PBIS Systems of Support:
Tier2/Secondary
Lori Cameron and Heidi Erstadt
Wisconsin RtI Center/PBIS Network
www.wisconsinpbisnetwork.org
The Wisconsin PBIS Network (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.
Objectives
• Provide a brief overview of Tier 2 systems
• Outline key Tier 1 practices that are the foundation for
Tier 2 implementation
• Identify challenges in implementation
You will have a clear idea of how to prepare for Tier 2
training.
You will not have the tools to implement Tier 2
interventions.
Multi-Tiered Intervention Models
Rationale
– Emphasize prevention
– Match intensity of intervention to
need
Components
– Evidence-based interventions
– Data-based decision-making
Screening/early
detection/problem identification
• Progress monitoring
– Emphasis on school and district
systems/capacity building
3
Supplemental, Targeted
Students not responding to Tier I**
Intervention is for _____________________
Considered effective if ________________________
At least 80% meeting set goals
Core
+
Supplemental
Tier II guiding questions
1. What is the goal of the
intervention?
2. What resources are needed to
implement?
3. Who is this intervention a good
fit for?
4
4
Tier III: Individualized, intensive
Intervention is for
Previous less intensive interventions
Have not been successful or student’s behavior
_____________________
is dangerous to self or others
Tier II guiding questions
Considered effective if ________________________
At least 80% meeting set goals
1. What is the function of the
student’s behavior?
2. What can we do to prevent the
problem?
Omit?
3. What can we do to promote
desired behavior?
4. What can we do to make
problem behavior less likely?
5
Multi-Level System of
Support Tier 2/Selected Level
Tier 3/Intensive Level
1-5%
5-15%
Systematically
providing
differing levels of
intensity of
supports based
upon student
responsiveness
to instruction
and intervention
Increasing Intensity
Tier 1/Universal
80-90%
Math (Acceleration)
Reading
(Intervention)
PE
Strengths &
Challenges
Language Arts
Hallway
Behavior
Attendance
Science
We ALL are going to have to
Change!
Sobering Observations
"All organizations [and systems] are
designed, intentionally or unwittingly, to
achieve precisely the results they get."
R. Spencer Darling
Business Expert
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Implementation of SchoolWide PBIS
• Fidelity at Tier 1 MUST be achieved prior to
moving to advanced tiers
• PBIS Assessment:
– Team Implementation Checklist = 80
– Self Assessment Survey = 80
– Benchmarks of Quality = 70
• Sound PBIS practices at the classroom level
– Teaching classroom procedures
– 5:1 ratio of positives to correctives
Are you ready?
The numbers
• No more than 15-20% of students receive more
than 2 office referrals
• This ratio holds for all subgroups
Tier 2 is not designed to address
disproportionality!
Are you ready?
Readiness Procedure
• Administrator views This is PBIS and attends a
Tier 2 Administrator Overview (half day)
• School completes Tier Readiness Checklist
• Identify the data system you will use to track
Tier 2 data
• Identify a team and allocate additional External
Coaching time
Are you ready?
