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Enhancing and Expanding Tier 2/Targeted Interventions- Slides

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Enhancing and Expanding Tier 2/Targeted Interventions- Slides

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2025 Expanding Targeted Session Northeast PBIS Forum

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Inventory of Targeted Supports - Example

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High Leverage Universal Practices

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Updated High Leverage Universal Practices

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Building Assets, Reducing Risks (BARR) - CASEL Program Guide

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Building Assets, Reducing Risks (BARR), offered by the BARR Center, provides an organizational approach to SEL. It includes programming for K-12 and demonstrates evidence of effectiveness at grade 9. Translated materials for BARR are available in Spanish.

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Relationship Mapping — Making Caring Common

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Making Caring Common is a project of the Harvard Graduate School of Education. We help families, educators, and communities raise kids who care about others and the common good.

Our vision is a world in which children have the moral and social capacities to care about and value the humanity in others — particularly those who are different from them — and engage with their communities, sacrifice for the greater good, and treat people well day to day. We believe that children with these capacities have the power to uplift our culture and heal the wounds of divisiveness.

We use research, the expertise of practitioners, and the insights of caregivers and youth to develop effective, scalable, low-burden approaches to promote these key capacities in children. Our approaches seek to both motivate parents and educators to take action and also fit into busy home and school routines.

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Sample PBIS Explanation & Parent Permission Form

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Sample PBIS Explanation & Parent Permission Form

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Resilience Education Program- Tier 2 Intervention- 5 Lesson Curriculum

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Resilience Education Program- Tier 2 Intervention- 5 Lesson Curriculum

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Through five lessons in a small-group setting, students learn skills to manage their strong emotions, address negative thoughts that lead to these emotions, and problem solve within challenging social or academic situations. This curriculum includes content that is appropriate for late elementary school students (grades 4-5).

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Request for Assistance Process (rebranded from "Referral" Process)

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Request for Assistance Process (rebranded from "Referral" Process)

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Preparing for Administration and Scoring Items

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Preparing for Administration and Scoring Items

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PBISApps | TFI 3.0 Tier 3: Preparing for Administration and Scoring Items

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Training Material: This presentation prepares coaches and facilitators who will be guiding administration and use of the TFI 3 Tier 3 with school teams.

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PBISApps | Tiered Fidelity Inventory (TFI) 3.0 Manual

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Manual: The purpose of the Tiered Fidelity Inventory (TFI) 3.0 is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of Positive Behavioral Interventions and Supports (PBIS). The TFI is divided into three sections (Tier 1: Universal PBIS Features; Tier 2: Targeted PBIS Features; and Tier 3: Intensive PBIS Features) that can be used separately or in combination to assess the extent to which core features are in place. The TFI 3.0 is based on the features and items of existing PBIS fidelity measures (e.g., SET, BoQ, TIC, TFI 2.1, SAS, BAT, MATT). We revised the TFI 2.1 to prioritize content related to the integration of mental health supports, equity, and classroom implementation and to better align with current guidance and training content available through the national Center on PBIS.

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Effective Practices to Strengthen, Monitor, and Measure Home-School Partnerships- Slides

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Effective Practices to Strengthen, Monitor, and Measure Home-School Partnerships- Slides

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Effective Practices to Strengthen Monitor and Measure Home-School Partnerships Slides

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Prof Learning Resources to Support Implementation- Slides 

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Prof Learning Resources to Support Implementation- Slides 

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Free Prof Learning Resources to Support Implementation Across Tiers

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Ci3T Modules: Free Access Professional Learning Resources to Support Across the Tiers 

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Ci3T Modules: Free Access Professional Learning Resources to Support Across the Tiers 

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You must complete a one-time registration to access the modules. There is no cost.

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If you would like to share your thoughts about factors related to usage (e.g., acceptability, feasibility) of Ci3T professional learning experiences and resources you engage with, we invite you to complete the Ci3T Usage Rating Profile.

If you would like to share any additional feedback with a team member as part of a semi-structured interview or focus group, we invite you to review this consent form and consider this opportunity.

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If you would like to share your thoughts about factors related to usage (e.g., acceptability, feasibility) of Ci3T professional learning experiences and resources you engage with, we invite you to complete the Ci3T Usage Rating Profile.

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have Read More ...

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches.

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Practical Strategies for Enhancing Engagement and Limiting Challenging Behavior- Slides

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Practical Strategies for Enhancing Engagement and Limiting Challenging Behavior- Slides

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Practical Strategies Integrated Lesson Plan

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Practical Strategies Integrated Lesson Plan

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Discussed using this as more of a conceptual model, not necessarily something that teachers must fill out.

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Ci3T 6-Step Instructional Approach for Responding to Challenging Behavior

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Ci3T 6-Step Instructional Approach for Responding to Challenging Behavior

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When we think about proactive and reactive Tier 1 components, it is important to recognize both involve instructional, respectful approaches for promoting positive, productive interactions between students and educators (Colvin, 2004; Colvin & Scott, 2015; Walker et al., 2004). For example, in your Ci3T Implementation Manual, there is guidance on how faculty and staff (as well as students, families, and administrators) engage in specific responsibilities in their various roles to provide an integrated experience for students across academic, behavioral, and social learning domains.

