designing school-wide systems for student success ... · pdf fileabout tier 1, tier 2, and...

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P R E S E N T A T I O N F O R T E X A S A S S O C I A T I O N O F S C H O O L P S Y C H O L O G I S T S S U M M E R I N S T I T U T E

J U N E 1 4 , 2 0 1 4

B I L L I E J O R O D R I G U E Z , P H D , N C S P B I L L I E J O . R O D R I G U E Z @ U T S A . E D U

C O N T R I B U T I O N S B Y : S A R A H F A L C O N , P H D

School Psychologist’s Role in Tier 2 Systems Implementation: Overview, Critical Features,

Legal/Ethical Considerations

Objectives

�  Introductions �  Review SWPBIS foundations for Tier 2

Interventions �  Exemplar Tier 2 intervention: Watch CICO video �  Review key components of CICO self-assessment

¡  What do the components look like? ¡  What have been challenges? Solutions?

�  Effectiveness data �  Fading & Intensifying CICO �  Potential role(s) of SPSY throughout

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Designing School-Wide Systems for Student Success Effective Behavioral and Instructional Support Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions • Small Group/Individual students • Assessment-based • High Intensity

Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures

Targeted Group Interventions • Some students (some risk) • High efficiency • Rapid response

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Universal Interventions • All students • Preventive, proactive

Universal Interventions • All settings, all students • Preventive, proactive

Academic Systems Behavioral Systems

Introductions & Reflection

�  Reflect on what you know about Multi-Tiered Systems of Support ¡  Does your site implement MTSS? What have you observed

about Tier 1, Tier 2, and Tier 3 interventions for social behavior? ÷ What are the strengths you’ve seen in your current school/

districts? ÷ What are specific areas of improvement?

SYST

EMS

PRACTICES

DATA

Supporting Staff Behavior

Supporting Decision Making

Supporting Student Behavior

Positive Behavior Support OUTCOMES

Social Competence & Academic Achievement

Components of School Wide Positive Behavior Support System

•  Developing School-wide Expectations •  Agreed upon, Posted

•  Teaching System •  Explicit, Scheduled

•  Acknowledgement System •  Documented, Varied

•  Consequence System •  Distinctions, Documented

•  Decision-making Data System •  Efficient, Shared

•  Management •  District Support

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Components of SW PBIS

1.  School-wide System ¡  SW-PBS Team ¡  School Rules ¡  Define & Teach:

÷  Expectations ÷  Routines

¡  Acknowledgment System ¡  Consequences & Decision

Making ¡  Handbook

2.  Classroom & Group level Support ¡  Tier 2 Group Interventions ¡  Individual Teacher Support

Individual Student System ¡  FBA/BSP – Intensive

Individualized Interventions

Phase 1 Phase2/3

Team Process

•  PBIS is active, alive -- not static •  It’s not something we’ve done – it’s something we’re

doing •  Requires regular team meetings with a team that

represents ALL school staff •  Team keeps PBIS alive through ongoing planning,

support, and decision making to address needs as they arise

•  Looking at data & maintaining & developing supports to meet needs

Reflect for Practice

�  Reflect on the strengths and challenges you mentioned in the previous discussion. Where does each strength and challenge fall? ¡  Tier 1 (universal or classroom), Tier 2, Tier 3

÷ Data ÷ Systems ÷ Practices

�  What are the implications for you as a school psychologist?

Effective Coordination of Student Supports

Secondary Prevention Group Interventions for students “at risk”

•  CICO •  First Steps to Success •  Skills groups

Group Interventions w/function-based modifications

Function-based Support

Comprehensive Supports

Primary Prevention: School/Classroom-

Wide Systems for All Students,

Staff, & Settings

CONTINUUM OF SCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORT

�  Multiple ways of identifying students who may benefit ¡  Office discipline referrals ¡  Request for assistance ¡  Formative evaluations

Evaluation Systems for Tier 2/Tier 3

�  What structure exists in your current school for handling requests for assistance for students who are struggling with academic or social behavior issues? ¡  Requests for assistance ¡  Meetings with teachers ¡  General education pre-referrals ¡  Special education referrals ¡  Progress monitoring and follow-up (general and/or special education)

�  How efficient and effective is the current structure? ¡  Strengths? ¡  Weaknesses?

�  What is your role (school psychologist), and what role do other specialists play?

