Tier 2 Team Time Implementation Workbook

1. Establish Problem Solving TeamTeam Should Assess Status of each Critical Feature. Activity 1 will assist the team during planning time. The team should use the guiding questions to critically assess status of the Feature 1: Problem Solving Team. Once the team discusses areas of strengths and areas of need, the team will list at least 2 action steps that will be used to strengthen areas of need.Problem Solving Team: A Tier2/3 team including an administrator identified to :

a.) develop an advanced tier process in the schoolb.) provide information, modeling, feedback, support and recognition for staff

who implement T2/3 interventionsc.) make decisions about students receiving advanced supports

Status: Achieved, In Progress, Not Started

Date:(MM/DD/YY)

Establish Problem Solving TeamCoordinator Identified

Status:

Administrator on team and attends meetings

Regular Meeting Schedule, effective operating procedures Status:

Advanced Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Roles and Responsibilities EstablishedStatus:

Advanced Audit of Current Practices within 3 Tiered Logic Complete Status:

Clear Outcomes defined and linked to School Improvement Goals Status:

Professional Development calendar includes time for teaching T2 structure, core features and staff expectations

Activity 1a: Advanced Audit of Current Practices

Use the blank triangle on the following page to complete Activity 1:

Step 1: Identify all programs/initiatives/common practices by tier Tier I- How do you support all children? Core Curriculum- “everyone gets”Tier II, III How do you support students who need more support? How do you build on the foundation so that all Tier II, III activities are a natural extension of core curriculum?

Guiding Questions:

Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?

Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for Assistance? How long does it take to get supports in placeCommunication: How do your academic and behavior teams communicate with each other ?Coaching and Staff Support: What are the structures that support skill development for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and performance feedback? (Coaching)

Data: Decision Rules about how students get access? What tools to measure fidelity and progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

Students with 0-1 major discipline referrals

Step 1: Advanced Audit of Practices within Three-Tiered Model of Support

School: ______________________________

Date: ____/____/_____

List Core practices provided to all and intended support most

List Strategic/Targeted practices provided to some for support

List Individualized/Intensive practices provided to a few for support

Activity 1b: Advanced Working SmarterUse the Working Smarter worksheet to complete the next two steps:

Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, grade level, parent support etc)Step 2: Complete the Working Smarter document

Working Smarter Worksheet

Workgroup/Committee/Team

Outcome/Link to SIP

Who do we serve/support?What is the ticket in?(Decision Rule)

Names of Staff on team

Tier?Non-NegotiableDistrict Mandate?

How do we measure impact?

Step 3: Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBS into our committees?

Determine your next step.Based on your team time discussion, list 2 action steps

Action Steps Who? When? Establish Team Coordinator

Identified

Administrator on team

Effective team operating procedures

Advanced Audit of teams/initiatives

Advanced Working Smarter

Roles and Responsibilities

Linked to School Improvement

a.

b.

c.

d.

e.

2. Establish Communication System

Activity 2 will assist the team during planning time. The team should use the guiding questions to critically assess status of the first part of Feature 2: Communication System. Once the team discusses areas of strengths and areas of need, the team will list at least 2 action steps that will be used to strengthen areas of need.Formal communication systems should be established to ensure:

a.) a process for getting information to and from other school and grade level teams

b.) a process for getting information to stakeholdersc.) process for getting feedback

Communication System Team has formal process for getting referrals

Status:

Team provides expectations to faculty about getting access for support for range of student concerns

Status:

Team provides training to range of stakeholders Status:

Team provides agenda and notes to other team leaders

Activity 2 Review current procedures and overall process for getting and providing

information to: Other teams, faculty, stakeholders (family, community)

Review current referral procedures and paperwork. Does the school have flexibility to adjust teaming structure and procedures?

Evaluate efficiency and effectiveness. Survey staff to get more info about making process easier.

Complete Action Steps

Activity Activity Task Analysis Who WhenCommunication System Distribution of

agenda, minutes to other team leaders

Referral process Paperwork process Process for getting

feedback

a.

b.

c.

d.

3. Student Identification Process

Activity 3 will assist the team during planning time. The team should use the guiding questions to critically assess status of Feature 3: Student Identification Process. Once the team discusses areas of strengths and areas of need, the team will list at least 2 action steps that will be used to strengthen areas of need.

Student Identification ProcessDecision Rules for getting access to T2/3 supports in place

Status:

Develop a Request for Assistance Form Status:

Develop a process for requests Status:

Develop timeline for responding to requests Status:

Overview and plan presented to faculty Status:

Activity 3 How do students get access to additional support? Are the decision rules in

place and formalized? What data do you use to make decisions? (natural screeners such as office referral, classroom reports, academic benchmarks, etc)

How do new staff and families get that information? Should you modify current RFA? Review examples.

