Coffee Talk - Tier 2 supports

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Today we will be following:

Mike

• 7th Grade Male
• Parents divorced last year
• Displaying signs of anger/aggression
• Starting to come late to school sometimes
• Grades: more Ds and 1 F
• Enjoys sports and skateboarding

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Mary

• 1st Grade Female
• History of academic struggle
• Lives with Grandmother
• School avoidant
• Struggles with anxiety
• Loves art

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General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Breaks are Better

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MIKE

• Mike is in Mrs. Smith’s class.
• Each class is taught a behavioral lesson plan every Monday from 9:00-9:15.
• The lessons are always prepared by the “lesson subcommittee” of the Universal Team and then placed in teachers’ mailboxes on Fridays to be delivered by the teachers the next Monday.
• Mike receives Falcon Feathers for engaging in the appropriate behavior throughout the week that the lesson plan highlights. He has received 15 so far this year.
• His name was pulled out once during a lunchtime monthly drawing where he received a School wide Recognition pass. He also participates in the monthly assemblies.

MARY

• Mary is in Mr. Jones class.
• The 1^st grade class has SecondStep lessons every week in their class. 1^st grade does their lesson on Wednesdays from 9:00-9:20.
• Mary receives Cardinal Cards for meeting the Schoolwide Expectations of Be Safe, Respectful and Responsible.
• Her name was drawn at the all school assembly and she earned an extra recess for her class which was supervised by the principal and her teacher got 10 “free” minutes.

Consider your Tier 1 supports

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• Is your school teaching the behavior �expectations to all youth regularly?
• Is your school monitoring the student outcome data at the Tier 1 level?
• Are ALL youth able to access the Tier 1 acknowledgment system? Are the students motivated by the system?
• Are a variety of methods used to acknowledge students?
• What other considerations are taking place at Tier 1?

General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Breaks are Better

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MIKE

• Today Mike has just received his second Office Discipline referral of the month.
• The last one was for disrespectful language to the music teacher
• This one was for walking out of the classroom when he did not want to follow his teachers directions.
• The Assistant Principal noticed that Mike received his second ODR this month and sent his name to the CICO coordinator (school counselor) who started the process of entry into the intervention:
• Contacting/orienting family
• Contacting/orienting student
• Contacting/orienting necessary staff

MARY

• Today Mary has been identified as spending 10 or more minutes outside of her classroom (at a time) for the 3^rd time this month.
• The 1st was in the Nurse’s office
• The 2^nd one was in the Nurse’s office
• The 3^rd one was in the Library
• The CICO coordinator (counselor) noticed that Mary had been documented as being “somewhere other than class” for the third time this month. This prompted him to start the process of entry into the intervention:
• Contacting/orienting family
• Contacting/orienting youth
• Contacting/orienting necessary staff

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Examples of Data Used to Identify Students in Need of a Simple Secondary Intervention

• Student outcome data:
• Office Discipline Referrals
• Grades / Credits
• Suspensions
• Attendance
• Tardies
• Nurses office visits / Clinician office visits
• Time spent in areas other than classrooms
• Response to lower level interventions

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• Requests for Assistance made by teachers, family members and/or students

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Always exceptions to the “rule”

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Entry Criteria

Begin thinking about your criteria points for entry into Tier 2 (CICO)?

• What data sources (criteria) will you use to identify students in need of CICO?
• Are you considering students with externalizing and internalizing characteristics in your criteria? Who will look at the data for entry?

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• Who is looking at this data?

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• How often will this data be considered/reviewed?

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• �

MIKE

• 3 Days later Mike enters into Check In Check Out.
• He was randomly assigned to check in at �location #2 (in the media center).
• Mrs. Smith the librarian stations this desk in the morning.
• The goal for Mike (as with the other students in CICO) is to achieve 80% of his points/80% of the time.
• Because Mike was identified through ODR data, the team will look to see that no more than 1 ODR is accrued during his time in CICO

MARY

• Mary enters into Check In Check Out the next day.

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• Mary will check in and out at location #3 located by the bus entry to the building.
• Jason, a para, stations this desk in the morning.
• The goal for Mary (as with the other students in CICO) is to achieve 80% of her points/80% of the time
• Because Mary was identified through “time out of class” data, she will also need to not accrue any further instances during her time on CICO to be considered “responding”

General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Breaks are Better

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MIKE

• After 2 weeks, Mike has not received higher than 30% of his points on his Daily Progress Report card.
• The CICO coordinator noticed this concerning data and sent a Reverse Request form out to Mike’s classroom teacher.
• On the form, the teacher checked off the box “SAIG group”- problem solving skills.
• The teacher returned the form to the CICO coordinator.

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• Mike will start in the group on Friday.

Example of SAIG within your building...

