ACKNOWLEDGEMENTS
Portions of this presentation were adapted from work and presentations by
the following:
Missouri Schoolwide Positive Behavior Support
Center for SW-PBS, College of Education, University of Missouri
Illinois PBIS Network
www.pbis.org
INTRODUCTIONS
BACK TO THE BASICS OF PBIS
What’s the point of PBIS?
How does it impact School Climate?
Change Student Behavior AND Way Behavior Addressed: Who changes more, adults
or students?
3-TIERED MODEL
Intensive
Targeted
Universal
Few
Some
All
WHAT BROUGHT YOU HERE?
•
Why are you interested in Tier II?
•
What kinds of students are you thinking of for Tier II interventions?
WHY USE TIER II INTERVENTIONS?
Not all ‘frequent flyers’ need intensive interventions…
 Children with issues vary in transgressions
 Interventions matched to student’s needs
 Can prevent severe problem behavior
 Use fewer resources (than Tier 3)
TIER II IS FOR STUDENTS WHO….
 Are at-risk for an academic and/or socialbehavioral concern
 Continue to engage in frequent problem behavior
despite effective school-wide, Tier 1 prevention
efforts
 Need additional teaching, monitoring and feedback
 Could benefit from extra attention or support at
school before they are in crisis
(Crone, Hawken & Horner, 2010)
TIER II INTERVENTIONS ARE FOR STUDENTS WITH….
Low level problems
Non-compliance, disrespect
Work completion
Attendance, tardy
ODR 2-5, classroom minor 4-6 range
Behavior that occurs across multiple
locations
Internalizing or externalizing concerns
(Crone, Hawken & Horner, 2010)
ARE YOU READY FOR TIER II?
 Are Universal systems consistently implemented with fidelity?
UNIVERSAL SYSTEMS CONSISTENTLY IMPLEMENTED?
 Do all students have access?
 Are teachers/staff consistent in practices?
 Are office discipline referrals (ODRs) filled out
properly/consistently?
 Are minors documented in classroom?
 Are data used regularly to make decisions?
CLASSROOM PRACTICES
It’s very important that classroom practices are in place and
consistent from classroom to classroom!
 Classroom expectations/rules clearly defined
 Procedures/routines clearly defined
 Strategies to acknowledge appropriate behavior
 Strategies to respond to inappropriate behavior
 Active supervision
 Multiple opportunities to respond (academic engagement)
 Instruction based on student need
Source: OSEP
Center for PBIS
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
# Yes___
7-5 “yes” = “So-So”
On Flash Drive
<5 “yes” = “Improvement Needed”
Source: www.pbis.org > Resources
HOW DO YOU KNOW IF UNIVERSALS ARE IN PLACE?
Some ways to evaluate:
• Schoolwide Evaluation Tool (by outside evaluator)
• Self-Assessment Survey (entire school staff)
• Administrative walk-throughs to observe classrooms
• Feedback from parents and visitors (surveys, interviews, etc.)
• Office Discipline Data (are 80% or more of students receiving
0-1 office discipline referrals?)
ACTION PLANNING
Activity
10 Minutes
Using the Multi-Tiered Action Plan (MAP) on your flash drive, list any
Universal Topics that need to be addressed, along with Next
Steps. Use the Team Implementation Checklist as a guide (also
on flash drive).
Tier/Topic
Evidence/Data that
Identifies Need
Next Steps
Action
Who?
When?
TIER II TEAM
Is Tier II Team in place?
 Administrator on team
 Universal team member on team
 Tier II team members dedicated to developing expertise
in behavior assessment and intervention planning
 Team includes faculty with expertise in academic
assessment and intervention
 Team members dedicated to attending trainings as a
team
TIER II TEAM PURPOSE
 Plan and Coordinate Tier II Systems
 Review Student Data Regularly
 Develop and Coordinate Tier II Interventions
 Provide Staff Training
 Continually Share Info with Staff
SYSTEMS PLANNING TEAM VS.