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�  300.226 Early Intervening Services �  Funds use

�  Commissioner rules

Which Team is the Coordination Team? Sample Team/Committee Matrix

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All Students Eric, Ellen, Marlee Goal #2

Character Education

Improve character

Improve character

All students Marlee, J.S., Ellen Goal #3

Safety Committee

Improve safety Predictable response to threat/crises

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve moral

All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee Prevent drug use

High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2 Goal #3

Screening (SST/IPBS) team identifies & monitors Secondary Prevention Group Interventions for students “at risk”

•  CICO, First Steps to Success, Skills groups •  Group interventions w/modifications

Core Student-Focused Team assess & plan supports Screening (SST/IPBS/BEST team monitors) Comprehensive & Function Based Supports

TEAM Coordination of supports

SWPBIS team identifies & monitors universal, school-wide strategies

•  Coordinates teaching & reviewing school-wide expectations across settings (playground, cafeteria, classroom, etc.)

•  Coordinates consistent system of responding to behaviors

•  Coordinates training activities & updates for staff on behavior support

Example: Intensive PBIS Systems

¨ Teams to support all students ¤  SWPBIS/leadership team ¤  IPBS Team (SST, Screening, whatever you want to call it…)

n  Membership n  Coordinator n  Administrator n  FBA coordinator (Behavior Specialist) n  Targeted interventions coordinator n  Academic specialist n  Representation from Regular and Special ed. n  Other specialists as needed

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Screening/Intensive PBIS Team (or whatever you want to call it)

� Develop an Efficient Teaming Process ¡  Build on strengths of existing teams (but change will

likely be required)

� Review yellow & red zone data at least every 2 weeks to: ¡  ID students in need of behavioral support ¡  Monitor progress of students receiving support ¡  Guide decisions regarding student intervention (RTI) ¡  Monitor interventions, implementation & action items ¡  Review effectiveness of each Targeted Interventions to

determine overall effectiveness

Example: Intensive PBIS Systems

¨ Teams to support all students ¤  SWPBS/leadership team ¤  IPBS team ¤  Core Student-focused team (NOT A STANDING TEAM)

Responsibilities n Conduct functional behavior assessment n Build support plan n Monitor progress, coordinate next steps of evaluation

& supports as needed n Membership

n Someone with expertise in function-based support n Teacher(s), other stakeholders n Parent, student

What happens when we get the foundations in place?

A.  Commitment Admin support, strong universal supports, monitoring student success, FTE & expertise for tier 2 & 3

B. Team Based Planning Team monitors students receiving interventions, meets at least monthly, team members receive training

C. Student Identification Use data to identify students needing supports, staff know how to access support

D. Monitoring and Evaluation Data is reviewed, interventions updated, and student progress reported to staff and families regularly

10/2/13 8:31 PMBenefits and Costs - Wisconsin PBIS Network

Page 1 of 2http://www.wisconsinpbisnetwork.org/coaches/getting-started/benefits_costs.html

Events Calendar

Getting Started

"This is PBIS" Module

Elements of PBIS

Benefits and Costs

PBIS Training Sequence

Readiness Documents

PBIS in Action

Resources

Coaching Calendar

External Coaches

Coaches' Blog

2013 Conference

Benefits and Costs

CostsThe costs for bringing PBIS to your school district depends on the number of school buildings that would like to getinvolved.

Training options include:

Training at a CESA or

Having a Wisconsin PBIS Network approved trainer come to your school district for training.

Cost effectiveness of these training options depends on the number of schools being trained at one time. To find out the costsof PBIS for your school please contact the PBIS Regional Technical Assistance Coordinator in your region.

BenefitsSchools actively working with PBIS have seen amazing results! The chart below shows the positive impact PBIS hashad on classroom learning time at West Elementary in Alton, Illinois.

Benefit Analysis: Learning Time Lost to Discipline Time (Barrett & Swindell, 2002)

Discipline Administrator Time Student Time Staff Time

Office Disciplinary Referral 10 minutes 20 minutes 5 minutes

Detention 20 minutes 6 hours 5 minutes

Suspension 45 minutes 6 hours 5 minutes

Learning Time Gained by Reducing Discipline Time

West Elementary, Alton, ILOffice Referrals (-719) | Detentions (-47) | Suspensions (-27)

Office Disciplinary Referral Detentions Suspensions Total Time Gained Back

Administration 119.8 Hours 15.7 Hours 20.3 Hours 155.8 Hours (25.9 Days)

Students 239.7 Hours 282 Hours 162 Hours 683.7 Hours (144 Days)

Staff 59.99 Hours 3.9 Hours 2.3 Hours 66.1 Hours (11 Days)

Reproduced with permission from the November 17, 2009 Department of Public Instruction presentation “SafeSchools: Positive Behavioral Intervention & Supports: An Introduction to PBIS.”

