Transcript Slide 1

Building Intervention Systems:
Developing Efficient Systems for
Delivering T2/T3 interventions
Anderson, Eber, Newcomer, Lewis,
Hawken, Barrett
[email protected]
Goals and Objectives
Conversation Starters
…around the following topics
What do we have in place?
What teams exist in our school?
Do our teams work effectively and efficiently as
they could?
Do we have tools that let us know we are doing well
and it is making an impact on student outcomes?
Readiness
Are you ready?
• 70% or higher on BOQ
• No major changes in school
• Administrator is attending 90% of the ESD
meetings
• ESD meets regularly and using data to guide
implementation
Readiness
Are you willing?
Administration and core group of staff who
have:
• Willingness to study existing system, meeting
structure and effectiveness of current
programming
• Willingness to use progress monitoring tools
to track fidelity of program and impact on
student behavior/skill acquisition
For Administrators…
• Do you have flexibility to change
forms/process/agenda
Other considerations as we talk today….
• What are your school improvement goals? How will
you know when your goals are met? (evidence-DATA!)
• What would you consider success for your school?
• Reflect on your relationship with your teaching staff?
Can folks be honest about current status? Have you
cultivated a professional learning community?
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
10 Critical Features for Tier 2 Interventions
1.
Linked directly to school-wide expectations and/or academic
goals
2.
*Continuously available for student participation
3.
*Implemented within 3 school days of determination that the
student should receive the intervention
4.
*Can be modified based on assessment and/or outcome data
5.
Includes structured prompts for ‘what to do’ in relevant situations
Individual Student Systems Evaluation Tool version 2.0
Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features (continued)
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least
weekly
8. Orientation materials provide information for a student to get
started on the intervention
9. *Orientation materials provide information for staff/ subs./
volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Individual Student Systems Evaluation Tool version 2.0
Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
10 Critical Features: Considerations
*Continuously available for student participation
–
Each student’s participation should be time-limited. Ex. After
6 weeks, either exit from intervention or progress to higher
level intervention.
*Implemented within 3 school days of determination that
the student should receive the intervention
–
Youth can enter intervention at point of identification. No
waiting for the ‘beginning’ of a group. Each session is a
stand-alone behavioral lesson.
*Can be modified based on assessment/outcome data
–
Limit modifying actual intervention for individual students
unless youth is at ‘individualized’ level of support
*All staff are informed of the details of the interventions
Instructional Group Interventions
• Pre-Packaged (social skill curriculum)
• Designed by school
– Choose & modify lessons from pre-packaged material
based on skill group
and/or
– Create Lesson Plans (Cool Tools) to directly teach
replacement behaviors
Analysis and/or
Full Assessment
Academic
Support(s)
Peer
Leadership
Pro social
skill ?
Problem
Solving?
Avoid
Tasks?
Obtain
Attention?
Skill
Building?
Skill
Deficit?
Targeted Skill Development Interventions will have coordinator,
progress monitoring, follow along activities, communication system
Step 2: Tier 2 Team synthesize data to 1) continue CICO Basic or 2.)
Modify CICO- add skill development or provide staff support ?
Phase 4:
Evaluate Outcomes &
Make Decisions
Phase 3:
Review Baseline, Fidelity Check
Decision Rules for next steps
Step 1: CICO started with 2 week observation time to collect baseline
Full access to Tier 1 supports? Does the
problem occur throughout the day or during
specific time?
Teacher/Parent
Nomination
If Yes, then
Data Decision
Rules
Tier 1
implemented
with fidelity?
–Classroom System
–Nonclassroom System
–Schoolwide System
Natural Screening
Measures
Phase 2:
Gather information, Use
CICO Basic, DPR used to
track progress,
Phase 1:
Provide Adequate
Instruction, Fidelity Check,
Integrated framework
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/ Checkout (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Tier 3/
Tertiary
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC and
Mentoring)
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Challenges for Districts
• Making Universal supports available for ALL
• Referrals to Special Education seen as the
“intervention”
• FBA viewed as required “paperwork” vs. a needed
part of designing an intervention
• Relying on interventions the system is familiar with
vs. ones likely to produce an effect
• Moving from one-student at a time (reactive
approaches) to capacity (systems) within schools to
support ALL who need Secondary/Tertiary.
