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Tier 2

Tier 2. Milwaukee Public Schools PBIS Professional Development. Tier II Starting Points. Universals firmly in place Data decision rules to identify students who need Tier 2 support (must be stuck to) Equal attention to student behaviors and systems (adult role) -attack the real problem

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Tier 2

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  1. Tier 2 Milwaukee Public Schools PBIS Professional Development

  2. Tier II Starting Points • Universals firmly in place • Data decision rules to identify students who need Tier 2 support (must be stuck to) • Equal attention to student behaviors and systems (adult role) -attack the real problem • Match intervention to student need • Students engaging in adult avoidance, don’t use CICO • ALL staff aware of interventions and their part in system

  3. Tier II Support Process • Step 1 – Insure Universals, including Classroom, in place • Step 2 – Student Identification Process • Decision Rules • Referral • Screeners • Step 3 – Check-In / Check-Out • Universal is 9 weeks (can alter) • Reach goal of 80% for 80% of the time for 4 weeks • Progressed off CICO • Progressed to more intense interventions • Step 4 – Monitoring • Match function of student behavior to intervention • Progress monitor • Step 5 - Evaluate Process

  4. Identifying students • Current data • 2 referrals in a month (K4-Grade 5) • 3 referrals in a month (Grade 6- Grade 12) • 2 suspensions in a semester • Teacher, Parent, Student Referral • Others (Minor forms, PBIS referrals, etc) • Screening • Will this work for student • If not, another intervention must be used Approximately 10%- 15% of total students • Throughout year, not at any single point

  5. CICO • Students meet with Mentor in morning (1 minute) • Go over goals for day, ensure student is prepared for a successful day • Students carry a Daily Progress Report (DPR) form with them all day (examples online) • Classroom teacher positively checks in with student a few times throughout day (less than a minute) • Student checks out with Mentor at end of day (1 minute) • Goes over points for the day, discusses day • Student takes copy of DPR home • See examples on MPS PBIS Youtube Channel

  6. Middle School DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

  7. Elementary DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

  8. Early Childhood DPR Each teacher marks DPR and has a conversation with student Student goes over DPR at end of day with their mentor

  9. Behind the Scenes • Mentor checks in and out with students • Conversations with students, collection of DPR cards • PBIS team reviews data monthly • Students who meet universal screener are discussed • Entered in CICO or another intervention (students cannot be ignored an intervention) • Team goes through any parent, teacher, or student referrals for students into Tier 2 • Team enters progress monitoring data in EXCEED • Team reviews data of Tier 2 students • Students stay on, advanced to higher levels of interventions, removed from Tier 2

  10. Your Role • Less involved than Tier 1 • Student will not be missing instructional time • Check-in with student throughout day • Not interrupting instruction • Have POSITIVE interaction/ conversation with student • What are they doing well, what can they improve • Remind student to check in with you

  11. Social and Academic Intervention Group (SAIG) • Is an additional Intervention to add onto CICO for students who need additional support • Not suggested to skip CICO and go directly to SAIG • Students meet weekly in a group focused on one specific problem behavior • Work on a replacement behavior • Students carry a DPR daily with specific behavior goal • Teacher completes DPR daily (same as CICO), but student does not have to check out with a mentor daily, but can

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