Tier 2 PBIS Check-in, Check-out

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Tier 2 PBIS: Check-In / Check-out

Kevin J. Filter, Ph.D.

Minnesota State University, Mankato

IMPORTANT MESSAGE

So, don’t invest in Tier 2 until Tier 1 is solid

What is Tier 2 really about?

It IS the SYSTEM that connects

Tier 1 to Tier 3

Dichotomy or Continuum?

The difference here is

NOT about

INTERVENTIONS, it’s about SYSTEMS

Interventions

Tier 2 Criteria from PBIS.org

Continuous availability.

Rapid access (72 hr).

Very low effort by teachers.

Consistent with school-wide expectations.

Implemented by all staff/faculty in a school.

Flexible intervention based on assessment.

Criteria from PBIS.org

(cont’d)

Functional assessment.

Adequate resources (admin, team), weekly meeting, plus 10 hours a week.

Student chooses to participate.

Continuous monitoring of student behavior for decision-making.

Are you already doing some of this?

Most schools have some supports available for students at risk

However, they often haven’t been systematically reviewed and connected

So, here’s what we should be considering…

Evaluating Your CURRENT Tier 2

Supports

Criteria from PBIS.org

Evidence for effectiveness

Published evidence

Shared evidence

Local evidence

Re-evaluate ANNUALLY

Let’s Evaluate

Take five minutes to review the programs available in your school for Tier 2 using the form “Evaluating Tier 2 Interventions in

School

SELECTING STUDENTS

Office Discipline Referrals: Using existing data

Rule of Thumb = 2 to 5 ODRs

Not an immediate danger to self or others

What are the problem behaviors?

Matching behavior function to intervention

ACTIVITY / DEMONSTRATION: SWIS

STEP 1 STEP 2

Find students with 2 to

5 ODRs

Determine rule-out behaviors

Major violence/aggression

Investigate function of behaviors

OK, we’ve found them and they are in the program now – what comes next?

Keeping track of our Tier 2 students…

Using data…

Records and Decisions

Keep records of who is participating in each program

Name

Progress

Decision

KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!!

Follow-up AFTER they are removed from program

NEXT STEPS

Develop criteria for moving between levels

Develop a system to fade the Tier 2 intervention

If Tier 2 intervention and modified Tier 2

intervention do not lead to improvements for children, then the Tier 3 process should be initiated

Tier 3 = FBA that leads to individual behavior support plan

Some Tier 2 interventions are better than others…

Check-in / Check-out

Strong evidence-base

Over a dozen published studies

Works for 67% to 75% of ALL kids

Best for attention function but can be modified

Designed as a Tier 2 intervention

Can be purchased from Guilford Press as book and/or DVD

Student Recommended for BEP

Parent

Feedback

BEP Implemented

Morning

Check-In

Regular Teacher

Feedback

Behavior

Education

Program

BEP Coordinator

Summarizes Data for Decision Making

Biweekly Meeting to Assess Student

Progress

Afternoon

Check-Out

Revise

Program

Graduate

Program

Critical Features

Morning check-in

Daily Progress Report (point card)

Teacher feedback throughout the day

Afternoon check-out

Home component

Team management and decision-making

Training

Teachers

Students

Parent

Morning Check-In

Students check-in with CICO manager

Signed card from home is returned

New card is delivered

Point goal is reviewed

Ensure student is ready for the day

Materials, homework

Jason

Leanne

Juan

Kiran

Alexa

Jacey

BEP Check-In/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student Name

Paper Pencil

√ √

Notebook DPR parent copy

√ √

BEP Score

90

85

60

100

95

90

Student

Check-In, Check-Out Form:

Elementary School Version

Check-Out

% of Points

Earned

Goal Check-In Delivered

Contract

Signed Parent

Copy of DPR

Date

1/16

1/17

1/18

1/19

1/20

1/23

1/24

Tracking Student BEP Progress

(number = % of total daily points)

