Presented by:
Student Services --PBIS Team
Jeremy Geschwind
Karina Kidd
Drew Laurence
Todd Nicholson

Conversation:
– Lots! Please be sensitive with side bar conversation
Help
– Raise hand; note on my computer, call a coach over!
Activity
– Become familiar with Tier II interventions, and plan to apply in your school
Movement
– Rule of “ Two Feet ”
Participation
– Fully present, engaged with the content and others

• Complete PBIS Team Implementation Checklist (TIC)
• Define the logic and core features of targeted interventions (Tier II).
• Review some team processes for matching students to interventions.
• Review the 8 essential elements and the specifics of a Check-in/Check-out (CICO) approach.
• Self-assess if CICO is appropriate for your school.
• Build an action plan for CICO implementation.
• Review three Tier 2 interventions (other than CICO)

..\Dr. McCoy - Im a Doctor not a....flv

SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
*Systems for Students with High-Risk Behavior
Secondary Prevention:
Targeted Interventions
*Systems for Students with At-Risk Behavior
~80% of Students

CONTINUUM OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Targeted
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-wide/Classroom/
Non-classroom Systems for
All Students,
Staff, & Settings
~80% of Students
Today’s focus

Critical Features of
Targeted Tier II Interventions
• Intervention is continuously available
• Rapid access to intervention (72 hr.)
• Consistent with school-wide expectations
• Consistent implementation by all staff/faculty
– Teacher involvement
• Flexible intervention based on function of behavior
– Functional Assessment/thinking

• Adequate resources (admin, team)
– regular meeting, plus 10 hours a week for coordination
• Continuous progress monitoring for decisionmaking
• Very low effort by teachers
• Home/school linkage
• Student motivated to participate
• Ongoing improvement of intervention

CICO
CICO is a highly effective, evidence-based intervention that helps students and staff develop positive connections while teaching social and self-management skills to at-risk students

The primary function of CICO is to improve the
efficiency of the school-wide procedures, while reducing the number of individualized interventions that are needed.

All specialized interventions are more effective, and more durable, if they are done with schoolwide behavioral expectations as a foundation.

CICO Plan
Home
Check-In
Morning
Check-In
Class
Check out
Data Tracking
Team Review
Teacher
Checks
Program Update
Class
Check in
Afternoon
Check-out
EXIT

• Student nominated for CICO
• How students are entered into CICO will vary depending on school’s process
• Gathering baseline data/contracts
• Implementation
• Review & improve

CICO Record
Name: ____________________________ Date: ______________
0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In
Before
Recess
Before
Lunch
After Recess
Check Out
Today’s goal
Comments:
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
Today’s total points

• Improved structure
– Prompts are provided throughout the day for correct behavior.
– System for linking student with at least one positive adult.
– Student chooses to participate.
• Student is “set up for success”
– First contact each morning is positive.
– “Blow-out” days are pre-empted.
– First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.

• Increase in contingent feedback
– Feedback occurs more often.
– Feedback is tied to student behavior.
– Inappropriate behavior is less likely to be ignored or rewarded.
• Program can be applied in all school locations
– Classroom, playground, cafeteria (anywhere there is a supervisor)

• Elevated reward for appropriate behavior
– Adult and peer attention delivered each target period
– Adult attention (and tangible) delivered at end of day
• Linking behavior support and academic support
– For academic-based, escape-maintained problem behavior incorporate academic support

• Increased opportunity for linking school and home support
– Provide format for positive student/parent contact
• Program is organized to morph into a
Not Today. . . . .
– Increased options for making choices
– Increased ability to self-monitor performance/progress

• Define behavioral expectations
• Teach the expectations
• Provide frequent feedback & reinforcement
• Regular cycle of positive adult contact
• Use of DPR to evaluate intervention effectiveness

..\cico.flv

Is your school ready to implement Check-
In/Check-Out? Prior to implementation, it is recommended that certain critical features of
Tier I are in place.
Please review and complete the implementation readiness questionnaire.

If the necessary groundwork for any intervention has not been laid it will likely result in an unsatisfactory outcome
Once an intervention has been tried and has failed, it can be very challenging to convince teachers and staff to give it a second chance.

