Training Day



Planning Phase T2 complete

70% or higher on Benchmarks of Quality, 80% or higher on SET and /or TIC

Partnership Agreement/Application Process Complete

Readiness Features

Administrator support and flexibility to change forms/process/agenda

Administration and core group of staff who have:

Willingness to study existing system, meeting structure and effectiveness of current programming

Willingness to use progress monitoring tools to track fidelity of program and impact on student behavior/skill acquisition

Training Day

: Face to Face/ Online/Hybrid

Options: Training can be delivered on line or face to face, can be consecutive training days or throughout professional development calendar

Entire Team attends all days of training, all members sign in each day of training

Registration includes: Team Membership, Contact Information, demographic information about school

Set Up:

Table/Rounds Teams sit together with their assigned behavior support coach

Team have access to training materials electronically (web based, flash drive,


Agenda allows time for team action planning and product development

Role of Facilitator/Trainer

Provides Overview, Critical Features, Provide range of examples

Sample Overview Presentations:

Building a System to Support CICO

Building a System to Support Advanced Tiers




Establish Problem

Solving Team


Advanced Tiers

Training Day(s) Outline




A Tier 2/3 team, including an

Activity 1

Team reviews

Team membership secured,

Coordinator identified,

Role and responsibilities administrator is identified to: example teaming complete a) develop an advanced structure, agenda

Tiered Structure complete (from tier process in the

T2 Basic to Individualized school

Team performs an

Wraparound Plan) b)provide information, modeling, feedback, audit of current T2/3 practices, current

Meeting time scheduled at least

2/month support and recognition for staff who implement

 teaming structure

Team reviews staff

Audit complete, guides action steps

Tier 2/3 interventions and presentations

Team uses agenda with standard format c) make decisions about students receiving advanced supports.




Teaming Structure

T2 Tools


Staff Presentations

Team provides information to faculty/staff about overall process

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



Communication System

A process for getting

Activity 2

Review documentation

Agenda and notes for each meeting distributed to other team leaders information to other informing

Multiple Communication school teams in stakeholders about mechanisms established to

 place

A process for getting

T2 intervention, process for referral provide ongoing info/training to staff, families, partners, information and expectations for community delivered to range of getting access to

Process for getting feedback in stakeholders is in support place

 place (formal and informal)

Process for getting

Brainstorm ways to provide information feedback is in place to families, school partners and school




Student Identification


Decision Rules for getting access to T2/3 supports is in place

Staff and Families are informed about how to get access to supports

Request for Assistance in place

Team responds to request within 3 days

Team determines if teachers require classroom support



Daily Progress Report is linked to SW expectations

Intervention has written materials that describe essential features

Intervention has formal way to teach students appropriate behaviors

Implementation of

Intervention requires no more than 10 minutes per day from any staff

A process for teaching staff how to implement each intervention is in place.

Monitoring Progress and Evaluating Impact

An information system is used to monitor DPR

Data is entered and reviewed weekly by community

Activity 3

Develop Request for

Assistance Form

Develop formal process and timeline for responding to requests

Activity 4

Develop a Daily

Progress Report

Develop written description for each intervention

Develop lesson plans to teach student expectations

Develop process to teach staff how to implement

Activity 5

Determine computer application to use to track information


Excel Template

Request for Assistance in Place

Staff and Family training is complete

Team uses natural “screeners”

(Time out of class form, RFA,

ODR, classroom report, academic benchmarks etc) to identify students and access is available when other data sources have not identified student

DPR is complete and used to monitor student progress

DPR can be modified to track individualized goals

Lesson Plans are linked to Tier 1

SW expectations, teaching matrix and are used to teach students on a regular basis

Professional Development

Calendar includes days for teaching and re-teaching staff each intervention

Follow along activities are used to ensure staff help students generalize appropriate behavior from the intervention group to the classroom

Staff agenda allocate minutes for Tier 2 updates

Information system in place

Tracking tool in place and used during each meeting

Decision Rules are established and modified as needed

 intervention coordinator

Data tracking tool is used by team to monitor fidelity

Decision Rules are used to determine next steps

Review Tracking Tool

Adapt to fit school’s unique needs

Establish decision rules to determine appropriate intervention, rate of progress, fade and increase support as needed