The end of the school year is quickly approaching, and school staff are busy in a flurry of end-of-the-year activities. Classroom parties, school celebrations, exams, graduation – the list goes on and on. But what does the end of the school year mean for schools implementing RTI2-B? What can the school leadership team do to effectively wrap up the school year and plan for the following year around the RTI2-B plan?
First off, the RTI2-B team lead should schedule a meeting with the rest of the leadership team. This is important not only for a school’s Tier I team, but also the Tier II and Tier III teams (if a school is implementing the advanced tiers). As the team lead develops the meeting agenda, it is helpful to collaborate with the data analyst to ensure a thorough review of the data for the year.
Example meeting agenda:
|Today’s Agenda (Place “X” to left of item after completed)||Agenda Items for Next Meeting:|
|X||Review Agenda (2 min)||X||Action Planning (based on data/for next school year)||Discuss staff rollout|
|X||Celebrations (3 min)||X||Administrative/General Issues (10 mins)||Discuss student rollout|
|X||Review Previous Meeting’s Tasks (5 min)||X||Assign Action Items (5 min)|
|X||Meeting Foundations/Upcoming Data (2 min)||X||Evaluation of Team Meeting (1 min)|
|X||Data Review (45 min)|
Tier I Team Meetings
The Tier I team should plan to discuss the following topics during their end-of-year meeting:
- Data review to look at the following pieces of data:
- Tiered Fidelity Inventory (TFI)
- Office Discipline Referrals (ODRs)
- SRSS-IE (or another screener if applicable)
- Primary Intervention Rating Scale (PIRS)
- Drill down the data to identify areas to address in the plan for the following school year
- Update the team’s action plan by:
- Planning for potential changes to the current plan based on the annual data
- Soliciting feedback from stakeholders on proposed changes to the plan
- Planning for rollout at the beginning of the coming school year (e.g., staff training, introduction to students, sharing information with caregivers)
Data Review & Action Plan
ODR Review for ODRs, SRSS-IE Spreadsheet, TFI Report at pbisassessment.org, PIRS Report, Annual Report
|Data Tool||Discussion/Decision/Task||Goal||By When?||Who?||Staff Communication|
|TFI||We scored 1 out of 2 on “team” because we don’t have a parent representative. We need to add a parent who can meet with our team once a semester.||Add parent representative to the team||8/15/21||Melissa||Share scores at next faculty meeting, along with plan to address this particular TFI item|
|PIRS||Staff rated overall Tier I system favorably and large percentage of staff completed the PIRS. Some feedback provided around streamlining acknowledgement system. Plan is to have grade level teams select their acknowledgement system from 2 choices and share their plan with RTI2-B team. Whole grade levels should be using the same system.||Grade level teams select a consistent acknowledgement system||7/31/21||Jordan||Explain process at grade level meetings. RTI2-B team member attend each grade level meeting to then share back decision with RTI2-B team. Share back PIRS results at next faculty meeting.|
|ODRs||Refer to action plan on the ODR Review (need to address cafeteria behavior at start of school year)||Decease problem behavior in the cafeteria||8/5/21||Kyle||Share summary from ODR Review at grade level meetings. Share plan for addressing cafeteria behavior at next faculty meeting.|
At the Tier I level, the TFI data can help inform which practices are going smoothly and which are not being implemented as intended to better determine which parts of the Tier I plan can continue as is and which parts require adjustments or changes. ODRs shed light on noticeable problem spots, by location/setting, time of day, type of problem behavior, or grade level, so the team can be sure to put additional preventative plans in place to target those areas at the start of the school year. SRSS-IE data provides an indicator of the overall risk levels for externalizing and internalizing behaviors so the team can again ensure there are adequate preventative procedures in place to try to reduce those risk levels early on in the school year. The PIRS data informs the team of the level of staff buy-in for the existing Tier I plan. Teams can look for patterns in the data to understand the components of the plan staff are bought into, and which parts may need to be further addressed, perhaps by sharing additional information with staff or making changes to the plan based on feedback. Finally, attendance data for the year can inform a team of the level of student buy-in for the plan (particularly at the middle and high school level), as well as provide another perspective on what the school climate is like. If students are coming to school (and wanting to be at school), it can support the idea that the climate of the school is more positive and open.
Tier II and Tier III Team Meetings
The Tier II and Tier III teams should plan to discuss the following topics during their end-of-year meeting(s):
- TFI data
- % of students who have been in Tier II and Tier III
- % of student exited from Tier II and Tier III
- # of completed Functional Behavior Assessments (FBAs) and Behavior Support Plans (BSPs)
- System to better track the number of students in Tier II and Tier III (e.g., Progress Monitoring Tool) if those numbers were difficult to calculate
- Plan for how to support students in Tier II and Tier III at start of school year (based on progress monitoring data)
TFI data informs the team of the implementation level of Tier II and III practices, just as it does at the Tier I level. It is important for teams to take stock of the health of their advanced tier systems to ensure they truly have a system in place for Tiers II and III. In addition to looking at TFI data, the team should also have a count of the number and percentage of students who have been in Tier II and Tier III over the course of the school year and how many of those students were exited from those tiers. This informs the fluidity of the tiers of support. Our hope is to provide additional supports to students when needed and then help them move to less intensive levels of support, all while ensuring their success at school. Teams should also reflect on the number of completed FBAs and BSPs. For every FBA completed, there should be an accompanying BSP (barring extenuating circumstances).
Sharing Data with Stakeholders
As the Tier I and Tier II/III teams review the annual data and use the data to meaningfully action plan for the following school year, teams should be thinking about how to share the annual data with other stakeholders (i.e., school staff, families/caregivers, community, students). The way data is shared will vary depending on the group; however, the sharing of the data at some level informs all relevant stakeholders of the health of the overall system. When sharing data, it is important to also share how the data was used to inform changes and decisions going forward. This level of transparency helps to maintain and/or increase buy-in across stakeholders.
Tips for Success
Teams should be prepared for the final meeting of the year in which annual data is reviewed and action plans are developed to take longer than their typical meetings. It may be that the team opts to split the meeting into several shorter meetings and different pieces of data are shared in each meeting, with the final meeting being focused on action planning. Or, teams may opt for having an extended meeting time, in which case, snacks are a great way to support team members 😊
Regardless of the length of the last meeting, a must-do for meeting success will be to plan. If possible, share the agenda and data out ahead of time so team members have a chance to review and come to the meeting with questions and ideas.
For more information about running effective team meetings or any of the pieces of data to be reviewed, visit the TBSP website. And now you’re off to plan your successful end-of-the-year meetings so you can continue rocking your implementation of RTI2-B!