Observations of Systems/Practices
As T2/T3 Begins…
• Schools do not have continuum of interventions
– Just 1 or 2 types of Secondary, & SpEd was seen as the
Tertiary “intervention”
• Schools have referral for assistance- (process long,
paperwork tedious)
– But were NOT using data for automatic entrance into
interventions
• No/minimal Universal screening
• Lack of data-based decision rules (ex. 2 ODRs = entrance
to CICO)
Observations of Current
Systems/Practices
• Data weakest link
– Data-based decision rules for entrance into secondary &
tertiary interventions unclear
– Tracking intervention effectiveness was not on the radar
• Principals and clinicians were treating discipline
problems/approaches, SpEd testing/placement, and
“PBIS” as separate entities or silos within schools and
districts.
Getting Started with T2/T3
Activity 1
• What is our current status?
• What is currently in place?
• How do you support students who are not
responding to core curriculum?
• List practices, innovations, initiatives.
– Examples: anger management group, social skill
group, homework club, newcomers club etc
My Elementary School
Targeted Interventions
Academic Systems
 Child Study –
 Reading
Resource
 Action Based
Learning Lab
 Math Resource
 PALS
Remediation
 ESOL Support/
Tutoring
 Tutoring
 Intervention
Committee
Behavioral Systems
5-10%
5-10%
Targeted Group
Interventions:
Some students (At Risk)
High Efficiency
Rapid Response
 Decision Making
Rooms
 Breakfast Buddies
 SBMH Office
 Observation/
Reflection Chair
 Social Skills
 Counseling Groups
(Divorce Group, Anger
Management,
Bullying, Homework)
 Staff/Student
Mentoring Program
SW-Positive
Behavior
Support
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
Families,
Communities
PRACTICES
Supporting
Student Behavior
Working Smarter! For each practice…
Outcome:
How is the practice linked to overall outcome outlined in your
school improvement plan?
Systems/Process:
Teaming Structure – What are your current Service Delivery Teams (i.e.
Leadership Team, Student Services Team, Problem Solving Team)
What are roles and responsibilities of each team?
Communication: How do your academic and behavior teams communicate
with each other ?
RFA process How do teachers and support staff access these supports?
Request for Assistance? How long does it take to get supports in place
Coaching and Staff Support: What are the structures that support skill
development for staff? Structures that support follow along activities?
What are the structures that support fidelity, on going teacher support and
performance feedback? (Coaching)
Data:
Decision Rules about how students get access? What tools to measure fidelity
and progress monitoring tools used to measure effectiveness-How do you
know the practice makes the impact?
Working Smarter
• Activity 2
• Complete
Working Smarter- Systems / Staff Support
Workgroup/
Committee/
Team
Outcome
How do we
measure
impact?
Overlap?
Modify?
Who do
we
serve?
What is
the ticket
in?
Names of
Staff
Nonnegotiabl
e
District
Mandate?
Attendance
Committee
students
Junebug,
Leo, Tom
yes
Attendance
records
Yes-fold to
SW PBS
SW PBS Team
Students Ben, Tom,
Lou
staff
no
Office Referrals
Attend, MIR,
Nursing log
,climate
Yescontinue
Safety
Committee
Students Toni,
Barb,Tom
staff
no
Office
Referrals
BIG 5, climate
Yes-fold into
SW PBS
School Spirit
Committee
students
Tom
no
No
Yes-fold into
SW PBS
Discipline
Committee
students
Tom, Lou
no
Office
Referrals
Yes-fold into
SW pbs
Student
Support
Team/Problem
Solving Team
students
Steve,
Sue,Jon,
Tom
yes
Discipline,
DIBELS,
FACTS…
Nocontinue
/Link to
SIP
Team Model: Effective Instructional and
Behavioral and Support ?
Individual Student
Team
Problem-Solving
Team
Teacher Teams
(PLC/Grade Level)
SW-PBS
Leadership Team
On-going Assessment of Students’ Academic/Social-Emotional Skills
23
Teaming at Tier 2
Buy in that leads to change
What are the conversations?
Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG, Mentoring, and
Brief FBA/BIP supports
– Review data in aggregate to make decisions on
improvements to the interventions themselves
– Students are NOT discussed
Problem Solving Team (‘conversation’)
– Develops & monitors plans for one student at a time
– Every school has this type of meeting
– Teachers and family are typically invited
Old Model: SST/TAT
Advanced Tiers
Intensive PBS Team
Outcomes:
Primary Purpose IPBS- Progress Monitoring
•Focus on SYSTEMS to support implementation of Tier 2,3 strategy
Monitors effectiveness of CICO, Social Academic Instructional
Groups, Mentoring, and Brief FBA/BIP supports
Review data in aggregate to make decisions on improvements to th
interventions themselves
Students are NOT discussed
Were data
collected?
