TIER 2
TIER 2
Processes & Products
HANDBOOK
Systems/Teams
Team Composition
(TFI 2.1, 2.2)
MEMBERSHIP DESCRIPTIONS
NAME
BACK UP
ROLE
Administrative authority:
Applied behavior expertise:
Knowledge of students:
Knowledge about operation of school
across grade levels & programs:
Additional members:
Roles:
Administrator= administrative voice (not facilitator)
Meeting Facilitator= sets and runs agenda for meeting
Data Analyst and/or Intervention Coordinators= brings data reports and leads data discussion
Minute Taker= keeps minutes of meetings and provides copies for members
Internal Coach= guides team on best practice by asking good questions
External Coach= guides team on best practice by asking good questions, an outside perspective
Team C
omposition
Team Operating Procedures
(TFI 2.2)
a) Annual Team Calendar, with meeting dates/locations
(attach building-specific form to the back of your Tier 2 Process and Products Handbook)b) Meeting or agenda format:
(attach building-specific form to the back of your Tier 2 Process and Products Handbook)c) Team Roles/backups:
(attach building-specific form to the back of your Tier 2 Process and Products Handbook)Team
O
per
ating
Pr
oc
edur
es
Forms
(TFI 2.4) (attach building-specific form to the back of your Tier 2 Process and Products Handbook)
Request for Assistance form –
staff complete to notify Tier 2 Team
of students with academic or behavioral concerns
2) Decision Rule for Staying On
1. Define Responding
2. “Steps to Take When Not Responding”
INTERVENTION:
Check In/Check Out
Name of Intervention (if different):
Team
Team Composition
(TFI 2.1)
NAME
CICO Coordinator
Da
ta
Data for Decision-Making
(TFI 2.3, 2.7, 2.10 & 2.11)
Indicators
Interventions
On Track
Check-in/Check-out
1) Decision Making Rule for Entrance In - Data Table
Team Operating Procedures
(TFI 2.2)
Current monthly action plan, based on progress monitoring data
(attach building-specific form to the back of your Tier 2 Process and Products Handbook)Team
O
per
ating
Pr
oc
edur
es
3) Decision Rule for Exit Out - Fading Procedures
Facilitators: CICO
Facilita
tors
CICO FACILITATORS
NAME
(BACKUP OPT)
LOCATION
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
Facilitator
3) Data Process Flow Charts
CICO
INITIAL NOTIFICATION
ON-GOING UPDATES
Parents/Families/Caretakers
Who:
When:
Method
Who:
When:
Method
Teachers of student on CICO
Who:
When:
Method
Who:
When:
Method
Communication: CICO
Communica
Professional Development
(2.3, 2.9)
Pr
ofessional D
ev
elopmen
t
CICO
ORIENTATION
SCHEDULED
ANNUALLY (√)
Facilitators
TOPICS: (checklist) Procedures for daily check in
Procedures for daily check out
Data collection and progress monitoring
Parent communication
Staff
TOPICS: (checklist)
Decision-Making Rules (in/on/out)
Intervention Procedures
(feedback, forms, process, data, etc.)
Staff Expectations
Links to Tier 1: Teaching, Reinforcement and Consequence Systems
Daily Cycle
Decision-rules used to identify students (IN ON OUT) Paperwork: Request for Assistance
CICO Daily Progress Report
How to properly give feedback on score of 0-1-2 (model or show video example) How to handle students who are upset with score/feedback
What to do when students forget/lose their DPR
Guest teachers/subs
Daily Cycle
CICO Daily Progress Report
How to properly give feedback on score of 0-1-2 (model or show video example) How to handle students who are upset with score/feedback
What to do when students forget/lose their DPR
Parents/Families/Caretakers
For ALL families, presented at beginning of year as one of many supports offered to students
Inform during registration process
Communicate via open house, conferences, newsletters, newspaper, webpage, PTA
For families of students nominated for CICO by decision rules:
Process for explaining/obtaining consent
Phone call is made directly to family; followed by letter
Consent: check with your district's decision makers
Students
For ALL students, presented at beginning of year as one of many supports offered to students.
For students qualifying for intervention through decision-rules:
Teach who, what, when, where, how, & why for daily logistics
Teach what to do if their CICO facilitator is absent
Teach what to do when they disagree or are disappointed with a score
Teach what to do if they lose or throw away their card
Teach them what their data means
Staff Expectations:
• Provide feedback to students directly throughout the day.
• Record staff-managed & office-managed behaviors consistently – best indicator of student need for intervention.
• Refer students directly by completing Request for Assistance.
• Provide feedback to inform change in intervention by completing
• Reverse Request for Assistance provided by the team.
• Other:
Forms
(TFI 2.4) (attach building-specific form to the back of your Tier 2 Process and Products Handbook)
Daily Progress Report –
student progress report and feedback sheet (introduced in Module 2)
Parent Information Flyer/Letter/Video
Student Information Flyer/Video
INTERVENTION:
Check In/Check Out
with Modified Features (CICO WMF)
Team
Team Composition
(TFI 2.1)
NAME
CICO WMF Coordinator
Data for Decision-Making
(TFI 2.3, 2.7, 2.10 & 2.11)
Da
ta
1. Decision-Making rule for entrance into CICO WMF: Student has not met goal for CICO (DPR) and/or has not
made progress on other indicator(s) that were used to get IN to CICO.