1. Faculty & staff commitment
2. Dedicated CICO coordinator with team
3. SWPBIS in Place
4. Well- articulated process for identifying students in need of Tier II supports
5. Daily progress report card
6. Home report (option)
7. Reinforcement/reward system
8. Robust data system for decision making

8 Essentials in Setting up a
CICO program
1. Faculty and staff commitment
• Is problem behavior a major concern?
• Are staff willing to commit 5 min per day?
• Is CICO a reasonable option for us?
– More than 5 students need extra support
– CICO is designed to work with 10-12% of kids in a school
– CICO typically “works” with 67% of identified students.
– CICO does NOT replace need for individualized supports.
2. Team available
• Team leader
• CICO coordinator (morning, afternoon)
• Team (ideally meets at least once every two weeks)

A common misperception is that Tier II strategies will ‘fix’ students with problem behaviors and the teacher does not need to be an active participant in the intervention . . .
It is important to stress that this intervention will require a high level of involvement among
ALL staff within the school building (Lewis, 2009)

• Fluent with CICO procedures
• Respected as a positive adult by students
• Effective communication skills with students, school staff and parents
• Consistent, organized with follow-through activity completion
• Effective in using data for decision making with regard to student progress and implementation fidelity

• Faculty & Staff Commitment
– What is needed to secure staff ownership of the process
• Establish Team
– In your setting, who will be on the team
– Who would make a good CICO coordinator
– Who would be the back-up
– What is needed to give it the appropriate amount of staff time

8 Essentials in Setting up a
CICO program (cont.)
3. School-wide PBIS in place
• School-wide expectations defined and taught
• Reward system operating
• Clear and consistent consequences for problem behavior
4. Process for identifying a student who may be appropriate for CICO
• Student is not responding to SWPBS expectations
– Request for Assistance
• Student finds adult attention rewarding
• Student is NOT in crisis.

• Are your school-wide behavioral expectations being taught everywhere? What needs to be tightened up and how and when can this be done?
• What is the status of the SW recognition system?
• Student identification process
– How will CICO be folded-in to the current process?

What is the current process in place at your school for teachers to receive support with students?
• What is the process for behavior concerns?
• What is the process for academic concerns?

Data Functions
• Examines groups of student data: ODR’s Attendance, nurse visits
• Receives teacher nominations/requests
– Decides if Tier II
– Decides if SST is needed
• Assesses efficacy of Tier II interventions
Student Study Functions
• Examines individual students
• Function-based assessment
• Design Tier III interventions
• Assess individual student progress
• Determine when to move on evaluation planning

• Data Driven
• Includes:
– File review
– Priority behaviors
– Description of classroom interventions tried
– Frequency, intensity, duration
– Record of parent contact as appropriate
– Reflection/Implementation Plan
– Connect/Motivation Plan

Decision Process for Identifying Students for Tier II or Tier III
• Teacher nomination
• Student data consideration
– Attendance
– ODR
– Academics
• Functional Analysis
• Intervention Planning
• Review/Revise

• Will vary depending on school structure & grade-levels served
• Multi-disciplinary team
• Someone with access to data & interpretation
• Staff skilled at thinking “function”

8 Essentials in Setting up a
CICO program (cont.)
5. Daily CICO progress report card
• Same expectations for all
• Common schedule
• All staff taught rules for accepting, completing and returning the card.
6. Home report process
• Can be same as progress card
• Can be a unique reporting form

Check-In / Check-Out - DAILY PROGRESS REPORT FORM
Student name:
Checked-in by:
Daily Points Possible: 20
Day:
Checked-out by:
Daily Goal:
Date:
Parent Signature:
Points Received:
Notes:

Have a great day! We know that you can do it.

GOAL
Check-in Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
  
2 1 0
Teacher’s
Initials:
TOTAL POINTS
Check-out Teacher’s
Initials:
DAILY GOAL REACHED? YES or NO

HAWK Report
Date ________ Student _______________ Teacher___________________
0 = Not Yet
1= Good
2= Excellent
Class
Be Safe Be
Respectful
Be Your Personal
Best
Keep hands, feet, and objects to self
Use kind words and actions
Follow directions
Working in class
0 1 2 0 1 2 0 1 2 0 1 2
Teacher initials
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch
Class
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 ______________%

Goals 1/5 2/6 3/7 HR 4/8
Be respectful 0 1 2 0 1 2
Be responsible 0 1 2
Keep Hand &
Feet to Self
0 1 2
Follow Directions 0 1 2
Be There –
Be Ready
TOTAL POINTS
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
0 1 2
0 1 2
0 1 2

CICO Home Report
Name: _____________________________
Date: _____________
______
Decide if this is appropriate
One thing I did really well today was:_______________________ for every
Comments:
Parent/Guardian Signature: ________________________________________________________
Comments:

• Selecting DPM
• Home/school interface

8 Essentials for Setting up a
CICO program (cont.)
7. Point Trading/reward menu & schedule
• Reward for collecting and turning in daily progress card
• Reward for meeting daily goal
• Exchange system for points earned
28

• Helps students visualize and understand his/her behaviors
• Helps students see behavior through others eyes
• Helps students (in a tangible way) know that adults are close attention
• Teaches goal setting and progress monitoring to students

• Keep it Simple
• Tie to SW recognition system as much as possible
• Consider daily vs. weekly reinforcement
• ‘Time’ rewards

Point Trading/Rewards
Guiding question here. . . .

