CONFIDENTIAL DOCUMENT

Tier II-III Team Meeting Minutes
(previous meeting minutes for video) / School: / Park Elementary
Meetings / Date / Time
(begin and end) / Location / Facilitator / Minute Taker / Tier II
Data Analyst / Tier III
Data Analyst
Today’s Meeting / 1/14 / 3:00-4:00 / Conf. Room / Anne / Erin / Mrs. Kennedy / Mrs. Kennedy
Next Meeting / 1/28 / 2:45pm-3:15pm / Conf. Room / Anne / Erin / Mrs. Kennedy / Mrs. Kennedy
Team Members (Place “X” to left of name if present)
X / Anne / X / Erin / X / Katie / Megan
X / Cody / X / Rhonda / X / Jessica / Nad
Today’s Agenda Items (Place “X” to left of item after completed):
1. Review Agenda & Overall Systems Update (5 min.) / 5. Individual Student Data Analyst Report (5 min.) / Agenda Items for Next Meeting
2. Tier 2/CICO Data Analyst Report (5 min.) / 6. Tier 3 Problem Solv. & Act. Planning (15 min.) / 1.
3. Tier 2 Problem Solving & Action Planning (15 min.) / 7. Tier 3 New Referrals (5 min.) / 2.
4. Tier 2 New Referrals (5 min.) / 8. Organization & Housekeeping (5 min.) / 3.
Overall (Tier 2 & 3) Systems Update
Systems Implementation Fidelity
Data source, schedule, and summary of current level / Outcome / Number (#) of students by status
Data source, schedule, and summary of current level / # / % / Continue
progressing, not progressing/hold / New Referrals Starting, / Modify
Needs
modifying / Fade/Graduate
Progressing, meets criteria / Discontinue Tier II
Graduated, moved, refer to different team
(Tier III)
Tier 2 / Measure: Tiered Fidelity Inventory (TFI) – Tier 2
Next Scheduled Evaluation: 3/15
Summary of current level: 80% / students being served / 30 / 10% / 25 / 1 / 0 / 3 / 1
Tier 3 / Measure: Tiered Fidelity Inventory (TFI) – Tier 3
Next Scheduled Evaluation: 3/15
Summary of current level: 70% / students being served / 8 / 3% / 5 / 3 / 0 / 0 / 0
Tier 2 Problem Solving & Action Planning
Possible items: fidelity, intervention/function mismatch, modifications needed, student meets criteria for fading/graduation
Possible decisions: meet with teacher, change intervention, conduct FBA, fade to fewer check-in periods, exit intervention / Tier 2 Interventions:
C=CICO
HC=Homework Club
Rx2=Double Reading
BrBetter= Breaks are Better /
Student Initials/ID / Grade / IEP
Y/N / Precise Problem & Current Levels
Problems: Include Who, what, where, when, why, & how often / Response Actions
& Next Steps
Identify current intervention(s) / Who? / By
When? / Goal & Timeline / Fidelity of Implementation / Outcomes/Updates /
D.B. / K / N / Minor defiance at the beginning of class is escalating
& seems to be related to peer and adult attention during whole group instruction / Begin CICO / JB / 1/16 / Start with 70% possible points 75% of days by 3/1 / Mr. D. to check in with teachers and report at next week’s mtg (2/17) / 2 Major ODRs in past two weeks
4 Major ODRs in past month
L.H. / 6 / N / In app. Lang. in common area; before, during and after school, related to peer attention. / Started CICO 1/5
Continue CICO / 3/1 / Start with 70% possible points 75% of days by 3/1 / Mr. D. to check in with teachers and report at next week’s mtg (2/17) / Has met goal 4 of 5 days, no ODRs or minors

New Referrals to Tier 2 Supports

Possible sources: SWIS data, teacher nomination, Request for Assistance form

Standard procedure: Referral, assessment, determination within 48 hours, parent/student notification, parent/student introduction, begin CICO

Student / Grade / IEP
Y/N / Referral
Date / Referral source
& relevant information / Response Actions
& Next Steps / Who? / By
When? / Goal & Timeline /
DJ / 5 / N / 1/14 / ODRs
Inappropriate language in hallways during transitions to get peer and adult atten / Start CICO / Mr. D. / 1/16 / 6 weeks minimum on CICO
80% of points 80% of time for 3 weeks /
/ Tier 3 Problem Solving & Action Planning
Possible items: fidelity, intervention/function mismatch, modifications needed, student meets criteria for fading/graduation
Possible decisions: meet with teacher, change intervention, conduct FBA, fade to fewer check-in periods, exit intervention
* All decisions should align with the individual Student Support Team’s decision rules and recommendations. / Tier 3 Case Managers/Coordinators: /
Student Initials/ID / Grade / IEP
Y/N / Precise Problem & Current Levels
Problems: Include Who, what, where, when, why, & how often
Based on Student Support Team decision rules / Response Actions
& Next Steps / Who? / By
When? / Goal & Timeline / Fidelity of Implementation / Outcomes/ Updates /
D.A.J. / 4 / Y / Insufficient progress in reducing disrespectful behavior (e.g., harassment, PAgg). Staff identify low fidelity of plan implementation & requested contextual changes to procedures. / D.A.J. student support team is requesting district PBIS coach (Kent) to meet with DAJs team to identify plan changes and provide training. / M.R. / 2/5 / Revised plan in place by 2/8 / Continue collecting daily fidelity scale data / Update next mtg
Aimee
Trenton
Tier 3 (Individual) New Referrals
Possible sources: Academic and Social Behavior data, teacher nomination, Request for Assistance form
Standard procedure: Referral, family contact, functional assessment determination, Student Support Team defined, support plan developed, implementation /
Student Initials/ID / Grade / Teacher / IEP
Y/N / Referral
Date / Referral Source
& Relevant Information / Response Actions
& Next Steps / Who? / By
When? / Goal & Timeline / Fidelity of Implementation / Outcomes/ Updates /
Organization & Housekeeping Items /
Information for Team, or Issue for Team to Address / Discussion/Decision/Task (if applicable) / Who? / By When? /
Communication Plan
Related to the progress and decisions identified during
the meeting / Provide update on student proportions and % of students meeting goals to all staff / Katie / 1/19
CICO Trading Post / New schedule working
Continue Plan
Appreciate and update staff / Rhonda / 1/15
Anne Social Skills Group / Has three groups a day
Students attend a 10 day sequence
Student nominations come from Tier I team, grade level team or teacher requests
Provide Summary report of student progress / Anne / 1/28
Evaluation of Team Meeting (Mark your ratings with an “X”) / Our Rating
Yes / So-So / No
1. Was today’s meeting a good use of our time? / X
2. In general, did we do a good job of tracking whether we are completing the tasks we agreed upon at previous meetings? / X
3. In general, have we done a good job of actually completing the tasks we agreed upon at previous meetings? / X
4. In general, are the completed tasks having the desired effects on student behavior? / X

Tiers 2 & 3 (IPBS) Coordination Team Meeting Minutes Form adapted from TIPS II Meeting Minutes Form, Todd, et al. (2014)