Tier 2 Interventions

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Tier II Interventions

Check-In Check-Out

Presented by:

Student Services --PBIS Team

Jeremy Geschwind

Karina Kidd

Drew Laurence

Todd Nicholson

Group Agreements

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

Today’s Objectives. . . .

• 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)

Team Implementation Checklist

What is Tier II About?

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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

Critical Features (cont.)

Targeted Interventions

• 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

What is Check In/Check Out? (

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

Function of CICO

The primary function of CICO is to improve the

overall

efficiency of the school-wide procedures, while reducing the number of individualized interventions that are needed.

CICO Within School-Wide PBIS

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

Check-in Check-out Cycle

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

Typical Decision Process

• 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

Why does CICO work?

• 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.

Why does CICO work?

• 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)

Why does CICO work?

• 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

Why does CICO Work?

• 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

Is CICO an

Evidence Based Practices??

• Define behavioral expectations

• Teach the expectations

• Provide frequent feedback & reinforcement

• Regular cycle of positive adult contact

• Use of DPR to evaluate intervention effectiveness

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Overview CICO

School Readiness for CICO

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.

Caution

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.

The 8 Essential Elements of CICO

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)

Faculty & Staff Commitment

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)

CICO Coordinator Characteristics

• 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

Action Planning

• 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.

Action Planning

• 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?

School Problem-Solving 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?

Student Problem-Solving Team

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

Teacher Nomination Process

• 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

Student Problem Solving Team

Membership

• 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 ______________%

Daily Progress Report

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:

Action Planning

• 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

Point Trading/Rewards

“The Why”

• 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

Point Trading/Rewards

“The How”

• Keep it Simple

• Tie to SW recognition system as much as possible

• Consider daily vs. weekly reinforcement

• ‘Time’ rewards

Action Planning

Point Trading/Rewards

Guiding question here. . . .

8 Essentials for Setting up a

CICO program (cont.)

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/Check-in Check-out Cycle

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

Building the Basic Cycles

• 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

Video

• Teacher Check-In Routine

• ..\TCCE_check in_ES student.mov.flv

Building the Basic Cycles

• 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

Building the Basic Cycles

• 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

Protocols & Meeting Checklist

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

Considerations for Selecting

Students for Targeted Interventions

• 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

CICO is appropriate for. . .

• “At-Risk” for developing more serious behaviors.

– Talk out

– Unprepared/unorganized

– Mild-moderate disruption

– Engage in behavior for adult attention

– Tardy/truancy

CICO is NOT typically appropriate for. . .

• 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

Other Considerations. . . .

• 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

Plan for the future:

• 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…..

Self-Management

• ..\I Gotta Feelin Im Goin

To Do Whats Right.flv

Check-in/Check-out Self-Assessment

• 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.

Tier II Summary

• 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

Resources

• 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

WHAT ELSE?

Review Critical Features

• Continuously available

• Rapid access

• Low teacher effort

• Consistent with school Expectations

• Data utilized for:

– Identification

– Monitoring

– Decision-making

More Critical Features…

• Implemented by all staff

• Adequate resources (fte?)

• Student engagement

• Associated with function of misbehavior and/or demonstrated skill deficits

Structured Recess

• 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

For…

• 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

Academic Assistance

Beyond differentiation:

• Homework club

• Peer tutoring groups

• Academic behavior skill building

• Academic CICO

For

• Students demonstrating need for supports beyond differentiated instruction:

– Homework help

– Study skills / assignment management

– Encouragement / success

– Additional content support

Meaningful Work

• Shares elements with variety of interventions

• Provides:

– adult attention / mentoring

– skill building

– status

– activity breaks

For

• Students demonstrating a need for:

– Adult attention

– Increase in social status

– Movement or activity breaks

– Success in the school environment

Targeted Social Skills Groups

• Ongoing, accessible groups providing skill development and support in:

– Friendship

– Cooperation

– Assertiveness

– Empathy

– Self-control / anger management

– School / classroom skills

What else?

• School-based Mentoring

• Organizational Check-up

• New-to-School Group

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