TIER TWO: DEMYSTIFIEDWhat it is and how it fits within the multi-tiered systems of support

Papatoetoe High School

Deputy Principal

PB4L Team LeaderSecondary Sector

Coach

Tangaroa CollegeHOF Social

Sciences

PB4L Coach Secondary Sector

Coach

Green Bay High School

Deputy Principal

PB4L LeaderSecondary Sector

Coach

Green Bay High School

Dean of Student Support & Wellbeing

PB4L CoachSecondary Sector

Coach

Newton Central School

DP/SENCo

PB4L Coach

Newton Central School

SLT, Kāhui AkoAST

PB4L Leader

BEN CLAXTON

SANDY BEGG

MEREDITH RAUKURA

ANJIE SAVAGE

JOSEPHINE MCKENDREY

KIM HANKINS

DEMYSTIFY

SHAREALIGN

AFFIRM

Well-being speed dating:Speak to 3 other people (not from your school) about what they do to maintain and manage their well-being.Summarise each person’s response into 1 word.

Mentimeter

PB4L triangle activity

Take the essential features of Tier 1 and Tier 2

systems and practices.

Place them into the appropriate sections of the PB4L multi-tiered

systems of support model.

Tier 1 and 2 Features - mixed

Procedures for consistently responding to minor and major behavioural errors are developed and

implemented.

Prevent the development of problem behaviours or decrease their frequency and/or intensity.

Support students to develop their ability to self-regulate.

Ensure continuity and consistency of behavioural teaching and positive feedback across school settings.

Staff align the school charter, annual plan and PB4L purpose statement. PB4L team leads planning for systems, practises, data and establishes ongoing

communication.

The PB4L team develops a list of expected behaviours for students and staff in collaboration with the school

community.

Procedures for specifically, positively and frequently acknowledging expected behaviours are developed

and implemented.

Use data to identify, and monitor support for, students who are at risk or currently experiencing emotional,

learning and/or behavioural difficulties.

Provide targeted interventions responsive to the needs of identified groups of students.

The Principal and senior management agree to be champions of PB4L and provide resources, support and

leadership in its implantation.

Information is used to understand current behavioural patterns and to assess the effectiveness of the

implementation of PB4L.

Support teachers to solve problems and find solutions for students’ behavioural and learning difficulties.

Enhance communication across school settings and between students, whanau and school staff.

All staff explain, model and guide the practise of expected behaviours across multiple school settings.

Tier 1The Principal and senior management agree to be

champions of PB4L and provide resources, support and leadership in its implantation.

Use data to identify, and monitor support for, students who are at risk or currently experiencing emotional, learning and/or behavioural difficulties.

Staff align the school charter, annual plan and PB4L purpose statement. PB4L team leads planning for systems, practises, data and establishes ongoing

communication.

Support students to develop their ability to self-regulate.

The PB4L team develops a list of expected behaviours for students and staff in collaboration with the school

community.

Provide targeted interventions responsive to the needs of identified groups of students.

All staff explain, model and guide the practise of expected behaviours across multiple school settings.

Prevent the development of problem behaviours or decrease their frequency and/or intensity.

Procedures for specifically, positively and frequently acknowledging expected behaviours are developed and

implemented.

Ensure continuity and consistency of behavioural teaching and positive feedback across school

settings.

Procedures for consistently responding to minor and major behavioural errors are developed and

implemented.

Support teachers to solve problems and find solutions for students’ behavioural and learning difficulties.

Information is used to understand current behavioural patterns and to assess the effectiveness of the

implementation of PB4L.

Enhance communication across school settings and between students, whanau and school staff.

Tier 2

Iterative process/inquiry

Form Tier 2 Team

Identification of students who need Tier 2 support.

Teacher support -focused on classroom practice.

Tier 2 interventions - when classroom practice has not been enough

Monitoring

Sharing of information

GBHS Tier 2 Team

• Deputy Principal - Student Services• Dean of Student Support and Wellbeing /

Transition• Head of Guidance / School Counsellor• SENCo• Relevant Level Dean• Deans’ Assistant• RTLB as required• Careers Counsellor as required

Other people doing Tier 2 work - SLT, FLT, classroom teachers

Linc-ed TERA• TERA PB4L Big 5 data• Attendance• Health• Key competencies• Pastoral Care• Support Programmes