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Handout 3
Sept. 1, 2009
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Handout 3
Sept. 1, 2009
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
4 Teams
1. Universal Tier 1 Team
Responsible for Tier 1, Universal Systems
2. Tier 2/3 Systems Team (Look at Agenda)
Responsible for Fidelity of Interventions at Tiers 2 and 3;
Moving students in and out of Interventions
3. Tier 2 Problem Solving Team
Responsible for Brief FBA/BIP on individual students that
are not succeeding with basic Tier 2 interventions
4. Tier 3 Wrap Around Teams
Each team is developed around a student. Responsible for
Complex FBA/BIP development and follow through for
each individual student
The continuum of support
(ordered by intensity of intervention & effort needed to
implement)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
(CICO)
Tier 2/
Secondary
Tier 3/
Tertiary
Social/Academic Instructional
Groups (S/AIG)
Group Intervention w. Individualized
Feature (e.g., Check and Connect
and Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning
(FBA/BIP)
Complex or Multiple-domain FBA/BIP
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Wraparound
The Basic Interventions
Check In Check Out – A basic daily progress report
- Form that includes the school expectations
- School greeters at the beginning and end of the day
- Data analyzed bi-weekly and used to progress
monitor all Tier 2 interventions
- Requires staff willing to check in and increase the
number of positives to correctives
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement
in relation to the following sets of expectations/behaviors.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
2
Be Safe
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Be Respectful
Be Responsible
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
BEP Cycle (CICO) Video
BEP Plan
Morning
Check-In
Weekly BEP Meeting
9 Week Graph Sent
Daily Teacher
Evaluation
Home
Check-In
Afternoon
Check-In
Program
Update
EXIT
The Basic Interventions
Social and Academic Instructional Groups – Small
group lessons to reinforce procedures and social skills
- Students rotate in and out every 6 – 8 weeks
- Does not require a counselor or social worker or
psychologist to lead
- Progress monitored with CICO
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
SAIG—Critical Features
• Includes structured prompts for ‘what to do’ in
relevant situations (transference and
generalization)
• Results in student receiving positive feedback from
staff
• Includes a school-home communication exchange
system at least weekly
• Progress monitored with Daily Progress Report
(DPR)
Social Skills/Academic
Instructional Groups
Three types of skills-building groups:
1) Pro-social skills (i.e.: getting along with others)
2) Problem-solving skills (i.e.: using self-talk)
3) Academic Behavior Skills (i.e.: ignoring
distractions, completing work, asking for help)
OR
Around School expectations
Other Types of Group
Interventions
•
•
•
•
•
•
Newcomers Club
Homework Study Groups
Lunch Bunch
Bus Riders School
Anger Management Group
Grief Group
Remember: Data Collection and Decision
rules for entry/exit are critical!!
The Basic Interventions
Mentoring– For a very select, few students that do not
seem engaged in school
- 1 adult per student
- Relationship vs goal oriented
- May require alternative methods to progress monitor
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Handout 3
Sept. 1, 2009
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
The Basic Interventions
Problem Solving Team– Uses a brief FBA/BIP
process to determine needs for a few individual
students.
- Relies on other Tier 2 interventions
- More work up front, but results in more effective
behavior plan
- Progress monitored with CICO
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
A Context for Brief FBA/BIP
• Behavior support is the redesign of
environments, not the redesign of individuals.
• Positive behavior support plans define
changes in the behavior of those who will
implement the plan. A behavior support plan
describes what we will do differently.
Integration?
Problem Solving Team
Meeting Agenda
• Highlight use of Problem Solving and use of
Brief FBA
– Develop plans for one student at a time based on
information from the Brief FBA
– Most schools already have this type of meeting
– Standing team plus teachers and family of the
student
• Meeting result should be a plan for what the
adults are doing differently
System Features
“The best way to predict the future is to create it.”
– Peter Drucker
System Development is Key!
• To scale up interventions we must first scale up
implementation capacity
• Building implementation capacity is essential
to maximizing the use of Evidence Based
Practices and other innovations
Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Integration?
Schools/districts need to reflect on
the system of support they are using
• Is your Tier 2 designed to support 7-15% of your
student population?
• Can Tier 2 interventions be delivered within
72hrs of identification of need?
• Do your SpEd & GenEd systems work together?
Hand-off? or Compete?
• Does everyone know how the system works?
• Is it simple, easy & user-friendly?
Effective Systems—A Non-example
Does this look familiar?
Team Initiated
Problem
Solving (TIPS)
Model
Review
Status and
Identify
Problems
Evaluate and
Revise
Action Plan
Develop and
Refine
Hypotheses
Collect
and Use
Data
Develop and
Implement
Action Plan
Source: SWIS Training - Day 3
Active Decision-making:
Transforming Data into Useful Information
Discuss and
Select
Solutions
Problem Solving
Foundations
The Challenges of Tier 2
Challenge #1:
Insufficient Coaching
Importance of Coaching
• Facilitation
– Master ‘time keeper’ (Focus on Efficiency)
• Modeling
– Constantly focusing on building capacity in others
• Prompting/reminding/pre-correcting
– More than ‘Cheerleading’
• Asking the ‘right’ questions
– Program evaluation
• Ex. It’s not “Did you do the SET?”, it’s “What does your
SET data tell you?”
