Building and Sustaining a Tier 2/3 System Columbia Middle School Mary Beth Allmann, Principal Daniel Poo, Asst. Principal Gladys Mazariegos, Social Worker

Social Emotional Well-Being Instructional Practice Asset Building Mindset / Policies / Language Cultural Competency Positive Relationships School Environment High Expectations + Support Structures Clear Procedures + Reinforcement Warm Demander

Social Emotional Well-Being Instructional Practice (Curr/Instr/Assess) Tier 1 – Bulldog Pride Asset Building Mindset / Policies / Language Cultural Competency Positive Relationships School Environment SBG Curriculum Data Teams Tier 2-CICO/Counseling High Expectations + Support Structures Clear Procedures + Reinforcement CCSS Project Cornerstone (41 Developmental Assets) Acknowledge Alliance (Resiliency, SEL) CHAC (Counseling Support) Warm Demander Tier 3–BSP/Case Mgmt. Instruction EDI/GRR/CM

Tier 1 Systems

Tier 1 – Establish Expectations TeachersStudents New Teacher Orientation Classroom Mgmt. System Template* Classroom Scavenger Hunt Handbook Beginning of Year Rollout

Tier 1 – Reinforce/Reward Expectations TeachersStudents Bulldog Bucks “Reason of the Month” Bulldog Bucks Back Drawing Bulldog Bucks/ Store Bulldog of the Month Trimester Awards

Tier 1 – Revisit/Re-teach Expectations TeachersStudents Strategy Shares Walk-through feedback Morning Announcements “Pup Talks”

Tier 2/3 Systems

RtI Team Instructional Coach Administrator School Psychologist Social Worker Grade Level Lead (Teacher) RSP Teacher Counseling Coordinator Team meets weekly, rotates by grade level

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

Grade Level Lead Referral STEP 1: Grade Level Meetings 1/month 1. Identify students of concern (multiple classes) 2. Identify primary concern (Ac, Beh, SE), 3. Discuss strengths, strategies tried and results Use of Tracking Google Doc*

Grade Level Lead Referral STEP 2: Assign a Lead Teacher 1. Follow Pre-SST Checklist (S1.1a or S1.1b)* 2. Seek Input From Teachers (S1.2)* 3. Cumulative Folder Review (S1.3)* 4. Parent/Teacher Meeting & Action Plan (S2)* 5. Parent/Teacher Meeting Follow Up (S3)*

Grade Level Lead Referral STEP 3: Refer to RtI if no progress 1. Grade Level Lead sends referral packet to RtI Coordinator 2. Student(s) are put on RtI Meeting Agenda

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

Data Review  Academic Data (Instructional Coach) District Benchmarks (All students) Language Review Team (EL) Intervention Program Data  Behavioral Data (PBIS Team) SWIS Review Students not making progress are referred to RTI

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

RtI Team Referral  Members of RtI Team may receive direct information that allows for “fast track” referral to RtI

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

RtI Meetings  Meet by Grade Level Week 1: 6 th RtI, 7 th RtI Week 2: 8 th RtI Repeat  Instructional coach sets agenda  Review referred students (Minutes/Tracking Doc)  Develop Action Plan  Follow-Up at Each Meeting

Grade Level Lead Referral Data Review RtI Team Member Referral Counseling CICO Flex/Interventions ObservationsCoaching SDPD Consult Home visits Schedule Adjust SpEd Assess

Tier 2/3 – Possible Outcomes Tier 2Tier 3 Student Observations (A, B, S) Home Visits (B, S) Sunnyvale PD consults (B) Schedule Adjustments (B, S) CICO (A, B, S) Counseling – Ind, Gr. (B, S) Intervention Flex Class (A) Intervention Course (A) Counseling –Ind, Wr. (B, S) Schedule Adjustments (B, S) BIP/BSP Sped Assessment (A, B, S) SST (A) 504 (A, H, S)

Tier 2/3 - Student Support  3 counselors/social workers each day  Individual Check-ins  Individual Therapy  Need-based Groups (i.e. Grief, Anger, Divorce)  “Why Try” Group – increasing motivation  Grade Level Presentations 6 th – Project Resilience 7 th – Cybersafety, FLY 8 th – Healthy Dating/Dating Violence

Tier 2/3 - Parent Support  Classes (10-week sessions) PIQE Strengthening Families Positive Discipline Heart to Heart  Workshops (1 time) Cybersafety QPR (Suicide Prevention) Drug/Alcohol

Tier 2/3 – Teacher Support  Professional Development Cultural Proficiency PD FBA Training (“A, B, C’s”) Scenario “Reboot” Weekly Strategy Shares Coaches (Instructional, Behaviorist, SEL Coach)

Tier 2/3 – Teacher Support  Tools Discipline Guidelines* Referral Form Reflection “Think Sheet”* Behavior Tracking Form*

Results so far this year…  Student Primary Concerns Academic: 13 students Behavior: 11 students Social-Emotional: 9 students

Results so far this year… SPED Assessments: 6 Schedule Changes: 8 SSTs: 7 CICO: 2 Counseling (Indiv): 9 Counseling (Group): 6 BSP: 1 504: 1 new, 2 updated District SRT Referral – 1

Takeaways  Calendar Everything Regularly Scheduled Meetings w/ pre-populated agenda Schedule Follow-ups Schedule Data Input  Professional Development to Build Capacity Initial FBA Training (include classified) Follow-up “reboots” Simplify process, tailor to staff needs (checklists, google docs)

Takeaways  Communication Two-way communication (Teachers-Team-Teachers) RtI team does not have all answers Referral does not mean “hand-off”  Celebrate Successes

Questions?