PROBLEM SOLVING TEAM
Tier II Systems Planning Team
 Meets at least once a
month
 Monitors effectiveness
of interventions
 Review data to make
decisions on
improvements to the
interventions
 Individual students are
NOT discussed
Tier II Problem Solving Team
 Meets at least every 2
weeks
 Develops plans for one
student at a time
 Teachers and family of
student are typically
invited
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Rev. 9.1.2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Illinois PBIS
Network
SYSTEMS TEAM ROLES
• Team Leader: responsible for agenda & facilitation of meeting
• Intervention Coordinators : report out on aggregate student data
from interventions they facilitate (ex. “50 youth in CICO, 40 are
responding well”)
• Recorder: a.k.a. note taker
• Time Keeper
• Family Representative
• CICO Facilitator: adult who checks students in and out in the
morning and afternoon
ACTIVITY
10 Minutes
Team Time!
Take a few minutes to decide, as a team
•
•
•
•
who is missing from team
what role each team member will play
when your Systems team will meet
when the Problem Solving team will meet
GUIDING QUESTIONS
On flash drive
STEPS TO IMPLEMENTING TIER II
 Ensure that school-wide universals are in place
 Establish procedures to identify students who need additional supports
 Identify what supports students need
 Environmental (e.g., classroom supports)
 Intervention
 Establish procedures to monitor & evaluate progress (individual
students and Tier II interventions overall)
 Ensure that staff implementing interventions have skills and support
 Train ALL staff – make them aware of interventions and their roles
STEP 1. STANDARD IDENTIFICATION CRITERIA
 What factors will determine if a child will be
considered for Tier II interventions?
ACTIVITY (5 minutes):
 As a group, list factors you would like to be used when
considering students for Tier II interventions.
FACTORS TO CONSIDER





Major office discipline referrals
Minor referrals
Attendance record
Academic concerns
Internalizing behaviors (withdrawn,
unmotivated, fearful, self-injuring, etc.)
CREATE A DATA DECISION RULE
Examples of Data Decision Rules:
 2 Major ODRs within 9 weeks
or
 5 Minors within 9 weeks
or
 5 absences within 9 weeks
or
 60 minutes out of instruction per week
DATA DECISION RULE EXAMPLE
Continued on next slide…..
DATA DECISION RULE EXAMPLE, CONT.
(Concern)
(Data Decision Rule)
(Data Source)
ACTIVITY
15 Minutes
As a team, make a draft of your Data Decision Rule for Tier II
interventions.
Concern
Decision Rule
Data Source
Attendance
Social Behavior
Academics
Template
on your
flash drive
OTHER STRATEGIES TO IDENTIFY STUDENTS
Teacher Referral
Parent/family Referral
Other staff referrals – examples:
• Nurse – students visiting often
• Bus driver – repeated behavior on bus,
quiet/withdrawn, etc.
Universal Screening
EXAMPLE OF TEACHER REFERRAL
Request for Assistance Form
Date:
Student’s Name:
Teacher/Team:
Grade:
IEP: Yes No
Please identify the student’s strengths. Some possible strengths include academic interests, social skills, hobbies,
sports, etc.
1.
2.
Problem Behaviors: (please circle those are areas of concern) Verbally Harasses Others
Disrupts Class Activities
Noncompliant
Difficulty completing work
Withdrawn Tardy Inattentive
Other
Academic Concerns:
Math
Reading
Writing
Study Skills/Organization
All academic areas
Why do you believe this student is engaging in problem behavior? (please circle primary function)
Adult Attention
Peer Attention
Escape from difficult work/tasks
Escape from adult/peer attention
Gain access to preferred activity/item
Teacher Gathers:
Academic Performance Data
Behavior data and strategies tried
Office Gathers: SWIS/ODR Data Attendance Data
ACTIVITY
10 Minutes
As a group, discuss ideas for the teacher referral process for Tier II
interventions. Add to Guiding Questions.

Things to consider:
 What information will be on form
 Who completes form
 When
 What data must be used
 Consider both internalizing & externalizing behaviors
STEP 2. DATA COLLECTED TO MONITOR THE
PROGRESS OF EACH STUDENT
 What type of data will be collected?
 When will data be collected?
 How will data be collected?
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out (CICO)
Tier 2/
Secondary
Daily Progress
Report (DPR)
Social/Academic
Instructional Groups (SAIG)
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
SWIS and ISISSWIS Tools
- Illinois PBIS Network, Revised
October 2009
Adapted from T. Scott, 2004
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
STEP 3. STANDARD EXIT CRITERIA
 What data results?
