Reviewing Your Selected and Intensive Levels of Support: Collaborative Structures
“Necessary Conversations” for Teams at Each Level of Support
REVIEW OF UNIVERSAL LEVEL OF SUPPORT
IMPLEMENTATION CONVERSATION
EFFECTIVENESS & ANALYSIS CONVERSATION
What does our universal/tTier 1 level of support look like at our site?
How do we support adults?
How are our students responding to our universal/tier 1 level of support? Why are we
getting these results? How will we respond?
CONTENT
CONTENT
How are we implementing our
 Culturally responsive behavior and academic curriculum and
instruction?
 Schedule for screening? Analysis of screening data?
 Ongoing collaboration team expectations? Schedule? Protocols?
 Needs-based prof development? Ongoing feedback and support?
 Universal/tier 1 action plan?
How are we engaging students? Families?
Do all of our students have access to universal level curriculum and instruction?
Are at least 80 percent of the students successful in our universal level, without the
need for additional support? Is this true for all demographic groups in our school?
Which students need additional support?
Do all students make a year’s academic growth in a year’s time?
Are prevalent student needs going un- or under-served?
What are potential underlying causes of problematic universal level data trends?
Based on our hypotheses, what is our action plan?
IMPLEMENTATION DATA
OUTCOME AND PERCEPTION DATA
Instructional programs, practices, routines, and time
Staff roles and responsibilities
Fidelity data (e.g., schedules, walk-throughs)
Screening and assessment calendar
Collaboration calendar and protocols
Professional development/ coaching goals and plans
School goals and action plan
Aggregated and disaggregated student data:
 Attendance/Access/Engagement (e.g., placement data)
 Behavior/Social-Emotional (e.g. ODR, discipline data)
 Content/Academic achievement (e.g. WKCE, ACT, screening)
Staff, student, family and community perception data
TOOLS
TOOLS
PBIS Benchmarks of Quality (BoQ)
PBIS Conducting Leadership Team Meetings: Self-Assessment
PBIS Team Implementation Checklist (TIC)
Wisconsin RtI Center Culturally Responsive Practices Checklist
Wisconsin RtI Center School-wide Implementation Review (SIR)
Wisconsin RtI Center RtI All-Staff Perception Survey
Decision rules
PBIS Team-Initiated Problem-Solving (TIPS)
PBIS Big 5 (aggregated & disaggregated)
Five “whys”
Fishbone analysis
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this document and for the continued support of this federallyfunded 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.
Integrated Networking: Teaming Structures
“Necessary Conversations” for Teams at Each Level of Support
REVIEW OF SELECTED / TIER 2 & INTENSIVE / TIER 3 LEVELS OF SUPPORT
IMPLEMENTATION CONVERSATION
EFFECTIVENESS & ANALYSIS CONVERSATION
What does implementation look like at selected/tier 2 and intensive/tier 3 levels of
support? How do we support adults?
How are students responding to our tier 2 and tier 3 levels of support? Why
are we getting these results? How will we respond?
CONTENT
CONTENT
How are we implementing our
 Diagnostic assessments/strategies to match needs to interventions?
 Menu of culturally responsive behavior and academic interventions? Additional
academic challenges?
 Assessment schedule for progress monitoring?
 Data review collaboration team expectations? Schedule? Protocols?
 Entrance and exit criteria for each intervention?
 Needs-based professional development? Ongoing feedback and support?
Are at least 70 percent of the students showing expected growth with our
selected/tier 2 level strategies and supports? Our intensive/tier 3? Is
that true for all significant demographic groups in our school?
Which interventions/additional academic challenges are most successful?
Least successful? For which students?
Are we seeing fluid movement among our tiers/levels of support?
Are prevalent student needs going un- or under-served?
What are potential underlying causes for students not or underresponding to interventions/additional academic challenges?
Based on our hypotheses, what is our action plan?
Are we rapidly placing students into interventions once they have been identified as
needing additional support?
How are we engaging students? Families?
Does our academic intensive support align with what’s required by the SLD eligibility
rule?
IMPLEMENTATION DATA
DIAGNOSTIC & PROGRESS MONITORING DATA
Interventions/additional academic challenges
Intervention schedule with contextual factors (e.g., provider, setting, delivery)
Staff roles and responsibilities
Progress monitoring schedule
Collaboration calendar and protocols
Fidelity monitoring data
Professional development/coaching goals and plans
Aggregated diagnostic data
Aggregated and disaggregated progress monitoring data
 Attendance/Access/Engagement
 Behavior/Social-Emotional
 Content/Academic achievement
Staff, student, and family interviews, input, and observation
Handout 2
Integrated Networking: Teaming Structures
“Necessary Conversations” for Teams at Each Level of Support
TOOLS
TOOLS
PBIS Benchmarks for Advanced Tiers (BAT)
PBIS Monitoring Advanced Tiers Tool (MATT)
Wisconsin RtI Center School-wide Implementation Review (SIR)
Wisconsin RtI Center RtI All-Staff Perception Survey
Wisconsin RtI Center Selecting Tools for Screening and Progress Monitoring
Decision rules
PBIS Team-Initiated Problem-Solving (TIPS)
Wisconsin RtI Center Multi-level Systems Participation and Progress
Analysis Tool
Five “whys”
Fishbone analysis
Handout 2
Integrated Networking: Teaming Structures
“Necessary Conversations” for Teams at Each Level of Support
INDIVIDUAL PROBLEM-SOLVING
IMPLEMENTATION CONVERSATION
IMPACT & ANALYSIS CONVERSATION
What does implementation look like for this student? How do we support adults?
How is this individual student responding to the intervention plan we put in
place? Why are we getting these results? How will we respond?
CONTENT
CONTENT
How are we implementing
 The individual student’s intervention plan?
 Progress monitoring measures? Schedule?
 Problem-solving team expectations? Schedule? Protocols?
 Needs-based professional development plan? Ongoing feedback and support?
Is the student meeting her/his goals?
What are potential underlying causes of limited or non-responsiveness?
Based on our hypotheses, what is our action plan?
How are we engaging students? Families?
IMPLEMENTATION DATA
INDIVIDUAL STUDENT DATA
Individual student intervention plans
Staff roles and responsibilities
Fidelity monitoring
Problem-Solving Team collaboration schedules and protocols
Professional development/coaching goals and plans
Individual student diagnostic and progress monitoring data, behavioral and
academic
Staff, student, family, community interviews and observations
TOOLS
TOOLS
Intervention plan
Fidelity monitoring checklists
Wisconsin RtI Center Student Support Profile
PBIS Team-Initiated Problem-Solving (TIPS)
Decision rules
Five “whys”
Fishbone analysis
Handout 2