Tier 2/Tier 3 External Coach Role
Description
• Direct support to selected buildings
• District-level support and leadership
• Trainings
• Technical Assistance
• Liaison
Recommend .4FTE:
• Year 1—3 buildings
• Year 2—6 buildings
• Year 3—9 buildings
Challenge #2:
Competing, vs Complementing
Resources
Challenge #3:
Insufficient Staff Buy In
Challenge #4:
Poor Data
This is a Data-Based DecisionMaking Model
Intervention process data is used to:
– Assess intervention fidelity
– Monitor the effectiveness of the intervention itself
– Make decisions regarding the continuum/menu of
interventions/supports
Student outcome data is used to:
– Identify youth in need of support and to identify
appropriate interventions
– Progress-monitor youth response to intervention
– Exit or transition youth off of interventions
Data Problems
1. System used for tracking office discipline
referrals is not used consistently, or cannot sort
for disproportionality
2. No system for tracking minors, or it is not used
consistently by staff
3. No system for tracking CICO
Sharing the Journey
Lessons Learned
Jessica Stoller
Jeanna Goodman
•ELL Teacher
•School Counselor
•Universal Team Member
•Internal Coach
•Tier 2 Team Member
•Universal Team Member
•Tier 3 Team Member
•Tier 2 Team Member
•Tier 3 Team Member
•jstoller@sheboygan.k12.wi.us
•jgoodman@sheboygan.k12.wi.us
Setting the Stage for Tier 2
Ensure that Tier 1 systems are in place:
– Utilize fidelity measures (TIC, SAS, BoQ)
– Collect and enter data into a system (SWIS)
– Have a process for analyzing data
Setting the Stage for Tier 2
Develop Tier 2 framework:
– Determine Tier 2 team members being sure to
include a classroom teacher as voice of
reason
– Attend Tier 2 Team training
– Know who will implement the supports
– Start small, begin with CICO
Starting Tier 2: CICO
We’re trained, now what?
–
–
–
–
–
Determine entrance criteria
Determine exit criteria
Select and train CICO contacts
Train staff on CICO procedures
Develop DPR (Wolf Report)
Be flexible
– It is a learning process
WOLF REPORT for ___________________________ on _____________
(student)
_________ out of _________ points earned = _________ %
Early
Morning
Mid Morning
Late
Morning
Daily Goal _______%
(date)
Lunch
Daily Goal Reached?
Early
Afternoon
Yes
No
Mid Afternoon Late Afternoon
Expectations
Specials: Please write class in box above.
Be Safe
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be Respectful
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be Responsible
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
42 Points
48 Points
54 Points
60 Points
66 Points
_______
_______
_______
_______
_______
Totals _______
Scoring Rubric
Be Safe
Be Respectful
Be Responsible
_______
_______
_______
_______
2
Was able to:
_______
1
Needed some reminders to:
0
Was not able to:
Keep hands, feet and objects to self.
Keep hands, feet and objects to self.
Keep hands, feet and objects to self.
Stay in assigned area.
Stay in assigned
Stay in assigned area.
Use materials as instructed.
Use materials as instructed.
Was able to:
Needed some reminders to:
Use appropriate voice level.
Use appropriate voice level.
Follow adult directions
Follow adult directions
Was able to:
Needed some reminders to:
Use materials as instructed.
Was not able to:
Use appropriate voice level.
Follow adult directions
Was not able to:
Have materials ready.
Have materials ready.
Have materials ready.
Complete assigned task.
Complete assigned task.
Complete assigned task.
Stay on task.
Stay on task.
Stay on task.
It’s All About the Data
Weekly Data Team Meetings
– Analyze Office Discipline
Referral (ODR) and Tier 2
Intervention Data
– Enter data into self-created data
collection document
– Determine which students meet
entrance and exit criteria for
Tier 2 interventions
– Determine which students need
a change in intervention
It’s All About the Data
Weekly Tier 2 Team Meetings
– Share data
– Action plan for individual student needs:
– Reverse Referral
– Modify intervention
– Refer to Tier 3 Team
– Discuss any implementation and/or systems concerns
to ensure fidelity
PBIS Tier 2 Team Meeting
April 4, 2014 at 7:00 a.m.