 ODRs?
 Teacher input?
QUESTIONS?
TIER II INTERVENTIONS…
 Linked directly to school-wide expectations
 Continuously available
 Implemented within a few days
 Can be modified, based on data
TIER II INTERVENTIONS…
 Give students positive, constructive feedback
 Give students opportunities to practice new skills
 Include school-home communication
TIER II INTERVENTIONS…
 Include orientation process for students
 Include orientation process for staff and subs involved
QUESTIONS?
SOME TIER II INTERVENTIONS
• Check-in Check-Out (CICO)
• Social/Academic Instructional Groups (S/AIG)
• CICO with Individualized Features
• Mentoring
CHECK-IN CHECK-OUT IS…
An intervention designed for a group of students (typically about
10% of school population) whose problem behaviors…
• persist, even with universal practices and systems
• don’t require individualized interventions
• are happening in multiple settings
KEY PRACTICES OF CICO
• Link to school-wide expectations
• More positive adult interaction
• Embedded social skills training
• Frequent feedback on behavior
• Positive reinforcement for meeting goals
• Home-school communication every day
FEATURES OF CHECK-IN CHECK-OUT (CICO)
• School-wide expectations are goals
• Student checks in and out with same adult at same
time each day
• Same Daily Progress Report (DPR) used for all
students (rating scale)
• Rating scale on DPR is same for all students
• Short-term intervention
CICO DAILY CYCLE
1. Student checks in with assigned adult at arrival
time
 Adult greets student positively
 Review school-wide expectations
 Student is given new DPR
 Student turns in previous day’s signed form
(optional)
 Student receives reinforcer for check-in
(optional)
CICO DAILY CYCLE, CONTINUED…
2. At each class (or throughout day):
* Teacher provides positive and/or corrective
behavioral feedback
* Teacher (or student) completes DPR
CICO DAILY CYCLE, CONTINUED…
3. Check-out at end of day:
* Review points & goals with coordinator
* Reinforce youth for checking-out
(token/recognition - optional)
* Receive reinforcer if goal met (optional)
* Take DPR card home (optional)
CICO DAILY CYCLE, CONTINUED…
4. Give DPR to parent (optional)
* Receive reinforcer from parent
* Have parent sign card
* Students are not “punished” if their parents don’t
cooperate
5. Return signed card next day – celebrate (if not returned, simply go
on)
Safe
BEP/CHECK-IN
CHECK-OUT CYCLE
BEP Plan
Responsible
Respectful
Check In
2
1
0
2
1
0
2
1
0
Before
Recess
2
1
0
2
1
0
2
1
0
Before
Lunch
2
1
0
2
1
0
2
1
0
After Recess
2
1
0
2
1
0
2
1
0
Check Out
2
1
0
2
1
0
2
1
0
Today’s goal
Today’s total points
Morning
Check-In
Weekly BEP Meeting
Class
Check out
9 Week Graph Sent
Teacher
Checks
Home
Check-In
Program Update
Class
Check in
Afternoon
Check-out
Source: pbis.org – presentation by A Todd, S Romano, and N Sampson
EXIT
VIDEO
Example of giving feedback during the day
From ‘The Behavior Education Program, A Check-In Check-Out
Intervention for Students at Risk ‘(Hawken, Pattersson, Mootz,
and Anderson)
(The entire video can be borrowed from CCE’s library)
CICO COORDINATOR – CHARACTERISTICS
• Someone that is viewed as ‘positive’ by students
• Good communication skills with students, staff, family
• Will consistently follow through with activities
• Can use data effectively to make decisions on student progress
CICO COORDINATOR - REQUIREMENTS
• Be in school every day
• Have a flexible schedule at the beginning and end of the day
• Fluent in CICO procedures
CICO COORDINATOR – ROLES/RESPONSIBILITIES
•
Train new students entering the CICO intervention
•
Check students in and out each day (others can do this, too)
• Start them out on a positive note at beginning of day – reminders,
encouragement, etc.)
• Positive reinforcement at end of the day; reminders and practice, if needed
•
Give positive reinforcement when students reach goals, turn in DPR, and turn in
parent signatures
•
Progress monitor and communicate student needs with parents, teachers
•
Collect DPRs
•
Record data daily
•
Summarize data for Tier II team meetings, and/or meetings with parents/staff
CICO FACILITATORS
•
Must be someone students view as ‘positive’
•
Check students in and out each day
• Give students new DPR each morning
• Start them out on a positive note at beginning of day – reminders,
encouragement, etc.)
