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Midwest PBIS Network� �PBIS Tier 2 Team Training:�Systems and Check In Check Out (CICO)��Day 1

6.12.26

PBIS

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UPDATED 08/12/25

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

The Midwest PBIS Network (MWPBIS) is a non-profit organization of education and human services leaders advancing systems change in youth-serving settings.

MWPBIS partners with many agencies on advancing research to practice and establishing demonstrations to build local capacity for sustainable implementation. Our team provides local technical assistance resources, serves as a hub of the Center on PBIS for six states, and supports federal research and other grant-funded projects�

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

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Capacity Building Sequence

Today!

Tier 2 Networking Opportunities

• Oct 19, 2026

• Dec 14, 2026

• Feb 22, 2027

• April 19, 2027

• May 10, 2027

3:15-4:00pm

2 Virtual TA Scheduled by Request with your trainer

PBIS

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Community Invitations

Be Responsible

Be Engaged

Make yourself comfortable
Take care of your needs (water, food, restroom, etc.)
Share your questions with the group

Be Respectful

Turn cell phones off or to “vibrate”
Listen to others attentively by staying quiet while they are speaking
Follow up, and complete assigned tasks

Ask what you need to know to understand and contribute
Contribute to the team by sharing relevant information and ideas

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Acronyms – Beware!

SEB = Social, emotional, behavioral
CICO = Check-in, Check-out
TFI = Tiered Fidelity Inventory
DPR = Daily Progress Report

PBIS

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Overall Training Objectives

Systems:

Plan for establishing a Tier 2 Systems Team with efficient and effective operating procedures.

Data:

Establish effective data systems to drive decision making for both tier 2 systems and individual student response.

Practices:

Apply critical features for tier 2 behavioral interventions to install and implement Check-in, Check-out.

SYSTEMS

PRACTICES

DATA

OUTCOMES

Midwest PBIS Network 1/15/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

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Welcome!

Tier 2 Team Training Day 1

Day 1	Day 2
Overview of Tier 2 Systems	Student Performance Data: Development of DPR
Tier 2 Intervention Critical Features	Student Performance Data: Monitoring Student Response
BREAK	BREAK
Team Composition	Accessing Tier 1
LUNCH (11:30-12:30)	LUNCH (11:30-12:30)
Team Operating Procedures	Staff, Family, and Student Engagement
Options for Tier 2 Interventions	What comes after CICO
BREAK	BREAK
Identifying Students for Support	Fidelity and Annual Evaluation

PBIS

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Materials for the Training

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www.midwestpbis.org

Training Content > Tier 2 Systems and CICO

Training content from the Midwest PBIS Network is available as the result of ongoing iterative development and collaborations with amazing national, regional, and local implementers just like you!

States, Regions, Districts, and Schools are invited to use and/or adapt our training content to your local context, so long as your resulting products are also shared free of charge. Please acknowledge Midwest PBIS Network when adapting materials. We also ask that in turn you share your iterations and artifacts of PBIS content back with us, to further enhance the educational community's collective learning.

PBIS

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Tiered Fidelity Inventory (TFI)

Starting with the End in Mind��TFI provides a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of PBIS across all 3 tiers.

Both versions are available and reliable.

Version 2.1

Version 3.0

https://www.pbis.org/featured/tfi-3-implementation-resources

PBIS

Explain that we will use this to guide our work with Targeted/Tier II systems, but the training that we do will not be anchored specifically to these features as we will be training on only one Tier II CICO. However, many of these features will be installed through the implementation of CICO. Explain that we will have a second fidelity instrument for our work specific to the EBP CICO and it is called the CICO-FIM and we will explore this during the two day targeted team training.

Just as districts and schools engage in a continuous improvement cycle, so does the Center on PBIS. We revised the TFI 3.0 to more accurately align with Center on PBIS guidance on supporting classroom implementation, promoting family and student voice, integrating mental health and wellness, connecting crisis and emergency planning to schoolwide supports, and promoting equitable implementation.

�

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Tier 2 Systems & CICO Workbook

File > Make Copy
Rename
Share with your team

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Tip: Use Interactive Table of Contents

PBIS

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Tier 2 Action Planning Workbook

Open Tier 2 Action Panning Workbook�
Save a copy to your drive/computer�
Identify note taker for school team

Welcome and Introductions: Tier II Team Training

Steps to Use Workbook

File
Make a Copy or Download As

PBIS

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Completing the Tier 2 TFI and action planning

1. Review Criteria

2. Self-Assess and record score

3. What are your next steps?

4. Who will do it?

5. By When?

6. How will you train and support the full staff?

1

2

3 & 6

4

5

Welcome and Introductions: Tier II Team Training

PBIS

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TFI 3.0 Action Plan Template (Fillable)

TFI 3.0 - Action Plan Form (Fillable)

PBIS

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Create your own PBIS presentation as we go!

Assign a team member to gather the slides from each of the modules you want to use in your PPT presentation on PBIS to your staff. (A template is also provided on the website.)�
Include the data from your school�
Include implementation components developed by �the team (Daily Progress Report, CICO routine, Acknowledgement system, etc.)

Welcome and Introductions: Tier II Team Training

PBIS

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Let’s Connect�TEAMS

Say hello to your team
Assign roles for training:

Notetaker – Workbook Activities
Action Keeper – Document TFI Score & record action steps in workbook or your own template
Reporter – Report out to large group
PD Developer -- Pull slides for full staff

Organize Materials
What brought you to Tier 2 Team Training?

Reporter be prepared to share for your team.

PBIS

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Tier 2 School-Level Systems Guide

This practice guide assist school-level Tier 2 Teams or combined Advanced Tiers (Tier 2 and 3) Systems Teams, in developing foundational school-level system features to implement and sustain Tier 2 supports. These system features include procedures for teaming, defining characteristics of Tier 2 interventions, identifying students needing support, training and coaching staff, engaging students and families, and using data to evaluate overall effectiveness and individual student responsiveness to academic, social, emotional, and behavioral supports.

New Resource

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

https://www.pbis.org/resource/tier-2-school-level-systems-guide

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Overview: Tier 2 Systems

Purpose:

Prepare and plan for building systems

to support a continuum of Tier 2

interventions �

Outcomes:

Be able to define Tier 2 within the PBIS Framework
Understand how to layer a continuum of interventions
Identify and assess current implementation of Tier 2 interventions

Overview: Tier II Systems

PBIS

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What is Tier 2?

Systems and practices layered on Tier 1
Proactive interventions preventing intensive supports
Tier 2 supports provide a “higher dose”
Provided to small groups of students with similar needs and behavioral functions
Approximately 10-15% students needing Tier 2 support

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Data, System, Practice of Tier 2

Team based leadership & coordination
Ongoing training and coaching

Systems

Fidelity
Screening
Progress Monitoring

Data

Selection of evidence-based practices

Practices

Social, emotional, behavioral competence and academic achievement

Outcomes

Success for everyone

Equity

It is important to remember the five essential elements of the PBIS framework – systems, data, practices, outcomes, and equity when beginning work in systematizing Tier 2.

Systems will support how your Tier 2 social, emotional, behavioral supports operate. Systems support adults to implement.

Data is critical in ensuring Tier 1 fidelity is able and ready to support Tier 2 implementation. Data will also be critical in identifying and progress monitoring students' response to Tier 2 interventions.

Practices support students to be successful with social, emotional, and behavioral competencies. Your team will want to select and install a short menu of evidence-based practices that are contextually fit to the needs of your student population.

Outcomes – should support your team in prioritizing which interventions to install first and then monitor your school’s overall progress. For example, what is your school data indicating as big needs with targeted supports --- is it interventions to support students with problem solving skills because office discipline referrals/suspensions are high for physical aggression or maybe it is interventions to support students with internalizing behaviors based on universal screening data. Identifying your school’s target outcomes will make help make your Tier 2 installation a success.

And the final essential component is at the center and is it is equity. Equity ensures that all students can be successful with the supports put in place. It is critical to know that Tier 2 systems cannot address inequities at Tier 1.

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History of Tiered Framework

Professor of Special Education at University of Oregon
Assisted local school district in better allocation of resources
Help the education field shift from “remediation” to “prevention”
Using 3-tiered prevention model

https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

PBIS

Who knows or has a guess on what system outside of education the tiered logic originated?