YES
NO
•Problem solve data
collection—determine
how to get data
•Collect data for 2 weeks
and reconvene
Are goals being
met?
YES
•Celebrate and continue
•Have plan for fading
NO
Is plan being
implemented as
designed?
YES
•Modify intervention
•Consider move to next
level
NO
•Problem solve barriers to
implementation
•Collect data and reconvene in 2
weeks
Grade Level Teams
• Meetings center around use of data
• Alternate Weeks—behavior updates
1. Tasks from last meeting
2. Status updates—progress monitoring
3. New student concerns
SW-PBS
Leadership Team
Problem-Solving
Team
Teacher Teams
(PLC/Grade Level)
Individual Student
Team
•Tier 1: Guide implementation
•Ensure new programs are
embedded/fit
•Progress monitor implementation
•Modify based on data
•Monitor fidelity
•Train newmonitor
staff Tiers II
•Progress
•Guide
•and
III training
•Match students to interventions
Grade Level Teams
•Develop intervention systems
Staff Support Team
•Conduct staff training
•Easy to implement, gather data
•Monitor fidelity of implementation
•Build skills with teachers- “Cool
Tools”
•Conduct
individualized
•Performance
Feedback assessment
and
•Build
intervention
Coaching
•Develop monitoring plan
•Train staff
Tools to get you started
• Agenda
• Tracking Tool
• Flow Chart for getting access to support
How does your team use the time?
• Do you have agenda with built in:
– Action steps
– Time allocation
– Job assignment
– Focus on systems that support staff and track
interventions
– Focus on progress monitoring both fidelity and
outcomes?
– Prioritize individual students to discuss
• Insert Agenda
Tier 2/3 Tracking Tool
• Structured to follow 6 levels/types of interventions
from Secondary through Tertiary
• Increases accountability
– Schools have to count # of kids in interventions
– Data-based decision-rules are necessary (Identify,
Progress-monitor, Exit)
– Must define ‘response’ to each intervention type/level
– Shows % of kids who responded to each intervention
• …..the tool assesses the success rate, or effectiveness
of the interventions themselves
• Connects each level of intervention to the next level
Team Planning Time
• Tier II Interventions Action Plan—What
interventions will you build upon?
• Data-based decision-rules for all Tier II
interventions
– Is this intervention a good fit?
– What are the goals of the intervention?
– How will progress be monitored?
• Grade level team meetings—How can we be
more efficient?
Activity 3
•
•
•
•
Organize teams by Tier ?
Discuss roles and responsibilities
Overlap?
What data do you need to have prior to
meeting?
Working Smarter- Systems / Staff Support
Workgroup/
Committee/
Team
Outcome
How do we
measure
impact?
Overlap?
Modify?
Who do
we
serve?
What is
the ticket
in?
Names of
Staff
Nonnegotiabl
e
District
Mandate?