• Positive reinforcement at end of the day; reminders and practice, if needed
• Collect DPR at end of day and either add points, or have student add points
•
Give positive reinforcement when students reach goals, turn in DPR, and turn in
parent signatures
ACTIVITY
10 Minutes
Brainstorm ideas for CICO daily cycle:
• Who would make a good CICO
coordinator?
• Who would be good CICO facilitators?
• Where will morning/afternoon check-ins
take place?
QUESTIONS?
DAILY PROGRESS REPORT (DPR)
Why use DPR?
Rate student’s behavior for each school-wide expectation
• 3 point scale, typically 0-2
• Scale can be symbols (e.g., sad face, neutral face, smiley face)
for young children
EXAMPLE OF DPR
EXAMPLE OF DPR
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement
in relation to the following sets of expectations/behaviors.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
Be Safe
2
1
0
2
1
0
2
1
0
2
1
0
Be Respectful
2
1
0
2
1
0
2
1
0
2
1
0
Be Responsible
2
1
0
2
1
0
2
1
0
2
1
0
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB (Illinois)
ACTIVITY
10 minutes
As a team, make a draft of an age appropriate
Daily Progress Report that can be used by all
students for Check-in Check-out.
(two example templates are on your flash drive)
HOW TO USE DPR DATA
1. Monitor Student Progress
a. Weekly review with student
b. Adjust goals
c. Recognition for student progress
2. Tier II Meetings
a. Review student progress
b. Discuss change of monitoring level (teacher monitored vs. selfmonitored)
c. Overall progress of all students (are most students reaching
their goal?)
CICO-SWIS
www.pbisapps.org
 Applications > SWIS Suite
 Try the CICO-SWIS Demo
CICO-SWIS
CICO-SWIS
CICO-SWIS
CICO-SWIS
CICO-SWIS
EXAMPLES OF OTHER SPREADSHEETS
Daily Check In Check Out Data Summary
Student's Name
Brian Bender
Mo/Year
Comments
Brian is doing well. Friday was a shortened schedule.
Standard
80%
Data Entry Section
Date
1/27/2014
1/18/2014
1/29/2014
1/30/2014
1/31/2014
Possible
Points
42
42
42
42
42
Points
Earned
38
36
39
40
28
Daily %
0.90
0.86
0.93
0.95
0.67
Daily Percentage of Points Earned
1.00
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
27-Jan
18-Jan
29-Jan
30-Jan
31-Jan
1
Weekly Check In Check Out Data Summary
Student's Name
Brian Bender
Year
2014
Comments
This is Brian's 3rd week of CICO. He is doing very well. Continue for 1 more
week and then move to self-monitoring.
Standard
80%
Data Entry Section
Week
1/5/2014
1/13/2014
1/20/2014
1/27/2014
Possible
Points
210
210
168
210
Points
Earned
170
180
140
181
Weekly
%
0.81
0.86
0.83
0.86
Weekly Percentage of Points Earned
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
05-Jan
13-Jan
20-Jan
27-Jan
OTHER STUDENT OUTCOME DATA
Other data to consider when monitoring the progress of students:
 Reduction in ODRs
 Attendance improvement
 Reduction in suspensions
 Improvement in grades
 Reduction in tardies
EXIT CRITERIA
When will student graduate from CICO?
 DPR Data Decision Rule
 Other data (ODRs, attendance, grades, etc.)
Example:
 Youth received a total of 80% of Daily Progress Report points
averaged per day/week for 4 weeks and has had no new
ODRs.
WHAT IF CICO ISN’T ENOUGH?
Reverse Request for Assistance
PLANNING FOR CICO
 Staff Training and Overview
 Student Orientation
 Family Orientation
 Reinforcing Students
 Reinforcing Staff
STAFF TRAINING AND OVERVIEW
Tier II Systems & CICO Training for ALL Staff
 Data used to identify students
 Teacher referral process
 Introduction to DPR and details on how the
intervention will work
 Stress positive or corrective vs. negative feedback
 Plan for substitutes
ORIENTATIONS FOR STUDENTS AND FAMILIES
 General information about CICO to all families
 General information about CICO to all students
 Orientation process for students beginning CICO
 Process for contacting parents, obtaining consent
 Best if phone call is made
 Follow up with letter
 Are there district policies about consent?
