Erskine Elementary School Clark Road & 36th Street SE * Cedar Rapids, IA 52403 * (319) 558-2964 To the Parent/Guardian of: We would like to include your child in our Erskine Soar to Success Tier Il Intervention program. This is a program designed to help students meet our school-wide and classroom expectations in a positive manner. Your child will be assigned to one of the following programs: Check/in-Check-out: your child will be assigned a mentor and will be responsible for checking-in with that person each morning before school begins and checking out again at the end of the day. A report will be filled out daily by the teacher(s) and the mentor will review the report at check-in/out time. Parent/guardian will receive a copy of the daily report each night. ‘As parents/guardians, you are responsible for making sure your child arrives to school on-time each day for check-in and that you review the daily progress report. Zones of Regulation: a program designed to help students gain skills in self-regulation. Self-regulation can go by many names, such as self-control, self-management, and impulse control. A critical aspect of this curriculum is that all team members (student, teacher and parents) understand the “Zone” language. Materials will be sent home so parents can learn the language and help their child learn. Students participating in the Zones program will be served individually or in a small group setting, Skill Streaming: a program designed to help students gain the social skills needed to be successful in school and in relationships. Materials will be sent home so the parents are made aware of the skills taught in a small group setting. Practicing the skills at home will, be encouraged. This is designed to be a positive experience, building trusting relationships while learning our school wide expectations. Together, we can make this a positive experience for your child. We appreciate your cooperation in these programs and look forward to working with your student. Please contact Mrs. Hall, school counselor, if you have any questions. { give my consent for my child to participate. 1 do not give my consent for my child to participate. Parent/guardian signature Date Leaders in Educational ExcellenceTALKING POINTS FOR TEACHERS WHEN SPEAKING WITH PARENTS ABOUT CICO [CHECK IN/CHECK Our) * Your child will be assigned a mentor and will be responsible for checking-in with that person each morning and checkout again at the end of the day. ‘* Areport will be filled out daily by the student's teachers and the mentor will review the report at check-in/out time. You will also review daily report each night. © As parents (guardians), please help your child to arrive on time each day for check-in and review the daily progress report with them. The intent of the program is to be a frequent and positive experience for your child. Together we can make this a positive experience for your cl ‘© We appreciate your cooperation in this program and look forward to working with your student. Rationale for CICO: ‘¢ The point of this program is for__(student’s name] to have positive interactions with teachers, staff and you for following school expectations so your child is more likely to meet those expectations in the future. Procedure: We will ask your child to: 1. Pick up a sheet with the school expectations and ratings on it at check in every morning. 2. Carry the sheet with him/her to all classes. 3. Take sheet to check out at the end of the day. 4, Take sheet home at end of the day to be reviewed by you, the parent(s}. SaMp.e PARENT/GUARDIAN Text: “We want this to be positive for your child. When they meet their goal, you might say things like, "Wow! Nice work today,” or “You have done a great job following all the rules this week!”. If your child did not meet their goal, you can encourage them to do better the next day, “What can you do to meet your goal tomorrow?’ or “I know that if you work hard, you can meet your goal tomorrow.’ Please do not punish or be negative to him/her if s/he did not meet the goal or s/he may not want to participate in the program. Please let us know if you have any questions or concern about this program.”Jojesuno [ooyDs amp OU! pauNy st doo ay1Ya PUE UaPMS Yam awWOY S203 Ado> moa, “ep ay2 Jo pus ay Te APMIS ayy yim EYD ayy Ma!Aa4 [ya Joqwour O19 oy “BULA, daay = 1 aBeI IY 01 ssoputtaas fexoAas papoou ‘os ‘os = Z “o8seI UY JUDPMS atW aya Jo SOUT 'S9A = € “aAOge payoU ae Dalqns 10 porzad aun yoea Jo pua ays ye suoraeyog 39818 43 1940 S908 1ayI"AI YL, ‘SuONeIDadxa [eso|AEYaq apIM [oo4y>s ayy SuLaISeW UI ss29INs ayeagajao siuapms sdjay weYD ay. ToOYDS 10 awoY| Ie 22e4> SHIA AIM payeloosse sasuanbasuoD OU ase B1OY.L “MEYD JUaUa2I0JUIO4 BALNISOM & SI SIU, tT 2 €/t 2 elt z elt @ elt @ elt z elt z elt z € ayes ro oz@ e/t Zz €/b z €]t 2 e€]t z €]t z elt z elt z e€] aiqisuodsay To 2 €/t Z@ €/b 2 £/t 2 €f]t zZ eft z elt z elt z €} — inywadsoy ri < z 3 Salo suomeqog ‘SOq0N aanysod : at slo eee yareL, %, pauso3 4%, [p09 S4utog pausog shuiog 2/q 150g 240g WON yayoda, awry guapnys Ans Ayjuomysnay - Apijiqisuodsay - y2adsay - Gujuaysi7 anyoy - 4sag [DUOSuag ~ Laavd wSS299NG Of BuiuDos,, ~ saj60Q aurysuQ ~ JuoYD 4NE yDeYQ/UI yOeuDPBIS — Check-in/Check-out Tips for Providing Feedback during Check-in/Check-out ‘Things to say at Check. ‘You are here on time again ~ Great! Looks like you're all set to go for a great day! You're off to a good start! You look so nice this morning! You look happy to be here this morning! Like the way you said “good morning!” Thanks for coming to check-in with me! Sounds like you had a good weekend! We missed you yesterday (if student was absent), | am so glad you are here today! ‘Make it a GREAT day! Did you have a good breakfast? ‘What will your focus be today on your CICO chart? Things to say at Check-out... You had a great (awesome, terrific, ete.) day! You're right on target for meeting your weekly goall (if you set one) Your mom/dad/grandma/etc. is going to be so proud of you! You're working really hard! You are such a great student! You made your goal ~ WOW! ‘You must be so proud of yourself! GREAT JOB! How does it feel to meet your goal again today? Looks like today didn’t go so well —1 know you can do it tomorrow! | know it was a tough day ~ thanks for coming to check-out! We all have bad days once and awhile — tomorrow will be a better day! You look alittle frustrated ~ what happened?