Tier 2 Problem Solving & Action Planning Tier 2 Interventions: Possible items: fidelity, intervention/function mismatch, modifications needed, student meets criteria for C=CICO fading/graduation HC=Homework Club Reading Rx2=Double Possible decisions: meet with teacher, change intervention, conduct FBA, fade to fewer check-in periods, exit BrBetter= Breaks are Better intervention Student Grade IEP Precise Problem & Response Who? By Goal & Fidelity of Outcomes/Updates Initials/ID Current Levels Actions When? Timeline Implementation Y/N & Next Steps Problems: Include Who, what, where, when, why, & Identify current how often intervention(s) D.B. K N defiance at the Begin CICO JB 1/16 Start with Mr. D. to check 2 Major ODRs in beginning of class is 70% in with teachers past two weeks escalating possible and report at next & seems to be related to points 75% week’s mtg 4 Major ODRs in peer and adult attention of days by (2/17) past month during whole group 3/1 instruction L.H. 6 N In app. Lang. in common Started CICO 1/5 3/1 Start with Mr. D. to check Has met goal 4 of 5 area; before, during and Continue CICO 70% in with teachers days, no ODRs or school, related to peer possible and report at next minors attention. points 75% week’s mtg of days by (2/17) 3/1 New Referrals to Tier 2 Supports Possible sources: SWIS data, teacher nomination, Request for Assistance form Standard procedure: Referral, assessment, determination within 48 hours, parent/student notification, parent/student introduction, begin CICO Student Grade IEP Referral Referral source Response Actions Who? By Goal & Timeline Y/N Date & relevant information & Next Steps When? 1/14 ODRs Start CICO DJ 5 N Inappropriate language in Mr. D. 1/16 6 weeks minimum on CICO hallways during transitions 80% of points 80% of time for 3 to get peer and adult atten weeks
Tier 2 Problem Solving & Action Planning Possible items: fidelity, intervention/function mismatch, modifications needed, student meets criteria for fading/graduation Possible decisions: meet with teacher, change intervention, conduct FBA, fade to fewer check-in periods, exit intervention Tier 2 Interventions: C=CICO HC=Homework Club Rx2=Double Reading BrBetter= Breaks are Better Student Initials/ID Grade IEP Y/N Precise Problem & Current Levels Problems: Include Who, what, where, when, why, & how often Response Actions & Next Steps Identify current intervention(s) Who? By When? Goal & Timeline Fidelity of Implementation Outcomes/Updates D.B. K N defiance at the beginning of class is escalating & seems to be related to peer and adult attention during whole group instruction Begin CICO JB 1/16 Start with 70% possible points 75% of days by 3/1 Mr. D. to check in with teachers and report at next week’s mtg (2/17) 2 Major ODRs in past two weeks 4 Major ODRs in past month L.H. 6 N In app. Lang. in common area; before, during and school, related to peer attention. Started CICO 1/5 Continue CICO 3/1 Start with 70% possible points 75% of days by 3/1 Mr. D. to check in with teachers and report at next week’s mtg (2/17) Has met goal 4 of 5 days, no ODRs or minors New Referrals to Tier 2 Supports Possible sources: SWIS data, teacher nomination, Request for Assistance form Standard procedure: Referral, assessment, determination within 48 hours, parent/student notification, parent/student introduction, begin CICO Student Grade IEP Y/N Referral Date Referral source & relevant information Response Actions & Next Steps Who? By When? Goal & Timeline DJ 5 N 1/14 ODRs Inappropriate language in hallways during transitions to get peer and adult atten Start CICO Mr. D. 1/16 6 weeks minimum on CICO 80% of points 80% of time for 3 weeks
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