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Check-In Check-Out Daily Progress Report

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Check-In Check-Out Daily Progress Report

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tier II CICO out video - - Video Search Results

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The search engine that helps you find exactly what you’re looking for. Find the most relevant information, video, images, and answers from all across the Web.

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Check & Connect® National Office offers onsite 2-Day Mentor Training in Minneapolis, MN! This interactive training equips mentors with the knowledge, tools, and strategies to support student engagement and success using the proven Check & Connect® model.

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The search engine that helps you find exactly what you’re looking for. Find the most relevant information, video, images, and answers from all across the Web.

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Functional Behavior Assessment Video Tier 3 

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Functional Behavior Assessment Video Tier 3 

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PBIS - Functional Behavior Assessment (FBA), Tier 3

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Elementary Lessons

These elementary SAIG (social academic instructional group) lessons are based on the circle format, revolve around restorative practices, and rely heavily on Skillstreaming (McGinnis, Ellen, and Arnold Paul Goldstein. Skillstreaming in Early Childhood: New Strategies and Perspectives for Teaching Prosocial Skills. Champaign, IL. Research Press, 2003.). Each SAIG with a group of students should last nine weeks. There are two group themes: Classroom Survival Skills and Emotional Management Skills.

The lessons contain all resources, discussions, and activities needed to conduct the SAIG with your students. Schools are invited to download any of the lessons and adapt them to fit their needs. Lessons are divided by grade-level bands, with the topics varying by grade level.

A variety of sources and resources were used in the creation of these SAIG lessons. Skillstreaming guides were a primary resource for the elementary lessons. We highly recommend getting a copy of the guide for your age group. Each guide contains more than 100 pages of time-tested best practices. The information on effective use of modeling and role play is especially helpful.

Circle Highlights

Each SAIG lesson is designed to be facilitated using community-building circle processes. Two articles -What Are Circles? and Circles for SAIGs - should cover everything you need to know in order to do this.

Mindfulness

In MPS, we are defining mindfulness as the "purposeful awareness of our thoughts, emotions, physical feelings, and environment in the present moment, without judgment." All SAIG lessons should start with a mindful practice. The facilitator of the SAIG can use any mindful practice that he or she is comfortable using with the group. Additional ideas can be found on our Mindful Practices mConnect page or the Menu of Mindful Practices resources.

Things to Consider

Following these "best practice" strategies will maximize the effectiveness of your SAIG:

Elementary Classroom Survival Lessons

PBIS refers to these as "academic behavior skills." Lessons are grouped according to grade level: K4-K5, grades 1-3, grades 4-5, and grades 6-8. Feel free to teach the lessons in any order that seems appropriate for the needs of your group. Each lesson is complete in itself. Some lessons may take more than one session to complete - especially if you choose to have each student design their own role play or if you choose to use the optional activities at the end of the lesson.

Elementary Emotional Management Lessons

PBIS refers to these as "problem-solving skills." Lessons are grouped according to grade level: K4-K5, grades 1-3, grades 4-5, and grades 6-8. Feel free to teach the lessons in any order that seems appropriate for the needs of your group. Each lesson is complete in itself. Some lessons may take more than one session to complete - especially if you choose to have each student design their own role play or if you choose to use the optional activities at the end of the lesson.

Elementary Attendance as a Responsible Behavior Lessons

High School Lessons

These SAIG lessons are based on the circle format and revolve around restorative practices and other sources. Each SAIG with a group of students should last nine weeks, with each school selecting the lessons that will fit the needs of its students. The lessons contain all resources, discussions, and activities needed to conduct the SAIG with your students. Schools are invited to download any of the lessons and adapt them to fit their needs.

Self-Care SAIG

The Self-Care SAIG (created in collaboration with the Wisconsin Department of Public Instruction) consists of six youth-driven sessions for middle and high school students. It can be used as a Tier 2 (small group) or Tier 3 (one-on-one) intervention. It is designed as a self-discovery tool and conversation starter with youth about their overall well-being. Youth will assess their well-being in eight different areas of their life and consider any new choices they would like to explore as well as the people who can support their choices. The planning process can help youth to understand the importance of balance across the eight areas of well-being. The SAIG culminates with an individual self-care plan that students can share with others if they so desire and update as needed. Students would be progress monitored with a DPR similar to other SAIGs.