* “Ifa student looks upset take a few minutes to “just listen” Looks like you were having some trouble today. | know you can turn it around tomorrow!Check-in/Out Procedures Teacher of student that is mentored: Contact parent about concerns and interventions/accommodations you have tried in your classroom. Fill out nomination sheet * Contact parent to get permission for tier II intervention and explain the intervention after receiving start date from PBIS team e Arrange a time for check in and check out that works with mentor * Fill out daily sheet-work out system with student so they know if they are losing points-can be non-verbal, etc ° If mentor is gone from the building then the classroom teacher is responsible for check-in and checkout for the day Mentor © Attend brief overview meeting © 6 week daily commitment at beginning and end of the day with a 6 week phase out after the initial six weeks (12 week commitment) e 1-2 students at a time © Morning check: The student sets a goal for the day. Choose focus for the day (perhaps an area that they need to improve or they had a rough time the day before), give student their sheet for the day. 3-5 minutes at most per student Afternoon check out- how did they do-did they meet their goal, have any rough areas, what can they improve upon tomorrow, etc. 3-5 minutes per student. Keep copy of daily sheet in orange folder and turn folder into Sha on Friday after school orfirst thing Monday morning. (Sha will return the orange folder to you by end of day Monday to use again) Fade out of CICO Student has an average of 80% for 6 weeks. Yes? Begin fading out. Tf no - new plan. Week #1: The teacher and the student will score the students behavior. The teacher and the student will compare ratings during different times of the day. - Match = Success! If the teacher and student have similar scores, the student is aware of their behavior. - Discrepancy = Discussion. If the student and the teacher differ on the scores, the teacher uses this opportunity for discussion and specific examples. Week #2: Teacher rates 4 out of 5 days. Week #3: Teacher rates 3 out of 5 days Week #4: Teacher rates 2 out of 5 days Week #5: Teacher rates 1 out of 5 days Week #6: Teacher does not rate, student rates. Success: the student to teacher scores are similar. Student continues to perform at 80%. Week #7 - Graduation, note home about completion, certificate. The mentor may choose to have the student check-in periodically once fade-out is completed to continue providing positive support.Erskine Elementary School Clark Road & 36th Street SE Cedar Rapids, IA 52403 * (319) 558-2364 Dear Parent/Guardian, Your child has been participating in one of our Soar to Success Tier II Interventions to help them learn our building wide and classroom expectations. Your child has completed the Soar to Success Program and his/her classroom teacher will contact you to discuss any next steps that may be needed. We look forward to our continued partnership. Thank you for participation in this program and being part of the team of support for your child. If you have questions/concemns please feel free to contact me at 558-2821. Sincerely, ‘Sha Hall, Erskine Counselor Leaders in Educational ExcellencePyramid of Interventions Moving to FIE (Full Individualized Evaluation) Supported by AEA, Parent permission ‘tems used in decision-making process: “Progress monitoring from interventions. ‘Jolly Phonics: % correct *Required data (ex: FAST, F&P) “IPI, PAT % correct + Lstowa Assessments “Additional data present Moving from Tier Il to Tier Ill: (lowest 5% of grade level) ‘Data: FAST, F&P, teacher recommendation, office referral data, attendance data, ‘Analyzing data: determine if intervention is appropriate or needs adjusting “Who writes IRTI plan: Classroom teacher, LST representative, and interventionist, “Progress Monitoring: weekly. *strategies: Data to be recorded on IRTI form. ails of Instruction: 20-30 minutes, times per week, up to 4 students a Provides: Title 1 teacher, Special Education teacher used for Intervention: research-based strategies programs. thlof Intervention: 8-12 weeks, PLC team reviews every 4 weeks ‘sat 8-12 weeks of intervention in collaboration with classroom entionist. interventions prior to movine to FIE. ier Il: (lowest 6-15% of grade level) a, teacher recommendations, diagnostic data, office referral data, nalyze data: determine if intervention is appropriate or needs adjusting, *Who plans and tracks intervention: Classroom teacher determines intervention possibly with grade level support (PLC). *Progress monitoring: weekly. ‘Strategies: data to be noted within PI.C notes and /or Tier I! monitoring tool, “Details of Instruction: 15-20 minutes/3-5 times per week, in groups up to 6 students. ‘Who provides: Teacher or paraprofessional. “What is used for Interventions: research-based interventions/programs generally during enrichment. ‘Length of intervention: 8-12 weeks, review every 4 weeks with PLC team and LST representative. *Minimum of 2 interventions. Instructional strategies provided for all students: (80% of students will respond to strategies) *Classroom teacher screens for skill deficiencies Students receive core instruction, plus differentiated instruction *On-going, formative assessments utilized. *Strategies are determined by individual teacher and/or Grade level PLC discussions, ‘Strategies to last atleast 6 weeks, depending on severity. *Progress /data to be reviewed every 6 weeks to determine next steps. *Minimum of 2 strategies to be implemented. “Classroom teacher keeps parent informed about student's progress-at al tiered levels.