Transcript FBA for Practitioners

Check-in/check-out:
A Tier II Support
1
Organizer
• Rationale for Tier II interventions
• Check-in/check-out
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Overview of intervention
Systems needed for implementation
Why CICO is effective
CICO Data
• Systems assessment and action planning
• Making CICO work for your school
Meeting the Needs of All Students
• Problem
• Foundation in place: 10-20% of students will
not be successful
• Solution?
• Individualized interventions for all?
Meeting the Needs of All
Students
• Problem
• Foundation in place: 10-20% of students will
not be successful
• Solution?
• Individualized interventions for all?
Multi Tiered
Instruction
~5%
Positive Behavior
Interventions and Support
Tier I Interventions
School-/ClassroomWide Systems and
Instruction for
All Students,
Staff, & Settings
~15%
~80% of Students
Tier III Interventions
Specialized
Individualized
Systems for Students with
High-Risk Behavior and
Academic Difficulties
Tier II Interventions
Specialized Group
Systems for Students who
are at-risk for behavior and
academic difficulties
Why Secondary Interventions?
It can take 2-4 weeks to conduct a Red Zone
intervention:
Complete Functional Behavior Assessment
(FBA)
Develop a behavior support plan
Train everyone in implementation
Students can receive support within 72 hours with
a targeted group intervention
*Are effective for about 80% (CICO) of students!
Who would benefit from Tier
II support?
• For students “who”…
• Frequently late
• Homework incomplete
• Regularly “talk-out”
• Have few friends
• Lack of connection to adults
Who would benefit from Tier
II support?
APPROPRIATE
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–
–
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Recurring low-level
problem behavior
2-5 referrals
Behavior not localized
At-risk to fall into red
zone support, without
intervention
10-15% of population
INAPPROPRIATE
Serious or violent behaviors/
infractions
– Chronic behavior (7-10+
referrals)
– Require more individualized
support
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FBA-BIP
Wrap Around Services
2-5% of population
Secondary intervention:
What it’s not
• Not an intervention for a classroom a
whole school
• Not an individualized intervention
• Does not require any intensive
assessment
• Does not take longer than 10 min. for any
teacher to implement
Secondary/targeted
Intervention Critical
Features
• Continuously available- Everyone knows
the intervention
• Rapid access to intervention
• Low effort for teachers/staff to implement
• Generic intervention
• Provide schools with efficient system to
support multiple students
Secondary/targeted
Intervention Critical
Features
• Consistent with school-wide expectations
• Goal to get back to green!
• Continuous monitoring
• If program is not self-sufficient & requires
significant organization by referring staff… it’s
not a targeted intervention!
• Peer buddies, homework club, mentoring
interventions
Implementing Tier II Interventions
SYSTEMS
DATA
PRACTICES
Student Recommended for CICO
•RFA
•ODR (SWPBS Team)
•Parent recommendation
•Administrator recommendation
CICO is Implemented
•CICO Coordinator
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
• Morning Check-in
• Student comes to check-in
person
• Check-in person:
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Reviews home note
Gives point card
Reviews expectations
Sets positive tone
Provides missing materials if
needed
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out

Teacher Feedback
Set schedule for feedback
 Student gives card to teacher at
start of class
 End of class
 Teacher provides points
based on behavioral
expectations
 Provides verbal positive
feedback

CICO Record
Name: ____________________________
3 = great 2 = OK 1 = hard time
Date: ______________
Safe
Responsible
Respectful
Check In
3
2
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3
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3
2
1
Before
Recess
3
2
1
3
2
1
3
2
1
Before
Lunch
3
2
1
3
2
1
3
2
1
After Recess
3
2
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3
2
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3
2
1
Check Out
3
2
1
3
2
1
3
2
1
Today’s goal
Comments:
Today’s total points
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out

Afternoon check-out
 Student comes to check-out
person
 Check-out person:
 Reviews point card
 Provides
feedback/acknowledgements
 Prepares home report
 Records points for day
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out

Parent Feedback
 Parent report goes home
 Parents provide positive/
neutral feedback
 Parents sign report
Student Recommended for CICO
•RFA
•ODR (SWPBS Team)
•Parent recommendation
•Administrator recommendation
CICO is Implemented
•CICO Coordinator
CICO Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
Regular teacher
feedback
Bi-weekly coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
home
Exit
program
Critical Features of CICO
• Connected to universal intervention
• Intervention is continuously available/Rapid
access to intervention
• Very low effort by teachers
• Positive System of Support
• Start each day off positively
• Start each class positively
• Students agree to participate
• Implemented by all staff/faculty in a school
• Can be modified to address specific student needs
• Continuous monitoring of data for decision-making
CICO and Other Point Cards: How
CICO is Different
• Built upon systems-logic
• Implemented Within a School-Wide System of Behavior
Support
• Implemented in all settings, throughout the school day
• All teachers and staff are trained
• Decisions are data-based
• Students identified proactively & receive support quickly
• Team uses data for decision making to determine
progress
Discussion
• Is your school currently using something
similar to CICO?
