to enhance academic and social behavior outcomes
for all students.
Both RtI2 and SWPBS/PBIS emphasize the use of data for
informing decisions about (a) the selection, implementation,
and progress monitoring of evidence-based instructional/
behavioral practices and (b) organizing resources and systems
to improve durable implementation with fidelity.
Tier 1 Academics
• All students
• 80-85% of students
proficient and advanced on grade level or above
• High quality common core
instruction in positive
behavior environment
• Instructional decisions
driven by ongoing
formative assessment
Tier 1 Behavior
• All students
• 80-85% of students 0 – 1
office referrals/year
• High quality school-wide
preventive discipline
(80/80 SET or 70% BoQ))
• Behavior support
decisions driven by
formative discipline data,
e.g., SWIS
School Leadership Team
• Representative of faculty and staff of
school.
• Reviews academic and discipline data.
• Makes SCHOOL-WIDE instructional and
behavior support decisions affecting all
faculty and staff.
What is “Tier 2” of the Triangle Academics?
• 10-15% of students
• More than 1.5-2 years
below grade level
• High quality instruction to
targeted small groups of
students
• High quality intervention
matched to studenttargeted area of need
• Provided by highly trained
personnel
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What is “Tier 2” of the Triangle –
Behavior?
• 10-15% of students
• Multiple referrals (2-5)
• Function-based behavior
support interventions
• Interventions provided to
targeted small groups of
students.
• Interventions provided by
highly trained personnel
Major Characteristics of Tier 2
Interventions
(Academic AND Behavioral)
 Addressed once quality, research-based Tier 1
preventions and instructional practices are
established.
 Team-based problem solving.
 Focus on smaller targeted groups of students who
are at risk of engaging in more serious behavior
problems and/or academic failure.
 On-going monitoring of student progress and databased decision-making.
 Time-limited, intensive instruction focusing on
targeted group of students common deficit area(s).
Major Characteristics of Tier 2
Interventions
(continued)
 Known by all faculty and staff.
 Ongoing identification and referral process
 Rapid access to and continuously available
intervention (5 days).
 Research/Evidence-based interventions based
on formative assessment results.
 Adequate resources allocated (administrative
support, time,…).
POINTS TO CONSIDER
1. At risk students benefit from (a) clearly
defined expectations, (b) frequent &
immediate feedback, (c) consistency, and
(d) contingent, positive reinforcement.
2. Problem behavior and academic behavior
are often linked.
3. Effective instruction AND behavior
support BEGINS with development of
effective adult – student interactions.
Referral
CSH
Coordinator/
School Nurse
Phys. Health
Nutrition
Mental Health
Literacy/
Reading
Coach
Psychologist
Reading/ Literacy
Intervention
Mathematics
Coach
School Psy./
Behavior Specialist/
Counselor
School Psy./
Behavior Specialist/
Counselor
Psychologist
Study/ Organization
Skills Inter.
Social Skills
Intervention
Math Intervention
Tier 1
Leadership
Team
Targeted Group x
Location
CICO
Coordinator
Check-In/
Check-out
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
Step 3. Analyze Current Interventions
Step 4. Conduct Gap Analysis
Step 5. Fill Gaps
Step 6. Develop and Implement Referral Procedure
Step 7. Implement and Codify Tier 2 Systems
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
2
RtI
School-Based
/ SWPBS Tier 2
Coordinating Team
Purpose
Ensures “at risk” students (less than ~20%
of the school population) receive the
appropriate additional academic and
behavioral supports and interventions
needed to be successful in school.
School-Based RtI2 Teams
… These teams meet regularly to ensure the fidelity
of the instruction and interventions, as well as make
data-based decisions regarding appropriate student
placement in interventions.
School teams will ensure that interventions are
implemented with integrity.
When placing students in interventions, it will require
reviewing and discussing student data and student
attendance in interventions.