REINFORCERS
How will you reinforce students for CICO?
 Checking in and out
 How often?
 Intermittent reinforcers
 Reinforcer when a student is ‘brave’ and turns in a
low DPR score
 ‘Catch kids’ doing the right thing
What about Staff?
 How will you acknowledge staff for participating in
CICO?
ACTION PLANNING
Tier II Topics for your MAP:
 Identification Criteria – Data Decision Rules for Tier II
 CICO Daily Cycle
 Standard DPR for all students
 Referral form/process for teachers
 Exit Criteria for CICO
 Staff Training
 Orientations for students and families
 Systems for Reinforcing
ACTIVITY
We’ve gone through a lot of items that need planning, so take some
‘team time’ and do some brainstorming and creating action steps
for your MAP.
EXAMPLES OF PARENT COMMUNICATIONS
On flash drive:
•
Parent introduction letter
•
Parent permission form
•
Parent weekly progress report
SOCIAL/ACADEMIC INSTRUCTIONAL GROUPS
• Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic behavior skills
• Daily Progress Report (DPR) Card used for progress
monitoring
• Typically taught by Counselor, School Psychology
Specialist, or Social Worker
Source: Illinois PBIS Network training materials
THREE TYPES OF SKILLS-BUILDING:
1) Pro-social skills (replacement behaviors
for avoidance, withdrawal, etc.)



Friendship Skills
Social Awareness
Relationship Building
Source: Illinois PBIS Network training materials
THREE TYPES OF SKILLS-BUILDING, CONT’D:
2) Problem-solving skills (replacement
behaviors for fighting, arguing, etc.)
Conflict Resolution Skills
Anger Management Skills
Self Management
Source: Illinois PBIS Network training materials
THREE TYPES OF SKILLS-BUILDING, CONT’D:
3) Academic Behavior skills (replacement
behaviors for getting out of seat, poor study habits,
talking out during instruction, etc.)
Study/Organizational Skills
Focus/Self-Management Skills
Responsible Decision-Making
Source: Illinois PBIS Network training materials
SOCIAL ACADEMIC INSTRUCTIONAL GROUPS
Selection into groups should be based on youths’ reaction to life
circumstance, not existence of life circumstances
 Example: fighting with peers, not family divorce
Skills taught are common across youth in same group
 Example: “Use your Words” for all students in problem-solving skills
group
Data should measure if skills are being used in natural settings, not in
counseling sessions
 Is there a transference of skills to classroom, cafeteria, etc.?
Stakeholders (teachers, students, family) should have input into
success of intervention
 Example: Daily Progress Report (DPR) Card
Source: Illinois PBIS Network training materials
3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM
1. Have a Roadmap/Template
•
Skills taught need to be pinpointed before choosing curriculum
•
Skills taught need to be clear enough that teachers can pre-correct,
shape, & reinforce in classroom
Example: “Working on expressing feelings” equates to “Using I
messages” on DPR Card
Source: Illinois PBIS Network training materials
3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM
2. If you are choosing to use a packaged curriculum rather than
your already created universal behavior lesson plans
•
Choose a stand-alone curriculum rather than a curriculum where
lessons build upon one another
Example:
Stand alone curriculum can be used
Skills Streaming
Second Step
Curriculum that builds upon previous lessons – use with caution
ART
Source: Illinois PBIS Network training materials
3 KEY FACTORS IN SUCCESSFUL S/AIG CURRICULUM
3.
