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Expanding Your Inventory of Tier II Supports

Kristin Beswick

kristin.beswick@ncsuvt.org

Cassandra Townshend cassandra.townshend@cvsdvt.org

Technical Assistance

Chantelle Albin

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Zoom 101

Turn your microphone and webcam on and off

(Please stay muted when presenter is speaking)

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* Hover over your name in the list and click “More”

* Then click “rename” to change your display name

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You can raise your hand if you have a questions or post your question in the chat.

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Who is here with us today?

Bristol Elementary

Fairfax

Lowell Graded

Green Street

Lothrop

Vergennes

North Hero

Maple Run

Stowe

Killington

Monkton

Community Restorative Justice Center

New England Kurn Hattin Homes

Shelburne

Newport Town

Castleton

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Personal Inquiry

What is something you would like to know when you leave this session today?

How can I/we…?

What can I/we…?

Jot down something that will guide your

learning today.

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What Targeted Interventions are Currently Implemented in Your School?

Present Mentimeter

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Objectives

Consider readiness for targeted interventions
Define and Identify appropriate targeted interventions
Consider Current Inventory of Tier II Supports
Match student needs with targeted interventions
Data and progress monitoring
Support implementation fidelity
Targeted interventions for remote learning

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Norms and Community Agreements

Be fully present
Be mindful of other learners
Be engaged and take risks
Take care of yourself

What do I need from the group?

What does the group need from me?

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Foundational Elements of Equity in PBIS

Collect, use, and report disaggregated discipline data
Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
Use engaging instruction to reduce the opportunity (achievement) gap
Develop policies with accountability for disciplinary equity
Teach strategies for neutralizing implicit bias in discipline decisions

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Equity is a Tier 1/Universal Issue!

Providing Tier 2 and 3 supports to students from groups who receive disproportionate rates of referrals and suspensions does not address inequitable student outcomes.

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The Midwest and Plains (MAP) Equity Assistance Center (2016)

Equity work

is dialogical.

Ruthie Payno-Simmons (2021)

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Supplement, not Supplant

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Supplement, not Supplant

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What is a Targeted or Tier II Intervention?

Address function of behavior
Continuously available
Quickly and easily accessed
Consistent with school-wide expectations
Require minimal extra effort by teachers
Identify and work toward goals
Monitor progress
Includes student voice
Use school resources creatively
Implemented with fidelity

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What does your data tell you?

Implementation at the Targeted Level

is likely to be more effective and efficient

if Universal Systems are implemented

with high fidelity

(at least 70% on Tier I of the TFI).

www.pbis.org

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Assessing Your Capacity

How many students do you currently have identified as receiving/requiring targeted supports?

Is the number of students within 10-15%, or less, of your student population?

What resources do you have available to you (i.e. people, space, time)?

Can you accommodate the number of students you have identified?

Will you have interventions to support the types of student needs identified (i.e. attention seeking, avoiding academic work, avoiding social situations)?

ODR Focus Chart

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Find this in SWIS...

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How is your MTSS System of Student Behavior Support organized?

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How are your teams organized?

Examples:

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Systems: Inventory of Targeted Supports

What interventions are currently in place?
What behavior functions do they address?
What is the short-term goal?
What will it look/sound like when the goal is met?
How will we know the intervention is working?
How will we know when to stop the intervention?

Inventory of Supports - Template

Sample Inventory of Interventions

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Examples of Tier II Interventions

Check-in
CICO with identified goals
Teacher Check and Connect
Self-Regulation - Gear Up, Mindfulness Breaks
Earned, Scheduled, and Processing Breaks
Lunch Groups
Recess Planning
Social Skills or Confidence Boosters Groups
Mentoring
What’s Missing?

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Inventory of Targeted Supports

Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Check-in	Adult attn	Self-regulation	Difficult transition into school; Fade from CICO	AM SSFs Frequency ratings by teacher	Regulated AM integration into classroom; Confidence in independence	Fading plan success OR Check-in unsuccessful in meeting behavioral needs of student
CICO	Adult attn; Avoid task/activity; Gain item/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO SSFs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR CICO unsuccessful in meeting behavioral needs of student
Teacher Check & Connect	Adult attn; Avoid task/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO BODs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR TCC unsuccessful in meeting behavioral needs of student

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Inventory of Targeted Supports

Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Check-in	Adult attn	Self-regulation	Difficult transition into school; Fade from CICO	AM SSFs Frequency ratings by teacher	Regulated AM integration into classroom; Confidence in independence	Fading plan success OR Check-in unsuccessful in meeting behavioral needs of student
CICO	Adult attn; Avoid task/activity; Gain item/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO SSFs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR CICO unsuccessful in meeting behavioral needs of student
Teacher Check & Connect	Adult attn; Avoid task/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO BODs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR TCC unsuccessful in meeting behavioral needs of student

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Inventory of Targeted Supports

Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Check-in	Adult attn	Self-regulation	Difficult transition into school; Fade from CICO	AM SSFs Frequency ratings by teacher	Regulated AM integration into classroom; Confidence in independence	Fading plan success OR Check-in unsuccessful in meeting behavioral needs of student
CICO	Adult attn; Avoid task/activity; Gain item/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO SSFs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR CICO unsuccessful in meeting behavioral needs of student
Teacher Check & Connect	Adult attn; Avoid task/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO BODs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR TCC unsuccessful in meeting behavioral needs of student

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Who Could Benefit from Targeted or Tier II Interventions?

