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Valued outcomes are specified, endorsed, emphasized and monitored frequently and regularly because of their social and educational significance.
Valued outcomes are specified, endorsed, emphasized and monitored frequently and regularly because of their social and educational significance.
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.
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 3.16 Big Ideas
TFI 3.16 Big Ideas
As defined in TFI 3.2, the Tier 3 Team meets monthly. One of the tasks the Team must work together to accomplish is data analysis.
In TFI 3.16 each month the Tier 3 Systems Planning Team will analyze how many students are currently receiving support through either a general education Tier 3 Behavior Support Plan/Behavior Intervention Plan or a Special Education Behavior Intervention Plan.
Ultimately, at least 1% of the student population should have a Tier 3 behavior support plan. It is the responsibility of the Tier 3 Team to ensure all students who require Tier 3 support have access to them.
Identifying Students Who need Support
There will be 1-5% of students for whom Tier 1 and Tier 2 supports are not enough.
At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.
Students in need of receiving Tier 3 supports should be identified by reviewing a variety of data sets.
Data sources available to SBCUSD Tier 3 Teams include:
Existing School Data
Tier 2 Team Referrals
Panorama data
See TFI 3.3 for more information.
Finding the Numbers
To determine if access is proportionate to enrollment, the Tier 3 Team will identify how many students may need Tier 3 supports. The following table will help the Team to identify the number of students, based on their enrollment.
Example
At ABC school, the student enrollment is 1,246. Based on the expected percentages in tiered intervention:
999 - 1,246 students will be successful when the school implements Tier 1 Universal practices with fidelity.
Approximately 124 – 186 students may need additional Tier 2 Interventions/Supports.
Finally, it is possible that 12 – 62 students may need Tier 3 Interventions/Supports.
Based on this example 12-62 students may need some type of Tier 3 support, with a minimum of 12 students on an active behavior plan - General Education Tier 3 Behavior Support Plan (T3BSP)/Behavior Intervention Plan (BIP) or Special Education Behavior Intervention Plan (BIP).
Ensuring Access
Once the Tier 3 Systems Planning Team knows how many students (1% of enrollment) should be on a plan General Education Tier 3 Behavior Support Plan (T3BSP)/Behavior Intervention Plan (BIP) or Special Education Behavior Intervention Plan (BIP) they must review data monthly to ensure access is proportionate. If the Tier 3 Team adopted the SBCUSD Tier 3 agenda, they will find this number is reviewed monthly - Assess Tier 3 Service Rate.
As the Tier 3 Systems Planning Team reviews total numbers of students on plans monthly, they may find that they need to make changes to their screening process - See TFI 3.3.
For example, if they find they have too many students (more the 5%) on an active plan within the academic year the Team may need to meet with the Tier 1 and 2 Teams to discuss additional interventions/supports that could be implemented to support students within the lower tiers.
Additionally, if they find they do not have enough students (less than 1%) on an active plan within the academic year the Team may need to consider analyzing additional data sets. This may help them find students in need that are not within their awareness. Additional data sets may include visits to the nurse's office, referrals to VCSS, high rates of leaving school early, etc.
Within this TFI element, it is the responsibility of the Tier 3 Team to make sure that the site does not have students who need Tier 3 support, but are not being serviced.
The Tier 3 Team should complete this level of data review monthly, as students may move throughout the Tiers during the school year.
How to Score 2 Points on TFI 3.16
To receive a 2 Point Score Teams must be able to say yes to the following set of questions.
a) At least 1% of the students enrolled were or are currently on a behavior plan (General or Special Education) during the current academic year.
2 Point:
2 Point:
All students requiring Tier 3 supports (and at least 1% of students) have plans.
All students requiring Tier 3 supports (and at least 1% of students) have plans.
1 Point:
1 Point:
Fewer than 1% of students have Tier 3 plans.
Fewer than 1% of students have Tier 3 plans.
0 Point:
0 Point:
School does not track proportion or no students have Tier 3 plans.
School does not track proportion or no students have Tier 3 plans.
Information adapted from: MO-SWPBIS Handbook/Tier Three Implementation Guide; Center on PBIS/PBIS.orgImages obtained from Google Images and/or created by J. Patrick
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