*Tier 1 Data Collection*

Tier 1 is School-wide so the data is collection is from a few different sources across the school.

The main sources used are:

  • Incident Reports: These reports are a great data source because they are filled with a lot of needed information and are extremally helpful identifying Tier 2 students. These report give you the student's name, the what happened, the behavior, setting/location, trigger, and any other students involved. 

    • Office Discipline Referrals (ODR): ODRs are formal documents recording each student misconduct while also providing specific details about the behaviors and incidents.

    • Attendance Data: Collecting student attendance patterns helps to identify any potential connections between absences and behavior. 

    • Progress Monitoring: Regularly assess student progress on specific skills or behaviors using various data collection tools, such as checklists or observation forms.

    Tier 2 Data Collection 

     Check-In/Check-Out (CICO): In this approach, students meet with a staff member at the start and end of each day to set goals, receive positive feedback, and discuss any issues. CICO fosters accountability and offers students a reliable support system.

    This document is designed to help students reflect on their day and empower them to make better choices. Through the Check-In/Check-Out (CICO) process, students who seek attention through disruptive behavior are given scheduled opportunities to meet with their teacher and review their progress. This structured approach helps foster accountability and positive behavior.

    Tier 3 Data Collection

    Tier 3 data collection builds upon the information gathered in Tier 1 and Tier 2, focusing on the details and specifics of that student. This information gives the Behavior Team enough data to analyze and find patterns. Then they can develop a more targeted and effective plan tailored to the student’s needs.

    • BIP is a simple plan that helps address specific behavior issues and encourages positive actions.
    • The plan includes clear goals, strategies to prevent problems, and rewards for positive behavior. 
    • FBAs are a way to figure out why a student is showing challenging behavior.
    • Only Behavioral Interventionist or highly qualified Behavior staff member will watch the student and collects information. These FBA help identify what triggers the behavior and why it’s happening.

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