• What does it look like?
• What features of your current system are
working well? What features could be
improved?
Does CICO Work---is it an
Evidence Based Practice?
• At least 5 peer reviewed empirical studies
• RCT or SSRD
• At least 3 different researchers and
settings
• At least 20 different participants
• Evidence suggest practice works
• With students like your students
• With resources you have available
Does CICO Work?
• Pre schools
 Chafouleas, et al., (2007)
• Elementary Schools
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Todd et al (in press)
Fairbanks et al., (2007)
Kauffman-Campbell & Anderson (in press)
Cheney et al., (2006; 2007)
Hawken et al., (2007)
Filter et al., (2007)
• Middle Schools
• Hawken et al., (2003)
• March et al., (2002)
• High Schools
• Swain-Bradway et al., (in progress)
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
• First contact each class period (or activity period) is positive
• Expectations reviewed several times each day
• Increase in contingent feedback
• Feedback occurs more often
• Feedback is tied to student behavior
• Inappropriate behavior is less likely to be ignored or rewarded
•
Roles
&
Responsibilities
Coordinator
• Maintain positive, constructive environment
• Coordinate student entry and exit from program
• Maintain progress graphs and data
• Check-in/out person
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• Facilitate morning and afternoon checks (in & out)
• Get signed form from students, give new form
• Maintain positive, constructive environment
• Acknowledge successes
Teachers
• Obtain form from student each day
• Monitor student behavior and mark card accurately
• Provide feedback to student in positive and constructive manner
Students
• Check in and out each day
• Give form to teacher
• Meet expectations
• Take form home and have parents sign, bring to school the next day
Support/coordination Team
• Identify students who may benefit
• Monitor implementation
• Evaluate effects and modify/fade as needed
Common Errors Schools Make
• Expectations not linked to school wide PBIS
expectations
• Individualized immediately
• Modifications not linked to function
• Investment in expensive prizes/rewards
• Data not used to guide decision-making
• Who begins CICO
• Whether CICO is continued, modified, discontinued
• Coordinator/ check-in person does not have
protected time
• Teachers not taught how to provide feedback
Implementing CICO in Your School
SYSTEMS
DATA
PRACTICES
Key Systems Features
• Simply “having” Tier I doesn’t guarantee
teachers are implementing it
• “At Risk” students
• Critical need: Proactive behavior
management
• Before implementing CICO ask yourself,
Key Systems Features
• Simply “having” Tier I doesn’t guarantee
teachers are implementing it
Is the Student
• “At Risk” students
Receiving an
• Critical
need: Proactive
behavior
Adequate
“DOSE” of
management
the Universal
• Before implementing
Intervention?CICO ask yourself,
Is My School Ready to Implement
CICO?
• School-wide system of behavior support in
place (SET Score 80% or higher)
• Staff buy-in for implementation of the
CICO
• Administrative support
• Time & money allocated
• No major changes in school climate
• e.g. teacher strikes, administrative turnover,
major changes in funding
• CICO implementation a top priority
Activity #1
• CICO structure and guidelines
• As a team, consider how your school’s CICO
program will function…
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Focus area (behavior, academics, both?)