Categories of risk:

Multiple discipline referrals
Excessive absences or tardies
Frequent visits to the Nurse’s Office
Homework not completed
Behaviors not addressed by discipline

system (i.e. internalizing behaviors,

social withdrawal)

Others?

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Student Identification

Consider how your school determines that a

student may need additional layers of support:

Risk factors/data
Number of interventions tried
Academic success
Social success
Teacher request/grade band meetings
Universal Screening (s)

Lagging Skills Questionnaire

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Tracking Indicators of Risk - Triangulate Data

Student	JumpRope Report	iReady Literacy Avg.	iReady Math Avg.	PBIS Climate Survey	CloseGap	SWIS Data
Sarah	3.0	2.5	1.5	4.0	2/3 Happy	4
John	2.5	3.5	3.0	3.0	1/3 Ok	1
Carmen	3.0	3.0	3.0	3.0	3/3 Happy	2

Academics

SEL/Behavior

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Personal Inquiry Check

Break - 10 minutes

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Choosing Appropriate Interventions

Targeted Support	Function (goal-dependent)
Targeted Support	Adult attn	Peer attn	Avoid attn	Avoid task/activity	Gain item/ activity	Sensory
Check-in	x
CICO	x			x (goal dependent)	x
Earned Breaks	x	x	x		x
Recess Planning	x	x			x

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Choosing Appropriate Interventions

FUNCTION (What need/skill are you trying to meet?)

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Inventory of Targeted Supports

Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Targeted Support	Function (goal dependent)	SEL�Lagging Skills Addressed	Referral Criteria	Data Collection & Progress Monitoring	Fading Criteria	Exit Criteria
Check-in	Adult attn	Self-regulation	Difficult transition into school; Fade from CICO	AM SSFs Frequency ratings by teacher	Regulated AM integration into classroom; Confidence in independence	Fading plan success OR Check-in unsuccessful in meeting behavioral needs of student
CICO	Adult attn; Avoid task/activity; Gain item/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO SSFs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR CICO unsuccessful in meeting behavioral needs of student
Teacher Check & Connect	Adult attn; Avoid task/activity	As identified through ALSUP	Need for consistent/ frequent feedback to address lagging skills	CICO BODs Frequency ratings by teacher	Consistently meeting goals, ≥ 83% point goal, and no additional goals needed	Fading plan success, no additional goals needed OR TCC unsuccessful in meeting behavioral needs of student

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Criteria for Targeted Interventions

Address function of behavior
Continuously available
Quickly and easily accessed
Consistent with school-wide expectations
Require minimal extra effort by teachers
Identify goals
Monitor progress
Includes student voice
Use school resources creatively
Implemented with fidelity

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Do all the interventions you have in place actually meet the criteria for a

targeted intervention?

Chat Box

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Intervention Success

Some things to consider if interventions are not working:

Fidelity of implementation
Lack of buy-in/support from staff
Contextual Fit (i.e. developmental level)
Identified function

Another question to consider if you have all of the components in place is are these interventions successful?

If not, here are some things to consider.

Fidelity - the degree to which the intervention is delivered as intended. Research tells us that this significantly improves student outcomes. An example might be, if a student’s identified function is adult attention and they have a CICO, are they happening at the right time and consistently?

Lack of buy-in - I had a teacher who refused to circle the points for a child after their class so the para was doing the circling but had not been trained on definitions and criteria which resulted in inconsistencies and lack of buy-in from the child.

Administrators are a key piece in intervention success - carving out time for resources to be available, making certain there is a back-up plan, and speaking regularly to the impact interventions have on student success.

Contextual fit is important - do the interventions match the school environment. Are the interventions in line with your school-wide expectations and your goals for that child.

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What could your team focus on for improvement?

Address function of behavior
Continuously available
Quickly and easily accessed
Consistent with school-wide expectations
Require minimal extra effort by teachers
Identify goals
Monitor progress
Includes student voice
Use school resources creatively
Implemented with fidelity

Inventory Includes:

Referral criteria
Functions/lagging skills addressed
Data sources for progress-monitoring
Fading and Exit criteria
Frequency/intensity of intervention
Resources needed

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Exiting Students from Interventions

Celebrate accomplishments
Provide reminders that everyone needs help sometimes
Do not ‘graduate’ in case they need assistance in the future

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System Check

Processes for:

Teaching staff about Targeted supports
Identification of students
Matching support to student needs
Progress monitoring
Exiting from a support

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Additional Resources

VTPBIS Coaching Support

VTPBIS TA Support

Applying the Check-in/Check-out Intervention to Meet Different Needs in Different Environments

Research Based Interventions for Behavior

RTI Academic and Behavioral Evidence Based Interventions

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Thank you!