check in/check out
DESCRIPTION
Check In/Check Out. Patti Hershfeldt, Ed.D. [email protected]. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT. FEW. ~5%. Secondary Prevention: Specialized Group - PowerPoint PPT PresentationTRANSCRIPT
Check In/Check Out
Patti Hershfeldt, [email protected]
Primary Prevention:School-/Classroom-Wide Systems for
All Students,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%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Parentfeedback
Regular teacher feedback
Afternooncheck-out
Morning check-in
home
Student Recommended for CICO
CICO is Implemented
•RFA•ODR (SWPBS Team)
•Parent recommendation•Administrator recommendation
•CICO Coordinator
• Morning Check-in– Student comes to coordinator– Coordinator
• Reviews home note• Gives point card• Reviews expectations• Sets positive tone• Provides missing materials if
needed
Parentfeedback
Regular teacher feedback
Afternooncheck-out
Morning check-in
home
Teacher Feedback Set schedule for feedback Student gives card to teacher at
start of class End of class
Teacher provides points based on behavioral expectations
Provides verbal positive feedback
Afternoon check-out Student comes to coordinator Coordinator
Reviews point card Provides
feedback/acknowledgements Prepares home report Records points for day
Parent Feedback Parent report goes home Parents provide positive/
neutral feedback Parents sign report
card
Student Recommended for CICO
CICO is Implemented
CICO Coordinatorsummarizes data
for decision making
Exit program
Bi-weekly coordination Meeting to assess student
progress
Parentfeedback
Regular teacher feedback
Afternooncheck-out
Morning check-in
Reviseprogram
•RFA•ODR (SWPBS Team)
•Parent recommendation•Administrator recommendation
•CICO Coordinator
home
Critical Features of CICO• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Positive System of Support
– Students agree to participate
• Implemented by all staff/faculty in a school• Flexible intervention based on assessment
– Functional Assessment
• Adequate resources allocated (admin, team)– weekly meeting, plus 10 hours a week
• Continuous monitoring for decision-making
Why does the CICO work?
• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult
• Increase in contingent feedback• Feedback occurs more often and is tied to student
behavior• Inappropriate behavior is less likely to be rewarded
• Elevated reward for appropriate behavior• Adult and peer attention
• Linking school and home support• Organized to morph into a self-management
system
Research Support• Pre schools
Sandy Chafouleas, et al 2007
• Elementary Schools– Anne Todd et al in press– Sarah Fairbanks et al, 2007– Amy Kauffman-Campbell, dissertation– Doug Cheney et al, 2006; 2007– Leanne Hawken et al. 2007– Filter et al., 2007
• Middle Schools– Leanne Hawken et al 2003– Rob March et al 2002
• High Schools– Jessica Swain-Bradway, in progress
CICO is an Evidence-Based Practice
1.At least 5 peer reviewed studies
2.At least 3 different researchers/settings
3.At least 20 different participants
What is different about CICO?
• Uses Systems Logic– Team approach– Social marketing– Administration makes priority– Easy for teachers to implement- teach staff the
process to access help• Uses Data
– Tracks specific students- continuous feedback- – Feedback and celebrations with all staff
How is CICO Different Than Other “Behavior Card” Interventions
• A Targeted Intervention Implemented Within a School-Wide System of Behavior Support– Behavior Cards typically classroom interventions
• Implemented in all settings, throughout the school day
• All teachers and staff are trained• Students identified proactively & receive support
quickly• Team uses data for decision making to
determine progress
CICOFeatures: • Students identified and receive support within
a week• Check-in and check-out daily with an adult at
school• Regular feedback and reinforcement from
teachers• Family component• Daily performance data used to evaluate
progress
Daily Progress ReportDaily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
2 1 0
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
2 1 0
Keep Hand & Feet to Self
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Follow Directions
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be There – Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
CICO Process (cont.)• Weekly or Bi-weekly Principal Recognition
– CICO coupon with graph attached
• Data shared with all staff at least quarterly• 9-Week graph sent to parents
CICO Record
Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
BeforeRecess
2 1 0 2 1 0 2 1 0
BeforeLunch
2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Comments:
Daily Progress Report consistent with SW Expectations
Point SheetName:Date:
Morning Work Reading Math Afternoon
Keep my hands, Keep my hands, feet, body and feet, body and objects to objects to myself.myself.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Say nice things Say nice things or no things to or no things to other people.other people.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Follow adult Follow adult directs the first directs the first time.time.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Goal met?
