1. Systems and Interventions
Tier 2 Networking
Systems and Interventions

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

3. systems

4. 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

5. 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.

6. Abilities, Skills, Expertise
ca-pac-I-TY
Abilities, Skills, Expertise
Grow, Progress, Improve
Refer to slide 5 activity as needed-planning time if necessary

7. 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

8. 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

9. 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

10. 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

11. 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

12. SAIG

13. Teach

14. 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

15. systems

16. 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

17. 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

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