8. Collecting, summarizing and using data
• Determine how to manage data collection
• Daily updates
• Weekly (scheduled) review by team
• Referral to BSC structure for individualized interventions.

Daily Check In Check Out Data Summary
Sage Nicholson
Sage is working very hard at meeting her goal.
Data Entry Section
Points
Earned
30
30
38
Daily %
0.75
0.75
0.95
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Mo/Year
Standard
Mar-12
80%
Daily Percentage of Points Earned
18-Mar 19-Mar 20-Mar
0
1
Standard
80%
80%

CICO points earned
Trevor
100
80
60
40
20
0
1 3 5 7 9 11 13 15 17 19 21 23 25 days
CICO daily points
Chad
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 days

Daily Data Used for Decision Making
100
80
60
40
20
0
03/07 03/08 03/09
Date
03/12 03/13 03/14

Daily Data Used for Decision Making
100
80
60
40
20
0
02/05
Rachelle's BEP Performance
2010-2012
2000-2001
02/08 02/13
Date
02/20 02/23

BEP Plan
Home
Check-In
Morning
Check-In
Class
Check out
Data Tracking
Team Review
Teacher
Checks
Program Update
Class
Check in
Afternoon
Check-out
EXIT

• Morning Check-in Routine
• Teaching students when, when, how
• Teaching check-in coordinator
» Assess
» Reward
» Set-up or Redirect
• Teacher Check-in/Check-out Routine
• Teach students when, when, how
• Teaching staff/faculty
» Reward
» Set-up for success, positive momentum
» Evaluation

• Teacher Check-In Routine
• ..\TCCE_check in_ES student.mov.flv

• Afternoon Check-out Routine
• Teach students when, where, how
• Teach CICO coordinator data collection, acknowledge success, encourage improvement.
• Consider self-recording system for older students
• Family Review Routine
• Consider appropriateness of family involvement
• Teach students when, where, how
• Teach family only to acknowledge success, sign

• Trading Menu/ Process
– Reward for collecting and turning in daily progress report information
– Reward for meeting daily goal
– Exchange system for points earned?
– Consistency, Consistency, Consistency!
– Back-up plan for when staff are absent

Check-In/Check-Out Program
Initial Meeting Checklist
Student:
School:
Explanation of Program:
Date:
BICM:
A program designed to provide support and monitoring for students at-risk of developing serious or chronic behavior problems. The components of the program are: a.
Clearly defined goals and expectations for the student, which are monitored daily with a point card b.
Instruction on behavioral expectations and appropriate social skills c.
Daily Check-in and Check-out at the beginning and end of the school day with a positive adult mentor d.
Increased recognition and incentives for following expectations through regular check-in with teachers throughout the day to complete the point card e.
A data system to monitor student progress and collect information about trends in student behavior
Setting up the Program:
Task
1. Program explained to student, parents, & team and present CICO contract
2. Identify expected behaviors for student to work on
3. Teach student expected behavior through modeling, role play, and opportunities to practice
4. Mentor assigned to check-in with student in beginning and end of day
5. Check-in process explained to student
6. Point card developed and taught to student
7. Point card explained to staff
Who By When Completed
Y N
Y N
Y N
Y N
Y N
Y N
Y N
8. Data sheet developed to monitor student progress
Follow-up Meeting Scheduled for
Y N

• The best way to identify students for targeted interventions is to have a system in place for regularly tracking discipline referrals.
• Function-Based considerations are the most reliable and efficient means of selecting which intervention to use

• “At-Risk” for developing more serious behaviors.
– Talk out
– Unprepared/unorganized
– Mild-moderate disruption
– Engage in behavior for adult attention
– Tardy/truancy

• Work avoidance
• Students who have occasional behavior disruptions
• Students who have serious/dangerous behaviors
• Students who need a highly individual plan

Assumed FBA Summary Statement
When CICO is used
Setting Events
Unknown
Triggering
Antecedents
An array
Of situations
(In class,
Given work,
On playground
Problem
Behavior
Talk out,
Out of seat
Tease
Make Noise,
Etc.
Maintaining
Consequences
Obtain
Peer or
Adult
Attention
Note: CICO was designed on the assumption that problem behavior is being maintained by attention. And a KEY ASSUMPTION is that attention from at least some adults is highly valued.