= 2 points
= 1 point
= 0 points
POINT SHEET
Name:__________________
Date:______________
Points received________________Points possible________________Daily goal reached? YES NO
GOALS Morning Reading Math Afternoon
Keep my hands, feet, body, and objects to myself.
Say nice things or no things to other people.
Follow adult directions the first time.
Indian Head ElementaryCharles County
SET
The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year.
Indian Head received Exemplar StatusSET Score 85%
Indian Head ES
100
50
83
75
100
88
100
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
BehavioralExpectations
Taught
On-GoingReward System
System forResponding to
BehavioralViolations
Monitioring andDecision Making
Leadership District-LevelSupport
Sco
re
2004-05
Sustaining
Targeted Team
• Identification and Training of Team• PBIS Summer Institute 2005 – Dr. Leanne Hawken• Identified 2 BEP Coordinators• Staff trained August 2005• BEP initiated with 25 students• BEP-Fidelity of Implementation Measure 88%
Total Referrals by YearSeptember-November
63
202
0
50
100
150
200
250
2004-05 2005-06
69% decrease
Average Referrals September- November
• 2004-05 SY = 3.5 referrals/day
• 2005-06 SY = 1 referral/day
Referrals by Location
Referrals by Student2004-05
Referrals by Student 2005-06
69% decrease
Referrals by Problem Behavior
75% DecreaseIn Number of Physical Contacts
89% decrease in number of incidents of Bullying and Harassment
Out of School SuspensionsSeptember- November
41
5
0
5
10
15
20
25
30
35
40
45
2004-05 2005-06
86% decrease
Cost Benefit
• Referrals decreased by 139• If administrators spent 15 minutes processing
each referral then administrators recovered 285 minutes.
• If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.
Cost Benefit
• If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time.
• If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!
Getting the CICO Started In Your School
Is My School Ready to Implement a CICO System?
• School-wide system of behavior support in place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support– Time & money allocated
• No major changes in school climate– e.g. teacher strikes, administrative turnover,
major changes in funding
• CICO implementation a top priority
How Do You Build Student and Staff “buy-in” for CICO?
• Give CICO program a high profile in your school
• Promote CICO as positive support not punishment
• Collaboratively involve referring teachers in CICO process
• Provide regular feedback to staff, students, and families
1. Coordinator Identified• Considerations: Who? Teacher assistant, behavior specialist,
SRO One or Two people? How will time be allocated?
Personnel: CICO Coordinator• Take care of CICO requests for assistance• Lead morning check-in/ afternoon check-
out• Enter CICO data on spreadsheet – daily• Organize and maintain records• Create graphs for CICO meetings• Gather supplemental information for CICO
meetings• Prioritize CICO students for team
meetings
Characteristics of an effective CICO coordinator
• Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)
• Positive and enthusiastic• Someone the students enjoy and trust• Organized and dependable• Works at school every day
Personnel: CICO Team• Attend weekly or bi-weekly meetings• Contribute to decision making for CICO students• Help conduct “Orientation to CICO” meetings• Gather supplemental information • Contribute to student/staff development
workshops• Contribute to feedback sessions• Complete any assigned tasks from CICO meeting
Resources: Time and Money
• 8-10 hours per week for CICO
coordinator
• CICO forms on NCR paper
• School supplies for CICO participants
• Reinforcements for CICO participants
2. CICO Routine• Considerations: Do students check in and out at different
places? Or same place?Do students need to come early and leave last
class early?Develop Name, manual with teacher
expectations
What’s in a Name?• Behavior Education Program
– Daily Progress Report• Kennedy Card Program
– Kennedy Card• Hello, Update, & Goodbye (HUG program)
– Hug Card• Student Leadership Academy-
– Leadership Skills Training
*Caution with Using “Behavior Card” or “Behavior Plan”Instructional Support Card
3. Point Card and System• Considerations:Refer to SWIS CICO readiness – Assessment
Tools* Up to 10 check in periods* Up to 5 expectations* A three point rating scaleSame card for all students, use SW expectations,
age appropriate, positively stated, teach friendly
Designing Daily Progress Reports
• Determine behavioral expectations– School-wide expectations– Academic vs. behavioral expectations
• Expectations stated positively• Range of scores vs. dichotomous scoring
– Rating scales should be age appropriate
• Teacher friendly– circling versus writing & place for teacher initials– consistent expectations versus individual expectations
• Data easy to summarize and determine if goal is met
CICO Record
Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
BeforeRecess
2 1 0 2 1 0 2 1 0
BeforeLunch
2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Comments:
Daily Progress Report consistent with SW Expectations
= 2 points
= 1 point
= 0 points
POINT SHEET
Name:__________________
Date:______________
Points received________________Points possible________________Daily goal reached? YES NO
GOALS Morning Reading Math Afternoon
Keep my hands, feet, body, and objects to myself.