Attendance
Committee
students
Junebug,
Leo, Tom
yes
Attendance
records
Yes-fold to
SW PBS
SW PBS Team
Students Ben, Tom,
Lou
staff
no
Office Referrals
Attend, MIR,
Nursing log
,climate
Yescontinue
Safety
Committee
Students Toni,
Barb,Tom
staff
no
Office
Referrals
BIG 5, climate
Yes-fold into
SW PBS
School Spirit
Committee
students
Tom
no
No
Yes-fold into
SW PBS
Discipline
Committee
students
Tom, Lou
no
Office
Referrals
Yes-fold into
SW pbs
Student
Support
Team/Problem
Solving Team
students
Steve,
Sue,Jon,
Tom
yes
Discipline,
DIBELS,
FACTS…
Nocontinue
/Link to
SIP
Activity 4
• List Current Data
– Office Referrals- BIG 5
– Attendance
– Nursing Logs
– Counselor Logs
– Minor incident reports
– Benchmark Assessments
– GPA
– Homework Completion
Student Recommended for CICO
CICO is Implemented
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
home
•RFA
•ODR (SWPBS Team)
•Parent recommendation
•Administrator recommendation
•CICO Coordinator
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
check-out
TeacherFeedback
Feedback
 
Afternoon
Parent
• Morning
Check-in

SetParent
schedule
for
feedback
Student
comes
report
togoes
coordinator
home

– Student comes to coordinator
at
– start
Coordinator
of class
neutral
feedback

Student
gives
card positive/
to teacher
Coordinator
Parents
provide
Reviews point card
•
home note
 EndReviews
of
class
 Parents
sign report
• Provides
Gives
point
card
Teacher provides
points
feedback/acknowledgements
• Reviews
expectations
based on
behavioral
 • Prepares
home
Sets
positive
tonereport
expectations
• Records
Provides
materials

points
day if
Providesmissing
verbalfor
positive
needed
feedback

card
home
Student Recommended for CICO
CICO is Implemented
•CICO Coordinator
CICO Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
•RFA
•ODR (SWPBS Team)
•Parent recommendation
•Administrator recommendation
Regular teacher
feedback
Bi-weekly coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
home
Exit
program
Daily Progress Report consistent with SW Expectations
CICO Record
Name: ____________________________
2 = great 1 = OK 0= hard time
Date: ______________
Safe
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
Comments:
Today’s total points
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 Hand &
Feet to Self
2
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
Point Sheet
Name:
Date:
Morning Work Reading
Math
Afternoon
3
2
1
3
2
1
3
2
1
3
2
1
Say nice things or
no things to other
people.
3
2
1
3
2
1
3
2
1
3
2
1
Follow adult directs
the first time.
3
2
1
3
2
1
3
2
1
3
2
1
Keep my hands,
feet, body and
objects to myself.
Goal met?
POINT SHEET
Name:__________________
Date:______________
= 2 points
= 1 point
= 0 points
GOALS
Keep my hands,
feet, body, and
objects to myself.
Say nice things or
no things to other
people.
Follow adult
directions the first
time.
Morning
Reading
Points
received________________
Points
possible________________
Daily goal reached? YES NO
Math
Afternoon
Critical Features of CICO
•
•
•
•
Intervention is continuously available
Rapid access to intervention (72 hr)
Very low effort by teachers
Positive System of Support
– Students agree to participate
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
– Functional Assessment
• Adequate resources allocated (admin, team)
– weekly meeting, plus 10 hours a week
• Continuous monitoring for decision-making
Why does the CICO work?
• Improved structure
• Prompts throughout the day for correct behavior
• System for linking student with at least one adult
• Increase in contingent feedback
• Feedback occurs more often and is tied to student
behavior
• Inappropriate behavior is less likely to be rewarded
• Elevated reward for appropriate behavior
• Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system
Indian Head Elementary
Charles County
SET
The Systems-wide Evaluation Tool (SET) is
designed to assess and evaluate the critical
features of school-wide PBIS across each
academic school year.
Indian Head received Exemplar Status
SET Score 85%
Score
Indian Head ES
100
100
100
90
88
83
80
100
75
70
60
50
50
40
30
20
10
0
Expectations
Defined
Behavioral
Expectations
Taught
On-Going
System for
Reward System Responding to
Behavioral
Violations
2004-05
Monitioring and
Decision Making
Leadership
District-Level
Support
Sustaining
100% 100%
100% 100%
100% 100%
100%
95%
95%
100% 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Preparation
Initiation
Implementation
Maintenance
*Minimal Critical Elements
Fall
100%
100%
100%
95%
100%
Spring
100%
100%
100%
95%
100%
Fall
Spring
Targeted Team
• Identification and Training of Team
• PBIS Summer Institute 2005 –
Dr. Leanne Hawken
• Identified 2 BEP Coordinators
• Staff trained August 2005
• BEP initiated with 25 students
• BEP-Fidelity of Implementation Measure 88%
Total Referrals by Year
September-November
250
202
200
69% decrease
150
100
63
50
0
2004-05
2005-06
Average Referrals
September- November
• 2004-05 SY = 3.5 referrals/day
• 2005-06 SY = 1 referral/day
Referrals by Location
Referrals by Student
2004-05
Referrals by Student
2005-06
69% decrease
Referrals by Problem Behavior
75% Decrease
In Number of
Physical
Contacts
89% decrease
in number of
incidents of
Bullying and
Harassment
Out of School Suspensions
September- November
45
41
40
86%
decrease
35
30
25
20
15
10
5
5
0
2004-05
2005-06
Cost Benefit
• Referrals decreased by 139
• If administrators spent 15 minutes processing
each referral then administrators recovered
285 minutes.
