Transcript Tier 2 PBIS Check-in, Check-out

Tier 2 PBIS: Check-In / Check-out
Kevin J. Filter, Ph.D.
Minnesota State University, Mankato
IMPORTANT MESSAGE
So, don’t invest in Tier 2
until Tier 1 is solid
What is Tier 2 really about?
It IS the SYSTEM that connects
Tier 1 to Tier 3
Dichotomy
or
Continuum?
The difference here is
NOT about
INTERVENTIONS, it’s
about SYSTEMS
Interventions
Tier 2 Criteria from PBIS.org
•
•
•
•
Continuous availability.
Rapid access (72 hr).
Very low effort by teachers.
Consistent with school-wide
expectations.
• Implemented by all staff/faculty in a
school.
• Flexible intervention based on
assessment.
Criteria from PBIS.org
(cont’d)
• Functional assessment.
• Adequate resources (admin, team),
weekly meeting, plus 10 hours a
week.
• Student chooses to participate.
• Continuous monitoring of student
behavior for decision-making.
Are you already doing some of
this?
• Most schools have some supports available for
students at risk
• However, they often haven’t been
systematically reviewed and connected
• So, here’s what we should be considering…
Evaluating Your CURRENT Tier 2
Supports
• Criteria from PBIS.org
• Evidence for effectiveness
– Published evidence
– Shared evidence
– Local evidence
• Re-evaluate ANNUALLY
Let’s Evaluate
• Take five minutes to review the programs
available in your school for Tier 2 using the
form “Evaluating Tier 2 Interventions in
School”
SELECTING STUDENTS
Office Discipline Referrals: Using existing data
– Rule of Thumb = 2 to 5 ODRs
– Not an immediate danger to self or others
• What are the problem behaviors?
– Matching behavior function to intervention
ACTIVITY / DEMONSTRATION: SWIS
STEP 1
STEP 2
• Find students with 2 to
5 ODRs
• Determine rule-out
behaviors
– Major
violence/aggression
• Investigate function of
behaviors
OK, we’ve found them and they are in the
program now – what comes next?
Keeping track of our Tier 2 students…
Using data…
Records and Decisions
• Keep records of who is participating in each
program
– Name
– Progress
– Decision
• KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!!
– Follow-up AFTER they are removed from program
NEXT STEPS
•
Develop criteria for moving between levels
•
Develop a system to fade the Tier 2
intervention
• If Tier 2 intervention and modified Tier 2
intervention do not lead to improvements for
children, then the Tier 3 process should be
initiated
• Tier 3 = FBA that leads to individual behavior
support plan
Some Tier 2 interventions are better
than others…
Check-in / Check-out
• Strong evidence-base
– Over a dozen published studies
– Works for 67% to 75% of ALL kids
• Best for attention function but can be modified
• Designed as a Tier 2 intervention
• Can be purchased from Guilford Press as book
and/or DVD
Student Recommended for BEP
BEP Implemented
BEP Coordinator
Summarizes Data
for Decision Making
Morning
Check-In
Parent
Feedback
Behavior
Education
Program
Regular Teacher
Feedback
Biweekly Meeting
to Assess Student
Progress
Afternoon
Check-Out
Revise
Program
Graduate
Program
Critical Features
•
•
•
•
•
•
•
Morning check-in
Daily Progress Report (point card)
Teacher feedback throughout the day
Afternoon check-out
Home component
Team management and decision-making
Training
– Teachers
– Students
– Parent
Morning Check-In
•
•
•
•
•
Students check-in with CICO manager
Signed card from home is returned
New card is delivered
Point goal is reviewed
Ensure student is ready for the day
– Materials, homework
BEP Check-In/Check-Out Record
Date:__________________
BEP Coordinator:_________________
Check-In
Check-Out
Student Name
Paper Pencil Notebook DPR
parent
copy
Jason
√
Leanne
Juan
√
Kiran
√
Alexa
√
Jacey
√
√
√
√
√
√
√
√
90
85
√
√
√
BEP Score
60
100
√
√
95
√
√
90
Check-In, Check-Out Form:
Elementary School Version
Student
Check-Out
% of Points
Earned
Goal
Check-In
Delivered
Contract