Most literature suggests that the tiered logic originated within the public health system. Early in the 1900s public health officials were struggling to support the health of individuals at the whole population level. The medical researchers helped shift the focus to prevention of diseases knowing that most disease could be prevented. A common public health response to illustrate tiered framework logic is influenza. The focus of tier 1/universal supports is to prevent the disease --- common approaches for flu prevention are hand washing and coughing/sneezing into elbow – we see signs to remind us to use these practices. Tier 2/targeted supports reduces the chances of individuals contracting the condition --- common practice for flu is encouraging those with high exposure or compromised immune systems to receive flu vaccine. Tier 3/individualized is then reserved for individuals who have contracted the flu and are displaying severe responses.

This logic was transferred to education in a way to help school systems respond to student needs earlier and with more efficiency and effectiveness. How many of you would agree that you have limited resources (i.e., staff time, mental health supports) within your school?

Right, so the tiered framework assists schools to use their school and community data to allocate resources to establish a continuum of supports that is focused on prevention and early intervention for students.

https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

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Multi-Tiered Practices means…

Tier 1 Prevention:

The core practices all staff use with all students…

Tier 2 Prevention:

Intensifying the Core Tier 1 practices (increased frequency, structure, and feedback) when more support is needed for specific skills…

Tier 3 Prevention:

Individualizing the core Tier 1 and Tier 2 practices…

Midwest PBIS Network 5-14-21

Adapted from: USDOE OSEP PBIS TA Center

… in order to achieve our [insert school-wide expectations here] and the social-emotional-behavioral success of our students and staff.

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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Tier 2 Intervention Categories

Practices

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

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It’s a shift from “how do we support Andrew”?

How do we set up structures and systems to help support the next 100 Andrews

TO

Why

PBIS

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Functions of Tier 2 Interventions

Practices

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

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TIER 2

Supports

Groups

Sample - Continuum of Supports

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

TF-CBT

CBT

Person Centered Planning

Pro Social Skills Group

Teaching Expectations

Daily Emotional Check-in

Problem Solving Skills Group

TIER 2

Complex Supports

Anger Management Group

Coping Cat

CBITS

FBA-BIP

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

EXPECTATIONS	1st block	2nd block	3rd block	4th block	5th block	6th block	7th block
Be Safe	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Respectful	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Responsible	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

Mark will keep hands to self

Mark will hold up a yellow card to indicate needing a break

Mark will fill out assignment notebook

“Individualized Student Card for Mark” �(FBA/BIP)

Replacement behavior

Possible behaviors taught in previous SAIG groups

“SEB Groups”

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

PBIS

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Tier 1 Fidelity

Data

Kittleman et al., 2022

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Overview: Tier I Team Training

PBIS

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Student Profile

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Overview: Tier II Systems

Overview Activity 1: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like? Where do you need Tier 2 Supports?

PBIS

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A Model For Timing the Implementation of Three Tiers of Support

Midwest PBIS Rev 9-22-21

This Model is Adapted From the following Research: Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2021). Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions

T1 Practices Organized

T1 Systems and Practices Fidelity

T1 Leadership & Readiness (Systems, Data)

T2 Leadership & Readiness (Systems, Data)

T2 Practices Organized

Fidelity of Implementation

T1 Capacity Building

T2 Capacity Building

T2 Systems and Practices Fidelity

T2 Practices re-booted

fidelity

T1 Fidelity

Timeline Milestones

T3 Leadership & Readiness (Systems, Data)

T3 Practices Aligned

T3 Capacity Building

T3 Readiness

T2 Fidelity

T1 Practices re-booted

Maintain T3 Legal Supports

In DRAFT

Slide Notes:

Lines on graph are conceptual, and do not represent data from the research publication.
Timeline represents milestones, rather than “years” of each tier, to help inform when to start readiness work on the following tier. For example, Tier 2 readiness (systems, data) may start while Tier 1 is moving toward fidelity.
Implementing new, and re-booting current Tier 2 practices should coincide with achieving Tier 1 fidelity.
While building the system at each tier, schools should continue to implement Tier 2/3 practices per federal legal requirements to support students with significant needs (e.g. FBA-BIPs).
Suggest to delay “starting” Tier 3 until after Tier 2, but not too long (e.g within 1-2 years), while at the same time ensuring individual student support practices continue to be in place per federal and best practice guidelines.

Key Research Messages:

Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2021). Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions

(Study of 776 schools in 27 states over three years.)

While building the system at each tier, schools should continue to implement Tier 2/3 practices per federal legal requirements to support students with significant needs (e.g. FBA-BIPs).
The MTSS aligned selection, organization, and restructuring for fidelity (where needed) of practices at each tier can follow the timeline above.
Higher staff perception of organizational health is associated with higher perception of administrator support for Tier 2 and 3 practices.
Schools with a 2-3 year lag between launching Tier 1 and Tier 2, compared to a 1-year lag, had significantly higher fidelity of Tier 2 implementation in year 1.
Finding suggest to Launch Tier 3 at least 1 year after year 2. Doing so results in higher Tier 2 in the first year.
Waiting 3 years or longer to launch Tier 3 after Tier 2 has significantly lower Tier 2 implementation cores three years later
No findings for impact on Tier 3 in the time between Tier 2 and Tier 3 launch

Author Comments (McIntosh):

Initial findings include:

Schools implementing Tier 1 systems with fidelity when launching Tiers 2 and 3 were more likely to implement Tier 2 and 3 systems with fidelity.
Majority of schools use a “standard protocol” Tier 2 approach, meaning that all students get CICO before Tier 3 support is considered (unless behavior warrants an exception).
Schools using a standard protocol approach had significantly higher fidelity of Tier 2 implementation than those using a “problem-solving” approach of selecting an intervention based on data.
Staggering implementation of Tiers 2 and 3 across multiple years led to stronger fidelity.

Further discussion: “While the research vantage point does not include context about these schools, it seems like launching Tier 2 as soon as (or just shortly after) schools are at fidelity at Tier 1 is a good general guideline. Schools that waited too long after that (or tried 2 and 3 at once) had worse outcomes. Note: there are likely other unmeasured factors at play (i.e. maybe delaying was due to conditions on the ground that also led to low implementation).

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Assess Current Status

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

Rev 4.1.21

Overview Activity 2:

Let’s Connect

PRACTICES List the Current Practices provided to all, groups, or individual students for support: e.g. Community-wide reinforcer for expectations, Check-in Check-out, etc.	FIDELITY Date and data last time the practice was checked for fidelity e.g. 9/14: 83% items in place	OUTCOMES Date and data last time student outcomes were reported e.g. 10/3: 78% (18/23) students achieving goal
Tier 1 – All settings and classrooms have positive rules aligned to SW expectations and posted	10/24 walk-through; 92% in place	10/24 84% of students knew the expectations, and could point to the rules
Tier 1 – Teachers teach the skill of the week 3 mornings each week	11/4 self-report: 72% in place	11/21: 18% reduction in behaviors related to the previous skill of the week (SWIS data)
Tier 1 – Teachers use specific praise for behavior at a 5:1 ratio to corrections	9/30 peer-observation: 54% in place	9/30: 12% of students earned an ODR in past 30 days
Tier 1 – Teachers use the 5 skills from our responding to problem behaviors routine	We haven’t
Tier 1 -
Tier 2 – Check-in Check-out	None	10/25: 40% on CICO earned goal
Tier 2 -
Tier 3 -
Tier 3 -

Plan to Report out:

A summary of what is in place and possible action steps.

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.6: Tier II Critical Features

TFI 3.0 – Item 2.5 – Options for Tier 2 Interventions

PBIS

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TFI 2.6 Purpose & Outcomes

Purpose:

Ensure each Tier II Intervention includes the three critical features

Outcomes:

2.6 Tier II Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability (c) increased opportunity for feedback (e.g., daily progress report).
Define CICO through three critical features

TFI 2.6: Tier II Critical Features

PBIS

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Critical Features of Tier 2 Interventions

Practices

Additional instruction/time for student skill development

Additional structure/predictability

Increased opportunity for feedback (e.g., daily progress report)

Increased communication with families

Modifications to address a range of behavioral functions, mental health needs, or academic skills

Keep these critical features in mind as we discuss CICO.