Source: http://www.scribd.com/doc/22343357/PBIS-PPT-November

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P: 920.855.2114 | F: 920.855.2299 | Email Wisconsin PBIS Network

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About Us Contact Us Regional Coordinators

Why is a reduction in ODRs important?

Pair & Share…

�  What do you see as strengths/challenges with the

IPBS team model?

�  How is the model alike/different from what you’ve seen or been doing?

Challenges for Districts

¨  Universal, effective supports available for ALL students

¨  Moving from one-student at a time, reactive approaches to capacity within schools to support the behavior of ALL students

¨  Developing and implementing systems needed for tertiary implementation ¨  Referrals to Special Education seen as the “intervention” ¨  FBA viewed as required “paperwork” vs. a needed part of designing an

intervention ¨  Interventions the system is familiar with vs. ones likely to produce an effect ¨  Incorporating special educators & specialists in pre-referral process

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Role of Tier 2 Interventions

Why Tier 2 Interventions?

It can take 2-4 weeks to conduct an intensive, individualized intervention: Complete Functional Behavior Assessment (FBA) Develop a behavior support plan Train everyone in implementation

Students can receive support within 72 hours with a tier 2

group intervention *Are effective for about 67 - 80% (CICO) of students!

Who would benefit from tier 2 support?

�  For students “who” ¡  Group interventions

�  Frequently late �  Homework incomplete �  Regularly “talk-out” �  Have few friends �  Lack of connection to adults �  Students who teachers “can handle” but who are

a challenge

Tier 2 Intervention: What it’s not

�  Not an intervention for a classroom or a whole school

�  Not an individualized intervention ¡  Not appropriate for students who have dangerous or violent

problem behaviors ¡  Not “wrap around” or comprehensive

�  Does not require any intensive assessment �  Does not take longer than 10 min. for any teacher to

implement

Tier 2 Intervention Critical Features �  Continuously available- Everyone knows the

intervention �  Rapid access to intervention �  Low effort for teachers/staff to implement

¡  Generic intervention ÷ Allows students to move back into “green zone” more efficiently

¡  Provide schools with efficient system to support multiple students ÷ Efficient access to data collection and initial problem solving

�  Consistent with school-wide expectations ¡  Goal to get back to green!

�  Continuous monitoring ¡  If program is not self-sufficient & requires significant organization

by referring staff… it’s not a tier 2 intervention! & not just the “card”

¡  Peer buddies, homework club, mentoring interventions

Why do Tier 2 Interventions Work?

�  Increase structure/routines for student �  Increase in contingent feedback for student �  Increase in explicit instruction on relevant social

skills & plan details �  Programs can be applied in all school locations �  Increase recognition for appropriate behavior �  Linking school & home support & academic

support, as needed �  Focus is on self-management, as intervention is

implemented over time

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School Psychologists Role in Tier 2 Interventions

�  What are some advantages for having school psychologists supporting implementation of tier 2 intervention systems? ¡  What skills are most likely to be useful in tier 2 intervention

system support? (think NASP Domains)

�  What are some potential considerations/cautions/ or limitations to the school psychologist’s involvement in tier 2 interventions?

Check-In, Check-Out: Exemplar Tier 2 Social Behavior Intervention

�  CICO when implemented systematically is an intervention that incorporates all the critical features of Tier 2 (see Anderson & Borgmeier, 2010)

�  CICO can has a “built in” data collection system (Daily Progress Report)

�  Once a school has implemented CICO system, they can then apply the features/logic to other tier 2 interventions (such as social skills groups, lunch buddies)

L E T ’ S W A T C H T H E E X A M P L E

CICO Video

Student Recommended for CICO

CICO is Implemented

Parent Feedback

Regular Teacher Feedback

Afternoon Check-out

Morning Check-in

CICO Coordinator Summarizes Data

For Decision Making

Twice Monthly Meeting to Assess Student

Progress

Exit Program

Revise Program

Hawken, 2002

The entire system is essential

CICO Systems Assessment

Self-assessment: Coordinator

�  Requirement for CICO �  Must have FTE/time allocated for position �  Need a back-up plan �  Responsibilities include:

¡  maintaining/reviewing data ÷ Planning for fading or intensifying interventions

¡  running team meetings ¡  checking intervention fidelity ¡  training staff/students & ¡  variety of organizational tasks (e.g., who will make sure

that…, how will we let them know…)

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Self-assessment: Check-in/out staff

�  How many check-in/out staff? ¡  Who coordinates vs. who checks-in ¡  (no more than 3 who check-in/out)

÷ Allows for efficient, consistent process

�  Back-up plan �  Responsibilities include:

¡  Checking in and out with students ¡  Keeping daily log of points ¡  Follow-up with teachers ¡  Meeting with coordinator weekly ¡  Meet bi-monthly with screening/coordination (e.g., I-PBS) team

Self-assessment: Routines

Morning �  Where do students check-in in the morning* �  What if students are late/early �  What will check-in look like �  Student receives points for check in Throughout the day �  Who will support teachers (e.g., monitor fidelity) �  Will students prompt teachers for points? Or Teachers prompt students? �  What will check-ins look like throughout the day Afternoon �  Where do students check-out* �  What if students are late/early �  How will goals that are met be handled �  What will check-out look like �  Student receives points for check out Other �  Substitutes �  Playground, recess, lunch �  Bus, transportation

*Common location for morning and afternoon checks

Self-assessment: Point Card/DPR

�  SWIS-CICO requirements ¡  No more than 10 check-ins (at least 5) ¡  Use SW expectations (no more than 5) ¡  List period #s or time periods

�  How will/is the card scaled? �  How many check-ins

¡  Include check-in/out with coordinator (or CICO staff person) on card in addition to teacher check-ins

�  How is card sent home & copied �  Standardization

¡  Linked to SW Expectations ¡  Except intensifying

Check-In-Check-Out Name: ____________________________ Date: _____________ Please mark the appropriate symbol to indicate the student’s behavior during each

time period. Great Job!: J Did OK: K Had a hard time: L

Daily Activities: Safe Respectful Responsible Staff Initials

Check-in J K L J K L J K L

Before 1st Recess J K L J K L J K L

Before Lunch J K L J K L J K L

Before 2nd Recess J K L J K L J K L

Specials J K L J K L J K L

Check-out J K L J K L J K L

My Goal Today Is: ________________________________________________

Did I Meet My Goal? _________________________ Teacher Comments:_____________________________________________

______________________________________________________________ Parent/Guardian Signature: ________________________________________ Comments: _____________________________________________________ ______________________________________________________________

Benefits of point card prompts

�  For staff ¡  Reminder for specific feedback to student at regular

intervals �  For student

¡  Reminder of schedule for day ¡  Reminder of specific behavioral expectations and goals

for the day ¡  A ‘ticket’ for self-recruiting feedback from teachers and

parents ¡  Progress monitoring tool

�  For school ¡  Provides data for data entry for student monitoring and

program monitoring ¡  Communication

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Self-assessment: Point Trading System

Logistics & Resources �  What happens when students meet their goals? �  What can students earn? Can they save up for special

privileges? ¡  Trading system may look different for younger/older students

�  List and cost of privileges developed �  Need to ensure students receive privilege right away

when earned…coordinator needs to help with follow-through

An example for organizing what to do with those points!

M a i n t a i n i n g Consequence

Wants Attention Wants something Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacher Ask a peer to play/read/draw Be a leader Principles recess

Trip to treasure chest Choose a snack Choose a 5 min. activity School wide sticker Principles recess

Computer time by self

Short break Alternative activity

250 pts Computer with a friend Extra sharing time

M o r e t i m e f o r selected activity F r e e t i c k e t t o sporting event

Time alone Independent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post Self-assessment: Student Identification

�  What are the school’s decision rules? ¡  Use these in a majority of cases

�  What data sources will you use ¡  Request for assistance (Sample form here) ¡  ODRs and/or minors ¡  Identifying students with internalizing needs

÷ Nurses office visits, other? ¡  Attendance

�  What do your schools use? �  Are you confident in the validity of your data? �  What needs to happen for consistency?