Tier 2 Team Members:
Ann Chambers, Kelly Cvetan, Karen Flasher, Jeanna Goodman, Pat Juarez, Jessica Stoller, Randi Woodward
Current Students in Tier 2 Interventions
Student Name
Grade
Student
5
Entrance
Criteria
Intervention
Minors
Reverse
Goal not met
CICO
Ind. CICO
SAIG Social
Baselin
e Date
n/a
Teacher(s)
CICO Contact
Teacher
Start
Date
End
Date
11/6/13
12/16/13
2/11/14
12/13/13
2/10/14
# Days
Meeting
Goal
13
14
1
Total # Days
in Intervention
25
22
24
Past Interventions
Contact
%
Successful
52%
64%
4%
ODRs
Received
Action to be
Taken
Staff
Responsible
3
4
9
Reverse
SAIG Social
FBA
School Psych
Student Name
Grade
Teacher(s)
CICO Contact
Past Interventions
Student
2
Teacher
Contact
CICO, SAIG, BIP
Entrance
Criteria
Intervention
Baselin
e Date
Start
Date
End
Date
Minors
Reverse
4 minors
CICO
SAIG Acad
SAIG Acad
n/a
11/13/13
1/13/14
3/13/14
1/10/14
2/28/14
# Days
Meeting
Goal
19
24
5
Total # Days
in Intervention
28
29
10
%
Successful
68%
83%
50%
ODRs
Received
Action to be
Taken
Staff
Responsible
4
0
1
Reverse
Graduate
Add reward
School Counselor
Student Name
Grade
Teacher(s)
CICO Contact
Student
4
Teacher
Contact
Entrance
Criteria
Intervention
Baseline
Date
Start
Date
End
Date
Self-Request
Major
CICO
CICO
n/a
11/20/13
2/5/14
1/17/14
4/2/14
# Days
Meeting
Goal
26
32
Total # Days
in Intervention
29
35
%
Successful
90%
91%
ODRs
Received
Action to be
Taken
Staff
Responsible
2
3
Graduate
Graduate
School Counselor
Certificate
Student Name
Grade
Teacher(s)
CICO Contact
Student
K
Teacher
Contact
Entrance
Criteria
Intervention
Baselin
e Date
Start
Date
Univ. Screener
CICO
n/a
3/5/14
End
Date
Past Interventions
CICO, SAIG,
Mentoring, FBA/BIP
# Days
Meeting Goal
Total # Days
in Intervention
%
Successful
ODRs
Received
Action to be
Taken
14
14
100%
0
Continue
Past Interventions
Staff
Responsible
Referral Data
As of 4/3/14 there were 410 total referrals that involved
involved 1012315 or 32% of students.
109/315 or 35%
of students: 98 were majors that involved 36/315 or 11%
As of 4/3/13 there were 501 total referrals that involved 119/297 or 40% of students: 136
involved 110/297 or 37% of students.
of students, 312
were majors that involved 41/297 or 14%
of students,
were minors that
365 were minors that
Rule School: To take place at time of major referral or after 4 minors are received (3/20/14 – 4/3/14)
Student Name (grade)
Student (1)
Entrance Criteria Met
Major
Student (5)
5 minors
Comments
Restitution Program Participants and Students Out of Quarterly Incentive (3 majors or 6 minors) *Restitution—must follow restitution plan and have no more minor/major
referrals for the remaining of the quarter* (Q1 September 3 – November 8, Q2 November 11 – January 23, Q3 January 27 – April 4, Q4 April 7 – June 12)
Student Name (grade)
Student (5)
Entrance Criteria Met
6 minors
Action to be Taken
Out of Q3 Incentive
Staff Responsible
Principal
Student (1)
7 minors
Restitution
Principal
Comments
New Students Identified for Tier 2 Interventions
Student Name
Grade
Teacher(s)
CICO Contact
Student
4
Teacher
Contact
Entrance
Criteria
Intervention
Baselin
e Date
Start
Date
Major
CICO
n/a
4/9/14
End
Date
# Days
Meeting Goal
Other:
·
T2/3 Tracking Tool for March
Next meeting: Friday, April 11, 2014 at 7:00 a.m. in the Counseling Office (Room 27)
Total # Days
in Intervention
%
Successful
ODRs
Received
Action to be
Taken
Past Interventions
Staff
Responsible
Questions?
Jessica Stoller
Jeanna Goodman
•ELL Teacher
•School Counselor
•Universal Team Member
•Internal Coach
•Tier 2 Team Member
•Universal Team Member
•Tier 3 Team Member
•Tier 2 Team Member
•jstoller@sheboygan.k12.wi.us
•Tier 3 Team Member
•jgoodman@sheboygan.k12.wi.us