1. An Evidence-based Intervention for Tier II Supports
Check In, Check Out
An Evidence-based Intervention for Tier II Supports

2. Educational and Community Supports
Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon.
ECS focuses on the development and implementation of practices that result in positive, durable, and scientifically substantiated change in the lives of individuals.
Federal and state funded projects support research, teaching, dissemination, and technical assistance.
PBIS Applications is a series of educational tools created within ECS and related to the implementation of multi-tiered systems of support (MTSS).
The PBIS Application tools have been utilized in 25,000+ schools both domestically and internationally.

3. Session Intentions Multi-Tiered Systems of Support (MTSS)
Multi-Tiered Systems of Support and Prevention
Varying intensities of instruction and intervention
Focus of Tier II
Critical Features of Tier II Supports
Coordinating Team
Universal Screening
Assessment for Intervention Selection
Progress Monitoring
Fidelity of Implementation
Check In, Check Out (CICO)
Research and support
Core features
Progress monitoring

4. Essential Components of RTI
Response to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems.
--National Center on Response to Intervention
The intent of RTI is to improve outcomes for all students while providing immediate supplemental supports for students at risk for poor learning outcomes.

5. Multi-Tiered Systems of Support
Tertiary—intensive, individualized
Secondary—targeted, small group
Universal—primary prevention
Multi-level prevention system includes three levels of intensity or prevention. The primary prevention level includes high quality core instruction. The secondary level includes evidence-based intervention(s) of moderate intensity. The tertiary prevention level includes individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention.
--National Center on Response to Intervention
In reality, the triangle does not represent the overall RTI framework; it only represents one component, the multi-level prevention system.

6. Multi-Tiered Systems of Support (MTSS)
The triangle does not represent the overall RTI or SWPBIS framework; it only represents one component, the multi- tiered system of support and prevention.
This component represents three levels of prevention.
In an effective system, we would expect:
Universal Level = at least 80%
If less than 80%, consider focusing school improvement efforts on improving core instruction and curriculum.
Secondary Level = 10-15%
Tertiary Level = 1-5%

7. Multi-Tiered Support & Prevention
Essential Question:
Is the student successful at this level of support?
Students themselves do not fit into a tier of supports; instead, their needs are addressed at the tiers provided.
Intensity is a two-way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods.
Writing
Reading
Social-Emotional
Math

8. Secondary (Tier II) Systems of Support
Secondary Support Level
Focus = students identified through screening as being at-risk for poor learning outcomes; students unresponsive to the core curriculum
Instruction = targeted, supplemental instruction delivered to small groups
Setting = general environment
Assessments = continuous progress monitoring, diagnostic
Secondary prevention represents evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students.
Diagnostic assessments are used to identify skill deficits and occur before an intervention. Diagnostic assessments can tell you what to teach and help to identify interventions.

9. Secondary (Tier II) Systems of Support
The goal of secondary supports is to provide efficient supports for a large number of students with similar needs.
Efficiency is achieved by using ongoing, generic interventions.
Programming should be applicable to large numbers of students in the same way, with little to no individualization.
Secondary interventions should provide:
Additional instruction/time for student skill development
Additional structure/predictability
Increased opportunity for feedback

10. Response to Intervention
RTI and SWPBIS
SYSTEMS
PRACTICES
DATA
Improved student outcomes in social competence and academic achievement.
Systems support staff behavior.
Practices support student behavior.
Data support decision making.
OUTCOMES
Response to Intervention
School-wide PBIS

11. Systems, Data, and Practices
Improved Outcomes
Social Competence & Academic Achievement
SYSTEMS
PRACTICES
DATA
OUTCOMES
Systems to Support Staff Behavior
Administrative support, team-based leadership, data-based decision making systems
Practices to Support Student Behavior
Define & teach procedures, Daily Progress Report for progress monitoring, sharing of progress reports with home, acknowledgement of appropriate behaviors, systematic correction of behavior errors, data-based decision making
Data
Data entry, report generation, data-based decision making

12. Fundamentals of Tier II Support Systems
Team
Universal Screening
Assessment for Intervention Selection
Progress Monitoring
Fidelity of Implementation

13. Team Secondary supports are often overseen by a team charged with:
Pre-referral consultation
Screening
Assessment
Progress Monitoring
Intervention Implementation
Tier II teams need individuals with specific skill sets (i.e., behavior expertise, administrative authority) and perspectives (i.e., knowledge about school operations) to implement with success.