Self-assessment: Family Partnerships

�  How to inform parents? �  How to secure parental assent/consent? �  How to train parents to respond when students bring

home CICO information? �  What if students don’t return home report?

¡  Use as a bonus vs. a punisher ¡  Consider assigning a staff “parent” if necessary/appropriate

Self-assessment: Staff Training

�  Initial orientation & subsequent training for staff ¡  Check-in and out

÷ When will students arrive? When should they be dismissed? ¡  Providing timely AND effective feedback

÷ How to rate student behavior ¡  Lost cards ¡  Point disagreements ¡  When do teachers get feedback?

÷ Fading & intensifying ¡  Plan for training substitutes

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E l emen t a r y i T e am Upda t e Date: ________________

Hi ___________________________, The iTeam met to review your student: ______________________________. Our data suggest the student is: ! Meeting/exceeding current goals ! Beginning to struggle !Not making progress toward goals

! We will continue to track the student’s progress.

! We will schedule a SCT / IEP Review / Evaluation Planning Meeting. We would like to have this meeting completed no later than _________________.

! I’ll come talk to you about your concerns.

If you need help sooner, please contact me. Thanks, _________________ Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

E l emen t a r y i T e am Upda t e Date: ________________

Hi ___________________________, The iTeam met to review your student: ______________________________. Our data suggest the student is: ! Meeting/exceeding current goals ! Beginning to struggle !Not making progress toward goals

! We will continue to track the student’s progress.

! We will schedule a SCT / IEP Review / Evaluation Planning Meeting. We would like to have this meeting completed no later than _________________.

! I’ll come talk to you about your concerns.

If you need help sooner, please contact me. Thanks, _________________ Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sample Teacher Communication Form Self-assessment: Coordination Team

�  Team members: ¡  Specialists, administrator, coordinator, teacher, psych, coach

�  Training team roles: ¡  coordinator, data analyst, coach, time keeper, minute-taker,

communication, etc.

�  Preparing data graphically �  Assessing fidelity �  Planning for intensifying/fading

Self-assessment: Student Training

�  Overview of the system �  Prompts for the 1st week �  Assent/consent �  Teaching the rating system �  Examples and non-example practice �  Goal setting �  Determining rewards

Self-assessment: Data System

�  Who will input data/schedule? �  Where/how is it stored? �  How will data be summarized?

¡  Which team will review the data? ¡  Who will analyze & plan support based on the data?

�  Choose a data system

Self-assessment: Individual Student Outcomes Modifications

�  Decision rules for intensifying the intervention ¡  Typical decision rules, guidelines from ‘Responding to Problem Behavior” ¡  80% points-80% days-20 school days ¡  Consider office referrals and other data with realistic expectations

�  Process for intensifying the intervention ¡  Possible reasons/solutions for not meeting goals ¡  Simplest explanations/changes first ¡  Consider function of problem behaviors

�  Decision rules for fading ¡  Typical decision rules

�  Process for fading the intervention ¡  Gradually remove components of the intervention (fewer check-ins,

goals change, self-rating) ¡  CICO graduation, alumni parties, new leadership roles

Self-assessment: School-wide

�  Plan for sharing school-wide data regarding Check-in & Check-out (CICO) to staff ¡  General data (e.g., number of students on CICO)

�  Schedule time in faculty meetings to review/train on critical features of CICO

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Establishing a good CICO system

� Plan, Plan, Plan! � Document, Document, Document! � Create a CICO manual that describes all of the

procedures for students and staff � The manual needs to provide enough detail that a

staff member could look at it and get a good understanding of the system

� CICO Action Planning Tool

WORKING(SMARTER,(NOT(HARDER(FUNCTIONS(OF(OUR(SCHOOL(INTERVENTIONS(

INTERVENTION( PURPOSE/(DESCRIPTION((include(#(of(students(intervention(can(serve)(

OUTCOME((BEHAVIORS(TO(INCREASE(OR(DECREASE)(

SETTING(OF(INTERVENTION(

STAFF(INVOLVED/(SKILLS(NEEDED(&(TIME(REQUIRED(BY(IMPLEMENTER(S)(

(

FUNCTION(S)(FOR(WHICH(

INTERVENTION(IS(USEFUL*(

PROGRESS(MONITORING/(DECISION(RULES(

!!!!!

! ! ! ! ! !

!!!!!

! ! ! ! ! !

!!!!!

! ! ! ! ! !

