1. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Standing team; uses FBA/BIP process for one youth at a time
CICO
Universal Support
Teaming structure: who is on the team? What do they do? What do they discuss? What is the FUNCTION/Purpose of the team
Universal- general ed teachers- not talking about indiv students- talking about groups of students- supported by everyone- it is about teaching and celebration
Tier II- secondary
2 Functions of tier II team (same people with additions??)
Don’t BLEND functions of meetings – separate functions
Secondary systems (agenda) - progress monitoring of CICO and academic interventions. This is not child specific- you are addressing intervention as a whole. (ALL students doing poorly…it is the implementation of the system)
Team could identify student s who may require individualized “tweaks” (Move into the problem solving process)
Example- 2 people are monitoring CICO, meet and review data, make tweaks as needed…report data to systems team…may see an implementation problems, i.e. teachers providing feedback when completing the CICO card.
Problem solving (agenda)- this is student specific- include people working with that student- should include their parent. Team will look at students who are not making progress in CICO with enhanced support, SAIG, Group with Indiv features, need Brief FBA
3. Tertiary Systems Team- progress monitoring of ALL students who are receiving a complex BIP /Wraparound. What percentage of kids receiving an intervention at this tier are making progress?. Again- not problem solving around individual students.
How are kids responding to their plan?
What is the system feature that we should work on to make the intervention more effective? (i.e. scheduling of supports not effective/ availability of staff)
Indiv student Problem Solving team:
There needs to be clinical expertise on the team to drive the development of Indiv. Support plans.
The voice of reality on the team…”the general education teacher”
Who is the most likely person on the team to engage the family, student and student’s teachers in the plan?
Who are community partners who need to be a part of the team?
Brief
FBA/BIP
SAIG
Complex
FBA/BIP
WRAP
Group w. individual
feature
Brief FBA/BIP 1 1