Build S/AIGs on top of a strong universal curriculum
Source: Illinois PBIS Network training materials
CHOOSING OR DESIGNING GROUP INTERVENTIONS
 Choose and modify lessons from pre-packaged material based on the skill needed
for the group
and/or
 Use already created universal behavior lesson plans (Cool Tools) or create lesson
plans to directly teach replacement behaviors
Source: Illinois PBIS Network training materials
S/AIG CONSIDERATIONS
• Type of group
 Pro-social skills
 Problem-solving skills
 Academic behavior skills
• Purpose of the group
• Identify skills that will be taught
• Opportunities to practice new skill
• Culturally appropriate behavior lesson plans that address skill set
Source: Illinois PBIS Network training materials
Suggested Lesson Plan Format For Secondary (Targeted) And Tertiary (Intensive) Social Skill Instruction
Introduction
A. Identify the specific skill to be taught.
B. Identify why this skill is important to the structure of the program/classroom.
C. Assist in generalizing this skill to their life; make it relevant to the student.
Tell Phase
A. Identify the essential behaviors needed to meet the social skill.
B. Have students identify potential loopholes or problems which may arise and how they should respond.
Show Phase
A. Using a T-Chart to define what behaviors would look and sound like when meeting the standards of the social skill.
B. Model the essential behaviors needed to meet the standards of the social skill..
C. Model any loopholes, exceptions, or problem situations that may arise when meeting the standards of the social skill.
Do Phase (Includes the Social Coaching Phase)
A. Have students role-play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social
skill.
B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors
(listed under Tell Phase)
Tell Phase (required to meet the standards of the social skill).
A. Set up situations that could potentially create problems for students and have them demonstrate appropriate
responses.
B. Give students consistent and specific feedback regarding their performance of meeting the social skill.
Conclusion
A. Summarize the lesson.
B. Social Coaching Modeled: Have students generate other settings in which this skill would apply.
Source: University of Kentucky http://www.state.ky.us/agencies/behave/bi/ss.html
CREATE YOUR OWN LESSON PLANS:
TEACHING BEHAVIORAL EXPECTATIONS
1) State behavioral expectations
2) Specify observable student behaviors (rules)
3) Model appropriate student behaviors
4) Students practice appropriate behaviors
5) Reinforce appropriate behaviors
Source: Illinois PBIS Network training materials
SOME PACKAGED BEHAVIOR LESSON PLANS
• Second Step (Grades PreK-8)
• Thinking, Feeling, Behaving (Grades 1-12)
• Strong Kids Social Skills (Grades 3-8)
• Walker Social Skills Curriculum (Grades 6-12)
• Skillstreaming (Grades PreK-12)
Source: Illinois PBIS Network training materials
All of above examples could be used to develop universal
behavior lesson plans.
SECOND STEP
http://www.cfchildren.org/second-step.aspx
“It’s never too late to teach the skills kids need to succeed socially
and academically. The Second Step program can take students
from preschool all the way through middle school. Each grade
level features developmentally appropriate ways to teach core
social-emotional skills such as empathy, emotion management,
and problem solving. And now we’ve added self-regulation,
executive function skills, and Skills for Learning in early learning
and K–5 to give kids that extra boost.”
THINKING, FEELING, BEHAVING
http://www.amazon.com/Thinking-Feeling-Behaving-EmotionalCurriculum/dp/0878225560
“For grades 1-6. An essential resource for helping students learn to
overcome irrational beliefs, negative feelings, and the negative
consequences that may result. This 2006 revision is packed with 105
creative and easy-to-do activities 15 are new to this edition. The
activities include games, stories, role plays, writing, drawing, and
brainstorming. Each activity is identified by grade level and categorized
into one of five important topic areas: Self-Acceptance; Feelings; Beliefs
and Behavior; Problem Solving and Decision Making; and Interpersonal
Relationships. Thinking, Feeling, Behaving is an emotional education
curriculum based on the principles of Rational Emotive Behavior
Therapy. It can be used in classroom or small group settings.”
STRONG KIDS SOCIAL SKILLS
http://strongkids.uoregon.edu/
The Strong Kids programs are brief and practical social-emotional
learning curricula designed for teaching social and emotional
skills, promoting resilience, strengthening assets, and increasing
coping skills of children and adolescents.
The Strong Kids programs may be used effectively with high
functioning, typical, and at-risk youths, as well as students with
behavioral and emotionally disorders, in a variety of settings.
They may also be adapted and modified for use with specific
cultural groups.
WALKER SOCIAL SKILLS CURRICULUM
http://www.proedinc.com/customer/productView.aspx?ID=615
“Adolescent Curriculum for Communication and Effective Social
Skills ACCESS is a complete curriculum for teaching effective social skills
to students at middle and high school levels. The program teaches peerto-peer skills, skills for relating to adults, and self-management skills.