TFI 3.0 Item 2.5: Options for Tier 2 Interventions

TFI 2.1 Item 2.6: Critical Features

The third essential element in PBIS implementation is practices. This is what typically schools get excited about that makes them forget about establishing good systems and data that support quality implementation of interventions.

According to the Tiered Fidelity Inventory, all Tier 2 interventions should:

- Provide additional instruction and/or time for student skill development. The additional instruction is because ideally the skills being taught have already been taught to all students at Tier 1 and now some students will receive an extra dose of teaching for these skills at Tier 2.

- Provide additional structure and predictability – with Tier 2 interventions this often looks like scheduled time for connecting with additional adults in the school, a schedule for when students will receive instructional feedback from their teacher or maybe to self-monitor their own behavior, or when they might meet with a group of students for specific skill instruction

Increased opportunity for feedback – often at Tier 2 this is structured around the Daily Progress Report which is common component with Check-in, Check-out implementation. The DPR provides a schedule for when students will receive feedback from teachers. Feedback should look instruction through behavior specific praise and error correction.

Tier 2 interventions should also increase the frequency and specific communication with families around student skill development and progress. Creating opportunity for two-way communication and support for families to implement and reinforce the intervention at home.

Finally, the continuum of Tier 2 interventions available within a school should address a range of behavioral functions and mental health needs.

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What’s at the Core of CICO?

Higher doses of PRAISE (Behavior Specific Praise)
Error correction (specific and brief feedback)
Higher doses of positive adult attention

It is Tier 1 at a higher dose.

Overview: Tier II Systems

PBIS

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Behavior Specific Praise

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

Non-examples:

“Brian is sitting in his seat.”
Saying “good job” without connecting to school-rule.
Giving ticket without saying anything
Only giving a ticket for “above and beyond” behavior

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

The Wilson Way	Classroom Rules
The Wilson Way	Classroom Rules
Be Responsible	Stay on task Clean up area Apologize for mistakes
Be Respectful	Raise hand Listen to speaker Follow directions
Be Safe	Walk quietly Keep hands and feet to self

MS Before & After Video Example: �https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

PBIS

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Steps to Specific and Contingent �Error Correction:

1. Respectfully address student

2. Describe inappropriate behavior

3. Describe expected behavior/rule

4. Link to school-wide expectation on Matrix

5. End with encouragement

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

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(Modified from Hawken, 2015)

Student Recommended for CICO

CICO Student, Family, and Staff Orientation Process Occurs

Caregiver

Connection & Encouragement

Regular Teacher(s)

Connection & Instruction

Afternoon

Check-out

Morning Check-In/

DPR Pick-up

CICO Coordinator

monitors individual student progress and applies data decision rules at least weekly

Exit / Graduate

Add Support

CICO Implementation Process

Continue

CICO

Overview: Tier II Systems

PBIS

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Morning Check-in�Facilitator Role

Morning Check-in
1. The CICO Facilitator positively acknowledges student/s at Check-in. �	Yes	No	Not Observed
2. The CICO Facilitator checks in on any home-school communication that the student brings.	Yes	No	Not Observed
3. CICO Facilitator gives student/s their daily progress report (DPR)	Yes	No	Not Observed
4. CICO Facilitator ensures student readiness and that they have the materials needed for their first class.	Yes	No	Not Observed
5. The morning check-in process is less than 2 minutes.	Yes	No	Not Observed

Let’s practice watching for key features:

https://www.youtube.com/watch?v=e2VE56hEumc – Prairie Trail morning check-in first minute

HS/MS Examples Morning Check-in:

https://www.youtube.com/watch?v=7rSNMC14Rq0

�

PBIS

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Teacher Connection & Instruction

Let’s Practice watching for critical features:

Milwaukee Public Schools

https://www.youtube.com/watch?v=gp3CnmsVTPA

- 6’16” – Teacher Feedback meeting expectations

- 7’38” – Teacher Feedback corrective feedback

Teacher Fidelity Checklist
1. Teacher positively acknowledges the student/s when they enter class and checks they have a Daily Progress Report card.	Yes	No	Not Observed
2. Teacher delivers timely and ongoing positive, specific feedback as expectations are demonstrated	Yes	No	Not Observed
3. Teacher delivers timely corrective feedback (what to do differently) if necessary	Yes	No	Not Observed
4. Teacher seeks out student/s to provide feedback using the DPR	Yes	No	Not Observed
5. Use school-wide expectation language when providing feedback	Yes	No	Not Observed
6. Points are documented according to the school’s scoring criteria	Yes	No	Not Observed
7. Teacher gives rationale for points earned	Yes	No	Not Observed
8. Feedback and instruction is kept brief	Yes	No	Not Observed
9. Teacher ends feedback with a positive.	Yes	No	Not Observed
10. If needed, the teacher prompts the student to check out with the Facilitator at the end of the day.	Yes	No	Not Observed

PBIS

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Afternoon Check-Out�Facilitator Role

Afternoon Check-out
5. CICO Facilitator provides verbal praise and reinforcer following the CICO system established by the Tier 2 Team	Yes	No	Not Observed
6. CICO Facilitator provides students with a home-school communication component.	Yes	No	Not Observed
7. CICO Facilitator completes the process for documenting student data.	Yes	No	Not Observed

Let’s practice watching for key features:

�https://www.youtube.com/watch?v=e2VE56hEumc –Prairie Trail check-out – 1’06”

https://www.youtube.com/watch?v=f8Jhy_LxWDk MPS –K thru 8 CICO

4’25” – check-out

PBIS

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What does CICO look like? Video Examples:

School Social Work. net �https://youtube/vP7GJ72UxsA�

1’35” – morning check-in
3’25” – teacher feedback
4’58” – check-out

https://www.youtube.com/watch?v=e2VE56hEumc – check-in – first 1 minute

Milwaukee Public Schools

https://www.youtube.com/watch?v=gp3CnmsVTPA

- 6’16” – Teacher Feedback meeting expectations

- 7’38” – Teacher Feedback corrective feedback

HS/MS Examples

Morning Check-in: 1 min or less https://www.youtube.com/watch?v=7rSNMC14Rq0
Teacher prompting student during class (@ 1’16”): https://www.youtube.com/watch?v=KT-S8wQrjUg
Teacher Giving Feedback at end of period (@ 2’15”): https://www.youtube.com/watch?v=AKwMbLNl_zI

Overview: Tier II Systems

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Tips for Successful CICO Routine

Designate consistent location for check-ins and check-outs
Identify staff that can be consistent facilitators

Plan for facilitator absences

Plan for students with varying schedules (e.g., early dismissal, student is tardy)

This is a school-wide intervention. It may require systems change.

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Where, When, How?

Check in and Check out happens at very start of the day before the academic day begins and at very end of the day before school is dismissed�
Centralized location: cafeteria, library, gym, etc.

Table set up to accommodate 10-15 students per facilitator�

Remember your numbers… if you have a school of 300, you can expect roughly 30 students will need this additional, low level support. �

Overview: Tier II Systems

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Feedback Needs to Be Specific

Students need to know exactly why the points are being given.�
Someone should be able to ask a student “why did you get that 1 point today?”

Overview: Tier II Systems

“You did not have your book today so you have earned a 1 for Responsible. Please remember your book tomorrow.”

“You needed 1 reminder today to raise your hand in during math. That is a still a 2 for Respect as we do not expect anyone to be perfect.”

”You earned 0 points for Safe today because there were multiple instances of hands on others during reading, even after a calming break. Please remember our calm down strategies for keeping safe hands.”

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Adapting CICO

Guidance on Adapting CICO for Distance Learning
Adapt with critical features in mind:

Increased positive interactions with adults
Additional structure to the school day
Instruction and practice in self-monitoring behavior

https://www.pbis.org/resource/guidance-on-adapting-check-in-check-out-cico-for-distance-learning

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Critical Features of Tier 2 Interventions

Tier 2 Behavioral Interventions provide:

Additional instruction/time for student skill development,
Additional structure/predictability, and/or
Increased opportunity for feedback (e.g., daily progress report)
increased communication with families
include planned modifications to address a range of behavioral function, mental health needs, or academic skills

Let’s chat….