Criteria for inclusion
Target behaviors (behavioral expectations)
Check-in and check-out information
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Getting and Obtaining Buy-In
• Getting buy-in
• Make CICO high profile
• Promote CICO as positive, not punishment
• Involve referring teachers in system building
• Maintaining buy-in
• Provide referring teachers with weekly progress
graphs
• System-data reviewed for all staff at least quarterly
• Student point data
• Overall ODR data
• Administrator makes CICO high profile
• Match intervention to student needs
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Personnel: CICO Coordinator
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Take care of CICO requests for assistance
Enter CICO data on spreadsheet
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 check-in person
• Flexibility within job responsibility (e.g.,
educational assistant, counselor, behavior health
aide)
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Positive and enthusiastic
Someone the students enjoy and trust
Organized and dependable
Works at school every day
Check-in person
• Roles
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Facilitate morning and afternoon checks (in & out)
Get signed form from students, give new form
Maintain positive, constructive environment
Acknowledge successes
Maintain progress graphs and data
• Flexibility of CICO
• Multiple people can check students in and out
• Minimal skills required to enter data
• ONE person must maintain graphs and data
Example: Oustin Elementary
School
• 350 students, 22 on CICO
• Counselor is CICO coordinator
• Checks students in and out
• Enters data into SWIS
• Reviews graphs 2-3 times per week
• Coordination team meets bi-weekly
Example: Timberline Middle School
• 750 students in school, 55 on CICO
• Beginning of semester
• Teacher survey—Will you be a student mentor?
• Student begins CICO
• Counselor reviews CICO with student
• List of mentors—student picks mentor
• Daily implementation
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Mentors leave DPRs in Shirley’s (IA) box
Shirley enters data into SWIS on Tues and Th
Counselor reviews graphs Wed and Fri
Team meets bi-weekly
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Develop coordination team
Coordination Team
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Attend regularly scheduled 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
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Develop coordination team
Obtain/develop materials
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Point cards
Data tracking system
Acknowledgements
Home note
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
Designing Daily Progress Reports
• CICO SWIS Requirements:
• Defined number of check-in periods:
• Up to 10 periods
• Defined number of expectations/goals:
• Up to 5 goals
• A three point rating scale
• Example:
• 0 = No, 1 = Good, 2 = Excellent
• 1 = Rough day, 2 = Okay job, 3 = Great job!
HAWK Report
Student _______________Teacher___________________
Date ________
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
Teacher
Working in initials
class
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
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
CICO Record
Name: ____________________________
3 = great 2 = OK 1 = hard time
Date: ______________
Safe
Responsible
Respectful
Check In
3
2
1
3
2
1
3
2
1
Before
Recess
3
2
1
3
2
1
3
2
1
Before
Lunch
3
2
1
3
2
1
3
2
1
After Recess
3
2
1
3
2
1
3
2
1
Check Out
3
2
1
3
2
1
3
2
1
Today’s goal
Comments:
Today’s total points
Activity #2
• Daily progress report form (point card)
• As a team, look through the sample point
cards provided.
• Begin thinking about what your school’s point
card will look like, and design a sample
version.
• Remember the SWIS requirements!
What’s in a Name?
• Behavior Education Program
• Daily Progress Report
• Kennedy Card Program
• Kennedy Card
• Hello, Update, & Goodbye (HUG program)
• Hug Card
• STAR kids (Students Take on Amazing
Responsibilities)
• STAR card
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Develop coordination team
Obtain/develop materials
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Point cards
Data tracking system
Acknowledgements
Home note
CICO Acknowledgement Ideas
• Small tangible items (e.g., stickers, snack, art
supplies)
• “Secret teacher” note
• Extra time in preferred activity (e.g., library,
computer)
• Seat choice at lunch
• SWPBS points, trip to treasure chest
• Free ticket to school event (e.g., sports game)
• Parking pass for a day
• Lunch with principal or favorite teacher/staff
Resources: Time and Money
• At least 5 hours per week for CICO
coordinator and check-in person
• CICO forms
• School supplies for CICO participants
• Reinforcements for CICO participants
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Develop coordination team
Obtain/develop materials
Plan for logistics
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When and where will students check in and out?