Say nice things or no things to other people.
Follow adult directions the first time.
HAWK ReportDate ________ Student _______________Teacher___________________
0 = No1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and
objects to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2 0 1 2 0 1 2
0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow Directions the First
Time
Teacher Parent
21
No
21
No
21
No
Assignments:
Wow,
21
No
21
No
21
No
Assignments:
Wow,
21
No
21
No
21
No
Assignments:
Wow,
21
No
21
No
21
No
Assignments:
Wow,
21
No
21
No
21
No
Assignments:
Wow,
21
No
21
No
21
No
Assignments:
Wow,
= _____ Goal = 36
4. Point Trading System• Metric – 3 point rating scale and number of
check in periods will determine total number of points students may earn each day.
• Points may be accumulated and used at the “Trading Post”
• When will trading occur? Variety of rewards with social focus, what happens if a student misses “Trading post day?”
Points Points RequiredRequired
Wants attentionWants attention Wants Wants item/activityitem/activity
Wants to escape Wants to escape attentionattention
Wants to avoid Wants to avoid somethingsomething
100 pts100 pts Take note to Take note to office/teacheroffice/teacherAsk a peer to Ask a peer to play/read/drawplay/read/drawBe a leaderBe a leaderPrincipals Principals recessrecessTeacher Teacher HelperHelper
Choose HWChoose HWChoose a 5 Choose a 5 min. activitymin. activitySchool wide School wide stickerstickerPrincipals Principals recessrecess
Computer time Computer time by selfby self
Short breakShort breakAlternative Alternative activityactivity
250 pts250 pts Computer with Computer with a frienda friendExtra sharing Extra sharing timetime
More time for More time for selected selected activityactivityFree ticket to Free ticket to sporting eventsporting event
Time aloneTime aloneIndependent Independent work spacework space
Alternative Alternative assignmentassignment
400 pts400 pts Out to lunch Out to lunch with with TBA TBA Class recess, Class recess, free time, or free time, or popcorn partypopcorn party
New school New school /art supplies/art supplies
Get out of Get out of school earlyschool early
CICO Trading Post- Focus on Building Relationships- “School Connectedness”
5. Student Identification• Considerations:How will students be identified? What are the
decision rules? Students should be able to access support in multiple ways.
How will students be identified?• Everyone is informed about intervention and referral
procedure!!
• Referral Procedures- What does the form look like?Who gets the form once completed?
– Decision Rules about ODR– Nurse or Counselor referral– Teacher Referral– Parent Referral
Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then
we can prevent it from happening)
• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
How to identify students for CICO
• Other Data to Consider– Absences & Tardies– In school detentions (lunch-time or after school) – Other
6. Family Partnerships• ConsiderationsHow will all parents be informed? When?How are parents encouraged to participate/ refer
their child if needed?For parents whose child is referred, how are
parents informed and involved? Individual meeting vs cohort meeting?
Develop home reportWhat happens if parent don’t want/ can not be
involved?
CICO Home Report
Name: _____________________________ Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was: _______________________
Something I will work on tomorrow is: ______________________Comments:
Parent/Guardian Signature: ____________________________Comments:
7. Staff Training• Considerations:Will staff be trained all at once or in increments?How will team get initial buy in?How will staff provide feedback?How will impact be shared with staff, school
system and community?What is the plan for teaching new staff,
substitutes?