How do you see CICO meeting these critical features?

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TFI 2.6 Activity 1: �Aligning CICO to Critical Features

�

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.6 Tier 2 Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report).	• Universal lesson plans • Tier 2 lesson plans • Daily/weekly progress report • School schedule • School Tier 2 handbook	0 = Tier 2 interventions do not promote additional instruction/ time, improved structure, or increased feedback 1 = All Tier 2 interventions provide some but not all 3 core Tier 2 features 2 = All Tier 2 interventions include all 3 core Tier 2 features

TFI 2.6: Tier II Critical Features

TFI 3.0 – Item 2.5 – Options for Tier 2 Interventions

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.6: Critical Features

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.6 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

TFI 3.0 – Item 2.5 – Options for Tier 2 Interventions

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Report Out:�What do critical features look like, sound like?

Tier 2 Behavioral Interventions provide:

Additional instruction/time for student skill development,
Additional structure/predictability, and/or
Increased opportunity for feedback (e.g., daily progress report)
increased communication with families
include planned modifications to address a range of behavioral function, mental health needs, or academic skills

PBIS

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Staff Utilization and Allocation

Purpose:

Consider staff resources and allocation. Recognize that social-emotional-behavioral-mental health needs can not all fall on one person or team of people.�

Outcomes:

Understand the role of clinicians (and others) in schools has been shifting for some time now
Consider job titles in the building that could be expanded to include different tasks/roles

Overview: Tier II Systems

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TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS!

A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building.

(Lewis, 2009)

Overview: Tier II Systems

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We are moving from clinicians being the only response to identified social emotional needs, to being social emotional leaders of the building.

TO

Helping to build the capacity of the rest of the staff

As you continue to develop Tier 2/3 levels of support, consider this:

Overview: Tier II Systems

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For Clinicians this means

More consulting with systems �at Tier 1
More coordinating of interventions and teams at Tier 2
Focusing on direct facilitation of student teams and individualized plans at Tier 3
Building the capacity of the rest of the school to be able to help support social/emotional needs at the Universal level
Helping the school teams use data for decision�making vs. using subjectivity

Overview: Tier II Systems

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So who else can facilitate some Tier 2 Interventions like CICO?

Anyone!

Librarian
Office worker/Secretary
Paraprofessionals
Teacher
Custodian
Resource officer
Cafeteria worker
Volunteers
Community Agency Partners

Ideally, have to be a part of the school community �and live and breathe in the building �EVERY DAY!

Overview: Tier II Systems

Facilitators Wanted!

�Candidates are: individuals who are exceptionally pleasant, like kids, and are willing to be a trusted adult

PBIS

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Let’s Connect

Where might your system be with the idea of SEB is everyone’s job?

What might we need to do to engage additional staff?

PBIS

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.1: Team Composition &

TFI 3.0 – Item 2.1 – Team Composition

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TFI 2.1 Purpose & Outcomes

Purpose:

Develop a tier 2 leadership team that is representative of your staff and stakeholders.

Outcomes:

2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs. �

TFI 2.1: Team Composition

TFI 3.0 Highlight – Item 2.1 – Team Composition

• Expands membership for marginalized groups and relevant community partners

• Expands expertise to include mental health and trauma, coaching, academic instruction, equity, physical health, data systems

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Team Based Leadership & Coordination

Systems

Overall Goal of Tier 2 Team = ensure students in need of supports beyond Tier 1 receive support proactively and effectively

2 Types of Meetings:

Systems

Install and monitor the implementation of Tier 2 interventions

Individual Student Support

Aims to implement and monitor individual student progress on Tier 2 interventions

What team might you already have in your school that could be expanded or modified?

Select Evidence-Based Interventions (practices)
Connect all interventions to Tier 1
Monitor the fidelity of each intervention
Monitor the use of all interventions
Monitor the outcomes of all interventions

Let’s look deeper at systems. Having a team to lead and coordinate Tier 2 is a key system component. CLICK

The goal of a Tier 2 Team is to ensure that students in need of support beyond Tier 1 can receive support proactively and effectively.

To accomplish this goal, it is recommended that schools prioritize time for two types of meetings or conversations. CLICK

The first type of conversation is focused on systems. This conversation selects an array of evidence-based interventions matched to your school’s student need. Then monitors overall fidelity and effectiveness of implementing the selected interventions and establishes a routines for problem solving barriers to implementation. For example, a common system team conversation is establishing strong data decision rules for entry and progress monitoring to reduce the amount of time needed for team-based problem solving by individual student. CLICK

The second type of conversation is for individual student support. This type of conversation is often present in schools prior to official installation of Tier 2. This conversation aims to match students to appropriate intervention, progress monitor student response and determine when to fade or intensify support – one student at a time.

Ideally strong systems conversations reduce the number or amount of time spent on individual student support conversations.

There is no research or evidence of one specific way for schools to organize teams across a continuum of support. Sometimes these meetings are the same team, sometimes separate. It is important to consider your own school context and start by assessing what is already in place before adding new. CLICK

Consider for a moment: What team might you already have in your school that could be expanded or modified? PAUSE for 20 secs

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Engage with school, family, and community to implement the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

Commitment to positive school climate
SEB Curriculum development and alignment
Professional Dev and Coaching
Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 Systems

Tier 1

CICO

Continuum of SEB Groups / Complex SEB Groups

Modified CICO

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Instruction of skills, norms, and routines that model the SEB Expectations

Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 1/5/23 MWPBIS

FBA-BIP

Person Centered Planning

SEB Skills Groups

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Students’ Individual Support Teams

Individualized SEB Intervention

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Language from Confidentiality Brief:

SEB Support Teams. SEB support teams (also known as problem-solving teams) comprised of selected members of the systems planning teams (e.g. school psychologists, behavior specialists, school and/or community social workers, teachers, coaches), design simple interventions for students who may not be making progress from small group interventions that have been implemented with fidelity for a pre-determined amount of time. Typically, these teams focus on one student at a time (20-30 minutes per student) as a simple individualized support plan is designed. That student’s teacher(s) and parent or caregiver, and community partners who are currently supporting the student would actively participate in the meeting, as well as the student when appropriate. For example, a student who has been part of a coping skills group for eight weeks where emotional regulation strategies are being taught is still visiting the nurse’s office frequently to escape instruction. The SEB support team would meet with the student’s teachers, family members, and other partners to review data, discuss the function of the behavior, and create an intervention plan to provide an additional layer of support for the student. It is likely that parental consent or consent of a student over the age of 18 will be needed as identified information is often shared.

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REMINDER!!�Don’t forget to consider your teams!

TFI 2.1: Team Composition

Think of 1 team in your building that could be collapsed or removed and write it in the Chat Box.

TFI 2.1 Activity 1: Teaming Working Smarter Matrix

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Tier 2 Team Composition

Roles Needed:

TFI 2.1: Team Composition

Tier 2 systems coordinator(s)/coach(es)
School administrator
Representative group of educators (e.g., grade level/departmental, general and special education, certified and non-certified)
Individuals able to provide:

Applied behavioral support
Mental health and trauma
Academic instruction
Coaching
Equity
Physical health and wellness (e.g. nurse, health teacher)

Who might this be?

Social Workers, psychologists, school counselors, etc.
Administrators
General Education Teachers
Special Education Teachers
Paraprofessionals
Specials teachers (music, PE, librarian, etc.)
Mental Health Agency partners
Student and family representation

TFI 2.1: Team Composition

PBIS

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Defining Tier 2 �Roles & Responsibilities

Tier 2 Coach/Team Lead

Oversee and ensure fidelity of all Tier 2 interventions
Facilitate Tier 2 Systems Meetings
~ 5 hours / week

Intervention Coordinator

Oversee and ensure fidelity of one intervention
Monitors and reports data to Tier 2 Systems Team
~ 2-3 hours / week

Intervention

Facilitator

Deliver intervention with fidelity
Submit data to Intervention Coordinator
~ 1 hour / week

* One person could perform multiple roles. (i.e.: Coach & SEB Groups Coordinator or CICO Coordinator & CICO Facilitator)

TFI 2.1: Team Composition

PBIS

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Document Roles & Responsibilities

Tier 2 Roles & Responsibilities

PBIS

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PBIS 3 Tiered System of Support

Tier 2 Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

There is support and communication that travels between these roles�to ensure fidelity of implementation.