Who is responsible for keeping materials in stock?
How often can students trade points for incentives?
System for CICO
1. Planning for implementation
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•
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Obtain/develop materials
Plan for logistics
Selecting students to participate
Selecting Students
• Ways to Find students who may benefit
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Request for assistance
ODR patterns (SWPBS team referral)
Formative evaluation
Other data to consider: Absents/tardies, inschool suspension/detention
• Match student to Tier II intervention
• Archival data review
• Where are ODRs coming from?
• What has been tried before?
• What do we know about academic skills?
• Request for assistance form
System for CICO
1. Planning for implementation
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Obtain faculty buy-in and commitment
Identify a coordinator with protected time
Obtain/develop materials
Plan for logistics
Student Involvement
Parent involvement
Involving and Informing Parents
• Parents informed before child begins
program
• Parents informed of progress
• Daily reports
• Quarterly summaries
• Parents have opportunity to provide
feedback
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:
System for CICO
1. Planning for implementation
2. Training
Training Teachers on CICO
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
• At least annual booster sessions
• When a student begins CICO
• individual coaching
Small group discussion:
Staff Training
• Will staff be trained all at once or in
increments?
• How will team get initial buy in (see
Marketing Worksheet)?
• 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?
When a student begins CICO
• Obtain parent consent
• Meet with student prior to beginning
• Rationale and benefits for student
• Model and practice
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Begin and end day
Check in with teacher
Accepting feedback
Problem solving
• Ongoing coaching for student
Implementing Tier II Interventions
SYSTEMS
DATA
PRACTICES
Data
• Outcomes for individual students
• Effects
• Fidelity
• Outcomes for CICO system
• Effects
• Fidelity
Data: Monitoring Outcomes for
Students
• CICO coordinator monitors outcomes
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Data collected daily
Monitoring occurs at least weekly
Data shared with teacher(s) & parent(s) regularly
Efficient and informative data
• Coordinator provides summary to coordinator
team
• # students on the intervention
• % students doing well
• Students who may need something else (5 mindata-based problem solving)
Considerations
• 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
Data: Monitoring Fidelity of
Implementation
• Coordinator self assessment
• Ask teachers, student
• Observe student checks
Data: Monitoring Outcomes of
System in School
• Question: How is CICO working in our
school?
• Measures
• Effects across students
• All students on CICO
• School-wide indicators: ODRs, # of students
needing individualized support
Data: Monitoring Fidelity
• For CICO system
• Student data as indicator
• % teachers who implement with fidelity
• CICO Self Assessment
CICO Systems Assessment
Action Planning
1. Coordinator Identified
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Requirement for CICO
Must have FTE/time allocated for position
What’s the back-up plan
Responsibilities include:
• maintaining/reviewing data
• Planning for fading or intensifying interventions
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•
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•
running team meetings
checking intervention fidelity
training staff/students &
variety of organizational tasks (e.g., who will make
sure that…, how will we let them know…)
1a. CICO Staff
• How many check-in/out staff?
• Who coordinates vs. who checks-in
• (no more than 3 who check-in/out)
• Back-up plan
• Responsibilities include:
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Checking in and out with students
Keeping daily log of points
Follow-up with teachers
Meeting with coordinator weekly
Meet bi-monthly with screening/coordination (e.g., IPBS) team
2. CICO Routines
• Common location for check-in and out
• No more than 2 check-in/out staff
• Coordinator checks-in with teachers 2x a month
on progress (more if student is struggling)
• Teacher checks in at least 3 times throughout
the day
• Students receive points at check-in & check-out
from CICO Staff
• Structure as appropriate when multiple students
are checking-in/out at once
2. CICO Routines (cont’d)
Morning
• Where do students check-in in the morning
• What if students are late/early
• What will check-in look like
Throughout the day
• Who will support teachers (e.g., monitor fidelity)
• Will students prompt teachers for points
• What will check-ins look like throughout the day
Afternoon
• Where do students check-out
• What if students are late/early
• How will goals that are met be handled
• What will check-out look like
2. CICO Routines (cont’d)
• Substitute training
• Playground/recess/lunch process
• Bus routines etc.