Training Teachers on CICO System
In-service on the “spirit” of program– supportive, not punitive– immediate feedback on behavior (type
of statements, what the ratings mean, examples of feedback)
– follow-up forum to express concerns– individual coaching– boosters needed at least yearly
8. Coordination Team• Who is on your team? • How often will you meet?• What is your timeline for implementation?• Marketing plan for getting started?• Meeting agenda
Id roles and responsibilities• How many kids will start?
9. Informing Students
• Training all students• Will students be involved in planning name,
point card, development of program?
10. Data Monitoring• Will your team use CICO SWIS?• If not, how will data be collected, analyzed?• Identify person to be “data manager”• Develop schedule for summarizing data• Develop schedule for sharing data with team,
students, staff, parents• Determine length of time students on CICO
Check-in Check-out EmbeddedWithin SWIS
Decision Rules
• Rapid Responder• Honeymoon Responder• Slow and Steady Responder
• What will be the General Decision Rules around rates kids will respond?
• What will be considered a success?
Training Students on CICO System
• Meet with parents and students
• Modeling and Practice
• Accepting Feedback
• Decision-Making – Goal
Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Matching CICO to Student Needs• Basic CICO: goals related to cooperative, respectful
behavior; reinforced through daily positive adult contact (attention-related)
• Basic CICO + Peer Leadership: goals, prompts and encouragement to model appropriate social skills, develop leadership and peer mentoring
• CICO + Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support
• Escape CICO: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact
Student Leadership Skills Training
Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on)
Level 2-Student Mentor Group- fade to 2/day “co -leads” morning and afternoon time with staff) Leadership Skill Training 200
Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits)
Tier 2- Basic Using CICO as the “Organizer”
Outcomes:
•Intervention •Screening Tool•Data Collection•Teacher Support•Formal Documentation
Home Rr.
1st 2nd 3rd 4th 5th 6th 7th
Hands to self
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Raised hand
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
In seat 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1st 2nd 3rd 4th 5th 6th 7th
Touch others’ property
2 0-1 time1 2-4 times0 + 5 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Spoke out of turn
2 0-2 times1 3-6 times0 + 7 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Out of seat 2 0-2 times1 3-4 times0 + 4 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
(n/a if n o opportunity)
1st 2nd 3rd 4th 5th 6th 7th
Cooperated with others
2 0-1 time1 2-4 times0 + 5 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Used AMT Skills when needed(Look Cool, Walk Away)
2 0-2 times1 3-6 times0 + 7 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Asked adults for help appropriately
2 0-2 times1 3-4 times0 + 4 times
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Anger Management Training DPR
Phase 1: Provide Adequate Instruction, Fidelity Check, Decision Rule for Access
Phase 2:Gather information, Use CICO Basic
Phase 3:Review Baseline, Fidelity Check,Decision Rules for next steps
Phase 4:Evaluate Outcomes & Make Decisions
Academic Support(s)Academic Support(s)
Peer LeadershipPeer Leadership
Pro social skill ?Pro social skill ?
Problem Solving?Problem Solving?
Targeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication systemTargeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication system
Avoid Tasks?Avoid Tasks?
Skill Building?Skill Building?
Skill Deficit?Skill Deficit?
Step 2: Tier 2 Team synthesize data to 1) continue CICO Basic or 2.) Modify CICO- add skill developmentStep 2: Tier 2 Team synthesize data to 1) continue CICO Basic or 2.) Modify CICO- add skill development
Step 1: CICO started with 2 week observation time to collect baseline Step 1: CICO started with 2 week observation time to collect baseline
Teacher/Parent Nomination Teacher/Parent Nomination
Data Decision RulesData Decision Rules
Universal Screening InstrumentUniversal Screening Instrument
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?
–Classroom System –Nonclassroom System–Schoolwide System
–Classroom System –Nonclassroom System–Schoolwide System
Tier 1 implemented with fidelity?
Tier 1 implemented with fidelity?
If Yes, then
Analysis and/or Full Assessment Analysis and/or Full Assessment
Obtain Attention?Obtain Attention?
Tier 1/Universal School-Wide AssessmentSchool-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, 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 Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
n
Assessm
en
t
Tier 2/Tier 3 Interventions Tracking Tool:Examples of
Data-based Decision-rules for Defining Response
1. Responding to CICO: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
2. Responding to Social/Academic instructional groups: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC): Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
4. Responding to Brief Function-Based Interventions: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
5. Responding to Complex Function-based Interventions: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
6. Responding to Wraparound Plans Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.
Moving beyond CICOT2 Basic
Conversation Starters …around the following topicsWhat do we have in place?What teams exist in our school?Do our teams work effectively and efficiently as they
could?