Interventions must be matched to specific area(s) of
deficit for each student.
School-Based RtI2 / SWPBS Tier 2 Coordinating Team
Composition
1. Person who can allocate resources (e.g., administrator)
2. Person who coordinates the targeted interventions
3. Person with expertise in academic assessment and intervention
(e.g., reading and math)
4. Person with expertise in physical/nutritional health assessment
and intervention
5. Person with expertise in mental health assessment and
intervention
6. Person with expertise in conducting basic functional behavioral
assessment and building behavior intervention plans
7. Check-In/Check-Out Coordinator
School-Based RtI2 / SWPBS Tier 2 Coordinating Team
Functions & Responsibilities
• Serves as referral source for students requiring Tier 2
interventions
• Connects student needs to appropriate intervention(s)
based on review of appropriate data
• Connects activities of Tier 2 targeted interventions with
each other and the Tier 1/ School Leadership Team
• Ensures ongoing progress monitoring occurs with each
intervention
• Monitors fidelity of implementation and response to
intervention for all students receiving Tier 2
interventions
School-Based RtI2 / SWPBS Tier 2 Coordinating Team
Functions & Responsibilities
(continued)
• Ensures regular communication of Tier 2 intervention
efforts with faculty and staff
• Meets routinely (e.g., weekly) to match students with
appropriate intervention and review progress
monitoring data of students receiving Tier 2
interventions
• Meets monthly with intervention-specific team leaders
• Referral source (receives, reviews, follows through) of
students requiring Tier 3 supports
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
TIER 3 : INTENSIVE/INDIVIDUAL STUDENT
TIER 2: TARGETED GROUPS
TIER 1: ALL STUDENTS
School counseling services
Student Intervention Plans
Section 504 Plans and/or IEPs
Second Step
School wide PBIS
FBAs/BIPs
School health services
Health Education Voluntary State Curriculum
Check-in/Check-out
Alternative programs
Expanded School Mental Health Initiatives and Interagency Partnerships
Social skills, bully proofing, and/or anger management groups
Behavioral contracting
Responsive counseling
Character Education
School mental health services
Bullying Prevention
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
Step 3. Analyze Current Interventions
Review/Analyze Each Intervention
1. What is the intent/ focus/ targeted behavior(s)?
2. Is it research-based? What is the research?
Intervention Central: http://www.interventioncentral.org/
Florida Reading Research Center: http://www.fcrr.org/
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
National Center for Student Progress Monitoring:
http://www.studentprogress.org/
National Center on Response to Intervention (RTI):
http://www.rti4success.org/
1. What is the intent/ focus/ targeted behavior(s)?
2. Is it/What is the research-based?
Intervention Central: http://www.interventioncentral.org/
Florida Reading Research Center: http://www.fcrr.org/
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
National Center for Student Progress Monitoring: http://www.studentprogress.org/
National Center on Response to Intervention (RTI): http://www.rti4success.org/
3. What is/are the criteria for accessing?
4. How does a student access the intervention?
5. How is ongoing progress monitored: (a) frequency of
access?
6. How is ongoing progress monitored: (b) increase/ decrease
targeted behavior?
7. What is the schedule for making data-based decisions?
8. How is accuracy of implementation measured/ensured?
Secondary Interventions Analysis Chart
Intervention
Intervention Question
1.What is the intent/ focus/ targeted
behavior(s)?
2. Is it/What is the research-based?
Intervention Central:
http://www.interventioncentral.org/
Florida Reading Research Center: http://www.fcrr.org/
What Works Clearinghouse:
http://ies.ed.gov/ncee/wwc/
National Center for Student Progress Monitoring:
http://www.studentprogress.org/
National Center on Response to Intervention (RTI):
http://www.rti4success.org/
3. What is/are the criteria for accessing?
4. How does a student access the
intervention?
5. How is ongoing progress monitored:
(a) frequency of access
6. How is ongoing progress monitored:
(b) increase/ decrease targeted
behavior?