• If students miss 45 minutes of instructional
time for each referral, then 6,255 minutes of
instruction have been regained.
Cost Benefit
• If administrators spend 3 hours to process
each suspension, then administrators have
recovered 18 days of time.
• If students miss 6 hours for each suspension,
students have recovered 36 days of
instruction!!!!
CICO Training
1. Coordinator Identified
• Considerations:
Who? Teacher assistant, behavior specialist,
SRO
One or Two people?
How will time be allocated?
Personnel: CICO Coordinator
• Take care of CICO requests for assistance
• Lead morning check-in/ afternoon checkout
• Enter CICO data on spreadsheet – daily
• Organize and maintain records
• Create graphs for CICO meetings
• Gather supplemental information for CICO
meetings
• Prioritize CICO students for team
meetings
Characteristics of an effective CICO
coordinator
• Flexibility within job responsibility (e.g.,
educational assistant, counselor, behavior health aide)
•
•
•
•
Positive and enthusiastic
Someone the students enjoy and trust
Organized and dependable
Works at school every day
Personnel: CICO Team
•
•
•
•
•
Attend weekly or bi-weekly meetings
Contribute to decision making for CICO students
Help conduct “Orientation to CICO” meetings
Gather supplemental information
Contribute to student/staff development
workshops
• Contribute to feedback sessions
• Complete any assigned tasks from CICO meeting
Resources: Time and Money
• 8-10 hours per week for CICO
coordinator
• CICO forms on NCR paper
• School supplies for CICO participants
• Reinforcements for CICO participants
2. CICO Routine
• Considerations:
Do students check in and out at different
places? Or same place?
Do students need to come early and leave last
class early?
Develop Name, manual with teacher
expectations
What’s in a Name?
• Behavior Education Program
– Daily Progress Report
• Kennedy Card Program
– Kennedy Card
• Hello, Update, & Goodbye (HUG program)
– Hug Card
• Student Leadership Academy– Leadership Skills Training
*Caution with Using “Behavior Card” or “Behavior
Plan”
Instructional Support Card
3. Point Card and System
• Considerations:
Refer to SWIS CICO readiness – Assessment
Tools
* Up to 10 check in periods
* Up to 5 expectations
* A three point rating scale
Same card for all students, use SW expectations,
age appropriate, positively stated, teach
friendly
Designing Daily Progress Reports
• Determine behavioral expectations
– School-wide expectations
– Academic vs. behavioral expectations
• Expectations stated positively
• Range of scores vs. dichotomous scoring
– Rating scales should be age appropriate
• Teacher friendly
– circling versus writing & place for teacher initials
– consistent expectations versus individual expectations
• Data easy to summarize and determine if goal is
met
HAWK Report
Date ________
Student _______________Teacher___________________
Be Safe
0 = No
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Use kind
words
and actions
Be Your Personal
Best
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 ______________%
KENNEDY CARD
Name _____________________________________________________
Material
s
To Class
Worked
and Let
Others
Work
Follow
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
4. Point Trading System
• Metric – 3 point rating scale and number of
check in periods will determine total number
of points students may earn each day.
• Points may be accumulated and used at the
“Trading Post”
• When will trading occur? Variety of rewards
with social focus, what happens if a student
misses “Trading post day?”
CICO Trading Post- Focus on Building Relationships“School Connectedness”
Points
Required
Wants attention
Wants
item/activity
Wants to escape
attention
100 pts
Take
note to
office/teacher
Ask a peer to
play/read/draw
Be a leader
Principals
recess
Teacher Helper
Choose
HW
Choose a 5 min.
activity
School wide
sticker
Principals
recess
Computer
250 pts
Computer
More
Time
400 pts
Out
with
a friend
Extra sharing
time
to lunch
with TBA
Class recess,
free time, or
popcorn party
time for
selected activity
Free ticket to
sporting event
New
school
/art supplies
by self
time
alone
Independent
work space
Wants to avoid
something
Short
break
Alternative
activity
Alternative
assignment
Get
out of
school early
5. Student Identification
• Considerations:
How will students be identified? What are the
decision rules? Students should be able to
access support in multiple ways.
Decision Rules for Access
• Office Referrals
– What is the purpose?
– Is it the intervention? Do we use it to get
information? Will it stop behavior for all students?
– Do teachers in your building have the same
answer?