Jason Leanne Juan Kiran

88

79

95

85

100

77

45

89

0

67

95

100

0

75

100

100

100

95

77

100

85

89

95

100

80

75

85

92 85

90

95

78

Alexa

65

77

63

Daily Progress Report

One form used by all students

Not individualized

Connected to 3-5 positively stated PBIS behavior expectations

Points are assigned for each behavior on a 0-2 scale

Daily Progress Report

Goals

1/5 2/6 3/7 HR 4/8

Be Respectful

2 1 0 2 1 0

Be Responsible

Keep Hands and

Feet to Self

2 1 0

Follow Directions

2 1 0

Be There

Be Ready

TOTAL POINTS

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

HAWK Report

Date ________ Student _______________

Teacher___________________

0 = No

1= Good

2= Excellent

Class

Recess

Class

Lunch

Class

Be Safe

Keep hands, feet, and objects to self

0 1 2

Be

Respectful

Use kind words and actions

Be Your Personal

Follow directions

Best

Work in class

Teacher initials

0 1 2 0 1 2 0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

0 1 2 0 1 2

0 1 2 0 1 2 0 1 2

Recess

Class

Total Points =

Points Possible = 50

0 1 2 0 1 2 0 1 2

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

Today ______________% Goal ______________%

KENNEDY CARD

Name

_____________________________________________________

2

1

No

2

1

No

2

1

No

2

1

No

2

1

No

2

1

No

Materials to Class

2

1

No

2

1

No

2

1

No

2

1

No

Worked and Let

Others

Work

2

1

No

2

1

No

2

1

No

2

1

No

2

1

No

2

1

No

Followed

Directions the First

Time

2

1

No

2

1

No

Assignments:

Wow,

Assignments:

Wow,

Assignments:

Wow,

Assignments:

Wow,

Assignments:

Wow,

Assignments:

Wow,

= _____ Goal =

36

Teacher Parent

Teacher Feedback Throughout the Day

Student is rated on behaviors during naturallyoccurring transitions

Feedback is brief

Verbal

Reward success and remind how score can improve if not scored as a 2

By using same card for all kids, teachers don’t have to “individualize” things

Afternoon Check-Out

Check-out with CICO manager

Review points earned relative to goal

Deliver rewards

Daily? Progress toward larger goals?

CICO manager records points in database

Jason

Leanne

Juan

Kiran

Alexa

Jacey

BEP Check-In/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student Name

Paper Pencil

√ √

Notebook DPR parent copy

√ √

BEP Score

90

85

60

100

95

90

Home Component

Daily Progress Report goes home to parent

Parent verbally rewards success

Avoid using as a punishment

Parent signs card and gives it back to student to return to school next day

Team Management and Decision-

Making

Team meets biweekly to review CICO program

CICO Program Manager organizes data for meeting

Discuss students who are not succeeding

Plan for graduation for successful student

Fading

Decision-Making Cont’d:

Importance of Baseline Data

Why?

So we know if the intervention helped

How to do it

Collect at least 3 to 5 days of data BEFORE the intervention begins

Teachers score behavior but don’t provide feedback to student

Training

Teachers

Explain program to all teachers

Once they know how to rate behavior they can work with any kid

Students

Once student starts program, schedule a meeting to review program with student

Parents

When a student is being considered for program, talk to parents about what the program is for and how to manage signature and home feedback process

How Is BEP 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 and receive support quickly

Team uses data for decision making to determine progress

2005 by The Guilford Press

CICO Self-Assessment

Review what’s involved with doing a check in/ check out (CICO) program

If you choose to invest in CICO/BEP, then this document will help with action planning

Tier 2 is a SYSTEM that connects Tier 1 to Tier

3

Not all schools that are interested in Tier 2 supports are ready

Invest in Tier 1!

Select Tier 2 programs based on evidence

Monitor progress of all students in Tier 2

Kevin Filter

Kevin.filter@mnsu.edu

507-389-5828

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