Self-Care SAIG Family Notification Letter

Notification Letter ( Spanish)

Progress Monitoring

All interventions must be progress monitored on an ongoing basis to follow the student's progress through the intervention and to determine whether the intervention is meeting the needs of the student or whether adjustments to the intervention must be made. Elementary students should be monitored on a daily basis directly by their classroom teacher. The classroom teacher will also meet with the student about his or her behaviors during that block of time in class. For middle school and high school SAIG, all schools will be monitoring on a weekly basis (students receive daily scores, but the scores are collected weekly). Each teacher will have a form for students in the SAIG. On a daily basis, the teachers must meet with the student about his or her behaviors in that class period.

The student then receives a 1, 2, or 3 on "Be Safe, Be Respectful, and Be Responsible." Each week, scores will be recorded online for decision-making purposes.
Classroom Survival Emotional Management High School SAIG
Teachers' Role

The classroom teachers have the most important role of any Tier 2 intervention. They are the ones actually administering the intervention to the student on a daily basis through their positive interactions with the students. Working together, the student and the teacher set behavior goals and work toward them, with the teacher giving positive feedback on areas the student is doing well in and providing corrective feedback in those areas the student struggles with in his or her behavior.

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Social Academic Instructional Group (SAIG) Curriculum

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Curriculum created by Milwaukee Public Schools staff members for use in a social academic instructional group (SAIG) as a Tier 2 behavior intervention

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Check & Connect Student Engagement Intervention Model | Institute on Community Integration | University of Minnesota

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Check & Connect is a model to promote student engagement with school, reduce dropout and increase school completion.

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Check & Connect: A comprehensive student engagement intervention

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Sample Request For Assistance Forms 2022.docx

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Example Existing School Data Inventory .docx

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Padlet Layout: Tier 3 Supports for IEP Students

Core Principles of Tier 3

Card 1: Title: What is Tier 3?

Body: The most intensive, individualized level of support within the MTSS/RTI framework. For students with an IEP, these are the specially designed instructions and services legally mandated by their plan.

Icon: 🎯

Card 2: Title: Key Characteristics

Body:

Individualized: Tailored to the student's unique disability and needs.

Data-Driven: Based on comprehensive evaluation data (like an FBA or psycho-educational report).

Systematic & Explicit: Skills are broken down and taught directly.

Intensive: High frequency (e.g., daily) and small setting (1:1 or 2:1).

Icon: 🔑

Card 3: Title: The IEP is the Blueprint

Body: All Tier 3 supports are detailed in the IEP document:

Present Levels of Performance (PLOP)

Measurable Annual Goals

Special Education & Related Services

Accommodations & Modifications

Icon: 📋

Card 1: Title: 🧠 Reading

Body:

Programs: Wilson Reading System, Orton-Gillingham

Strategies: Explicit phonics instruction, repeated reading with feedback, direct comprehension strategy instruction (e.g., using graphic organizers).

Attachment Link: [Link to a sample Wilson lesson plan or a graphic organizer template]

Card 2: Title: ✍️ Writing

Body:

Strategy: Self-Regulated Strategy Development (SRSD)

Tools: Sentence combining exercises, speech-to-text software, explicit planning instruction.

Attachment Link: [Link to an SRSD checklist or a writing planning sheet]

Card 3: Title: ➗ Math

Body:

Strategy: Concrete-Representational-Abstract (CRA) sequence.

Focus: Direct instruction on math facts and number sense.

Tools: Specialized graphic organizers for word problems.

Attachment Link: [Link to a CRA sequence example or a word problem flowchart]

Column 3: Behavioral & Executive Functioning

Card 1: Title: 😊 Behavioral Support

Body:

Process: Functional Behavioral Assessment (FBA) -> Behavior Intervention Plan (BIP).

Strategies: Check-In/Check-Out (CICO), Social Stories™, direct social skills instruction, sensory breaks.

Icon: 📊

Card 2: Title: ⏱️ Executive Functioning

Body:

Time Management: Visual timers, chunking tasks.

Organization: Color-coded, mandatory binder checks.

Task Initiation: "First/Then" boards, Task Analysis checklists.

Icon: 🗂️

Card 3: Title: Related Services

Body: Tier 3 support includes:

Speech-Language Pathology (SLP)

Occupational Therapy (OT)

Physical Therapy (PT)

Counseling

Icon: 🤝

Card 1: Title: Who Delivers Tier 3?