PBIS

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But Wait....�We do not have that many people on staff!

In a school with large staff and student enrollment, this may be what your system looks like. Lots of people wearing one hat, but more time for each hat!�
However, in a smaller school, staff may wear multiple hats and roles may take less time.

TFI 2.1: Team Composition

PBIS

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A Few Considerations...

As you design your system,

Take a look at what can come off of plates.

Assess what activities staff (i.e.: clinicians, librarians, interventionists, etc) currently spend time
Assess the outcomes of those activities
How might shifting their role to proactive measure change where time needs to be spent?

The time frames for roles are approximations.
Taking on multiple roles would most likely lower the approximation of each role.

For example, if one person is SAIG Coordinator and also facilitates 2 groups, they have less communication time for sharing data and problem solving fidelity.

TFI 2.1: Team Composition

PBIS

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Building Leadership Team

Tier II Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

Intervention Coordinator

TFI 2.1 Activity 2:

Staff to Support Tier 2 Implementation

Facilitator

PBIS

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TFI 2.1 Activity 3: �Define CICO Coordinator and Facilitator Responsibilities

Identify Person(s)	Responsibilities
Coordinator(s) for CICO: ��	��
Facilitators for CICO: �	�
Back-up Facilitators for CICO:	�

�

Tier 2 Roles & Responsibilities document to support

PBIS

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs.	• School organizational chart • Tier II team meeting minutes	0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise 1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80% 2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%

TFI 2.1: Team Composition

TFI 3.0 – Item 2.1 – Team Composition

PBIS

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.1: Team Composition

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.1 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

TFI 3.0 – Item 2.1 – Team Composition

PBIS

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.2: Team Operating Procedures

TFI 3.0 – Item 2.2 – Team Operating Procedures

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TFI 2.2�Purpose & Outcomes

Purpose:

Establish procedures to support efficient and effective team operation.

Outcomes:�

2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

TFI 3.0 Highlights – Item 2.2 Team Operating Procedures

• Regular two-way data sharing and communication with Tier 1 and Tier 3 teams

• Procedure for evaluating fidelity of team operating procedures (e.g., TIPS Fidelity Checklist)

• Formal process to monitor team norms

• Procedures to ensure all team members are able to participate as equal partners

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Tier 2 Team Roles

Roles Needed:

Administrator
Facilitator

Team leader / Tier 2 Coach

Minute Taker
Data Analyst

Intervention coordinator(s)

Active Team Member
Tier 1 Coach

** Assign back-up for each role.

TFI 2.2: Team Operating Procedures

Typically not

an administrator

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Tier 2 Facilitator Role�Team Leader / Coach

Preferred Skills:

Ask questions that lead to solutions
Encourage active participation
Provide feedback

Prompt tasks and timelines
Prepare agenda

Before meeting

Keeps flow of meeting and time
Asks for input and feedback

During Meeting

Determine follow-up needed
Support Intervention Coordinators, team members, and staff

After meeting

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Tier 2 Minute Taker Role

Preferred Skills:

Listening and summarization
Ask clarifying questions
Fluent with your meeting forms and technology

Support Facilitator with agenda preparation

Before meeting

Summarize dialogue and note action items with who, what, and when
Ensure all components of precision problem statement are identified
Ask questions to ensure clarity

During Meeting

Edit notes for accuracy
Share meeting minutes as defined by team within 24 hours

After meeting

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Tier 2 Data Analyst Role

Intervention Coordinator

Preferred Skills:

Asks analytic questions
Access to tier 1 and individual student intervention data

Prepare precision problem statement based upon current intervention data
Follow-up with needed facilitators for additional information

Before meeting

Report out intervention summary data

During Meeting

Collect individual student intervention data from facilitators
Documents monthly summary on Tier 2/3 Tracking Tool

After meeting

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TFI 2.2 Activity 1: Identify Team Member Roles

�

�Name	Role (Facilitator, Minute Taker, Data Analyst, Administrator, Active Team Member)	�Back-Up	�Email	�Phone #
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�
�	�	�	�	�

PBIS

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Improving Decision Making

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Problem

Solution

OLD Way

NEW Way

PBIS

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TIPS at Tier 2

Meeting Foundations

Problem Solving Process

PBIS

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Sample Tier 2 Agenda

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

Document attendance
Wellness check-in

Call meeting to order

Review agenda items
Add with team input

Establish Agenda

Review new Request for Assistance Summary
Review progress of tasks assigned last meeting
Review solutions and progress on last month’s precision statements
Update action plans as needed

Update progress

Review systems data based upon schedule
Intervention Coordinators report summary statements for interventions
Identify new precision problem statements

Analyze new data

Develop solution plans (what, who, when)
Identify goals
Determine fidelity and outcome data needed

Problem Solve New System Concerns

Discuss Organizational-Housekeeping Items

Evaluate meeting
Review date/time for next meeting
Ensure all items have action plan

Wrap-up meeting

PBIS

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Meeting Logistics and Roles

(TFI 2.2)

Team Members and Attendance

(TFI 2.1)

Agenda items for next meeting (TFI 2.2)

Schedule for Monitoring Overall System Effectiveness

(TFI 2.13)

Request for Assistance Summaries

(TFI 2.4)

Today’s Agenda items (TFI 2.2)

PBIS

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Tracking Intervention Progress Monitoring

(e.g., students experiencing success)

(TFI 2.11)

Precision Problem Statement

(TFI 2.11)

PBIS

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Precision Problem Statement

(TFI 2.11)

Organizational Housekeeping Items

Meeting Evaluation

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TFI 2.2 Activity 2: �Develop Meeting Procedures

��Meeting Schedule	Dates:	Time:	Location:
��Agenda �	What is format:	Who will create:	How will team add agenda items:
Identify format for Action Plan	�
Team Communication System	�
Communication procedures with staff	�

�

PBIS

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.	• Tier II team meeting agendas and minutes • Tier II meeting roles descriptions • Tier II action plan	0 = Tier II team does not use regular meeting format/ agenda, minutes, defined roles, or a current action plan 1= Tier II team has at least 2 but not all 4 features 2 = Tier II team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

PBIS

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.2: Team Operating Procedures

TFI 3.0 – Item 2.2: Team Operating Procedures

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.2 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

PBIS

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TFI 2.10�Purpose & Outcomes

Purpose:

Design a system a) to ensure students have early access to interventions and b) that allocates resources for efficient response.

Outcomes:�

2.10 Level of Use: Team follows written process to track proportion of students participating in Tier 2 supports, and access is proportionate.

TFI 3.0 Highlights – Item 2.9: Level of Use

• Expands to ensure Tier 2 is reasonable and equitable for student subgroups

• Looking at disaggregated data for decision making

PBIS

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Data-Based Decision Making�Numbers to Keep in Mind

80-90%: Percent of total population whose needs will be met by Tier 1 alone

5-15%: Percent of total population expected to need and be supported by Tier 2 interventions�
1-5%: Percent of total population expected to need and be supported by Tier 3 interventions�

PBIS

We know that 80-90% of students will respond to Tier 1 (teaching SW expectations, acknowledging students with high frequency, intermittent, and long term celebrations)

Research tells us that 5-15% of students will need additional supports. Within the 5-15%, 7-12% of students will benefit and research indicates will need an additional low lever Tier II support. If your numbers for CICO are low (5-6% or less), CICO will struggle to take hold and take off because not enough staff will be exposed to the intervention. All staff should know about and probably have a student who is identified to need the support of CICO. CICO is an extension of Tier I so quick and easy to deliver and gives students a boost of support from an adult.

We know that about 1-5% of students will need Tier III supports also. Students who need higher level interventions can benefit from CICO as a part of their more intensive intervention plan.

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Why do you want 5-10% on CICO?

Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support

CICO will be a layered support --- students in groups or with FBA-BIP can still benefit in CICO.

Teachers to request assistance and utilizing highly efficient, low-level school-wide interventions

Below 5%, your system is likely missing students or waiting too long to provide intervention.

�

Above 15%, resources are not being allocated proactively. Likely need to lower support to Tier 1.

PBIS

If your numbers for CICO are 5% or less, you are likely missing students who need supports or waiting too long to provide intervention.

