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PBIS Tier 2Secondary systems

Check-In/Check-Out (CICO)September 30, 2013Woodruff Career & Technical CenterMichelle Coconate & Kristen McElligattTraining Behavioral ExpectationsEXPECTATIONTRAINING SITEBE RESPECTFULTurn cell phones off or to vibrate

Listen to each other and share ideasBE RESPONSIBLEMake yourself comfortable & take care of your needs

Address question/activity in group time before discussing other topics

Ask questions

Leave no trace

Complete evaluationBE PREPAREDRecord tasks on MAP

Follow up on tasks for next training day

2Verbal prompt: Limit/avoid sidebar conversationsTier 2: CICO Objectives1. Create a Tier 2 SystemTier 2 Team Team members' roles and responsibilities

2.Use data for decision-making and progress monitoring

3. Apply the 10 Critical Features of Tier 2 interventions to Check-In Check-Out

4. Design Tier 2 System and begin creating CICO

Tier 3/Tertiary Interventions 1-5%Individual studentsAssessment-basedHigh intensity 1-5%Tier 3/Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresTier 2/Secondary Interventions 5-15%Some students (at-risk)High efficiencyRapid responseSmall group interventions Some individualizing

5-15% Tier 2/Secondary InterventionsSome students (at-risk)High efficiencyRapid responseSmall group interventionsSome individualizing

Tier 1/Universal Interventions 80-90%All studentsPreventive, proactive80-90%Tier 1/Universal InterventionsAll settings, all studentsPreventive, proactiveSchool-Wide Systems for Student Success: A RtI ModelAcademic SystemsBehavioral SystemsIllinois 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.htm4Important points:Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Secondary: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the teamSchool population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue. Universal team/all students, Secondary team/small groups/generic problem solving team/Tertiary team/formed for individual studentDiscuss importance of mental health, mental wellnessShout Out - ActivityShare 3 Points from each Tier

Tier 1

Tier 2

Tier 3

Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators

Practices Curricula, instruction, interventions, and strategies that are evidence-based

Data Information that is used to identify status, need for change, and effects of interventions

Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBISTable TalkPick one new thing you have learned and share with a partner. Systems Data Practices OutcomesPrimary Prevention:School/ClassroomWide Systems forAll Students, Families,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIORSUPPORT: What is meant by layering interventions?You can use the all, some, few description for this triangle and also talk about the layering of interventions that this represents.

What does that acronym mean?????

CICO Check-In/Check-Out

SAIG Social/Academic Instructional Groups

GWIF Groups with Individual Features

FBA Functional Behavior Assessment

BIP Behavior Intervention Plan

10 Critical Features of Tier 2 InterventionsIntervention linked directly to school wide expectations and/or academic goals.

Intervention continuously available for student participation.

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

Intervention can be modified based on assessment and/or outcome dataCritical Features continuedIntervention includes structured prompts for what to do in relevant situations.

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

Intervention includes a school-home communication exchange system at least weekly. Critical Features continued8. Orientation process and introduction to materials is provided for students as they begin the intervention

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

10. Opportunities to practice new skills are provided daily.

Team ConsiderationsCoordinator vs. FacilitatorCoordinator(s)

Organizes interventions CICO, S/AIG & Group with Individual Features

Roles include: Scheduling meetingsCollecting & reviewing dataFacilitator

Provides direct intervention

Roles include: Meeting with students for CICO

Tier 2 Team Monitors intervention effectiveness CICO SAIG GWIF Brief FBA/BIP

Reviews data to make decisions on improvements to the interventions

Tier 2 Team Member Roles Facilitator (Coach) Data Manager Recorder Time Keeper Communicator18Remind teams that at each level, Univ, Sec, Tert, there should be a division of duties among team members to avoid one person being the expert or carrying all of the PBIS responsibilities. Family members: reminder we are not talking about individual students, this is a system meeting, no worries about confidentialityCICO facilitators do not have to ALL be a part of the systems meetings. The CICO coordinator would be the one who over sees the interventions and is a regular team member. The coordinator could also be a CICO facilitator

Planning Activity 1: Define Your Team Team membership Roles of members Meeting dates Meeting times Meeting Norms

The Behavior Education Program: a Check-In/Check-Out Intervention for Students at RiskPlease note:The Student Identification chapter provides more of a problem-solving teaming example as opposed to the recommended Systems Team Meeting

The DVD recommends the intervention begin within one week, we recommend 2-3 days.