The ACCESS curriculum, which is designed for use by both regular and
special education teachers, may be taught in one-to-one, small-group, or
large-group instruction formats. ACCESS contains teaching scripts for 30
social skills identified by secondary teachers and students as critical for
social competence; an eight-step instructional procedure; student study
guide containing role-play scripts, discrimination exercises, and student
report forms for contracted practice; and suggestions for grouping of
students as well as motivational, behavior management, and
generalization strategies.”
SKILLSTREAMING
http://www.skillstreaming.com/
“Skillstreaming employs a four-part training approach—modeling,
role-playing, performance feedback, and generalization—to teach
essential prosocial skills to children and adolescents.”
PRO-SOCIAL SKILLS (FRIENDSHIP)
From Skillstreaming
• Introducing Yourself
• Beginning a Conversation
• Ending a Conversation
• Joining In
• Playing a Game
• Asking a Favor
• Offering Help to a Classmate
• Giving a Compliment
• Accepting a Compliment
• Suggesting an Activity
• Sharing
• Apologizing
From Strong Kids (Grades
3-5)
• About My Feelings
• Ways of Showing
Feelings
Source: Illinois PBIS Network training materials
PROBLEM-SOLVING SKILLS
From Skillstreaming
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Knowing Your Feelings
Expressing Your Feelings
Recognizing Another's Feelings
Showing Understanding of
Another's Feelings
Expressing Concern for Another
Dealing with Your Anger
Dealing with Another's Anger
Expressing Affection
Dealing with Fear
Rewarding Yourself
Using Self-Control
Asking Permission
Responding to Teasing
Avoiding Trouble
Staying Out of Fights
Problem Solving
Accepting Consequences
Dealing with an Accusation
Negotiating
From The Peace Curriculum
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Using Positive Self-Talk to
Control Anger
Homework #3 Anger
Control: Consequences for
Your Actions
Keeping Out of Fights
Source: Illinois PBIS Network training materials
ACADEMIC BEHAVIOR SKILLS
From Skillstreaming
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Listening
Asking for Help
Saying Thank You
Bringing Materials to Class
Following Instructions
Completing Assignments
Contributing to Discussions
Offering Help to an Adult
Asking a Question
Ignoring Distractions
Making Corrections
Deciding on Something to Do
Setting a Goal
From Getting Organized
Without Losing It
• Homework Checklist
• After School Scheduler
• 9 Great Reasons to Use
a Student Planner
Source: Illinois PBIS Network training materials
LAYERING A DPR CARD
• Target specific behaviors within each expectation
“Social & Academic
Instructional
Groups”
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement
in relation to the following sets of expectations/behaviors.
1 st block
2 nd block
3 rd block
4 th block
EXPECTATIONS
Be Safe
2
1
0
2
1
0
2
1
0
2
1
0
Walk to class
Keep hands to self
Be Respectful
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Use appropriate
language
Raise hand to speak
Be Responsible
Bring materials
Fill out assignment
notebook
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB (Illinois)
DATA DECISION RULES FOR S/AIG
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How will students qualify for this intervention? (IN)
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How will their progress be monitored while on the intervention? (ON)
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How will you determine when students will ‘graduate’ from the intervention? (OUT)
DECISION RULE EXAMPLES
IN:
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Student not responding to CICO after 6 weeks
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Chosen from Reverse Request for Assistance form
ON:
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DPR points reviewed every 1-2 weeks – maintaining 80% goal
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0-1 new Office Discipline Referrals (ODRs)
OUT:
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80% of DPR points averaged over 6 weeks
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No new ODRs
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If not meeting 80% goal, student is referred to problem-solving team
TRAIN STAFF FOR S/AIG
What teachers need to know:
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How a student gets into the intervention
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How long a student will participate
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How to measure the students’ use of new skills
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How to use the DPR
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Their role in teaching, pre-correcting, shaping, and reinforcing skills
RESOURCES
http://cce.astate.edu/pbis/
www.pbis.org
www.pbisillinois.org
www.pbismissouri.org
http://www.pbisworld.com/tier-2/check-in-check-out-cico/
Book: Responding to Problem Behavior in Schools, Second Edition
Crone, Hawken, Horner
DVD: The Behavior Education Plan, A Check-In, Check-Out
Intervention for Students at Risk