– Are 80% of your staff consistent about reporting
incidents?
– Do they agree on office managed v. classroom
managed?
• Time out of class form
Decision Rules for Access
• How will kids get access to T2 T3 Supports?
– Multiple ways
• 2 or more ODR ?
• Change in attendance, homework completion,
missed instruction ?
• GPA decreases, assessment below benchmark?
• Teacher, Family, Administrator concern?
How will students be identified?
• Everyone is informed about intervention and referral
procedure!!
• Referral ProceduresWhat does the form look like?
Who gets the form once completed?
–
–
–
–
Decision Rules about ODR
Nurse or Counselor referral
Teacher Referral
Parent Referral
How to identify students for CICO
• Other Data to Consider
– Absences & Tardies
– In school detentions (lunch-time or after school)
– Other
6. Family Partnerships
• Considerations
How will all parents be informed? When?
How are parents encouraged to participate/ refer
their child if needed?
For parents whose child is referred, how are
parents informed and involved? Individual
meeting vs cohort meeting?
Develop home report
What happens if parent don’t want/ can not be
involved?
CICO Home Report
Name: _____________________________
______
I met my goal today
Date: _____________
______ I had a hard day
One thing I did really well today was: _______________________
Something I will work on tomorrow is: ______________________
Comments:
Parent/Guardian Signature: ____________________________
Comments:
7. Staff Training
• Considerations:
Will staff be trained all at once or in increments?
How will team get initial buy in?
How will staff provide feedback?
How will impact be shared with staff, school
system and community?
What is the plan for teaching new staff,
substitutes?
Training Teachers on
CICO System
In-service on the “spirit” of program
– supportive, not punitive
– immediate feedback on behavior (type
of statements, what the ratings mean,
examples of feedback)
– follow-up forum to express concerns
– individual coaching
– boosters needed at least yearly
8. Coordination Team
•
•
•
•
•
Who is on your team?
How often will you meet?
What is your timeline for implementation?
Marketing plan for getting started?
Meeting agenda
Id roles and responsibilities
• How many kids will start?
9. Informing Students
• Training all students
• Will students be involved in planning name,
point card, development of program?
10. Data Monitoring
•
•
•
•
•
Will your team use CICO SWIS?
If not, how will data be collected, analyzed?
Identify person to be “data manager”
Develop schedule for summarizing data
Develop schedule for sharing data with team,
students, staff, parents
• Determine length of time students on CICO
Progress Monitoring
• www.swis.org
• Readiness Checklist
Check-in Check-out Embedded
Within SWIS
Check-in Check-out Embedded
Within SWIS
Tracking Student CICO Progress
(number = % of total daily points)
Date
Jason Leanne
Juan
Kiran
Alexa
1/16/03
85
95
100
80
65
1/17/03
100
100
100
75
77
1/18/03
77
0
100
85
63
1/19/03
45
75
95
92
85
1/20/03
88
89
77
89
90
1/23/03
79
0
100
95
95
1/24/03
95
67
85
100
78
CICO Check-in/Check-Out Record
Date:__________________
CICO Coordinator:_________________
Check-In
Check-Out
Student Name
Paper Pencil Notebook CICO
parent
copy
Jason
√
Leanne
Juan
√
Kiran
√
Alexa
√
Jacey
√
√
√
√
√
√
√
√
90
85
√
√
√
CICO Score
60
100
√
√
95
√
√
90
Decision Rules
• Rapid Responder
• Honeymoon Responder
• Slow and Steady Responder
• What will be the General Decision Rules
around rates kids will respond?
• What will be considered a success?
Training Students on
CICO System
• Meet with parents and students
• Modeling and Practice
• Accepting Feedback
• Decision-Making
– Goal
Ongoing Communication
• Staff, Parents
– Remember Indian Head
– New staff, students, parents
– Sustaining CICO
Action Planning Form
• Activity
– Use your CD to guide you through the checklist
Are Critical Features in Place ?
• CICO Progress Monitoring Tool
– Fidelity Check
– Common concerns
– Decision Rule about next steps for students not
responding?