We suggest designing CICO for 10% of student population.

• It helps to ensure that we are not waiting too long to provide support after students behavior indicates a need.

• We will recommend that CICO be a layered support. Meaning that students in a group will remain in CICO, but we will modified their DPR to include skills they are being taught in the group or students with an FBA-BIP can still be receiving CICO, but with an individualized DPR with replacement behaviors identified.

•The goal is to have teachers to request assistance and have students enter into our school-wide continuum of interventions sooner rather that putting in place interventions they design in their classroom. CICO is evidenced based, we can monitor implementation for fidelity of a school-wide intervention and more efficient for the teacher than designing their own intervention.

• More than 15% of school-wide population in tier 2 supports would indicate a need to bolster at tier 1 or more than 15% of students in a classroom, would indicate need to incrase tier 1 supports within calasroom.

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Let’s Connect

What is your total student �enrollment?�
What is 10% of your total school enrollment?

That is the number of students your CICO should be able to support at any given time�

Do the math and type your number into the chat box.

PBIS

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Tier 2 / Tier 3 Tracking Tool

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2.10 Level of Use	Team follows written process to track the proportion of students participating in Tier 2 supports, and access is proportionate.
2.11 Student Performance Data	Tier 2 team tracks proportion of students experiencing success (% of students being successful) and uses Tier 2 intervention outcomes data and decision rules for progress monitoring and modification.

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Tier 2 / Tier 3 Tracking Tool –�Google Sheet Version

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TFI 2.11 - Student Performance Data

TFI 2.10 – Level of Use

https://docs.google.com/spreadsheets/d/16Or3ThwymLJhKc8HsEmIiNYAVQiNtBTPGydbGQNSVZY/edit?usp=sharing

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The October Catch

50% of students who had 6 or more ODRs by end of year had 2 ODRs by end of October

Interrupt the referral pattern with intervention

Students who need support should be in an intervention by Halloween. --- Rob Horner

Target goal = have 10% of students supported by Tier 2 interventions by October

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TFI 2.10 Activity 1: �Developing System for Level of Use

��Identify Capacity of CICO to Support Student Population	What is the total enrollment of your building? �What is 10% of your total enrollment? �*Ensure you have identified enough facilitators to support your system. 10-15 students / 1 Facilitator �How will you monitor student accessing to Tier II supports each month is proportionate? (e.g.: Tier II/III Tracking Tool) �Decide on the tool you will use to track students in intervention and their response rate. (Tier II/III Tracking Tool) �

�

PBIS

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

Features	Possible Sources	Criteria
2.10 Level of Use: Team follows written process to track proportion of students participating in Tier II supports, and access is proportionate.	• Tier II enrollment data • Tier II team meeting minutes • Progress monitoring tool	0 = Team does not track number of students responding to Tier II interventions 1 = Team defines criteria for responding to each Tier II intervention and tracks students, but fewer than 5% of students are enrolled 2 = Team defines criteria and tracks proportion, with at least 5% of students receiving Tier II supports

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.10 – Level of Use

TFI 3.0 – Item 2.9: Level of Use

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.10 Activities

TFI 2.10 Activity 1: Developing a System for Level of Use

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.6: Tier II Critical Features

TFI 3.0 – Item 2.6 Decision Rules for Assigning and Exiting Intervention

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TFI 2.7 Purpose & Outcomes

Purpose:

Align Tier 2 interventions with behavioral function and develop a system to ensure interventions are matched to student need.

Outcomes:

2.7 Practices Matched to Student Need: A formal process is in place to select Tier 2 interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level). �

TFI 2.7 Practices Matched to Student Need

TFI 3.0 Highlights –

Item 2.5 – Options for Tier 2 Interventions

• Planned modifications to address a range of behavior function, mental health needs, or academic skills

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CICO Implementation for Common Functions of Behavior

Function

Systems

TFI 2.7: Practices Matched to Student Need

Appendix C TFI 3.0

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Is CICO Trauma Informed?

Relationship

Morning and afternoon CICO facilitator
Scheduled feedback from teacher
Behavior Specific Praise

Higher dose of Skill Teaching

Feedback on school-wide expectations

Safety, Consistency, Predictability

Consistent person to begin and end the day
Scheduled feedback

Regulation

All students in CICO select a regulation activity from short list each morning
Some (Modified CICO) check-in with special facilitator who l�leads a body scan with students before going to class

TFI 2.7: Practices Matched to Student Need

PBIS

Definitions of trauma informed and resiliency consistently define practices to support students impacted by trauma with 4 characteristics ---- strengthen relationships/attachment, teacher social emotional skill competencies, create safe, consistent and predictable environments and support regulation. The core features of CICO when implemented with fidelity support relationship/attachment, higher dose of skill teaching and safe, consistent, predictability --- teams should consider their data to determine the need for regulation --- is it an all in Tier II need support or some in Tier II need higher dose of regulation. Remember to ensure what is happening at Tier I --- do you need to add to Tier I to ensure higher dose at Tier II? For example, additional skills to matrix and teaching and how is regulation being taught and practiced at Tier I?

Regulation is in orange because most likely current implementation of CICO does not support much with regulation. Depending on their school-wide data on percentage of students they feel are impacted by trauma, they could add something to CICO to support regulation for ALL or SOME students.

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Messages on Continuum of Interventions

Start with low level tier 2 intervention such as, Check-in, Check-Out
Daily Progress Report card will support layering up of interventions
Small group instruction on specific skill sets

Social, coping, problem solving etc. skills as low level generic, higher frequency dosage of teaching
Skills are layered into DPR

Small group instruction to address a specific identified need

Use of screening, expanded data, referral

In general the recommended technical assistance is to have a low level tier 2 intervention, such as CICO, that is the first level of response for most data thresholds and request for assistance. CICO is a highly effective intervention matching multiple functions of behavior. When it is designed to be generic for all students in the intervention, it is an intervention that allows for efficient entry as well as implementation. It also allows further data collection to assist in matching students to higher levels of intervention based upon function. As you will see in other examples when defining exit criteria, CICO also provides efficient systems for monitoring the generalization of skills of higher levels of intervention.

There will always be exceptions to this general rule to begin with lowest level of intervention. For example, the intensity, frequency and/or duration of behavior is beyond the match to low level intervention like CICO or the student’s safety or others safety is at risk.

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

EXPECTATIONS	1st block	2nd block	3rd block	4th block	5th block	6th block	7th block
Be Safe	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Respectful	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Responsible	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

Mark will keep hands to self

Mark will hold up a yellow card to indicate needing a break

Mark will fill out assignment notebook

“Individualized Student Card for Mark” �(FBA-BIP)

Replacement behavior

Possible behaviors taught in previous SAIG groups

“SEB Groups”

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In, Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

SEB Skills Group

Other

Complex SEB Group

Individualized Team Development:�FBA-BIP�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

Individualized Mental Health Intervention

v1.23.23

PBIS

“Some schools think there is general education for students, and then special education for students who need more.

We rethink that, so all students have access to all three tiers of support.

The first thing we do is try CICO for students who need more.

-- We recommend designing the intervention for 10-15% of your population to ensure that all students who need SEB support are able to get it.

-- Entry criteria for CICO should be set to identify students as soon as we know there is a need.

-- CICO is a low level intervention and student need should be matched to the intervention. We can expect that approximately 30% of students in CICO will end up needing more, but CICO gives us a starting place and gathers additional data to provide additional insight into function of behavior.

Once we try that, and if they are not responding, we try other interventions, such as Modified CICO, SEB Skills groups, etc.

--- What other interventions do you have in your building you consider to be Tier 2?

We would recommend at least two tier 2 interventions (yellow boxes) before a student enters a problem solving/SEB Support conversation.

-- Always exceptions to this rule based upon frequency, duration, or intensity of behaviors.

-- Data decision rules are monitored by one person (Coordinator) to make decisions for students making progress.

-- We will define a Reverse Request for Assistance process that is asking the primary stakeholder(s) to give input into next intervention after CICO.

