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Tier II Interventions Check-In Check-Out Presented by: Student Services --PBIS Team Jeremy Geschwind Karina Kidd Drew Laurence Todd Nicholson.

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Presentation on theme: "Tier II Interventions Check-In Check-Out Presented by: Student Services --PBIS Team Jeremy Geschwind Karina Kidd Drew Laurence Todd Nicholson."— Presentation transcript:

1 Tier II Interventions Check-In Check-Out Presented by: Student Services --PBIS Team Jeremy Geschwind Karina Kidd Drew Laurence Todd Nicholson

2 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

3 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)

4 Team Implementation Checklist



7 What is Tier II About?..\Dr. McCoy - Im a Doctor not a....flv

8 Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

9 Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All Students, Staff, & Settings Secondary Prevention: Targeted Systems for Students with At-Risk Behavior Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Today’s focus

10 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

11 Critical Features (cont.) Targeted Interventions Adequate resources (admin, team) – regular meeting, plus 10 hours a week for coordination Continuous progress monitoring for decision- making Very low effort by teachers Home/school linkage Student motivated to participate Ongoing improvement of intervention


13 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

14 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.

15 CICO Within School-Wide PBIS All specialized interventions are more effective, and more durable, if they are done with school- wide behavioral expectations as a foundation.

16 Check-in Check-out Cycle Data Tracking Team Review Program Update EXIT CICO Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks

17 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

18 CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job SafeResponsibleRespectful Check In0 1 2 Before Recess 0 1 2 Before Lunch 0 1 2 After Recess0 1 2 Check Out0 1 2 Today’s goalToday’s total points Comments:

19 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.

20 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)

21 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

22 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 – Increased options for making choices – Increased ability to self-monitor performance/progress Not Today.....

23 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

24 Overview CICO..\cico.flv

25 School Readiness for CICO Is your school ready to implement Check- In/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.

26 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.

27 The 8 Essential Elements of CICO 1.Faculty & staff commitment 2.Dedicated CICO coordinator with team 3.SWPBIS in Place 4.Well- articulated process for identifying students in need of Tier II supports 5.Daily progress report card 6.Home report (option) 7.Reinforcement/reward system 8.Robust data system for decision making

28 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)

29 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)

30 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

31 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

32 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.

33 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?

34 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?

35 Student Problem-Solving Team Data 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 Student Study Functions Examines individual students Function-based assessment Design Tier III interventions Assess individual student progress Determine when to move on evaluation planning

36 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

37 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

38 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”

39 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


41 HAWK Report Date ________ Student _______________ Teacher___________________ 0 = Not Yet 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = 50 Today ______________% Goal ______________%

42 Daily Progress Report

43 CICO Home Report Name: _____________________________ Date: _____________ ______ I met my goal today ______ 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: Decide if this is appropriate for every student.

44 Action Planning Selecting DPM Home/school interface

45 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

46 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

47 Point Trading/Rewards “The How” Keep it Simple Tie to SW recognition system as much as possible Consider daily vs. weekly reinforcement ‘Time’ rewards

48 Action Planning Point Trading/Rewards Guiding question here....

49 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.


51 Organizing Data The “SPREADSHEET” SWISS ESIS


53 Daily Data Used for Decision Making Ryan’s CICO Performance 2010-2012

54 Daily Data Used for Decision Making Rachelle’s CICO Performance 2010-2012

55 BEP/Check-in Check-out Cycle Data Tracking Team Review Program Update EXIT BEP Plan Morning Check-In Afternoon Check-out Home Check-In Class Check in Class Check out Teacher Checks

56 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

57 Video Teacher Check-In Routine..\TCCE_check in_ES

58 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

59 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

60 Protocols & Meeting Checklist

61 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

62 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

63 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

64 Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Assumed FBA Summary Statement When CICO is used Unknown An array Of situations (In class, Given work, On playground Talk out, Out of seat Tease Make Noise, Etc. 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.

65 Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement: Would you expect CICO to be Effective? Just return from recess Request to do seat work alone Whine, fall out of seat, break pencil Maintain teacher attention Jane: Third Grader

66 Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement: Would you expect CICO to be Effective? Lunch time Eating lunch with peers Loud noises, rude comments, swearing Peer attention Fourth Grader who Finds Adult Attention Very Rewarding

67 Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement: Would you expect CICO to be Effective? Conflict at home prior to coming to school Request to do very difficult instructional tasks Non-compliance, rudeness, disrespect, swearing Avoid work Fourth Grader who is very isolated, and does not interact with adults unless required to do so.

68 Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior 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”

69 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

70 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…..

71 Self-Management..\I Gotta Feelin Im Goin To Do Whats Right.flv..\I Gotta Feelin Im Goin To Do Whats Right.flv

72 Check-in/Check-out Self-Assessment Individually score the elements of the CICO Self- Assessment 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.

73 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

74 Resources School-Wide Tier II Interventions: Checking Check-Out Getting Started Workbook; available at 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


76 Review Critical Features Continuously available Rapid access Low teacher effort Consistent with school Expectations Data utilized for: – Identification – Monitoring – Decision-making

77 More Critical Features… Implemented by all staff Adequate resources (fte?) Student engagement Associated with function of misbehavior and/or demonstrated skill deficits

78 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

79 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

80 Academic Assistance Beyond differentiation: Homework club Peer tutoring groups Academic behavior skill building Academic CICO

81 For Students demonstrating need for supports beyond differentiated instruction: – Homework help – Study skills / assignment management – Encouragement / success – Additional content support

82 Meaningful Work Shares elements with variety of interventions Provides: – adult attention / mentoring – skill building – status – activity breaks

83 For Students demonstrating a need for: – Adult attention – Increase in social status – Movement or activity breaks – Success in the school environment

84 Targeted Social Skills Groups Ongoing, accessible groups providing skill development and support in: – Friendship – Cooperation – Assertiveness – Empathy – Self-control / anger management – School / classroom skills

85 What else? School-based Mentoring Organizational Check-up New-to-School Group

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