Transcript Tier 2 Interventions

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?
..\Dr. McCoy - Im a Doctor not a....flv
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
*Systems for Students
with High-Risk Behavior
Secondary Prevention:
Targeted Interventions
*Systems for Students
with At-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Individualized
Systems for Students with
High-Risk Behavior
~5%
~15%
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
Morning
Check-In
Data Tracking
Class
Check out
Team Review
Teacher
Checks
Home
Check-In
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: ____________________________
0 = Need work, 1 = “OK” 2 = Nice Job
Date: ______________
Safe
Responsible
Respectful
Check In
0
1
2
0
1
2
0
1
2
Before
Recess
0
1
2
0
1
2
0
1
2
Before
Lunch
0
1
2
0
1
2
0
1
2
After Recess
0
1
2
0
1
2
0
1
2
Check Out
0
1
2
0
1
2
0
1
2
Today’s goal
Comments:
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
self-management
system. . . .
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
Overview CICO
..\cico.flv
School Readiness for CICO
Is your school ready to implement CheckIn/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.
2.
3.
4.
5.
6.
7.
8.
Faculty & staff commitment
Dedicated CICO coordinator with team
SWPBIS in Place
Well- articulated process for identifying students in
need of Tier II supports
Daily progress report card
Home report (option)
Reinforcement/reward system
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
Student Study 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
• 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
  
2
Check-in Teacher’s
Initials:
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
  
2
Teacher’s
Initials:
1
0
  
2
Teacher’s
Initials:
1
0
  
2
Teacher’s
Initials:
1
  
0
2
1
Teacher’s
Initials:
DAILY GOAL REACHED?
YES
0
  
2
1
0
Teacher’s
Initials:
or
Check-out Teacher’s
Initials:
NO
HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = Not Yet
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and objects
to self
Be Your Personal
Best
Use kind
words
and actions
Follow
directions
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
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be responsible
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Keep Hand &
Feet to Self
0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Follow Directions 0
1
2 0
1
2
0
1
2
0
1
2
0
1
2
Be There –
Be Ready
1
2 0
1
2
0
1
2
0
1
2
0
1
2
TOTAL POINTS
0
CICO Home Report
Name: _____________________________
Date: _____________
______ I had a hard day
Decide if this
is appropriate
One thing I did really well today was:_______________________
for every
Something I will work on tomorrow is: _______________________
student .
______ I met my goal today
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.
Mo/Year
Mar-12
Standard
80%
ata Entry Section
Points
Earned
30
30
38
Daily %
0.75
0.75
0.95
Daily 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
18-Mar
0
1
Standard
80%
80%
19-Mar
20-Mar
100
CICO daily points
Chad
% of possible pts
% of possible pts
CICO points earned
Trevor
80
60
40
20
0
1 3
5
7
9 11 13 15 17 19 21 23 25
days
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13
days
o f P o in t s
Daily Data Used for Decision Making
Ryan's
BEP
Ryan’s
CICOPerformance
Performance
2010-2012
2000-2001
P e rc e n ta g e
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
P e r c e n t a g e o f P o in t s
Daily Data Used for Decision Making
Rachelle’s CICO Performance
2010-2012
Rachelle's BEP Performance
2000-2001
100
80
60
40
20
0
02/05
02/08
02/13
Date
02/20
02/23
BEP/Check-in Check-out Cycle
BEP Plan
Morning
Check-In
Data Tracking
Class
Check out
Team Review
Teacher
Checks
Home
Check-In
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:
Date:
School:
BICM:
Explanation of Program:
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.
b.
c.
d.
e.
Clearly defined goals and expectations for the student, which are monitored daily
with a point card
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
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, &
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
8. Data sheet developed to monitor student
progress
Follow-up Meeting Scheduled for
Who
By When
Completed
N
Y
Y
N
Y
N
Y
N
Y
Y
Y
Y
N
N
N
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.
FBA Summary Statement:
Would you expect CICO to be Effective?
Jane: Third Grader
Setting Events
Triggering
Antecedents
Problem
Behavior
Just return
from recess
Request to
do seat
work alone
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?
Fourth Grader who is very isolated, and does not interact
with adults unless required to do so.
Setting Events
Triggering
Antecedents
Conflict at
home prior to
coming to
school
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 SelfAssessment
• 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