For example, as part of daily instruction, educators create integrated lesson plans, providing students with clarity on the objectives for not only what is to be accomplished academically, but also how social skills and behavioral expectations can be practiced to facilitate success (Lane et al., 2018). Teachers are empowered with:

varied academic instructional delivery modules (e.g., cooperative learning)

techniques for providing well-paced instruction,

basic classroom management skills (e.g., room arrangements, routines and procedures), and

low-intensity supports to increase engagement and minimize disruption (e.g., behavior specific praise, active supervision, precorrection, and instructional choice; Lane, Menzies et al., 2011).

Similarly, teachers are also equipped with validated resources to provide explicit instruction in skills to facilitate social and emotional well-being for all students, with teacher-led lessons. In addition, the Tier 1 base features proactive approaches for building positive classroom climates by explicitly teaching expectations valued by most adults in the building, giving students opportunities to practice and receive reinforcement for meeting these expectations (see the module Universal Reinforcement System).

Yet, even with clarity on the Procedures for Teaching across academic, behavior, and social domains in an integrated fashion, there will most certainly be students who struggle to meet expectations. This is why the behavior domain also creates:

clear Tier 1 practices for responding to challenging behaviors for all students - those receiving general and special education services - as part of regular school practices

a Reactive Plan that includes

a flowchart illustrating the process for responding to minor and major rule infractions

behavioral definitions of these minor (often teacher-managed) and major (office-managed) behaviors to make clear what types of behaviors are managed in the classroom versus what more extreme behaviors are managed by administrators

In a Ci3T model, the "base" of Tier 1 features a 6-step instructional approach for responding to minor and major behaviors based on lessons learned from supporting students with acting out behavior (e.g., Colvin, 2004; Scott & Colvin, 2015; Walker et al., 2004).
Sample Reactive Plan Language: 6-step Instructional Approach
All staff will use an instructional approach to behavior. This includes teaching, reminding, and reinforcing expected behaviors, and using the 6-step instructional approach to respond to teachable moments as well as minor and major behaviors.
6-step Instructional Approach

1. Show empathy

2. Maintain flow of instruction

3. Acknowledge other students meeting expectations

4. Redirect and reteach expected behavior

5. Allow time and space

6. Recognize and reinforce appropriate behavior when demonstrated

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2 Proactive and Reactive Elements at Tier 1 | A 6-Step Instructional Approach for Responding to Challenging Behavior

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Module 6.2.8: This module includes detailed explanations of each step of a 6-step respectful method for responding to challenging behaviors at Tier 1. Opportunities are included for faculty and staff to practice their skills and engage in collaborative conversations.

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Practice Strategies to Incorporate Student Voice- Slides

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Practice Strategies to Incorporate Student Voice- Slides

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Integrating Attendance & Behavior- Slides

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Integrating Attendance & Behavior- Slides

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Chronic Absenteeism: 2017-2024

Consistent attendance is key to student success, but post-pandemic attendance dropped dramatically. Nationwide, chronic absenteeism -the percentage of students missing at least 10% of a school year-surged from 15% in 2018 to 28% in 2022, & remained high at 26% in 2023. Surging chronic absenteeism clearly stemmed from the pandemic, and up-to-date data is crucial for countering this trend.

Return to Learn's (R2L) chronic absenteeism data span districts in 50 states from 2016-17 to 2023-24, where available, for the most current and comprehensive chronic absenteeism data available anywhere. Click for more on , and scroll down to see the data.

Click here to read the February 2024 Report encapsulating these Return to Learn data.
R2L last added OK, NC, TN, KY, MO, MD, LA, OR & CA 2023-24 data. Last update: Dec 20, 2024
First States Reporting Chronic Absenteeism for 2023-24

R2L posts data as states release it. So far reports from the 2023-24 school year below show progress last school year, with rates declining in 25 of 30 states.

Mapping Chronic Absenteeism: 2017-2023

Chronic Absenteeism by District Type: 2018-2022

District-level data reveal patterns in the kinds of districts that saw greater and lesser changes in chronic absenteeism over time. Click on the drop down menu below to see these differences by achievement, size, 2020-21 remote instruction, 2021-22 mask mandates and other factors.

State Change In Chronic Absenteeism: 2018-2023

Gauging the Change in Chronic Absenteeism: 2018-2022

Search R2L's Chronic Absenteeism Data

The Return to Learn Tracker's goal is to provide up-to-date data on how US school districts responded to the pandemic and are being affected by it. This tracker captures data on chronic absenteeism for over 14,700 school districts and charter schools nationwide and will be updated as more state data becomes available. We hope these data will help school communities as they face ongoing decisions, provide the basic knowledge necessary for shaping policy across states, and allow other researchers to more accurately study COVID-19's impacts on schools.

We adhere to high standards in and practices, pursuing rigorous transparency in our approach to this work.
AEI would like to thank The Achelis and Bodman Foundation for its generous support that helped make the Return to Learn Tracker possible.

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R2L tracks multiple types of data that reflect how the pandemic affected school districts and how they are recovering moving forward.