!!!!!

! ! ! ! ! !

!!!!!

! ! ! ! ! !

(

*Potential(functions(for(the(intervention(include:((

Obtain(adult(attention( ( Obtain(peer(attention( ( Obtain(preferred(activities( ( (((((Academic(skill(deficit( Academic(Fluency(deficit(

Avoid(adult(attention( ( Avoid(peer(attention( ( Avoid(academic(task/other(activity( ((((Social(Beh.(skill(deficit( Social(Beh.(Fluency(deficit(

Schools Take Inventory of Current Interventions

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Role of the School Psychologist

�  Now that we’ve reviewed CICO and Tier 2 interventions, in what ways do you think your skills as a school psychologist could be most helpful in supporting implementation?

CICO Effectiveness Data

Results (Average =45% reduction; N = 17)

Major Office Discipline Referrals per Week for Students on Check In / Check

Out Behavior Program

0.21

0.12

0.00

0.05

0.10

0.15

0.20

0.25

Not on Program On Program

Kevin Filter, Moira McKenna, Elizabeth Benedict, University of Oregon 3 Elementary schools– 17 students

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Baseline Check in Check Out

Medication

Sessions

Todd, Kauffman, Meyer, Horner, 2007

Advanced Implementation of Check in Check out Systems: Adapting and Fading Support

B I L L I E J O R O D R I G U E Z

S P E C I A L T H A N K S T O A M Y C A M P B E L L & S A R A H F A L C O N

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CICO is Implemented

Parent Feedback


Afternoon Check-out

Morning Check-in


For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

Hawken, 2002

It is not working!!!!

Who is successful on standard CICO?

�  Successful students on CICO ¡  Students who like attention ¡  Students whose social behavior risk/needs are in the “yellow zone” ¡  Students who are displaying mild-moderate levels of problem

behavior throughout the day ¡  Students who may come to school in a “bad mood” due to setting

events on the bus or at home �  Not likely to be successful on CICO

¡  Students whose social behavior needs are in the “red zone” ¡  Students who do not like adult attention ¡  Students who are engaging in problem behavior to avoid difficult

academic tasks ¡  Students who only have problems in a specific setting (recess, music,

etc.)

Intensifying CICO

�  Use a team approach to problem-solving ¡  Don’t get discouraged

�  Use data to determine modifications ¡  Points, No data-fidelity, Rewards

�  A brief teacher interview (e.g., Functional Assessment Checklist for Teachers & Staff) ¡  or detailed information on a referral form may be useful

(Request for Assistance)

Decision Guidelines

¡  Student progress monitoring ÷ Guidelines for concern:

¢  5 consecutive data points under goal that make a flat line or ¢  Three consecutive days of decreasing point earned percentage

under goal. ¢  Teacher, parent, student testimonies

¡  Fidelity and effectiveness of targeted intervention ÷ Use CICO- SWIS reports ÷ Get teacher satisfaction data three times a year

Data analyst

�  Before the meeting ¡  Review student data and use decision rules to

÷ Determine students who are doing well ÷ Determine students of concern

�  During the meeting ¡  Provide summary of # of students doing well ¡  Provide data for students of concern ¡  Plan supports or additional data to gather

Identify Routines

Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely. Schedule (Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

Low High 1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

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Let’s look at some data

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Alex

What questions would we ask?


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What questions would we ask?

= Office Discipline Referral

Maude

Typical Reasons CICO may not be working for an individual student

1.The program does not match the perceived function of the problem behavior.

2.The rewards are not powerful or desirable for the student.

3. Low fidelity of implementation. 4. The student needs more instruction on how to use

the program.

Troubleshooting: Intensifying CICO

Problem: The student has academic skill deficits, and may be trying to escape the task

Possible Modifications: 1.  Provide additional academic support! 2.  Pre-teach skills/lessons prior to the lesson 3.  Allow breaks or homework passes as rewards 4.  Modify instruction 5.  The most important thing to remember: The

“escape” will not go away until the student gains the academic skills


Problem: The student does not seem to be motivated by the rewards

Possible Modifications: 1.  Talk to student! They may have great ideas about

possible rewards. 2.  Reduce the amount of points the student needs

to earn a reward. 3.  Give the student more opportunities to earn

points (more teacher check in times).

