CICO Self-Management/Fading/Graduation Possible decisions: continue with intervention with current goal, continue with the goal increased, teach self-management strategies, or fade intervention components IEP Response Actions & Next Student Grade Supporting Data Fade or Graduate Who? By When? (Y/N) Steps New Referrals To Tier II Team Possible sources: ODR data, teacher nomination, attendance, academic progress, screening tools IEP Referral Source & Relevant Response Actions & Next Student Grade Teacher Who? By When? (Y/N) Information Steps Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?
CICO Self-Management/Fading/Graduation Possible decisions: continue with intervention with current goal, continue with the goal increased, teach self-management strategies, or fade intervention components Student Grade IEP (Y/N) Supporting Data Fade or Graduate Response Actions & Next Steps Who? By When? New Referrals To Tier II Team Possible sources: ODR data, teacher nomination, attendance, academic progress, screening tools Student Grade IEP (Y/N) Teacher Referral Source & Relevant Information Response Actions & Next Steps Who? By When? Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?
1819-Example-Tier-II-Day-1-Activity-Workbook.docx