7. What is the schedule for making databased decisions?
8. How is accuracy of implementation
measured/ensured?
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
Step 3. Analyze Current Interventions
Step 4. Conduct Gap Analysis
Tier 2/Secondary Interventions Gap Analysis Chart
Tier 2 Interventions/
Supports/
Programs
(Targeted Groups)
Academic
(academic
failure/
escape)
Self Management/
Self Monitoring
(self regulation,
attention/ positive
reinforcement)
Adapted from Todd & R. Horner (2002)
Social Skills/ Making
Choices/ Chemical
Dependency
(relationships, positive
reinforcement, social
competence)
Study Skills/
Organizational
Skills
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
Step 3. Analyze Current Interventions
Step 4. Conduct Gap Analysis
Step 5. Fill Gaps
Step 6. Develop and Implement Referral Procedure
Consider:
 Referral form and time to complete
 Information needed to match student to the
appropriate secondary support system – can any of
this information be provided in the referral form?
 How will staff access the referral form? Where will
they submit a referral? Who will respond?
 Who disseminates information to team members?
 How is information disseminated to team members?
 Is there additional information required? Who
collects?
Establishing an Integrated Tier 2 System
of Academic and Behavior Supports
Step 1. Establish/Flesh Out Tier 2/ RtI2
Coordinating/Leadership Team
Step 2. Identify current Tier 2 Academic and
Behavioral Interventions for Targeted
Groups of Students
Step 3. Analyze Current Interventions
Step 4. Conduct Gap Analysis
Step 5. Fill Gaps
Step 6. Develop and Implement Referral Procedure
Step 7. Implement and Codify Tier 2 Systems
Referral
CSH
Coordinator/
School Nurse
Phys. Health
Nutrition
Mental Health
Literacy/
Reading
Coach
Psychologist
Reading/ Literacy
Intervention
Mathematics
Coach
School Psy./
Behavior Specialist/
Counselor
School Psy./
Behavior Specialist/
Counselor
Psychologist
Study/ Organization
Skills Inter.
Social Skills
Intervention
Math Intervention
Tier 1
Leadership
Team
Targeted Group x
Location
CICO
Coordinator
Check-In/
Check-out
Referral
CSH
Coordinator/
School Nurse
Phys. Health
Nutrition
Mental Health
Literacy/
Reading
Coach
Psychologist
Reading/ Literacy
Intervention
Mathematics
Coach
School Psy./
Behavior Specialist/
Counselor
School Psy./
Behavior Specialist/
Counselor
Psychologist
Study/ Organization
Skills Inter.
Social Skills
Intervention
Math Intervention
Tier 1
Leadership
Team
Targeted Group x
Location
CICO
Coordinator
Check-In/
Check-out
Check In - Check Out (CICO)
 Focuses on students who are not responding to primary,
preventive school-wide interventions
 Focuses on students who are at risk for developing
serious or chronic problem behavior (not already there!)
 Provides daily support and monitoring for groups of
students
 Systematized self-monitoring for a large number of
students at one time
 Allows for a strong family component
 Core principles include increased predictability,
consistency in routine, and positive adult interaction
How is CICO Different Than Other
“Behavior Card” Interventions
• A Targeted Intervention Implemented Within a
School-Wide System of Behavior Support
– Behavior Cards typically classroom interventions
• Implemented in all settings, throughout the
school day
• All teachers and staff are trained
• Students identified proactively & receive
support quickly
• Team uses data for decision making to
determine progress
Major Features of CICO
 Is available for student participation at
any time during the school day across the
year
 Rapid access to intervention (within 5
days)
 Known by all staff and students
 Links academic and behavioral support
 Consistent with school-wide expectations
 Uses data for decision-making and
progress monitoring
 Student chooses to participate (optional)
Student Recommended for CICO
Check In Check Out
CICO is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly SST Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program