Example of Groups

Skills

Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

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Possible behaviors taught in SAIG groups

“Social & Academic Instructional Groups”�(problem solving skills group)

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

MIKE

• The Problem Solving Skills group meets 1 x per week during lunch.
• A para-educator leads the group.
• The curriculum was put together by the counselor based on the Second Step Curriculum.
• The counselor lead the group once with the para as a co-facilitator, and now the para leads the group herself.

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MARY

• After 6 weeks, Mary has been hovering around the 65-70% range for points earned on the DPR card.
• The CICO coordinator has been monitoring this data and today, sent a Reverse Request form out to Mary’s teacher
• The teacher check off CICO with individual feature as the next intervention to try for Mary. He thinks Mary will have success meeting with Mrs. Smith- the Art Teacher.
• The teacher returns the form to the CICO coordinator.
• Mary will start this next week.
• In the mean time the CICO coordinator talked with Mrs. Smith and will make sure she is on board before starting with Mary.

General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Mentoring

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MIKE

• Mike has been in the Problem Solving SAIG group for 6 weeks.
• He is receiving approximately 55% of his points on his DPR card 80% of the time, and he has received 2 Office Discipline referrals since he started the group.
• The school psychologist will be doing the background work needed to fill out the FBA and come with suggestions to the BIP Problem Solving Team meeting.

MARY

• Mary has been in individualized CICO for 6 weeks now.
• She has been receiving 85% of her points 90% of the time and has been attending all of her classes.
• The Tier 2 Coordinator is going to talk with Mrs. Smith (art) about beginning the transition process.
• Mary and Mrs. Smith will continue meeting and will start to add more time in-between sessions with one another.
• Then Mary and Mrs. Smith will start to make the sessions shorter.
• As Mary starts to transition back to only CICO, Mrs. Smith (the Art Teacher) will transition into being her CICO facilitator, thus the intervention will become less intensive.

General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Mentoring

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MIKE

• Mike has been in the Problem Solving SAIG group for 6 weeks.
• He is receiving approximately 55% of his points on his DPR card 80% of the time, and he has received 2 Office Discipline referrals since he started the group.

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• Ms. Timmons, the school psych completed Mike’s Functional Based Assessment (FBA).
• She observed Mike and interviewed Mike’s classroom teacher

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• It is hypothesized that when being given directions or re-directions Mike will shout out or make disrespectful remarks to the teacher (i.e. “this is stupid,” “I don’t need to be here anyway,” “I hate this class,” etc. to avoid work.
• Mike’s replacement behavior is that he is going to use a break card to indicate to the teacher that he needs a break.
• A plan is made to teach him how to use this replacement skill. He will receive extra falcon feathers when he uses the break card appropriately rather than making disrespectful comments.

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

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Mike will keep hands to self

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

Mike will bring materials to class

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

Replacement behavior

General Education & Special Education

Tier 1/Universal �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out

Check-In-Check-Out�with Individualized Features

Social/Academic Instructional Groups

Mentoring

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

MARY

• Mrs. Smith (Art teacher) has been meeting with Mary daily for CICO in the Art Room.
• Mrs. Smith and Mary spend the typical 1-2 minutes in the morning and the afternoon checking in.
• After about 5 weeks, Mary continues to be successful on CICO. She is receiving 85%-90% of her points 85% of the time, Mary has officially “graduated” from CICO.
• Mary will start to self-monitor on her own CICO card.
• Mrs. Smith and Mary will not formally meet any longer, but Mary can come and see here when desired, just like other youth in the building do.

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MIKE

• As part of Mike’s Behavior Intervention Plan, he will continue on CICO, but his check-in facilitator will now be the gym teacher, Mrs. Miller (a positive person for Mike).
• Mike will also go through a second round of the Problem Solving SAIG to support the teaching of desired behaviors.

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In Sum…

Mike

• 5^th grade student
• Access to Tier 1 Supports
• CICO after 2 weeks (<30%)
• SAIG Group Added
• 2 Rounds of Problem Solving Skills Intervention
• FBA-BIP

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Mary

• 1^st grade student
• Access to Tier 1 supports
• CICO-6 weeks (65-70%)
• Individualized Added-6 weeks (85%)
• Self Monitor
• Art teacher becomes CICO
• Informal Meeting with Art teacher

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Coffee Prize Winner...

Nicholle Todd

Thank you!!!

Next Coffee Talk:

Tuesday, December 7, 2021

Establishing Neutralizing Routines

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Questions?

Scott Eckman, NeMTSS Regional Lead (scott.eckman@esu6.org)

Amy Colwell, NeMTSS Early Childhood Implementation Facilitator (amy.colwell@esu6.org)

Heidi Farmer, ESU 6 MTSS Coach (heidi.farmer@esu6.org)

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