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

Keep hands, feet, and objects to self

0 1 2

Be

Respectful

Be Your Personal

Best

Use kind words and actions

Follow directions

Working in class

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

days

9 10 11 12 13

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

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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.

c.

Instruction on behavioral expectations and appropriate social skills

Daily Check-in and Check-out at the beginning and end of the school day with a d.

e.

positive adult mentor

Increased recognition and incentives for following expectations through regular check-in with teachers throughout the day to complete the point card

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, &

Who By When Completed

Y N 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

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

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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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