14. Universal Screening
Not all students will respond to universal systems.
The purpose of screening is to identify those students who are at risk for poor learning outcomes.
The focus is on all students, not just those students that teachers believe are at risk.
It is a brief, reliable, valid assessment used to identify which students may need additional assessments or additional instructional support.
Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.
--National Center on Response to Intervention
Screeners are a means of casting the net wide and seeing who shakes out. It’s checking the dipstick. It’s a temperature check. It’s a blood pressure check. It’s merely one indicator. It will necessitate additional information to corroborate the students’ risk status.
Use screening to identify and address potential problems early in order to prevent bigger problems in the future. The purpose is to identify indicators that predict if more testing or further intervention is needed.
Regular screening is necessary throughout the year for ALL in order to catch students who may have been doing well at the beginning, but are struggling as the demands increase.

15. Universal Screening
Brief assessment to determine students’ current level of performance
Collect information on all students at least twice a year
After the first 6 weeks of the new school year and 6 weeks after the return from winter break
Use data-decision rules for decision making:
For behavior, common screening measures include office discipline referrals (ODRs; Sugai, Sprague, Horner, & Walker, 2000).
ODRs are not valid indicators of “internalizing” problem behavior, such as anxiety and depression (McIntosh, Campbell, Carter, & Zumbo, 2009).
 Green zone = 0-1 ODRs
 Yellow zone = 2-5 ODRs
 Red zone = 6+ ODRs
Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.
--National Center on Response to Intervention
Screeners are a means of casting the net wide and seeing who shakes out. It’s checking the dipstick. It’s a temperature check. It’s a blood pressure check. It’s merely one indicator. It will necessitate additional information to corroborate the students’ risk status.
Use screening to identify and address potential problems early in order to prevent bigger problems in the future. The purpose is to identify indicators that predict if more testing or further intervention is needed.
Regular screening is necessary throughout the year for ALL in order to catch students who may have been doing well at the beginning, but are struggling as the demands increase.

16. Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
Cumulative Mean ODRs

17. Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
Cumulative Mean ODRs

18. Assessment for Intervention Selection
Additional information is often required to select the appropriate intervention, described as diagnostic testing (Salvia, Ysseldyke, & Bolt, 2009).
Diagnostic testing refers to assessment of problem analysis and function of behavior, with a focus on variables that can be changed (Christ, 2008; Tilly 2008).
Function-based Problem Solving vs. Functional Behavior Assessment (FBA)

19. Assessment for Intervention Selection
Alignment with core curriculum
3-5 behavioral expectations
Evidence-based Interventions
Interventions for which data from scientific, rigorous research designs have demonstrated (or empirically validated) the efficacy of the intervention.
Big Idea: the intervention has shown to improve the results for students who receive the intervention
Research-based Curricula
May incorporate design features that have been research generally; however, the curriculum or program as a whole has not been studied using a rigorous research design.
--National Center on Response to Intervention

20. Big “I” Interventions vs. Little “i” Interventions
If we are employing practices and referring to them as interventions, we should also be monitoring them with data.
Data in and data out.

21. Major Features of Secondary Interventions
Intervention is continuously available
Rapid access to intervention (3 days)
Very low effort by teachers
Consistent with school-wide expectations
Implemented by all staff/faculty in a school
Home/school linkage
Flexible intervention matched to function of behavior

22. Progress Monitoring Allows practitioners to answer critical questions:
Are students making progress at an acceptable rate?
Quantify student rates of improvement or responsiveness to instruction
Are students meeting short-term goals necessary for achieving long-term goals?
Identify students who are not making adequate progress
Does the instruction need to be adjusted or changed?
Evaluate instructional effectiveness.
Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.
--National Center on Response to Intervention
The purpose of progress monitoring is to monitor students’ response to primary, secondary, and tertiary instruction.
Progress monitoring allows practitioners to estimate rates of student improvement, identify students

23. Progress Monitoring
Continuous Progress Monitoring to confirm risk status and monitor progress of at-risk students
Collection of data on a monthly, weekly, daily rate
Use of data for decision making
In academic and behavior supports, it is important to monitor student progress to determine whether students are performing behaviors (e.g., decoding, requesting attention) correctly and whether those responses meet a standard for acceptable quality.
Frequent monitoring allows school personnel to intervene early to correct errors and encourage students to continue correct responding.