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Problem: Low Fidelity – The teacher isn’t marking the card

Possible Modifications: 1.  Problem solve barriers with the teacher

1.  Re-training 2.  Time, Remembering, Philosophy, Training

2.  Find times that are more convenient to the teacher

1.  Model CICO again 3.  Teach the student to approach the teacher to get

the card marked


Problem: Low Fidelity – The student does not check in/out

Possible Modifications: 1.  Ensure that the student has enough time to

get to class on time or make it to the bus 2.  Provide “late slips” to students who are late 3.  Have the check in/out time be fun and

positive 1.  Is student earning goals? Follow-through? 2.  How delayed is back-up reinforcer

CICO Fidelity Checklist Troubleshooting: Modifying CICO

Problem: The student needs more instruction on CICO skills

Possible Modifications: 1.  Provide a thorough overview of the program and

review procedures on a regular basis 2.  Provide explicit examples and non-examples of

desired behaviors 3.  Role play the behaviors to give the student time

to practice

Big Ideas: Intensifying Support

�  Use decision rules �  Focus on smallest change to CICO 1st �  Problem-solve with teacher �  Change reward system �  Analyze data

¡  Certain time of day, certain day of week �  Keep trying! Encourage teacher & student!

�  CICO teams with specialist/special educators involved provide “bridge” between general and special education. ¡  Knowledge of & increased confidence in interventions tried ¡  Increased familiarity with students who may be struggling sooner


CICO is Implemented

Parent Feedback


Afternoon Check-out

Morning Check-in


For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

Hawken, 2002

Fading the program

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When Should We Fade CICO?

�  The student should have demonstrated success over time

�  What are your decision rules? ¡  BEP book, 80-80-4 (Crone, Hawken, Horner) ¡  Majors…Minors ¡  Realistic expectations…we all make mistakes sometimes.

Celebrating Graduation

�  CICO Graduation celebration �  CICO “Alumni” parties �  Older/Faded/Alumni students support younger,

newer CICO students �  Transition to new roles in the school that carry

responsibilities and still provide attention for appropriate behavior ¡  Self-monitors, recess leaders, library assistant, etc.


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Brooklyn


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Carlos

How do we fade CICO?

There are several options – 1.  Simply take the intervention away 2.  Increase goal 3.  Gradually remove different components of CICO 4.  Teacher the student to self-monitor Unlike intensifying…Standardize fading for most

students with ‘fading phases’

Gradually Fading Components of CICO

� Decide what components will be faded � Document the plan � Meet with the student to explain the changes � Be sure to present the changes as positive to the

student ¡  they may not like having to earn more points!

� Monitor the student’s progress while fading CICO, and make changes as needed

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Self-monitoring

�  Self-monitoring is a great option for fading CICO ¡  Teaching a student to monitor his or her own behavior

will teach skills that are needed to be successful in the school environment

� The downside: it takes time and planning to teach the student to monitor his or her own behavior with accuracy

� Typically, young students (K-2) may have trouble learning to self-monitor

Self-monitoring

Self-monitoring consists of several components:

÷ Self-evaluation – How did I do? ÷ Self-recording – Write down how I did. ÷ Self-reinforcement – I did a great job! ÷ Self-recruitment of praise – Look, I did a great

job!

Self-monitoring

Step 1: Train the student Training Includes: - Telling the student about the changes in

the program - Teaching the student how to evaluate his

or her behavior (with lots of examples) - Teach the student how to record his or

her rating on the card - Teach the student how to recruit praise

Self-monitoring

Step 2: Accuracy Checks - Initially, teachers should continue to rate student

behavior & compare student ratings - This should occur until the student has rated his

or her behavior with 90% accuracy for at least two weeks & student is meeting their goal

- Students should receive praise and points for accuracy as well as positive behavior

CICO Card Name: ____________________________ Date: _____________ 3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

Safe Kind Responsible

Check In 3 2 1 3 2 1 3 2 1

Student 3 2 1 3 2 1 3 2 1 Morning 3 2 1 3 2 1 3 2 1 Student 3 2 1 3 2 1 3 2 1 Lunch 3 2 1 3 2 1 3 2 1 Student 3 2 1 3 2 1 3 2 1 Afternoon 3 2 1 3 2 1 3 2 1 Student 3 2 1 3 2 1 3 2 1 Check Out 3 2 1 3 2 1 3 2 1 Student 3 2 1 3 2 1 3 2 1 Today’s goal: Today’s total points Today’s Accuracy Goal Today’s Accuracy Total

Self-monitoring

Step 3: Students rate their own behavior - After meeting a criterion/decision rule, check-ins

should be reduced - Teachers should still check the student’s card for

accuracy at certain times - Students continue to rate their own behavior - After the student has become accurate, and is displaying appropriate behavior, other features of the intervention may be faded

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Phases of CICO

If a student repeats a phase more than twice, student should be referred back to PBS team to discuss why progress is not occurring on CICO and other possible solutions.