3. Point Card/DPR
• SWIS-CICO requirements
• No more than 10 check-ins (at least 5)
• Use SW expectations (no more than 5)
• List period #s or time periods
• How will/is the card scaled?
• How many check-ins
• How is card sent home & copied
• Standardization
• Except intensifying or fading
Check -In-Check -Out
Name: ____________________________
Date: _____________
Please mark the appropriate symbol to indicate the student’s behavior during each
time period.
Great Job!:
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Did OK:
Daily Activities:
Safe
Check -in
st
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Had a hard time:
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Respectful
Re sponsible
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Specials
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Check -out
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Before 1
Recess
Before Lunch
Before 2
nd
Recess
Staff Initials
My Goal Today Is:
___________________________________________ _____
Did I Meet My Goal? _________________________
Teacher Comments: _______________ ______________________________
______________________________________________________________
Parent /Guardian Signature: _________________ _______________________
Comments: _____________________ ________________________________
______________________________________________________________
4. Point Trading System
Logistics & Resources
• What happens when students meet their
goals?
• What can students earn? Can they save
up for special privileges?
• List and cost of privileges developed
• How can we ensure students receive
privilege the next day…coordinator needs
to help with follow-through
5. Student Identification
• What are your schools decision rules?
• Use these in a majority of cases
• What data sources will you use
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•
Request for assistance- examples, see handout
ODRs and/or minors- examples, see handout
Internalizing student decision rules – examples
Attendance
• What do your schools use?
• Are the decision rules being used?
• What needs to happen for better consistency?
Student Identification:
Consistency is key in your school-wide systems
6. Family Partnership
• How do you inform parents?
• How do you secure parental
assent/consent?
• How do you train parents to respond when
students bring home CICO information?
• What if students don’t return home report?
• Use as a bonus vs. a punisher
7. Staff Training
• Initial orientation & subsequent training for
staff
• Check-in and out
• When will students arrive? When should they be
dismissed?
• Providing timely AND effective feedback
• How to rate student behavior
• Lost cards
• Point disagreements
• When do teachers get feedback
• Fading & intensifying
• Plan for training substitutes
8. Coordinator/Coordination
Team Training
• Team members:
• Specialists, administrator, coordinator,
teacher, psych, coach
• Training team roles:
• coordinator, data analyst, coach, time keeper,
minute-taker, communication, etc.
• Preparing data graphically
• Assessing fidelity
• Planning for intensifying/fading
9. Student Training
• Overview of the system
• Prompts for the 1st week
• Consent
• Teaching the rating system
• Examples and non-example practice
• Goal setting
10. Monitoring Student
Outcomes
• Who will input data/schedule
• Where/how is it stored
• How will data be summarized
• Which team will review the data
• Who will analyze & plan support based on the
data
• CICO SWIS
10. Monitoring student
outcomes (cont’d)
• Decision rules for intensifying the intervention
• Typical decision rules, guidelines from ‘Responding to Problem Behavior
• Process for intensifying the intervention
• Possible reasons/solutions for not meeting goals
• Simplest explanations/changes first
• Decision rules for fading
• Typical decision rules
• Process for fading the intervention
• Gradually remove components of the intervention (fewer
check-ins, goals change, self-rating)
11. Monitoring school-wide
outcomes
• Plan for sharing school-wide data
regarding Check-in & Check-out (CICO) to
staff
• General data (e.g., number of students on
CICO)
• Schedule time in faculty meetings to
review/train on critical features of CICO
Next Steps
• Create your CICO action plans based on
conversations today
• Review action plan task list at small group
meetings until “start-up” goals are complete
• Create your CICO handbooks
• After team & coordinator decisions- plan staff
trainings