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tier 2
Tier 2- Secondary Interventions and Supports
Tier 2 interventions and supports are those designed for 10-15% of the students who are not responding effectively to the Universal Supports of the school. These students need more intensive interventions to reduce problem behaviors. The Tier 2 team members determine and monitor the entrance and exit criteria for Tier 2 interventions.
Tier 2 Team
Cleveland’s Tier 2 Team includes the principal, the school counselor (PBIS Internal Coach), the school psychologist, the District PBIS External Coach, and the Special Education teacher. The Tier 2 team meets twice a month to review school-wide data, teacher/parent requests for assistance, and the Universal Screener results to determine which students meet intervention entrance and exit criteria. Individual student progress is monitored and discussed. Staff is informed of student progress.
Tier 2 Interventions
There interventions are designed to be quickly accessed and highly efficient. Cleveland’s Tier 2 Interventions include Check-In/Check-Out (CICO), Individualized Check-In/Check-Out (CICO), Social/Academic Instructional Groups (SAIG), Mentoring, and Brief Functional Behavioral Assessments (FBA).
Check-In/Check-Out
The Check-In/Check-Out program is an intervention designed to increase the collaboration between school and home, and increase opportunities for self-management of behaviors. Behavioral expectations are defined and written on a point sheet as a visual reminder for the student. These expectations are retaught on a frequent basis. The program builds a regular cycle of check in and out with adults. It formalizes the consequences for problem behaviors across the home and school. Research shows that 80% of students in the CICO program are successful at increasing desired behaviors on a regular basis. The Tier 2 team identifies students who meet the entrance criteria for Check In/Check-Out.
General CICO Entry Criteria
- Student begins general CICO once he/she reaches 4 Points (this starts over every 4 weeks from when each student first gets an ODR)
- 2 points = Major ODR
- 1 point = Minor ODR
- Teacher request for assistance (Teacher fills out initial request for assistance form found in the staff workroom)
- Parent request
- Note- Students receiving Tier II support at the end of the previous school year will be monitored closely during the first 10 school days of the new school year. Prior to the new school year starting, a meeting between the new classroom teacher and school counselor will occur to review the previous school year’s intervention(s) and data. If a student receives 1 major ODR or 2 minor ODRs within the first 10 days of school, he/she will automatically begin Tier II support. If 0 ODRs are received within the first 10 days of the new school year, the student will follow the same criteria needed to qualify as all other students.
General CICO Exit Criteria
- Exit criteria- 80% for 80% of the time (16/20 days with no majors and 2 or fewer minors (2 points).
- If the student reaches the above goal, the student still checks in/out with his/her CICO person. However, the student keeps points him/herself for 10 additional school days rather than the teacher filling out the CICO sheet. After each class period, the student has a very brief conversation with his/her teacher as to if he/she self-monitored correctly. The teacher then initials that class period (the points can be changed if the teacher disagrees with the student’s self-monitoring points). Self-monitoring sheets are turned into the school counselor, and this data is also kept. For the entire time a student is on CICO (including self-monitoring), teachers and specialists should be having a positive conversation about why a student receives a certain score for that class period.
If a student will be starting a check-in/check-out intervention, the school counselor will send a letter home to parent(s)/guardian(s). The classroom teacher is also notified. The school counselor will also meet with the student to explain the CICO program. Finally, a check-in/check-out staff member will be chosen for the student.
Individualized Check-In/Check-Out
The Individualized Check-In/Check-Out program is modified to meet a specific student need. Some examples include individualized behavioral goals, positive reinforcement plan at school and/or home, lowering or raising an individual goal, and/or adjustments to self-monitoring requirements.
Individualized CICO Entrance Criteria
- Student gets 1 major, or 3 or more points (this begins after being on the general CICO intervention for a minimum of 10 days)
- Student does not meet his/her goal of 80% after 10 days of being on the general CICO intervention
- Teacher RRFA (Reverse Request for Assistance- forms in the staff workroom)
Individualized CICO Exit Criteria:
- Exit criteria- 80% for 80% of the time (16/20 days with no majors and 2 or fewer minors (2 points).
- If the student reaches the above goal, the student still checks in/out with his/her CICO person. However, the student keeps points him/herself for 10 additional school days rather than the teacher filling out the CICO sheet. After each class period, the student has a very brief conversation with his/her teacher as to if he/she self-monitored correctly. The teacher then initials that class period (the points can be changed if the teacher disagrees with the student’s self-monitoring points). Self-monitoring sheets are turned into the school counselor, and this data is also kept. For the entire time a student is on CICO (including self-monitoring), teachers and specialists should be having a positive conversation about why a student receives a certain score for that class period.
Social/Academic Instructional Groups (SAIG)
SAIG are small group interventions between the school counselor and student(s). Specific skills are targeted to help students improve behavior.
SAIG (Social Academic and Instructional Groups) Entrance Criteria:
- Student gets 1 major, or 3 or more points (this begins after being on the general CICO intervention for a minimum of 10 days)
- Student does not meet his/her goal of 80% after 10 days of being on the general CICO intervention
- Teacher RRFA (Reverse Request for Assistance)
SAIG Exit Criteria:
- 80% for 80% of the time (16/20 days with no majors and 2 or fewer minors).
Mentoring
If the Tier 2 team feels this would be beneficial, the team will refer a student to mentoring. The same criteria will be in place as the criteria for SAIG and CICO.
Brief Functional Behavior Assessment (FBA)
A brief functional behavior assessment (FBA) is completed when no other Tier 2 interventions are working for an individual student. The purpose of the FBA is to identify the reasons behind the behavior.
Steps for FBA
- First Step: have problem-solving team (PST) meeting with the following: school counselor, principal, classroom teacher, all staff working with the student, and school psychologist. After the staff agrees that an FBA is necessary, the school counselor sends parent/guardian a permission slip to sign in order to proceed with the FBA.
- Second Step: Once parent/guardian permission is granted, the classroom teacher and counselor fill out an Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers & Staff Part A.
- Third Step: The school counselor fills out the Competing Behavior Pathway- this is a summary of what the classroom teacher and school counselor discussed in the second step.
- Fourth Step: PST group meets again with the parent/guardian present. Now as a group, a BIP (Behavior Intervention Plan) is created with a focus on improving one skill at a time.
- Fifth step- every two weeks, the counselor looks at the data and assesses next steps on BIP. The school counselor reports back to the Tier 2 team regularly.
- If the above doesn’t work, then a Special Ed. referral may be appropriate.
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