Signed Parent
Copy
of DPR
Tracking Student BEP Progress
(number = % of total daily points)
Date
Jason
Leanne
Juan
Kiran
Alexa
1/16
85
95
100
80
65
1/17
100
100
100
75
77
1/18
77
0
100
85
63
1/19
45
75
95
92
85
1/20
88
89
77
89
90
1/23
79
0
100
95
95
1/24
95
67
85
100
78
Daily Progress Report
• One form used by all students
– Not individualized
• Connected to 3-5 positively stated PBIS
behavior expectations
• Points are assigned for each behavior on a 0-2
scale
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be Respectful
2
1
0 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
2
1
0
Keep Hands and 2
Feet to Self
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = No
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Be Your Personal
Best
Use kind
words
and actions
Follow
directions
Work in
class
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Teacher
initials
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
KENNEDY CARD
Name _____________________________________________________
Materials
to Class
Worked
and Let
Others
Work
Followed
Directions
the First
Time
Teacher
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
36
Goal =
Parent
Teacher Feedback Throughout the Day
• Student is rated on behaviors during naturallyoccurring transitions
• Feedback is brief
– Verbal
– Reward success and remind how score can
improve if not scored as a 2
• By using same card for all kids, teachers don’t
have to “individualize” things
Afternoon Check-Out
• Check-out with CICO manager
• Review points earned relative to goal
• Deliver rewards
– Daily? Progress toward larger goals?
• CICO manager records points in database
BEP Check-In/Check-Out Record
Date:__________________
BEP Coordinator:_________________
Check-In
Check-Out
Student Name
Paper Pencil Notebook DPR
parent
copy
Jason
√
Leanne
Juan
√
Kiran
√
Alexa
√
Jacey
√
√
√
√
√
√
√
√
90
85
√
√
√
BEP Score
60
100
√
√
95
√
√
90
Home Component
• Daily Progress Report goes home to parent
• Parent verbally rewards success
– Avoid using as a punishment
• Parent signs card and gives it back to student
to return to school next day
Team Management and DecisionMaking
• Team meets biweekly to review CICO program
• CICO Program Manager organizes data for
meeting
• Discuss students who are not succeeding
• Plan for graduation for successful student
– Fading
Decision-Making Cont’d:
Importance of Baseline Data
• Why?
– So we know if the intervention helped
• How to do it
– Collect at least 3 to 5 days of data BEFORE the
intervention begins
• Teachers score behavior but don’t provide feedback to
student
Training
• Teachers
– Explain program to all teachers
– Once they know how to rate behavior they can work
with any kid
• Students
– Once student starts program, schedule a meeting to
review program with student
• Parents
– When a student is being considered for program, talk
to parents about what the program is for and how to
manage signature and home feedback process
How Is BEP Different Than Other “Behavior
Card” Interventions
• A Targeted Intervention Implemented Within a SchoolWide System of Behavior Support
– Behavior Cards typically classroom interventions
• Implemented in all settings, throughout the school day
• All teachers and staff are trained
• Students identified proactively and receive support
quickly
• Team uses data for decision making to determine
progress
2005 by The Guilford Press
CICO Self-Assessment
• Review what’s involved with doing a check in/
check out (CICO) program
• If you choose to invest in CICO/BEP, then this
document will help with action planning
• Tier 2 is a SYSTEM that connects Tier 1 to Tier
3
• Not all schools that are interested in Tier 2
supports are ready
– Invest in Tier 1!
• Select Tier 2 programs based on evidence
• Monitor progress of all students in Tier 2
Kevin Filter
[email protected]
507-389-5828