2. Modified Features - menu of options:
◦
Student selects adult to check in & out with
◦
Additional check-in times with the facilitator can be added
◦
Student selects the location to check in & out
3. Document modification with phase change.
Communication: CICO WMF
Communica
tion
CICO WMF Communication
INITIAL NOTIFICATION
ON-GOING UPDATES
Parents/Families/Caretakers
Who:
When:
Method
Who:
When:
Method
Teachers of student on CICO
Who:
When:
Method
Who:
When:
Method
Forms
(TFI 2.4) (attach building-specific form to the back of your Tier 2 Process and Products Handbook)
CICO WMF Daily Progress Report –
student progress report and feedback sheet
2) Decision Rule for Staying On
1. Define Responding
2. “Steps to Take When Not Responding”
INTERVENTION:
Social Academic Instructional Groups (SAIG)
Data for Decision-Making
(TFI 2.3, 2.7, 2.10 & 2.11)
Da
ta
Team
Team Composition
(TFI 2.1)
NAME
SAIG Coordinator
1) Decision Making Rule for Entrance In - Data Table
Indicators
Interventions
ON TRACK
SAIG: Academic behavior skills
SAIG: Pro-social skills
SAIG: Problem solving skills
3) Decision Rule for Exit Out - Fading Procedures
Transition to CICO
Facilitators & Groups
Facilita
tors & G
roups
SOCIAL ACADEMIC
INSTRUCTIONAL GROUP
(SAIG) OPTIONS
GROUP
OFFERED
TIME/FREQUENCY
GRADE(S)
CURRICULUM
DPR MODIFIED FOR
SAIG
√
Pro-social skills:
replacement behaviors for
avoidance, withdrawal, etc.
Group Focus
:
Friendship Skills/Social
Awareness/Relationship
Building
Problem-solving skills:
replacement behaviors for
fighting, arguing, etc.
Group focus:
Conflict Resolution Skills/
Anger Management Skills/Self
Management
Academic Behavior skills:
includes organization
SAIG Facilitators
NAME
GROUP
Facilitator
Facilitator
Facilitator
4) Data Process Flow Chart
CICO Coordinator reviews data and asks teachers to complete the RFA or RRFA when student meets “IN” criteria
CICO Coordinator receives RFA or FFR; places student in SAIG w/in 3 days after providing
orientation to student/parents
Responded
Partially responded
Did not respond
Fade to Check in/ Check out (CICO)
Continue SAIG for another cycle
1, 2, & 4 weeks after placement, the SAIG Coordinator reviews
individual student DPR data (“ON” data) to check for initial systems issues to correct (like 0 points collected, missing
DPR or data points, etc.) Refer to Tier 3 Team
SAIG Coordinator send Reverse Request for Assistance (RRFA) to staff
who referred student
4-6 weeks after placement, the SAIG Coordinator reviews individual student data (“ON” data) to determine
student’s response to intervention
SAIG Coordinator reports on SAIG fidelity data 1x/monthly during
Tier 2 team meeting on Tier 2/ Tier3 Tracking Tool (T2T3TT)
TYING IT ALL TOGETHER
START
Add a layer of intervention
Professional Development
(2.3, 2.9)
Pr
ofessional D
ev
elopmen
t
Staff Expectations:• Provide feedback to students directly throughout the day.
• Record staff-managed & office-managed behaviors consistently – best indicator of student need for intervention. • Refer students directly by completing Request for Assistance.
• Provide feedback to inform change in intervention by completing • Reverse Request for Assistance provided by the team.
• Other:
Forms
(TFI 2.4, 2.8) (attach building-specific form to the back of your Tier 2 Process and Products Handbook)
SAIG Daily Progress Report –
student progress report and feedback sheet
Forms
SAIG
INITIAL NOTIFICATION
ON-GOING UPDATES
Parents/Families/Caretakers
Who:When: MethodWho: When: Method
Teachers of student on CICO
Who:When:Method Who: When: Method
Communication
Communica
tion
SAIG
ORIENTATION SCHEDULED ANNUALLY (√) Facilitators TOPICS: (checklist) Procedures for daily check in
Procedures for daily check out
Data collection and progress monitoring
Parent communication
Staff
TOPICS: (checklist)
Decision-Making Rules (in/on/out)
Intervention Procedures
(feedback, forms, process, data, etc.)
Staff Expectations
Links to Tier 1: Teaching, Reinforcement and Consequence Systems
Daily Cycle
Decision-rules used to identify students (IN ON OUT) Paperwork: Request for Assistance
Group definitions and skill to be taught SAIG Daily Progress Report
How to properly give feedback on score of 0-1-2 (model or show video example How to handle students who are upset with score/feedback
What to do when students forget/lose their DPR
Guest teachers/subs
Daily Cycle
SAIG Daily Progress Report
How to properly give feedback on score of 0-1-2 (model or show video example) Practice giving feedback to students using skill language
How to handle students who are upset with score/feedback What to do when students forget/lose their DPR
Parents/Families/Caretakers
For ALL families, presented at beginning of year as one of many supports offered to students
Inform during registration process
Communicate via open house, conferences, newsletters, newspaper, webpage, PTA
For families of students nominated for SAIG by decision rules:
Process for explaining/obtaining consent
Phone call is made directly to family; followed by letter
Consent: check with your district's decision makers
Students
For ALL students, presented at beginning of year as one of many supports offered to students.
For students qualifying for intervention through decision-rules:
Teach who, what, when, where, how, & why for daily logistics
Teach what to do if their SAIG facilitator is absent
Teach what to do when they disagree or are disappointed with a score
Teach what to do if they lose or throw away their card
