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Welcome to the (webinar)

Technical Assistance for Check in Check Out

Implementation

Tier 2/Secondary Series Training

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Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPONSIBLE Make yourself comfortable & take care of your needs Ask questions about content or activity in the chat box on

the right. Make general comments in Chat Stay focused on the webinar

BE RESPECTFUL Mute your computer speakers and try to find a quiet place to participate in the webinar

Contribute where possible Save checking email and doing other activities until

webinar is over

BE PREPARED Follow up on tasks for next training day Take notes and use Action Plan throughout webinar

PBIS Supports the Illinois Professional Teaching Standards

1. Teaching Diverse Students2. Content Area and Pedagogical

Knowledge3. Planning for Differentiated

Instruction 4. Learning Environment 5. Instructional Delivery 6. Reading, Writing, and Oral

Communication

7. Assessment8. Collaborative Relationships 9. Professionalism, Leadership,

and Advocacy

education.illinois.edu/ci/oce/.../Professional_Teaching_Standards.pdf

CICO TA Objectives

1. Continue development of Secondary Systems Team

2. Continue Development of CICO1. Training staff, parents, students2. Acknowledging staff, parents, students3. Finalizing who, what, when, where, and why to begin

implementation

Action Plan: Teams will design their Tier 2 System

Agenda

Review 10 Critical Features and examplesNetworkingFinalizing MAP (Multi-Tiered

Action Plan)

Check In Check Out Technical Assistance

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success: A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Primary Prevention:School-/Classroom-Wide Systems for

All Students, Families,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT:

What is meant by “layering”

interventions?

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, SD-T, EI-T

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Person Centered Planning: Wraparound/RENEWFamily Focus

ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS)

Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Individual Student Information System (ISIS)

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Poll # 1

Where are you at with your development and implementation of CICO?

10 Ten Critical Features

Examples of Documentation from Illinois Schools

10 Critical Features of Tier 2 Interventions (Poll # 2)

1. Intervention linked directly to school wide expectations and/or academic goals.

2. Intervention continuously available for student participation.

3. Intervention is implemented within 3 school days of determining the student is in need of the intervention

4. Intervention can be modified based on assessment and/or outcome data

Intervention linked directly to school wide expectations and/or academic goals

Key2= Great Job1= Did OK0= Tough

RESPECTProperty

RESPECTAll Others

RESPECTLearning

RESPECTSelf

Homeroom 2 1 0 2 1 0 2 1 0 2 1 0

LanguageArts 2 1 0 2 1 0 2 1 0 2 1 0

Mathematics 2 1 0 2 1 0 2 1 0 2 1 0

Social StudiesScience

2 1 0 2 1 0 2 1 0 2 1 0

Exploratory 2 1 0 2 1 0 2 1 0 2 1 0

PE 2 1 0 2 1 0 2 1 0 2 1 0

Lunch 2 1 0 2 1 0 2 1 0 2 1 0

Daily Goal: _______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress.Parent Signature: _________________________________________________

Name: _________________________________ Date: ___________

Homeroom Teacher: _____________________________________

Intervention continuously available for student participation.

PBIS CICO Referral Process

1. Participate in the Universal Screening procedures (which happened October 6th of this academic school year and will occur after the first 6 weeks of each school year)

2. At data review meetings, discuss students you have concerns about (discussing it during these meetings gives multiple staff the opportunity to know what is going on without having to schedule a separate meeting)

Intervention is implemented within 3 school days of determining the student is in need of the intervention.

Parkwood CICO Referral Process:1. Gather any behavioral data you may have on the student (e.g. office referrals, behavior log).2. Participate in the Universal Screening process or discuss the student at the next data review meeting.3. The student will be given a parent letter explaining the program. The teacher can call the parent if necessary. If there is no objection from the parent, the student will start immediately.4. The Secondary Team then shows the teacher(s) how to fill out the DPR (DailyProgress Report) and to give the student feedback.5. The teacher teaches the student how to participate in the program. 6. Student checks in and out at the PBIS CICO Station daily.7. Student receives feedback from teacher(s) and Staff Member at the PBIS CICO Station, and earns daily reinforcement as they met their daily goal.8. After student has consistently met goal for six weeks, the student may be ready to graduate from PBIS CICO. 9. Once the student is eligible to graduate, the student will receive a parent letter explaining his or her success and he or she will receive a certificate presented by the student’s teacher.

Intervention can be modified based on assessment and/or outcome data

Parkwood Data-Based Decision Rules

(Interventions are always layered and added to the previous intervention)

1. CICOa. Responding: 80% or better for 30 data pointsb. Not Responding: 79% or below for 30 data points; a small group is added

to the intervention

Making adjustments Think time for 2 mins.

What do you have in place in steps 1-4?What do you need to add, change?Document action steps needed on your

map (multi-tiered action plan)

Let’s hear from you!

Critical Features continuedPoll # 3

5. Intervention includes structured prompts for what to do in relevant situations.

6. Intervention results in students receiving positive and/or corrective feedback from staff.

7. Intervention includes a school-home communication exchange system at least weekly.

Intervention includes structured prompts for what to do in relevant situations.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

The DPR card is the structured prompt.

Intervention results in students receiving positive and/or corrective feedback from staff.

Parkwood Manual for CICOExamples: Student earns full points; teacher enthusiastically gives brief, specific, positive feedback: “Wow! You did such a nice job of following directions, keeping your hands and materials to yourself, and using kind words. I am impressed!” Student earns full points for all but one area; teacher gives positive and brief corrective feedback: “You really kept your hands and materials to yourself, and worked hard today. You received 2s for those. I am giving you a 1 for following directions because I had to remind you three times to put your materials away. You can earn a 2 next time if you follow directions the first time.” Student does not earn full points in any area: teacher gives brief corrective feedback, and reminds the student of the rules: “You are earning 0s today because I had to remind you many times to keep working, to keep your hands to yourself when sitting next to Jorge, and to use kind words with Janet. I know you can earn 2s if you remember to work hard, keep your hands to yourself and use kind words.”