Do we have tools that let us know we are doing well and it is making an impact on student outcomes?
ReadinessAre you ready?
• 70% or higher on BOQ• No major changes in school • Administrator is attending 90% of the PBIS
meetings• PBIS meets regularly and using data to guide
implementation
ReadinessAre you willing?
Administration and core group of staff who have:
• Willingness to study existing system, meeting structure and effectiveness of current programming
• Willingness to use progress monitoring tools to track fidelity of program and impact on student behavior/skill acquisition
For Administrators…• Do you have flexibility to change
forms/process/agenda
Other considerations as we talk today….• What are your school improvement goals? How will
you know when your goals are met? (evidence-DATA!) • What would you consider success for your school? • Reflect on your relationship with your teaching staff?
Can folks be honest about current status? Have you cultivated a professional learning community?
Teaming at Tier 2
Secondary Systems Planning ‘conversation’– Monitors effectiveness of CICO, S/AIG, Mentoring, and
Brief FBA/BIP supports– Review data in aggregate to make decisions on
improvements to the interventions themselves
– Students are NOT discussed
Problem Solving Team (‘conversation’)– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited
81
Team Model: Effective Instructional and Team Model: Effective Instructional and Behavioral and Support ?Behavioral and Support ?
Problem-SolvingProblem-SolvingTeamTeam
SW-PBSLeadership Team
Teacher Teams(PLC/Grade Level)
Individual Student Team
On-going Assessment of Students’ Academic/Social-Emotional Skills
Workgroup/
Committee/
Team
Outcome/Link to
SIP
Who do we
serve?
What is the ticket
in?
Names of Staff
Non-negotiabl
e
District Mandate?
How do we measure impact?
Overlap?
Modify?
Attendance Committee
students Junebug, Leo, Tom
yes Attendance records
Yes-fold to SW PBS
SW PBS Team Students
staff
Ben, Tom, Lou
no Office Referrals
Attend, MIR,
Nursing log ,climate
Yes- continue
Safety Committee
Students
staff
Toni, Barb,Tom
no Office
Referrals
BIG 5, climate
Yes-fold into SW PBS
School Spirit Committee
students Tom no No Yes-fold into SW PBS
Discipline Committee
students Tom, Lou no Office
Referrals
Yes-fold into SW pbs
Student Support Team/Problem Solving Team
students Steve, Sue,Jon,
Tom
yes Discipline,
DIBELS,
FACTS…
No- continue
School Improvement
1,2,3 Bill, Jon, Lou, Tom
yes All of the above
Yes- continue
Working Smarter- Systems / Staff Support
Guiding Questions
Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?
Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership
Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for
Assistance? How long does it take to get supports in placeCommunication: How do your academic and behavior teams communicate with
each other ?Coaching and Staff Support: What are the structures that support skill development
for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and
performance feedback? (Coaching)
Data: Decision Rules about how students get access? What tools to measure fidelity and
progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?
•Tier 1: Guide implementation•Ensure new programs are embedded/fit•Progress monitor implementation•Modify based on data•Monitor fidelity•Train new staff•Guide training•Progress monitor Tiers II•and III•Match students to interventions•Develop intervention systems•Conduct staff training•Monitor fidelity of implementation
•Conduct individualized assessment•Build intervention•Develop monitoring plan•Train staff
Problem-SolvingProblem-SolvingTeamTeam
SW-PBSLeadership Team
Teacher Teams(PLC/Grade Level)
Individual Student Team
Grade Level Teams Staff Support Team•Easy to implement, gather data•Build skills with teachers- “Cool Tools”•Performance Feedback and Coaching
Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then
we can prevent it from happening)
• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:
Tier 2/3 Tracking Tool
• Structured to follow 6 levels/types of interventions from Secondary through Tertiary
• Increases accountability – Schools have to count # of kids in interventions – Data-based decision-rules are necessary (Identify,
Progress-monitor, Exit)– Must define ‘response’ to each intervention type/level– Shows % of kids who responded to each intervention
• …..the tool assesses the success rate, or effectiveness of the interventions themselves
• Connects each level of intervention to the next level