In the Using Data chapter, the team meeting example is a problem-solving team example as opposed to the recommended Systems Team Meeting.

VIDEO:Explain why the video is being shown at this point during the training. In the past, when we began mentioning types of Secondary Interventions as we talked about Secondary/Tier 2 Systems, the audience found it confusing that we were referring to CICO when they did not know what CICO actually was. Now we show the video early in the training so as we begin to reference CICO, the audience has a better idea of what the intervention of CICO looks like. Show the video using the "Chapter Selection" option so the presenter can go through each item and make any clarifications as the audience views the videos in these clips The Student Identification chapter is the chapter with the main concern, most of the chapter coincides with our current teaching except for the lack of a "systems" approach; the chapter provides more of a problem-solving teaming example. One other message that differs from ours is that the dvd recommends the intervention begin within one week when we recommend 2-3 days The Check-In, Teacher Feedback, Check-Out and Home Feedback Chapters are all ok, in my opinionIf we show the Using Data Chapter, we must clarify that the team meeting example that is shown is that of a problem-solving team example, not our recommended Systems Team Meeting

ResourcesBook: Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010)

DVD: The Behavior Education Program: A Check-In, Check-Out Intervention for Students At-Risk (Hawken, Pettersson, Mootz, & Anderson, 2005)

Return in 15 MinutesWhat is CICO? First level of Tier 2 intervention Extension of Tier 1 Same for all identified students Large group intervention Support for 7-12% of the school population High frequency positive or neutral feedback Low impact on staff time

Activity:Calculate the number of students for CICO at your school.

Total Enrollment = _______7% of enrollment = ______12% of enrollment = ______

CICO will support _(#)_ to _(#)_ students.Who is identified for CICO support?Students with low-level problem behaviors# of ODRsTeacher referralStudents with internalizing behaviors Visits to nurses office Sits alone at lunchOther Students with individualized behavior plans2nd bullet point gives an example of teachers making a referral based on data from classroom management charts. Elementary teachers tend to re-teach behavior and handle many behaviors within their classrooms without documenting minors to the office often using a system such as a stoplight system in a classroom. Since this data point is difficult to track as a school-wide data point, teachers may be encouraged to refer a student that is consistently having reminders or behaviors documented through their classroom management system. CICO CycleStudents are identified based on data rules.CICO CycleEvery 2 weeks Coordinator reviews individual student DPR data@ 4 weeksCoordinator determines level of success

Responding = Continue

Not Responding = Reverse Request for Assistance Monthly Systems Team Meeting

Coordinator reports data

Team completes tracking tool

Team makes data-based decisions Adapted from Crone, Horner, Hawkin (2004)CICO Daily Cycle 1. Check-in with assigned adult upon arrival to school Greets student Collects previous days DPR with parent signature (optional) Reviews School-wide expectations Provides new Daily Progress Report Provides materials (pencil etc.) if needed Provides reinforcer for check-in (optional)

(March & Horner, 1998)28CICO Daily Cycle continued2. During each time period:

Teacher provides positive/corrective behavioral feedback

Teacher completes DPR or student completes self-monitoring DPR (teacher checks and initials card)

(March & Horner, 1998)3. Check-out at end of day:

Review points & goals

Reinforce student for checking-out

Receive reinforcer if goal met (optional)

Take DPR card home (optional)CICO Daily Cycle continued(March & Horner, 1998)30Clearly define corrective feedback as opposed to negative feedback, with corrective feedback the adult is describing the behavior he/she wants to see from the student. Ex. Remember to raise your hand and wait to be called on before you speak. This is how we want staff to address behaviors problems with CICO students. We want staff to avoid criticism as well as telling students what they DONT want to see Ex. Stop talking out in class! 4. Student gives DPR to parent (optional) Student receives reinforcer from parent Parent signs card (Students are not punished if their parents dont participate.)