Setting Events
Just return from recess
FBA Summary Statement:
Would you expect CICO to be Effective?
Jane: Third Grader
Triggering
Antecedents
Request to do seat work alone
Problem
Behavior
Whine, fall out of seat, break pencil
Maintaining
Consequences
Maintain teacher attention

FBA Summary Statement:
Would you expect CICO to be Effective?
Fourth Grader who Finds Adult Attention Very Rewarding
Setting Events
Lunch time
Triggering
Antecedents
Eating lunch with peers
Problem
Behavior
Loud noises, rude comments, swearing
Maintaining
Consequences
Peer attention

FBA Summary Statement:
Would you expect CICO to be Effective?
Setting Events
Conflict at home prior to coming to school
Fourth Grader who is very isolated, and does not interact with adults unless required to do so.
Triggering
Antecedents
Request to do very difficult instructional tasks
Problem
Behavior
Non-compliance, rudeness, disrespect, swearing
Maintaining
Consequences
Avoid work

Think of Two Students & Write an FBA
Summary Statement
Provide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit”
Setting Events Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences

• Planning for success
• How does student move off CICO?
• Adding self-management options to CICO
• Moving from CICO to individualized behavior
support.
• Functional behavioral assessment
• Comprehensive behavior support
• Substitute Teacher use of CICO
• How will substitutes learn about CICO routine?
• Extending CICO to playground, cafeteria, bus area

• Embed self-management strategies as driven by the data
– Use natural signals for monitoring as much as possible
– Self-monitor
– Self-record, check for accuracy
– Fewer check points during the day
• Maintain AM and PM times for awhile
– Manage own CICO account
• More on self management in the future…..

• ..\I Gotta Feelin Im Goin
To Do Whats Right.flv

• Individually score the elements of the CICO Self-
Assessment
• In place; In progress; Not in place
• As a team review your ratings, and agree on a single summary for the school
• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?
• Define a schedule for meeting to review progress and implement your CICO plan.

• Targeted interventions
– Highly Efficient, structured support
• CICO is one option
– Assess for whom it will work
– Enlist whole faculty involvement
• CICO will still need supplement from tier III,
Function-based support system

• School-Wide Tier II Interventions: Checking
Check-Out Getting Started Workbook; available at pbis.org
• Tier 2 System of Support: University of
Missouri Center for SW-PBS website
• Responding to Problem Behavior in Schools:
The Behavior Education Program (2010)
Crone, Horner, Hawken

• Continuously available
• Rapid access
• Low teacher effort
• Consistent with school Expectations
• Data utilized for:
– Identification
– Monitoring
– Decision-making

• Implemented by all staff
• Adequate resources (fte?)
• Student engagement
• Associated with function of misbehavior and/or demonstrated skill deficits

• Tier 1 could:
– Teach playground games, one at a time
– Assign supervision to support taught games
• Tier 2 could:
– Assign students to supervised playgroup
– Teach general playground behavior
– Teach rules and etiquette for particular games
– Teach social interaction
– Monitor data in any of these areas

• Universal application (All students): to support access and enjoyment of recess activities – reducing negative behaviors
• Students getting referrals from recess
• Students demonstrating skill deficits in:
– Understanding game protocols
– Social problem-solving on playground
– Accessing attention on playground

Beyond differentiation:
• Homework club
• Peer tutoring groups
• Academic behavior skill building
• Academic CICO

• Students demonstrating need for supports beyond differentiated instruction:
– Homework help
– Study skills / assignment management
– Encouragement / success
– Additional content support

• Shares elements with variety of interventions
• Provides:
– adult attention / mentoring
– skill building
– status
– activity breaks

• Students demonstrating a need for:
– Adult attention
– Increase in social status
– Movement or activity breaks
– Success in the school environment

• Ongoing, accessible groups providing skill development and support in:
– Friendship
– Cooperation
– Assertiveness
– Empathy
– Self-control / anger management
– School / classroom skills

• School-based Mentoring
• Organizational Check-up
• New-to-School Group