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Tier 2/ Tier 3 Planning for Sustainability

Tier 2/ Tier 3 Planning for Sustainability. Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District. Systems Change. “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that

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Tier 2/ Tier 3 Planning for Sustainability

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  1. Tier 2/ Tier 3 Planning for Sustainability Rachel Saladis WI PBIS Network/Wi RtI Center Katrina Krych Sun Prairie Area School District

  2. Systems Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

  3. Big Ideas • Implementation is not a single event • A mission‐oriented process involving multiple decisions, actions, and corrections • Continuous Improvement • Anchored to tiered framework • Always connected to strategic plan

  4. Implementing PBIS We must think carefully about our purpose, players, and position to determine priorities and courses of action (Harn, 2008)

  5. LEADERSHIP TEAM • Primary function: leadership and coordination of multi- level system of support • Representation of appropriate range of share-holders • Individuals who have adequate and designated time to manage day-to-day operation • Individuals who put policy and action-planning into place • Individuals who inform leadership team on implementation outcomes • Individuals who have authority to determine implementation

  6. Self-assesses annually • http://www.wisconsinpbisnetwork.org/assets/files/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf • Creates 3-5 year action plan based on self assessment • Quarterly meetings with solid purpose and process

  7. Training capacity • Tier 2 – 4 day series plus TA • Administrator, pupil service representative, special education representative, regular education representative, external coach, link to tier 1 team • Quarterly networking TA opportunities • Information/ professional development for full staff, new staff, families

  8. Tier 3 • RENEW/Wraparound • 4 day series – 1 day for systems team, 3 days for facilitators • Quarterly/monthly online technical assistance • Complex FBA/BIP – • 3 day series – 1 day for systems team, two days for facilitators • Quarterly/monthly technical assistance • Professional Development for full staff, new staff, parents

  9. Coaching Capacity • Coaching network that establishes and maintains MLSS work • Tier 1, internal and external coaches • Tier 2, tier 3 external coaches • .4 FTE for 3 schools • Technical assistance around systems challenges, and intervention errors • Provide ongoing support to implementers and facilitators

  10. Evaluation • Evaluation process and schedule • Extent to which teams are using tier 2, tier 3 supports, impact on student outcomes, implementation of leadership team action plan • School based information system in place • ODR – Big 5X2 • Tier 2 – Daily Progress Report data • Tier 3 – SIMEO, ISIS

  11. System level evaluation • Special education referrals, disproportionality, interaction between academic and behavior outcomes, ongoing progress monitoring, intervention and placement decisions • District Data Audit Tool • Annual report of implementation integrity and outcomes disseminated • BAT, MATT, Tier 3 intervention integrity tools

  12. Behavioral and Content Expertise • Multiple team members have expertise and experience to ensure implementation integrity • Training, coaching and evaluation • Reading, Mathematics, Behavior

  13. Funding • Stable funding sources for at least 3 years • Training, coaching, facilitation, collaboration time, systems support • Related initiatives assessed and integrated • Tier 2– targeted interventions for academics and behavior • Tier 3 – individualized interventions for academics and behavior • Staffing, curriculum, collaboration time

  14. Visibility • Stakeholders are informed about activities and accomplishments • Multi-level systems tool, Automated Tracking Tool • http://www.wisconsinpbisnetwork.org/coaches/resources.html • Data stories/success stories • Assure that recognition is visible and culturally and contextually relevant

  15. Political Support • Social behavior of ALL students is one of top 3-5 goals for the district • Document a functional link between academic gains, social behavior and school climate • Annual reporting to political body • Cabinet, school board, community mental health collaborators • Participation and support by chief administrator

  16. Policy • Policy statement developed and endorsed • Need and rationale, purpose and benefits, measurable outcomes, activities and operations for achieving objectives, evaluation strategy • MLSS responsibilities embedded in interview questions, job descriptions, new educator training • Dedicated intervention time, flexible work hours/ location

  17. Implementation data and outcomes reviewed semi-annually to refine policy • Aggregated MATT, BAT • Student outcome • Audit of existing related initiatives conducted annually to refine policy • Increased organizational efficiency, effectiveness, relevance, durability and scalability • Integrated action plan developed • Link Working smarter matrix

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