5. Return signed card next day celebrateCICO Daily Cycle continued(March & Horner, 1998)31Create a PlanDPRData RulesStaff/Student/Family OrientationSHARE

CICO HandbookTeam MembersGoal StatementData-based decision rules (In/On/Out)Description of Roles Coordinator Facilitators Teachers Students Parents

Daily Progress Report (DPR)Request for AssistanceReverse Request for AssistanceParent Letter

Daily Progress Reports

Parts of a DPRMust include:School-wide expectationsRating system

Can include:Name (Badgers B.E.S.T., STAR CLUB, S.O.A.R.S)Teacher initials?Parent signature?Parent positive feedback?Student percentage point goal80% of pointsOther See p. 71-79

Grant Middle School STAR CLUB

(Students tracking Awesome Results)Daily Progress ReportNAME:______________________ DATE:__________________Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the students achievement to the following goals.EXPECTATIONS1st block2nd block3rd block4th blockBe Safe2 1 02 1 02 1 02 1 0Be Respectful2 1 02 1 02 1 02 1 0Be Responsible2 1 02 1 02 1 02 1 0Total PointsTeacher InitialsBEP Daily Goal : 32/40BEP daily score: _____/______Percentage_________

In training ____ BEP Member _____ Student Signature__________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below)

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken36Real example from Grant Middle School in Springfield. In training or member" is for students. Once they are in full swing - usually a couple weeks, they move from In training to BEP Member. This differentiation is to help teachers know they may need to help encourage the student - maybe ask for the sheet if they forget to give it to them - maybe hand the sheet back to them at the end of the period in case they forget to come up and get it on their own.

37Elementary ExampleKey2= Great Job1= Did OK0= Tough RESPECTPropertyRESPECTAll OthersRESPECTLearningRESPECTSelfHomeroom2 1 02 1 02 1 02 1 0LanguageArts2 1 02 1 02 1 02 1 0Mathematics2 1 02 1 02 1 02 1 0Social StudiesScience2 1 02 1 02 1 02 1 0Exploratory2 1 02 1 02 1 02 1 0PE2 1 02 1 02 1 02 1 0Lunch2 1 02 1 02 1 02 1 0Daily Goal: 45//56 Daily Score: ______/56

Comments:

Parent Signature: _________________________________________________

Name: _________________________________ Date:___________ Homeroom Teacher: _____________________________________

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DPR ACTIVITYUSE THIS TIME TO BEGIN DRAFTING YOUR DPR

See AppendixDATA-BASED DECISION RULESIN, ON, and OUTData-Based Decision-RulesIN: Identification for CICO Ex. 2 or more ODRs, Attendance, Grades, Referral etc.7-12% of enrollment

ON: Progress-monitoringPoints collected daily and entered into databaseIntervention effectiveness

OUT: Exiting/transitioning80% of DPR points averaged per day/week for 4 weeks No new ODRsAll Staff Must Know This!Data: ON Individual Student Response

Group Intervention Effectiveness 70% positive response = Effective Less than 70% = Adjust processes & procedures Data Toolwww.measuredeffects.com

Intervention Effectiveness

70% or betterWhat would the conversation have been by the Tier 2 systems team when they met each month and used process data on the tracking tool to evaluate the integrity of CICO? September = 7-10% of entire building population not enrolled & only 40% responding October = 7% enrolled in intervention but only 48% responding November = 10% of population enrolled & 71% responding Activity: INHow will students at your school be identified for CICO?

Develop your data-based decision rule.Training/OrientationStaffStudentsFamiliesStaff OrientationInvolves ALL school staff

Includes continuum of Tier 2 Interventions

Includes a Handbook or other in-depth, written description of CICOSee p. 61-67Student OrientationAll students are made aware of CICO

Participating Students: Who, what, when, where Teach students what to do if they disagree with a teacher ratingSee p. 67-68Family OrientationPurposeStudent expectationsParent expectationsSign DPR?Focus on positiveNo negative consequencesRe-teach expectations

See p. 69-70ActivityUSE THIS TIME TO BEGIN DRAFTING YOUR STAFF, STUDENT, & FAMILY ORIENTATIONS

Request for Assistance ToolsRequest for AssistanceStaff or family referral

Reverse Request for AssistanceTeam request for input from teacher

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ActivityBegin discussing/creating your request for assistance and reverse request for assistance formsSee AppendixReportProgress & Share Next StepsNovember 20: Middle/High 7:30-2:30

November 21: Primary 8:30-3:30Next meeting date:November MeetingComplete items on MAP and bring artifacts

Book: Responding to Problem Behavior in Schools: The Behavior Education Program

Computer Schedule a date for Kristen or Michelle to meet with your teamBEFORE NOVEMBER 20/21