Trouble Shooting:
Common Concerns
• Student Not Checking In
• Student Not Checking Out
• Student Complaining/Pouting
• Student Loses Daily Progress Report
• Student Changes Ratings
MacLeod & Hawken retrieved
11/3/09 from www.pbis.org
Tier 2- Basic
Using CICO as the “Organizer”
Outcomes:
•Intervention
•Screening Tool
•Data Collection
•Teacher Support
•Formal Documentation
Matching CICO to Student Needs
• Basic CICO: goals related to cooperative, respectful
behavior; reinforced through daily positive adult
contact (attention-related)
• Basic CICO + Peer Leadership: goals, prompts and
encouragement to model appropriate social skills,
develop leadership and peer mentoring
• CICO + Academic Support: goals, prompts, and
encouragement for organizational and routinefollowing behaviors or increase in academic support
• Escape CICO: goals related to cooperative, respectful
behavior: students reinforced through chance to earn
a break from aversive activity or aversive social contact
Student Leadership Skills Training
Level 1- Student starts CICO- goal establishedLeadership Skill Training 101 (basic Social Skills- data
determines which skill to focus on)
Level 2-Student Mentor Group- fade to 2/day “co leads” morning and afternoon time with staff)
Leadership Skill Training 200
Level 3- Student Ambassador Group- responsible for
providing school tours to visitors, serves as actor in
video library for SW lesson plans (takes social skills
100,200 classes and stars in skits)
Tier 2 – add skill development
Social and Academic Instructional Groups
CICO plus skill development
Outcomes:
Developing your T2 process
Flow chart
Data Collection at Tier II
• Frequent progress monitoring—multiple
times/day is ideal
• Easy to use—requires only a brief amount
of teacher time
• Provides objective data that can be graphed
• Tied to intervention objectives and goals
Hands
to self
Raised
hand
In seat
Home Rr. 1st
2nd
3rd
4th
5th
6th
7th
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1st
2nd
3rd
4th
5th
6th
7th
Touch others’
property
2
1
0
0-1 time
2-4 times
+ 5 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Spoke out of
turn
2
1
0
0-2 times
3-6 times
+ 7 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Out of seat
2
1
0
0-2 times
3-4 times
+ 4 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Anger Management Training DPR
(n/a if n o
opportunity)
1st
2nd
3rd
4th
5th
6th
7th
Cooperated
with others
2
1
0
0-1 time
2-4 times
+ 5 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Used AMT
Skills when
needed
2
1
0
0-2 times
3-6 times
+ 7 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Asked adults
for help
appropriately
2
1
0
0-2 times
3-4 times
+ 4 times
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
SWIS-CICO Report
Support Plan
Change
Description
09/10/2008
Check out with Joe Binder
09/19/2008
Check in and out with Joe Binder
Student Leadership Skills Training
Level 1- Student starts CICO- goal establishedLeadership Skill Training 101 (basic Social Skills- data
determines which skill to focus on)
Level 2-Student Mentor Group- fade to 2/day “co leads” morning and afternoon time with staff)
Leadership Skills Training 200
Level 3- Student Ambassador Group- responsible for
providing school tours to visitors, serves as actor in
video library for SW lesson plans (takes social skills
100,200 classes and stars in skits)
Social Skills/Academic
Instructional Groups
•
Three types of skills-building groups:
1) Pro-social skills
2) Problem-solving skills
3) Academic Behavior skills
** (Academic Content skills)
•
Best if involves use of Daily Progress Report
•
These are often the skill groups facilitated by social
workers and counselors
Social Skills/Academic
Instructional Groups
• Selection into groups should be based on youths’
reaction to life circumstance not existence of life
circumstances (ex. fighting with peers, not family
divorce)
• Goals for improvement should be common across youth
in same group (ex. use your words)
• Data should measure if skills are being USED in natural
settings, not in counseling sessions (transference of
skills to classroom, café etc.)
• Stakeholders (teachers, family etc.) should have input
into success of intervention (ex. Daily Progress Report)
Use of Daily Progress Report
• Transference and generalization of skills
• Prompting of replacement behaviors
• Reinforcement of replacement behaviors
• Stakeholder feedback and buy-in
Getting Started
• Start with “Tier 2 Basic”
– CICO/ BEP Features serve as a comprehensive EBP,
starting place to determine skill development for
delivery of other T2/T3 interventions
Action Plan
• Review your school’s Tier II interventions
• Which interventions can you develop measurable
goals for?
• Which interventions can you use the DPR to
progress monitor?
• Next steps
1. Review decisions
with your
school’s team
Remaining
Questions:
1. How do was assess overall
2. Present data decision
rules to faculty and staff
intervention outcomes?
2. How does the grade level
team progress monitor?