TFI 2.3 TEAMS: Team Composition
Tier 2 team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/family/student nominations) to identify students who require Tier 2 supports.
Data are used to develop plans and actions that respond to what is really occurring in the school rather than reaching at straws and making assumptions. Data that are kept current provide a real-time look at your school climate. Data is used to select, monitor, and evaluate outcomes, practices and systems.
TFI 2.3 Big Ideas
In element, TFI 2.3, the site Tier 2 Systems Planning Team creates a written policy that outlines which data sources will be used along with the trigger points for each to identify students who may benefit from Tier 2 supports/interventions. Additionally a system is created to ensure that caregivers are notified once a student has been selected to receive Tier 2 supports/interventions.
Action planning includes: Determining the total number of students who may need Tier 2 supports, Creating a process to identify students for Tier 2, Creating a process to notify caregiver once student has been selected for a Tier 2 support/intervention
Identify Students
How Many Students Should we Expect - Tier 2
At the beginning of each school year, Tier 2 Teams should determine the approximate number of students who may need access to Tier 2 Supports/Interventions. This will help the Tier 2 Team to determine if they should be analyzing additional data sources to ensure they find all students who could benefit from Tier 2 interventions.
Based on the PBIS pyramid:
80 - 90% of students will be successful with Tier 1 support.
5 - 15% of students will need Tier 2 Support.
1 - 5% of students will need Tier 3 Support.
Sample School:
SWSS Academy, total student population = 1000
Approximately 800 (80%) - 900 (90%) students will demonstrate expected behaviors when the school implements Tier 1 Universal practices with fidelity.
Approximately 50 (5%) - 150 (15%) students may need additional support, or Tier 2 Intervention, to reliably perform expected behaviors.
Finally, it is possible that 10 (1%) - 50 (5%) students may need the most intensive level of support, a General Education Tier 3 Behavior Support Plan(T3BSP)/Behavior Intervention Plan (BIP) or Special Education Behavior Intervention Plan (BIP), over the course of the school year.
How To Identify Tier 2 Students
Each Tier 2 Team will set criteria that when ‘triggered’ automatically initiates discussion about a student. It is important that the Tier 2 Team sets data trigger points to support early identification of students who may be at risk for experiencing social, emotional and/or behavioral challenges and that this process is followed consistently during each Team meeting.
Ultimately the goal is development of a clearly defined, methodical process that allows:
All students to be considered,
Promotes early identification of students who are at-risk for poor outcomes, and
Identifies youth who may be experiencing internalizing and/or externalizing concerns.
No single data set is likely to identify all students who ned Tier 2 Supports/Interventions, thus it is recommended that Tier 2 Teams select and use multiple data sets.
Center on PBIS
Existing School Data
Sample
Each Tier 2 Team will determine the types of existing data they will review monthly to identify students for Tier 2 supports and/or interventions. In order to identify which data sets should be used, the Tier 2 Team should do the following:
Make a list of all available academic & behavioral data sets
Define Proficient, At-Risk, High-Risk for each data set
Select the 1-5 data sets the Tier 2 Team should consider
Determine who will collect the data to bring to the Tier 2 Team meeting
Determine how often each data set will be reviewed
The total number of data sets selected and wether to identify At-Risk or High-Risk students for Tier 2 supports/interventions will vary from site to site. The goal is to identify 5-15% of the student population who display internalizing/externalizing behaviors so the Tier 2 Team can quickly get them the Tier 2 support they need.
Surveys
Tier 2 Teams can analyze Panorama Data annually to identify students who may benefit from Tier 2 supports.
SEL (Social Emotional Learning) is one of the surveys given to 4th through 12th graders annually. This survey allows site teachers and counselors to look at the responses of individual students as they pertain to the SEL topics of Hope, Self Efficacy, Growth Mindset, Self-Management, and Social Awareness. Score are calculated based on student response to a series of 5-7 questions. These self reports help Tier 2 Teams to identify students who scored themselves as having low SEL skills.
To review the SEL data, from the Home Page click on the student icon. This will take you to the overview screen. This screen displays 6 bar graphs:
The first, largest bar graph is the SEL overview. This graph summarizes the percentage of students who indicated the SEL topics as a strength or weakness.
The remaining 5 graphs are the SEL Topics used to indicate if a student views SEL as a strength. SEL Topics include Hope, Self Efficacy, Growth Mindset, Self-Management, and Social Awareness.
To better understand how to identify individual students who scored themselves as having low SEL skills in the topics of - Hope, Self-Efficacy, Growth Mindset, Self Management, and Social Awareness, watch the on-demand video: How to analyze Panorama Student Data.
Each Tier 2 Team will need to determine which SEL Topic or Topics they would like to analyze. Once this is decided, Teams can identify students who scored the selected Topic(s) to be a Low or a Medium strength, as these students may benefit from a Tier 2 intervention/support.
For example, when considering students for Check-in/Check-out, Tier 2 Teams will identify students who scored Self-Management as a Medium or Low SEL Topic. Let's explore why:
Check-in/Check-out benefits students who need reminders to follow the school-wide expectations - Be Safe, Be Respectful, Be Responsible.
After reviewing the questions in all 5 SEL Topics (Hope, Self-Efficacy, Growth Mindset, Self-Management, and Social Awareness) the Self-Management questions come the closest to helping identify students who self-report having difficulty demonstrating the school-wide expectations.
Caregiver Notification
Once the Tier 2 Team has identified a student for a Tier 2 Intervention and the intervention has been selected, the Coordinator of that intervention must propmptly notify the caregiver. There are a couple of ways the Tier 2 Coordinator of the identified intervention can notify the caregiver:
Review the Caregiver Orientation Training specific to the intervention selected - via SST Meeting/GoogleMeet/In-person meeting
Review the Caregiver Consent Form specific to the intervention selected - via SST Meeting/GoogleMeet/In-person meeting
Each Tier 2 Team will need to create orientations and notificatioins for all identified Tier 2 interventions. In combination, the orientation meeting and signed consent can help inform the caregiver of their responsibilities in supporting their student to be successful in the intervention.
How to Score 2 Points on TFI 2.3
To receive a 2 Point Score Teams must be able to say yes to the following set of questions.