24. Data-Based Decision Making
Utility and value:
Instruction
Who needs assistance?
What type of instruction or assistance is needed?
Is the duration and intensity sufficient?
Movement within the Multiple Levels
When are students moved to something more/less intensive?
Who is responding and/or not responding?
Disability Identification
When do you refer for special education evaluation?
How does this student compare to his/her peers?
What appropriate instruction received by the student?
Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the multi-level prevention system, and disability identification (in accordance with state law).
--National Center on Response to Intervention

25. Fidelity of Implementation
Without considering fidelity of implementation, it is unknown:
whether students fail to respond to secondary supports.
if staff have failed to provide adequate supports.
Meeting time devoted to monitoring and improving fidelity of implementation may seem like time better spent discussing student progress, but is a valuable and critical investment of resources for all students.

26. Check In, Check Out (CICO)
Evidence-based intervention
Evidence that schools can successfully implement
Evidence of decreased problem behavior
Evidence of effectiveness for 60-75% of students in need of secondary supports
(Crone, Horner, & Hawken, 2004)

27. CICO Research
More effective with students with attention-maintained problem behavior
(March & Horner, 2002; McIntosh, et. al., 2009; Campbell & Anderson, 2008)
Effective across behavioral functions
(Hawken, O’Neill, & MacLeod, 2011)
Students who do not respond to CICO may benefit from function-based, individualized interventions
(Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

28. Check In, Check Out (CICO)
Behavioral Priming/Behavioral Momentum
Start each school day positively
Start each class positively
Student recruitment of contingent adult attention
Predictability
Self-management
Data-based Decision Making
High level of efficiency

29. CICO Intervention Overview
Increased Structure
Prompts for correct behavior throughout the day
Systematic linking of a student with at least one positive adult
Increased opportunity for feedback
Performance feedback related to student behavior
High rates of adult attention
Inappropriate behavior is less likely to be ignored or reinforced

30. CICO Intervention Overview
Increased Predictability
Each day begins with a positive contact
Each class/period begins with a positive contact
Student is continuously set up for success
Systematic communication between school and home
Increased time for student skill development
Increased ability to self-monitor progress/performance
Organized to fade into a self-management system

31. CICO Intervention Overview
Elevated recognition for appropriate behavior
Adult attention delivered at the start and end of the day
Adult attention delivered during each targeted period
Program can be applied in all supervised locations
Classroom and non-classroom settings

32. CICO Cycle Student Identified for CICO CICO Implemented
CICO Coordinator summarizes data for decision making
Morning Check In
Family
Feedback
Regular
Teacher
Feedback
Frequently scheduled meetings to analyze student progress
Afternoon Check Out
Continue Program
Revise Program
Exit
Program

33. Cycle of Feedback Morning Check In Regular Teacher Feedback
Start school day positively
Check student “status”
Check Daily Progress Report (DPR) that was sent home
Provide new DPR for the current day
Regular Teacher Feedback
Start each class positively
Complete DPR
Provide feedback to student at the end of period in relation to CICO goals

34. Cycle of Feedback Afternoon Check Out Parent Feedback
End school day positively and encourage for tomorrow
Review the completed Daily Progress Report
Record points in CICO-SWIS
Send communication home to family regarding the CICO day
Parent Feedback
Student shares DPR with parent/family
Parent provides positive feedback and encouragement
Parent communicates with school
Example: signed DPR

35. Daily Progress Report

36. Team Meeting and Progress Monitoring
Review student progress
Adjust support plan if no improvement within one week
Build self-management steps when appropriate
Exit when appropriate
Report to school-wide team, administration, and whole faculty

37. CICO Progress Monitoring
How is each student doing in relation to the school-wide goal?

38. CICO Progress Monitoring
What is one student’s pattern over time?

39. CICO Progress Monitoring
What does one student’s average day look like?

40. CICO Progress Monitoring
What is one student’s pattern over time in a single period?

41. For More Information

42. Linking Academic and Behavior Supports
Effective school-wide and classroom-wide behavior support is linked to increased academic engagement.
Improved academic engagement with effective instruction is linked to improved academic outcomes.
The systems needed to implement effective academic supports and effective behavior supports are very similar:
Clear Goals and Expected Outcomes
Appropriate Instruction
Feedback and Encouragement
Error Correction
Monitoring

43. Session Intentions Multi-Tiered Systems of Support (MTSS)
Multi-Tiered Systems of Support and Prevention
Varying intensities of instruction and intervention
Focus of Tier II
Critical Features of Tier II Supports
Coordinating Team
Universal Screening
Assessment for Intervention Selection
Progress Monitoring
Fidelity of Implementation
Check In, Check Out (CICO)
Research and support
Core features
Progress monitoring

44. Questions, Answers, Discussion