SEB Support team (standing team members representative of SEB expertise) reviews student data and past intervention to match student to higher tier 2 intervention (e.g., Complex SEB Group) or tier 3 interventions (red boxes)

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TFI 2.7 Activity 1: �Assessing Critical Features and Function�

Targeted Intervention	CICO	Modified CICO	SEB Groups	�Other
Access to Adult Attention	�	�	�	�
Access to Peer Attention	�	�	�	�
Access to Choice of Alternative/Activities	�	�	�	�
Option for Avoiding Aversive Activities	�	�	�	�
Option for Avoiding Aversive Social Peer/Adult Attention	�	�	�	�
Structural Prompts for “What to Do” Throughout the Day	�	�	�	�
At Least 5 Times During the Day When Positive Feedback is Set Up	�	�	�	�
A School-Home Communication System	�	�	�	�
Opportunity for Adaptation into a Self-Management System	�	�	�	�

TFI 2.7: Practices Matched to Student Need

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.7 Practices Matched to Student Need: A formal process is in place to select Tier 2 interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level).	• Data sources used to identify interventions • School policy • Tier 2 handbook • Needs assessment • Targeted Interventions Reference Guide	0 = No process in place 1 = Process for selecting Tier II interventions does not include documentation that interventions are matched to student need 2 = Formal process in place to select practices that match student need and have contextual fit (e.g., developmentally and culturally appropriate)

TFI 2.7: Practices Matched to Student Need

TFI 3.0 – Item 2.5 Options for Tier 2 Interventions

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.7: Practices Matched to Student Need

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.7 Activities

TFI 2.7 Activity 1: Assessing Critical Features and Functions

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item �

TFI 3.0 – Item 2.5 - Options for Tier 2 Interventions

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.6: Tier II Critical Features

TFI 3.0 – Item 2.3 Screening

TFI 3.0 – Item 2.4 Request for Assistance

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TFI 2.3 & 2.4 Purpose & Outcomes

Purpose:

Develop a process to identify students in need of Tier 2 supports, including a system for staff, families, and students to specifically ask for support.

Outcomes:

2.3 Screening: Tier 2 team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier 2 supports.

2.4 Request for Assistance: Tier 2 planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

TFI 3.0 Highlights –

Item 2.3 – expands to identify students with internalizing behaviors

Item 2.4 – RFA process accessible (e.g., most common home languages)

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Let’s Connect

How do students currently access tier 2 SEB supports in your building?

Are there specific data sources (e.g., ODRs, suspensions, attendance) monitored?
Does a team of people come together to make the decision?

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Key Components of a Single Request for Assistance Process

There is a continuum of interventions beyond Tier 1 defined that represents both school-based and community-based interventions.

There are data decision rules (e.g., data source and thresholds) in place for each intervention to identify when students might receive additional support to ensure early access.

One Request for Assistance form for all providers (e.g., school and community based) that families, students, and teachers may complete if a student is displaying a need not identified by data.

Defined routines and procedures outlining who is responsible, and what actions must occur, to efficiently connect students to the full continuum of interventions.

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What are data decision rules?

Identify expanded data sources and thresholds for matching student need to intervention

Include rules for how students:

How students are identified to begin intervention (IN)
How student data will be monitored for progress during intervention (ON)
When student will be successful to fade to lower intervention (OUT)

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Data decision rules identify data sources and thresholds to match students to interventions.

Data sources used for decision rules should be include data that is naturally occurring and have systems for collecting or could easily establish systems for collecting data. Data sources should also be expanded beyond traditional data sources that identify students with externalizing behaviors (e.g., office discipline referrals, suspension data) to include data sources that are likely to identify students with internalizing behavior needs. For example, data sources such as unexcused absences and visits to school nurse/counselor can help identify students displaying behaviors of internalizing need.
It is likely that each intervention within the continuum will utilize mostly the same data sources for criterion. Defining the threshold or number of occurrences for that data source to match to each level of intervention will be different. See samples in next slides.
When defining thresholds for low level tier 2 interventions, it is important to keep the critical feature of MTSS/PBIS in mind for early access to intervention. The idea is for students to be identified for intervention as soon as we know there is a need.

Data decision rules should include three components. Our shorthand for these components are rules for IN, ON, and OUT.

How students are identified to begin the intervention (IN)
How student data will be monitored for progress during the intervention (ON)
When the student will be successful to fade to lower intervention (OUT)*

*Note that when students do not meet the criteria to be faded out of intervention, then the systems for intensifying intervention should be applied to make a decision for next level of intervention.

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Why are Data Decision Rules helpful?

Promote earlier student access to intervention
Increase efficiency to monitor progress
Reduces disproportionate placements
Increases efficiency to identify students and monitor progress
Prioritizes outcomes over access to intervention

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Data decision rules create a screening mechanism for naturally occurring data sources, which promotes earlier student access to intervention. Decision rules should ensure students receive support at the first sign of need. Research shows that the earlier we can interrupt behavior patterns with intervention, the more successful students are with lower level of intervention.

Data decision rules also support systems to be more efficient. Not only with entry into interventions, but also with monitoring response. For tier 2 interventions (where the intervention should look the same for all students in the intervention), the goal will be to have decision rules that one professional with behavioral and data expertise (e.g., Intervention Coordinator) can monitor individual student progress rather than convening a team conversation to monitor response.

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Consider Multiple Data Points

Consider what data is collected at Tier 1 and ready to support in identifying students for Tier 2.

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

Expand beyond traditional discipline data (e.g., ODRs, suspensions)
Include time out of instruction indicators:

Attendance, nurse visits, counselor requests, hall passes

Multiple data sources help identify a range of SEB needs

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Ensure Quality Data

Select data sources that:

Have clear procedures for data entry
Are entered consistently across staff
Can generate easy-to-access reports

�

These indicators will not only support consistent student identification, but also ongoing progress monitoring.

�

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Data Thresholds�Important Considerations

Aim for early identification

Ensure students receive support as soon as need emerges
Set thresholds for early access to intervention

Example: A student with three suspensions likely needs more than a low-level Tier 2 support. A bandage won’t fix a broken ankle.

Local context matters

Student populations vary and risk levels look different from school to school
Data collection practices differ

Some schools rarely document administrator-managed behaviors, while others document consistently
Making thresholds differ, even when data sources are the same

Exceptions to the rules.

Example: A student that moves into your building with high frequency and intensive behaviors likely needs to be matched to a higher-level Tier 2 or Tier 3 intervention.

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Data-Based Decision-Rules: �Sample to Consider

a) Identification for CICO (IN):

Student is identified by meeting one of the following criteria:

2 or more ODRs,
2 unexcused absences,
2 incomplete homework assignments,
Request from family or school staff, etc.

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance or homework concern. Student may be transitioned into being a CICO student mentor.

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Consider Multiple Data Points

Traditional:

Minor Discipline Referrals
Office Discipline Referrals
In-School / Out-School Suspension
Loss of instructional time
Visits to nurse, counselor, secretary, administrator
GPA
Benchmark Testing
Incomplete classwork / homework
Unexcused Absences
Tardies
Students new to your school
Family, Teacher, or Student Referral

Considerations for Data Points for Distance Learning:

ODRs – redefine problem behavior and process for responding
Lack of engagement in instruction (example next slide)
Family/student wellness check-ins (example upcoming slide)
Support stronger request for assistance

When might a teacher be concerned?
Do students/families know about supports in place for students to access?

REMOTE

IN-PERSON

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CONSIDER THE NEED FOR� DECISION RULE EXCEPTIONS

Remember there is a need to have exceptions for extenuating circumstances (we have to have rules so we can have exceptions, otherwise everything ends up being an exception).

CICO continues to be the first line of defense, however there are exceptions/times when it’s not enough

We are sharing examples, considerations, things to think about, ways to think about exceptions

There are sometimes kids who already have IEP’s but haven’t had access to interventions outside of the IEP system/structure.

