Start and end on time Follow team agenda Celebrate successes Learn from errors Actively participate We think about the student first More than one data point is needed to make a decision Working consensus (everyone comes to an agreement but its ok to have reservations) We collaborate with home room teacher Team Roles & Responsibilities Team Lead Recorder Data Analyst Communicator Time Keeper Intervention Coordinator Primary Jenny Oyer Patty Johnson Mike Waller Cat Baker Kyle Jonas Peter Smith Back Up Mike Waller Kyle Jonas Jenny Oyer Peter Smith Cat Baker Patty Johnson Responsibilities Meeting Agenda Meeting Notes Data Reports Shares updates to staff Keeps team on track Shares intervention progress Team Meeting Schedule When Where Start/End Time Meeting Minute Location 1st & 3rd Tuesdays Conference Room 2:45-3:15 One Drive Data Tool Data Collection & Data Entry Schedule Who & When Report Generation What, Who & When Tiered Fidelity Inventory (TFI) Data Analyst- October & May Team Lead - Share TFi report to team and faculty in November/May Universal Behavior Screener (SRSS) Data Analyst- 9/18-9/29; 12/4-12/15; Team Lead - Share SRSS triangle data to faculty in October/January/May Office Discipline Referrals (ODRs) Data Analyst- Monthly Team Lead - Share monthly ODR reports at Tier II meeting
CICO Self-Management/Fading/Graduation Possible decisions: continue with intervention with current goal, continue with the goal increased, teach self-management strategies, or fade intervention components Student Grade IEP (Y/N) Supporting Data Fade or Graduate Response Actions & Next Steps Who? By When? New Referrals To Tier II Team Possible sources: ODR data, teacher nomination, attendance, academic progress, screening tools Student Grade IEP (Y/N) Teacher Referral Source & Relevant Information Response Actions & Next Steps Who? By When? Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?
Activity #9 Option A: Critical Features of Tier II Interventions - Check & Connect Critical Feature Explanation Tier II Intervention Notes Linked directly to expectations The intervention should refer to the school’s School-wide Behavior Expectation. Behaviors taught should reference back to the whole school plan. p. 4 – Participation must occur during school day p. 48 – Teach the behavior that is expected of the students – that is what the mentor can focus on Continuously Available for student participation Intervention should be available to students throughout the school year. p.12 discusses mentoring availability p.24 – discusses student identification that should go on throughout the year Rapid access to intervention Once identified, students should be placed in Tier II intervention within 3-5 days. p. 13 – discusses how soon a mentor should begin Matched to function of behavior Interventions should be varied so that students are able to access interventions that match the function of their behavior. p. 52 & 53, Tables 16 & 17 that discuss examples of intensive interventions matched to types of engagement and risk patterns. Specific Feedback Given to Students from Staff Interventions should provide explicit feedback to students Both specific positive and corrective feedback should be given to the student. p. 58-59 Examples of specific feedback given to student by mentor using the monitoring form Daily opportunities to practice new skills Interventions should be given students time to practice their new skills in the classroom or other school settings. p. 40 Step 6 – “connect” intervention Structures and prompts for what to do in relevant situations Interventions should include specific information about what to do when different situations arise. p. 55, 60-61 reviews how to teach problem-solving with students. Orientation process for families, students, and staff A written plan for informing faculty, families, and students participating in interventions should be created and updated annually. Pgs. 36-40 Getting to know student, teachers and parents section Intervention can be modified based on data Data should be reviewed weekly to ensure that student progress is being made. Interventions should be adjusted if the student is not making adequate progress. Pg. 40-45 monitoring student data Weekly school to home communication Each intervention should include a system for communication with caregivers. Pgs. 70-71 discusses home-school communication
Activity #9 Option B: Critical Features of Tier II Interventions - SISS Social Skills Curriculum Critical Feature Explanation Tier II Intervention Notes Linked directly to expectations The intervention should refer to the school’s School-wide Behavior Expectation. Behaviors taught should reference back to the whole school plan. Pg. 5 – Table 1.2 top 10 social skills and components - school will have to discuss how those social skills are similar to the plan Continuously Available for student participation Intervention should be available to students throughout the school year. p.15-16 Harder to do – groups can start throughout the year Rapid access to intervention Once identified, students should be placed in Tier II intervention within 3-5 days. p. 15-16 – can be identified during screening windows Matched to function of behavior Interventions should be varied so that students are able to access interventions that match the function of their behavior. Pg. 5 – top 10 social skills can teach the replacement behaviors that match the function Specific Feedback Given to Students from Staff Interventions should provide explicit feedback to students Both specific positive and corrective feedback should be given to the student. Pgs. 5-6 reviews how the lessons will be taught. Daily opportunities to practice new skills Interventions should be given students time to practice their new skills in the classroom or other school settings. p. 5 Table 1.3 discusses generalization Structures and prompts for what to do in relevant situations Interventions should include specific information about what to do when different situations arise. p. 5 Table 1.3 Orientation process for families, students, and staff A written plan for informing faculty, families, and students participating in interventions should be created and updated annually. p. 11 – shows what to do with teachers for the lesson plans Intervention can be modified based on data Data should be reviewed weekly to ensure that student progress is being made. Interventions should be adjusted if the student is not making adequate progress. p. 17-18 – how to review progress monitoring data Weekly school to home communication Each intervention should include a system for communication with caregivers. p. 11 – parent components Adequate resources for intervention are available The School should complete an annual review of Tier II P. 18-19
Feature Explanation Check & Connect Breaks are Better SISS: Social Skills Linked to school-wide expectations The intervention should refer to the school’s School-wide Behavior Expectation. Behaviors taught should reference back to the whole school plan. X X Continuously available for student participation Interventions should be available to students throughout the year. X X X Rapid Access to Intervention Once identified, students should be placed in Tier II intervention within 3-5 days. X X Matched to function of behavior Interventions should be varied so that students are able to access interventions that match the function of their behavior. X X Specific feedback given to students from staff Interventions should provide explicit feedback to students about their behavior. Both specific positive and corrective feedback should be given to the student. X X X Daily opportunities to practice skills Interventions should be given students time to practice their new skills in the classroom or other school settings. X X X Structures and prompts for what to do in relevant situations Interventions should include specific information for students about what to do when different situations arise. X X X Orientation process for families, students, and staff A written plan for informing faculty, families, and students participating in interventions should be created and updated annually. X X X Intervention can be modified based on data Data should be reviewed weekly to ensure that student progress is being made. Interventions should be adjusted if the student is not making adequate progress. X X X Weekly school to home communication Each intervention should include a system for communication with caregivers. X X X Adequate Resources for intervention are available The School should complete an annual review of Tier II interventions to determine whether (1) interventions were successful, and (2) adequate staff, time, and training were available for implementation. X X X
Selection of CICO Coordinator(s) Self-Assessment Proposed Individual(s): Patty Johnson Position: School Counselor Selection Question Rating Action Plan Respected positively by students? YES NO ? Respected positively by adults? YES NO ? Effective communication skills with students, school staff, and family members? YES NO ? Consistent with task and activity and completion? YES NO ? Give testing coordination to AP so that Mrs. Johnson has more time allotted to Tier II interventions Effective in using data for decision making with regard to student progress monitoring and implementation fidelity? YES NO ? Needs continued training, get Team Lead training dates for on her calendar so she can attend. Fluent with CICO procedures? YES NO ? Attend Tier II Day 2 Training Capacity to train others on CICO procedures? YES NO ?