Observe Record

Tier 1 strategies

Communicatewith whānau

Team hui Sharing Problem Solving

Refer

Tier 2

DATA

Intervention

Linc-ed TERAIdentification & Tracking• TERA PB4L Big 5 data• Achievement data• Attendance• Health• Key competencies• Pastoral Care• Support Programmes

Behaviour & Learning Tier Structure at Newton Central School i

TIER DESCRIPTION STRATEGIES OBSERVED BEHAVIOUR

TIER 3

CRISIS VERY FEW

• Senior Leadership Team Managed

• Parents contacted

• Crisis Behaviour Team Activated

• External Agencies involved

• AWOL – present threat to self & others

• Physical assault

• Verbal – threats to cause harm to self &/or others

• Property – purposeful destruction of property / equipment

• Stand-downs

• Suspensions INTENSIVE

Supports approximately 5% of students who require individualised interventions tailored to their specific needs and circumstances

ih

TIER 2

MAJOR TIER 1 – TIER 2

> 2 Minutes > 2 Incidents

(Repeated Minors)

SOME

• Teacher Managed

• Restorative Conversation Reach an agreement Logical / natural consequence followed

• Relational Approach

• Parents contacted

• Mini Conferences

• Restorative Circles

• TERA Hugs - Check In / Check out • Learning & Behaviour Referral

• SENCO involved

• Senior Leadership Team involved

• Purposeful non-compliance

• Physical – hurting

• Verbal – threatening tone, volume

• Property – destruction of school or students’ property or the environment

• > 6 TIER 1 Incidents

TARGETED Provides small-group interventions and strengthened classroom practices for approximately 15% of students requiring

additional support

ih

TIER 1

MINOR &

MAJOR BEHAVIOURS

ALL

• Teacher Managed

• <2 Minutes <3 Incidents

• Relational Approach

• Restorative Conversations Reach an agreement Logical & natural consequence if required

• Restorative Circles

• TERA Lessons

• Non-compliant

• Verbal - Talking whilst the teacher gives instructions / directions, name calling, putdowns

• Off task

• Physical - touching other students inappropriately e.g. poking, pinching

• Late back to class

UNIVERSAL

Foundation TIER for PB4L School- Wide through practices and systems for all students and staff across all settings. Approximately 80% of students will have their needs met by Tier 1 supports

h

1. Safety of Self 2. Safety of Group 3. Safety of Person/s Involved STOP! THINK! ASSESS!

h

OBSERVE BEHAVIOUR

Using alternative methods to KAMAR to identify students at risk of, or experiencing

learning, emotional and/or behaviouraldifficulties…..

Allowed us to combine target students for learning and behaviour

Supporting teachers

• Small class sizes• Kaiāwhina in classes• Staff acknowledgments• Regular CRT• IYT• IY- LA• Learning Support

Programmes• Restorative Practice

Toolkit• RTLB targeted support• KĀoW Initiatives

Core class co-construction

Target/priority students for learning i.e. 3B or below for asTTle

Target students for behaviour

Enhancing communication across school settings – exploring, tracking and monitoring

spreadsheets for Pastoral Care Team

GBHS Tier 2 Tool Kit for Behaviour and Learning

● Meetings with whānau - usually with Level Dean● Social skills groups - facilitated by counsellors,

youth workers, outside agencies● Allocation of key staff member● Facilitated restorative meetings ● Class conferences / formal circles● Staff PL about function of behaviour● Peer Mediators ● 1:1 counselling ● Learning support - testing, observations, SAC

Newton Central Interventions

Communicating and Monitoring at Newton Central

38Support ProgrammesRainbow Reading

3Support ProgrammesCI / CO HUGs

20Support ProgrammesSTEPS

15Support ProgrammesDyslexia Screening

5Support ProgrammesRTLB Support

3Support ProgrammesReading Recovery

Communication and monitoring

Communication and monitoring

Frequently Asked Questions

What does our school need to do in order demonstrate our

readiness for Tier 2?

The threshold to go into Tier 2 is:

• SET results 80% overall• SET results 80% for teaching

expectations• BoQ at 70%.

How do we start Tier 2 Training? Contact a School Wide Practitioner through your MOE

regional office

Does our school get more money when we move into Tier 2?

Possibly - speak to your School Wide Practitioner

Who should be involved discussions related to

starting Tier 2 in my school?

Principal, Deputy Principal -Student Support, SENCo, School

Wide Practitioner

Where can I get a copy of this presentation?

THANK YOUWe hope you feel a lot more confident about Tier 2 now and how it might look in your school.