How will you introduce RFA to your faculty? How will you introduce to families?

• Complete Action Plan :

Activity Activity Task Analysis Who When

Student Identification Process

Request for assistance in place

Staff and family training in place

Team uses “natural screeners” to make decision rules to get access to support

a.

b.

c.

d.

e.

4. Intervention Implementation

Activities 4 will assist the team during planning time. The team should use the guiding questions to critically assess status of Essential Feature #4: Intervention Implementation Developed. Once the team discusses areas of strengths and areas of need, the team will list at least 2 action steps that will be used to strengthen areas of need.

Intervention ImplementationIntervention Audit complete Status:

Daily progress report is standard for each intervention and linked to SW expectations Status:

Interventions have written materials that describe essential features Status:

Intervention has formal way to teach students process, skill to be successful Status:

Implementation of intervention requires no more than 10 minutes/day from any staff Status:

A process for teaching staff how to implement each intervention in place Status:

Activity 4• Complete T2 Intervention Audit Daily Progress Report (DPR) School has a standard Daily Progress Report/ CICO

point card with the following information: a. Defined # of check-in periods (up to ten) b. Defined # of expectations/goals (up to five) c. a three point rating scale Daily Progress Report can be modified to each T2 intervention Review DPR examples Review written materials.

Intervention AuditFeature 2=Fully in place 1= partially in place 0=not yet started

Intervention

1. There are personnel identified to coordinate and deliver the T2 strategy and personnel have adequate time for this responsibility.

2 1 0 2 1 0 2 1 0 2 1 0

2. The T2 strategy is consistent with the SW expectations.

2 1 0 2 1 0 2 1 0 2 1 0

3. The T2 strategy is established within the school and does not need unique development/modification for each student.

2 1 0 2 1 0 2 1 0 2 1 0

4. The T2 strategy includes a formal process for teaching appropriate behaviors.

2 1 0 2 1 0 2 1 0 2 1 0

5. The T2 strategy includes regular opportunities to perform appropriate behaviors. (practice new skill in classroom and other settings)

2 1 0 2 1 0 2 1 0 2 1 0

6. The T2 strategy includes frequent communication with the family.

2 1 0 2 1 0 2 1 0 2 1 0

7. The T2 strategy has written materials that describe core features and purpose.

2 1 0 2 1 0 2 1 0 2 1 0

8. The T2 strategy includes orientation material and procedures for the staff, substitutes, families and volunteers.

2 1 0 2 1 0 2 1 0 2 1 0

9. The T2 strategy requires less than 10 min per day of any instructional staff to implement.

2 1 0 2 1 0 2 1 0 2 1 0

10. Documented, data-based decision rules are used to determine which students begin the T2 strategy.

2 1 0 2 1 0 2 1 0 2 1 0

11. Documented, data based decision rules are used to monitor, modify, or discontinue student involvement in the T2 strategy.

2 1 0 2 1 0 2 1 0 2 1 0

12. Fidelity for the T2 strategy is assessed.

2 1 0 2 1 0 2 1 0 2 1 0

Identify data source to assess student progress toward goal.

Define success for each student for each T2 strategy.

Use tracking form to determine % of students meeting goal, # referred

Activity Activity Task Analysis Who When

Intervention implementation

DPR linked to SW expectations

Process to teach staff and students

Professional development calendar includes days for teaching

Follow along activities are used to ensure students generalize from group to classroom

Staff agenda includes time for updates

a.

b.

c.

d.

e.

5. Monitoring Progress and Evaluating ImpactActivities 5 will assist the team during planning time. The team should use the guiding questions to critically assess status of Essential Feature #5: Monitoring Progress and Evaluating Impact . Once the team discusses areas of strengths and areas of need, the team will list at least 2 action steps that will be used to strengthen areas of need.

Monitoring Progress and Evaluating ImpactInformation System in place Status:

Data used to guide agenda Status:Tracking tool used during each meeting Status:Decision Rules are established and used to determine next steps.

Activity 5• Determine computer application to use to track student progress Review Tracking Tool Review Decision Rules• Review Examples• Develop Action Steps

Activity Activity Task Analysis Who When

Monitoring Progress and Evaluating Impact Information system

in place Data tracking tool

used to guide effort Decision rules used

to determine next steps

a.

b.

c.

d.

e.