Staff Feedback Continued:

NON examples (Please do NOT do these!):

Student does not earn full points; teacher is negative: “I can’t believe how you were talking in class today. I told you five times to stop. You are not earning any points for that period. That was terrible.” Student does not earn full points; teacher uses sarcasm: “What were you thinking? So, you think it’s ok to poke other students with pencils.” Teacher penalizes student for behavior for a previous period or activity that has already passed and been rated: “I can’t give you full points for your good behavior in reading, because you were not following directions earlier in math.” Student earns full points; teacher does not give specific feedback on what the student did well: “Good work.” Teacher circles all points at the end of the day, instead of after each period or activity.

Intervention includes a school-home communication exchange system at least weekly.

 

What an Awesome Week!!!

 

Students Name: ___________________ Week of: ______________

I achieved my goal of 80% or above of my points for my behavior on:

Monday Tuesday Wednesday Thursday Friday

         

   

Staff Signature: ____________________________________

Making adjustments Think time for 2 mins.

What do you have in place in steps 5-7?What do you need to add, change?Document action steps needed on your

map (multi-tiered action plan)

Let’s hear from you!

Critical Features continuedPoll # 4

8. Orientation process and introduction to materials is provided for students as

they begin the intervention9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.10. Opportunities to practice new skills are

provided daily.

Orientation process and introduction to materials is provided for students as they begin the intervention

Welcome to Check- In/Check- Out at Parkview!

Name: ___________________________ Check-In/Check-0ut: _____________ Date: ____________________________ Daily Total: _____________________

Student Orientation Continued:

1. Pick up point sheet at check in (7:55am).

2. Carry point sheet with you to all classes.

3. Take point sheet to check out at the end of the day (1:55pm).

4. Take bottom copy home at end of day to get signed by parent.

5. Bring bottom copy back with parent signature to school the next

day.

Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.

PARENT TRAINING FOR CICO This can be done at a meeting with parents, if possible, or over the phone. This should not be the first time the parent(s) have heard about the program. They should have given permission and been consulted on the program for their child. Rationale for CICO: “As we discussed, we are going to start the CICO program (your school’s program) with ____ (student’s name). 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. “

Parent Orientation Continued:

Procedure: “We will ask your child to: 1. Pick up a card with the school rules and ratings on it at check in every morning. 2. Carry card with him/her to all classes. 3. Take card to check out at the end of the day. 4. Receive a reward or points toward a reward. 5. Take card home at end of day to be signed by you, the parent(s). 6. Bring card back to school the next day.

Parent Orientation Continued:

“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. If so, s/he may not want to participate in the program. “Please contact _______ (CICO coordinator) if you have any questions or concerns about this program.”

Substitute Letter

Dear Substitute Teacher,

We have a PBIS Program at Parkview called Check-In/Check-Out (CICO). If there is a student who is currently enrolled in CICO, please send the student to his or her CICO Station in the morning at 7:55 am where the student will receive a DPR – Daily Progress Report. Please fill out the sheet each hour or during each natural transition, which checks a student’s behavior progress for the day. The sheet will determine if the student respects Property, All Others, Learning, and Self. The student will receive a 2 if he or she demonstrated excellent behavior, a 1 if the student demonstrated satisfactory behavior with minimal prompts, and a 0 if the student does not follow the behavior expectations at all. Before the end of the day at 1:55 pm, please send the student to his or her assigned CICO Station. If you have any questions at all please feel free to ask the following people below. Thank you for your assistance with this process.

Opportunities to practice new skills are provided daily.

Key2= Great Job1= Did OK0= Tough

RESPECTProperty

RESPECTAll Others

RESPECTLearning

RESPECTSelf

Homeroom 2 1 0 2 1 0 2 1 0 2 1 0

LanguageArts 2 1 0 2 1 0 2 1 0 2 1 0

Mathematics 2 1 0 2 1 0 2 1 0 2 1 0

Social StudiesScience

2 1 0 2 1 0 2 1 0 2 1 0

Exploratory 2 1 0 2 1 0 2 1 0 2 1 0

PE 2 1 0 2 1 0 2 1 0 2 1 0

Lunch 2 1 0 2 1 0 2 1 0 2 1 0

Daily Goal: _______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress.Parent Signature: _________________________________________________

Name: _________________________________ Date: ___________

Homeroom Teacher: _____________________________________

Making adjustments Think time for 2 mins

What do you have in place in steps 8-10?What do you need to add, change?Document action steps needed on your

map (multi-tiered action plan)

Let’s hear from you!

What Are Your Next Steps? Do you have defined roles? Set meeting times? Time for students to check in AND check out Have you practiced with staff? How do you pre-correct for staff or students struggling with

intervention? Are there acknowledgements in place for staff? Students?

Families?

• Continue to work on your Multi-tiered Action Plan (MAP)

Please share any other examplesin the chat or with your voice

Thank YouThank you so much for being a part of today’s

webinar The next webinar in the series is Social Academic

Instructional Groups (SAIG)Contact k8@pbisillinois.org or HS@pbisillinois.org

if you have follow up questionsEvaluations will be emailed to you upon

completion of this course, once you complete, CEU/CPDU will be sent to you.

Questions?

Evaluation and CPDU Process For individuals who registered in advance or on-site the day of the event

1. All registrants will receive an email asking them to complete an evaluation using the link provided.

2. By clicking on the link, registrants complete the evaluation by following the prompts.

3. Once the evaluation is completed, the a link to the CPDU appears on the screen.

4. When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.