Systems and Interventions Tier 2 Networking Systems and Interventions

Agenda Discuss Tier 2 systems and capacity Analyze current Tier 2 practices and how they build on strong Tier 1 implementation

systems

Tier 2/Selected systems planning team Create and support interventions (based on data) Support students & staff with interventions Informs and engages families in the process Use process data from CICO, SAIG, mentoring, brief FBA/BIP interventions to: Determine intervention effectiveness for individual students-70% rule Improve integrity, fidelity, and procedures of the actual interventions

Roles and responsibilities-5 minutes Coaches: Ensure fidelity of implementation Coordinators: Organize and oversee (collecting and reviewing data, meetings)-systems CICO Coordinator SAIG Coordinator Brief FBA/BIP Coordinator Facilitators: Provide CICO Facilitators (greeters) SAIG Facilitators (provide groups) FBA/BIP Facilitators (gather information, create the pathway, lead the team in creating the BIP) What does this look like? Complete on either chart paper or whiteboard (whatever is available)-BIG so everyone can see.

Abilities, Skills, Expertise ca-pac-I-TY http://edglossary.org/capacity/ Abilities, Skills, Expertise Grow, Progress, Improve Refer to slide 5 activity as needed-planning time if necessary

Person vs. system/Team dependent Person Dependent: Problems can only be solved by certain people-if they are not around things will not happen. System/Team Dependent: Team members (and STAFF) have skill and expertise. Systems/structures are in place that allow team members to be self-sufficient, think through issues, and problem solve. conversation on what your system looks like right now

CICO Improved structure Student is “set-up for success” Increase in contingent feedback Link between school and home Prompts provided throughout the day for appropriate behavior, System for linking student with at least one positive adult, Can be applied in all school locations First contact each morning is positive (acknowledge student, talk to them, make sure they have their things, etc…), First contact of each class period (or activity) is positive, “Blow-out” days are pre-empted Feedback occurs more often, Feedback is tied to behavior, Direct link to school-wide behavioral goals and expectations

CICO Positive relationships with students Teach/re-teach expectations (academic enablers, sw, other) Feedback (5:1, acknowledgement system) Accurate data (minor, other) Academic engagement Positive relationships with families

CICO WOrk TIme How many students access CICO currently? Tier 1 Success rate? Right students Fidelity of implementation Maintain success after taper? Strong universal Tier 1 Review data and practices at Tier 1 as they relate to CICO

SAIG Positive relationships with students Teach/re-teach expectations (academic enablers, sw, other) Feedback (5:1, acknowledgement system) Accurate data Academic engagement Positive relationships with families Basic SAIG Intensive SAIG

SAIG

Teach

SAIg Planning Look at your data Who can teach SAIG and when Do you have the “right” data? What skills do your students need additional instruction in? Who can teach SAIG and when Educational Assistants, Teachers, Volunteers, etc. How will you teach Support transfer of skill Progress monitor

systems

Problem solving team Develops plans for individual students (one at a time) Has standing team members Behavior expertise Academic expertise Administrator Has revolving members Teacher Family Student

FBA/BIP Positive relationships with students Academic engagement Function-based thinking/informal FBA Teach/re-teach expectations (academic enablers, sw, other) Feedback (5:1, acknowledgement system) Accurate data Positive relationships with families Brief Complex

Networking What’s on your mind? What’s up at your school(s)?