Not about creating new decision rules

Consider using multiple data points

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TFI 2.3 Activity 1�CICO Entrance Criteria

Develop Entrance Criteria for CICO
��Entrance into CICO (In)	Examples: Student is identified for CICO at the occurrence of 2 ODR. Student is identified for CICO at the occurrence of 2 unexcused absence. Student is identified for CICO with any rating of elevation on universal screener. ��Identify at least 3 data sources to monitor Data source __________________ Criteria/threshold for data source 1: ________________________________________ Data source __________________ Criteria/threshold for data source __________________________________________ Data source __________________ Criteria/threshold for data source 3: ________________________________________ �

�

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USING UNIVERSAL SCREENING DATA

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Considerations for getting started with Universal Screening

Have tier two interventions in place prior to doing a screening

District level initiative

Selection of Universal Screener
Consent
Process/Procedures for implementing

How often
Who is going to screen

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Data-Based Decision-Rules: �Sample to Consider

Identification for CICO (IN):

Student is identified by one of the following data criteria:

Moderate elevation in one domain on universal screener
2 or more ODRs
10% out of class time
Request for assistance from student, staff or family

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. DPR daily percentage is trending upward and ODRs/time out of class trending downward.

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or time out of class for 3 weeks. Student will begin the fading process.

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Planning Ahead at Tier 2 �for your Universal Screening Data

You know you are doing universal screening in September. Therefore, your PROBLEM-SOLVING TEAM schedules a half day meeting in early October to

Discuss aggregate universal screening results (e.g., classrooms, grade level)

Apply data decision rules of what to do for youth who are elevated on the screener (does anything need to change)

Problem solve around some individual youth who have the highest-level needs based upon the screener

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Universal Screening Resources

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www.pbis.org

https://smhcollaborative.org/universalscreening/

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REQUEST FOR ASSISTANCE PROCESS

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Let’s Connect

Do you currently have a procedure for staff, families, and/or students to request support?

Is there more than one procedure (e.g., one for social worker, one form for problem solving team)?
Is the request for assistance form easy to complete?
What are the procedures for submitting the form?
How can students, families submit form? Does the form need to be translated?
What is the response time between submission to student and staff receiving supports?

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Language Shift�within an Integrated System

Referral process transfers the responsibility and ownership for student’s mental health interventions to a separate person or system.

Hand-off approach

Request for assistance process places decisions about all interventions within a single set of blended teams.

Shared decision making

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Step 2b: Assess structures for identifying students who need access to supports. Traditionally schools have used a referral process that transfers the responsibility and ownership for student’s mental health interventions to a separate person or system, even when located and provided within the school. Integrated teams use an internal request for assistance process that places decisions about all interventions (e.g., who will deliver what interventions and how impact will be monitored) within the single set of blended teams. The use of a referral is reserved for circumstances outside the current scope of the integrated service teams such as students with specific medical or family support needs. Since this may be a substantial change for schools and partnering agencies, leaders will need time to assess the current process for requesting assistance and discuss strategies for modifying current procedures to reflect an integrated approach. The guiding questions in Figure 5.4 are designed to assist teams in assessing the current status of their process for identifying students who need additional supports so they can develop strategies for moving to a single request for assistance process to be used within the integrated system.

ISF Monograph volume 2 – Chapter 5: https://drive.google.com/open?id=1Ocu-ry95povUCnwPQRYsAdGuor5CElpf

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Considerations for RFA Process

Anyone should to be able to Request for Assistance at any time.

Students, Staff, Families
Anywhere there is a mention of support, link to RFA form (e.g., family newsletters, virtual ‘break rooms’ for students)

Ideally data is identifying most students early and RFAs decline

Creates efficient process to match student to intervention�
Training for both school and community employed staff will be necessary

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What does process look like?

One Request for Assistance form for all providers (e.g., school and community based)

One Coordinator assigned to review all Requests for Assistance

Coordinator matches student to low level tier 2 intervention or requests support at next SEB Support Team

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Sample Request for Assistance Form

Considerations for accessibility:

Use simple, jargon free language
Keep short and efficient to complete (less than 5 mins)

Use checkboxes and dropdowns when possible
Collect basic information of student, informant, and type of concern

Provide examples or brief guidance where needed
Offer form in multiple languages
Check usability on multiple devices
Consider same form for all respondents to promote efficiencies (see example with differentiated question based upon respondent)

Single Request for Assistance Process

Example from Echo Alternative School – ROE 21, Johnston City, IL

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Sample Scenario: �Request for Assistance Process

A teacher stops the school social worker in the hallway to discuss concerns about a student in their classroom being off task and putting hands on other students. The school social worker listens to the concerns and reminds the teacher of the RFA form. The school social worker prompts the teacher to complete the RFA that will likely start the student in CICO.

Coordinator receives RFA and passes onto the CICO Coordinator. The student begins CICO the next week.

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Sample Scenario:�Request for Assistance Process

A principal is meeting with a parent of a new student in the school. The parent is concerned about how the student will adjust and expresses concern for the student forming relationships. The principal discussing CICO with the parent and completes the RFA immediately following the conversation.

Coordinator receives the RFA and passes onto the CICO Coordinator. The student begins CICO the next week.

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Sample Scenario:�Request for Assistance Process

A family member reads a school newsletter that introduced the new community mental health clinician. The family member has concerns regarding changes in the student’s mood, withdrawing from friends and making negative statements about themselves. The family member clicks on the ”Request Help” button in the newsletter, which prompts completion of the RFA.

Coordinator receives the RFA and reviews student data. The student had slight elevation in internalizing domain of screener. The Coordinator contacts family and refers student to SEB Support Team to match intervention.

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Team Members and Attendance

(TFI 2.1)

Meeting Logistics and Roles

(TFI 2.2)

Schedule for Monitoring Overall System Effectiveness

(TFI 2.13)

Request for Assistance Summaries

(TFI 2.4)

Agenda items for next meeting

Today’s Agenda items

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Summary of Request for Assistance

Tier 2 Systems team monitors the screening and request for assistance process

Example: This month we received 5 Request for Assistances. 3 were from staff and 2 from families. 4 students started in CICO and 1 student was elevated to the problem-solving team.

As data decision rules and tier 2 systems are in place, the Requests for Assistances should go up or down?

PBIS

If RFAs are continuously high, might there be a piece of data that needs added to our entry criteria for Tier 2? Or a data threshold that needs to be lowered?

Check-in: As data decision rules and tier 2 systems are in place, the Requests for Assistances should go up or down? --- Answer – should go down.

This month we received XX RFA. XX were from staff, XX from students, and XX from families.

If RFAs are high, might there be a piece of data that needs added to our entry criteria for Tier 2? Or might the threshold for data criteria need lowered?

XX students this month were matched to XX intervention. XX were elevated to the SEB Support team.

Are most students being matched to lowest Tier 2 intervention? Or are they by-passing low level Tier 2 intervention? If by-passing, do we need to consider changing entry criteria?

On average students are being matched to an intervention within XX school days (i.e., TFI identifies 3 days as ideal).

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.3 Screening: Tier II team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier II supports.	• Multiple data sources used (e.g., ODRs, time out of instruction, attendance, academic performance) • Team decision rubric • Team meeting minutes • School policy	0 = No specific rules for identifying students who qualify for Tier II supports 1 = Data decision rules established but not consistently followed or used with only one data source 2 = Written policy exists that (a) uses multiple data sources for identifying students, and (b) ensures that families are notified promptly when students enter Tier II supports
2.4 Request for Assistance: Tier II planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.	• School handbook • Request for assistance form • Family handbook	0 = No formal process 1 = Informal process in place for staff and families to request assistance 2 = Written request for assistance form and process are in place and team responds to request within 3 days

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.3 Screening

TFI 2.4 Request for Assistance

TFI 3.0 – Item 2.3 and 2.4

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.3 & 2.4 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

Discuss in

breakout

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WRAP UP

Questions, Follow-up, Final Comments

Wrap-up: Tier II Training

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What questions do you have?

What needs more clarity?

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Share with us: Poll Questions

What questions do you still have after today? Or what continues to need clarity?

What went well today to continue through the next two days?

What are opportunities to improve?

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Welcome!

Tier 2 Team Training Day 1

Day 1	Day 2
Overview of Tier 2 Systems	Student Performance Data: Development of DPR
Tier 2 Intervention Critical Features	Student Performance Data: Monitoring Student Response
BREAK	BREAK
Team Composition	Accessing Tier 1
LUNCH (11:30-12:30)	LUNCH (11:30-12:30)
Team Operating Procedures	Staff, Family, and Student Engagement
Options for Tier 2 Interventions	What comes after CICO
BREAK	BREAK
Identifying Students for Support	Fidelity and Annual Evaluation

PBIS