Body:

Special Education Teacher (Case Manager)

Related Service Providers (SLP, OT, etc.)

Paraprofessionals (under teacher direction)

Icon: 👩‍🏫

Card 2: Title: Progress Monitoring is KEY

Body:

Frequency: Weekly or more often.

Tools: Curriculum-Based Measurements (CBMs), behavior tracking sheets, work samples.

Purpose: To make data-based decisions about continuing, adjusting, or fading the intervention.

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Title SlideTitle: Tier 3 Supports for IEP Students: Intensive, Individualized, & Effective

Subtitle: Ensuring Meaningful Progress Through Specially Designed Instruction

Presenter Name/Team

Slide 2: Agenda

What is Tier 3 Support?

The IEP as the Blueprint

Academic Support Strategies

Behavioral & Executive Functioning Supports

The Role of Personnel

Progress Monitoring & Data-Based Decisions

Slide 3: What is Tier 3? The Most Intensive Level

Bullet Points:

Highest level of support in MTSS/RTI.

For IEP students, it is the Specially Designed Instruction (SDI) outlined in their legal document.

Characteristics: Individualized, Data-Driven, Systematic, Explicit, and Intensive.

Visual: A graphic of the MTSS triangle with Tier 3 highlighted.

Slide 4: The IEP is the Tier 3 Blueprint

Visual: An icon of a document with the words "IEP" and arrows pointing to key parts.

Key Sections Driving Tier 3:

Present Levels: The "Why"

Goals: The "Destination"

SDI & Services: The "How" and "Who"

Accommodations: The "Access"

Slide 5: Academic Supports: Reading & Writing

Reading (🧠):

Intensive Programs (Wilson, Orton-Gillingham)

Explicit Phonics & Fluency Drills

Writing (✍️):

Self-Regulated Strategy Development (SRSD)

Assistive Technology & Explicit Planning

Visual: Icons for reading and writing alongside brief strategy descriptions.

Slide 6: Academic Supports: Math

Math (➗):

C-R-A Sequence: Concrete (blocks) -> Representational (drawings) -> Abstract (numbers).

Direct Instruction on Foundational Skills

Structured Word Problem Strategies

Visual: A simple graphic showing the three stages of C-R-A.

Slide 7: Behavioral & Social-Emotional Supports

The FBA/BIP Process (😊):

FBA (Functional Behavioral Assessment): Discovers the function of the behavior.

BIP (Behavior Intervention Plan): The individualized Tier 3 support plan to address it.

Other Strategies: Social Stories, Check-In/Check-Out, Sensory Breaks.

Visual: A simple flowchart: FBA -> BIP -> Implementation.

Slide 8: Executive Functioning Supports

Time Management (⏱️): Visual timers, chunking tasks.

Organization (🗂️): Color-coding, mandatory binder checks.

Task Initiation: "First/Then" boards, Task Analysis sheets.

Visual: Icons for time, organization, and a checklist.

Slide 9: The Team: Who Delivers Tier 3?

Special Education Teacher (Case Manager)

Related Service Providers (SLP, OT, PT, Psychologist)

Paraprofessionals (Under Direct Supervision)

Visual: Icons or photos representing each role.

Slide 10: Progress Monitoring: The Engine of Tier 3

Quote: "Without data, you're just another person with an opinion."

Key Points:

Frequency: Weekly or more.

Tools: CBMs, Probes, Tracking Sheets.

Goal: To make informed decisions about the student's program.

Visual: A simple line graph showing student progress over time.

Slide 11: Case Study: Lucas, 4th Grade

Disability: SLD in Reading (Dyslexia)

IEP Goal: [Example goal from earlier]

Tier 3 Supports:

1. 30 mins daily Wilson, 1:1

2. Audiobooks for content areas

3. Modified assessments

4. Twice-weekly fluency checks

Visual: A photo of a student reading with a teacher (stock image).

Slide 12: Key Takeaways & Resources

Tier 3 is individualized, intensive, and legally mandated by the IEP.

It relies on specialized strategies and a collaborative team.

Data from progress monitoring is essential for success.

Resources:

IRIS Center

Understood.org

Your District's SPDG (State Personnel Development Grant) Website

Slide 13: Q&A / Thank You

Title: Questions?

Contact Information