Wesley, 2010

Sample Phases of CICO developed by Katie Wesley

�  1 Full CICO ¡  80% of points for 18 to 20 days move to phase 2 ¡  60-80% of points stay at phase 1 ¡  > 60% of points cycle to IPBS intensify

�  2 CICO Self-Management with Full Check-ins—focus on accuracy in self-ratings ¡  80% of points earned for 2 wks move to phase 3 ¡  60-80% of points stay at phase 2 ¡  > 60% cycle back to phase 1

Sample Phases of CICO Katie Wesley Riverside Elementary N. Clackamas

�  3 CICO Self-Management with Decreased Check-ins ¡  80% of points for 2 weeks move to phase 4 ¡  60-80% of points stay at phase 3 ¡  > 60% cycle back to phase 2

�  4 Full Self-management of CICO ¡  Based on student performance team meets to

discuss exiting CICO (e.g., 80% of points earned for 2 wks)

¡  60-80% of points stay at phase 4 ¡  > 60% cycle back to phase 3

**If student repeats phase more than 2x revisit at IPBS

Next Steps

�  What can you do to support students to be more successful in your setting?

�  What are potential ways for you to be involved with MTSS?

�  Why is it important to consider data, systems, and practice aspects when problem solving?

Studies Evaluating CICO �  Campbell, A. & Anderson, C. (2011). Check-in/Check-out: A systematic evaluation and component analysis. Journal of Applied

Behavior Analysis, 44, 315-326. �  Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at

risk of developing emotional or behavioral disorders. Journal of Special Education, 42, 108-126. �  Cheney, D., Lynass, L., Flower, A., Waugh, M., Iwaszuk, W., & Hawken, L. (2010). The Check, Connect, and Expect Program: A

Targeted, Tier Two Intervention in the School-Wide Positive Behavior Support Model. Preventing School Failure, 54, 152-158. �  Cheney, D., Stage, S. A., Hawken, L., Lynass, L., Mielenz, C. & Waugh, M. (2009). A Two-Year Outcome Study of the Check,

Connect, and Expect Intervention for Students At-Risk for Severe Behavior Problems. Journal of Emotional and Behavioral Disorders, 17, 226-243.

�  Fairbanks, S., Sugai, G., & Guardino, D. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288-310.

�  Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A. W., & Watson, J. (2007). Check in/ check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children, 30(1), 69-84.

�  Hawken, L. & Johnston, S. (2007). Preventing severe problem behavior in young children: The Behavior Education Program. Journal of Early and Intensive Behavior Intervention, 4, 599-613.

�  Hawken, L. H. & MacLeod, K. S., & O’Neill, R. (2007). Effects of function of problem behavior on the responsiveness to the Behavior Education Program. Manuscript submitted for publication.

�  Hawken, L. & O’Neill, R., & **MacLeod, K. (in press). Effects of function of problem behavior on the responsiveness to the Behavior Education Program. Education and Treatment of Children

�  Hawken, L., MacLeod, K. & Rawlings, L. (2007). Effects of the Behavior Education Program (BEP) on problem behavior with elementary school students. Journal of Positive Behavior Interventions, 9, 94-101.

�  Hawken, L. H. (2006). School psychologists as leaders in the implementation of a targeted intervention: The Behavior Education Program (BEP). School Psychology Quarterly, 21, 91-111.

�  Hawken, L. H. & Horner, R. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support, Journal of Behavioral Education, 12, 225-240.

�  McIntosh, K., Campbell, A., Carter, D. R., Dickey, C. R. (2009). Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior. Journal of Positive Behavior Interventions, 11, 82-93.

�  McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the Behavior Education Program. Preventing School Failure, 51 (3),12-19.

�  March, R. E., & Horner, R.H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158-170.

�  Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In - Check Out. Journal of Positive Behavioral Interventions, 10, 46-55.