1. Tier 2 PBIS: Check-In / Check-out
Kevin J. Filter, Ph.D.
Minnesota State University, Mankato

2. IMPORTANT MESSAGE
Tier 1 is the FOUNDATION of the PBIS triangle
So, don’t invest in Tier 2 until Tier 1 is solid

3. What is Tier 2 really about?
It IS a way to support students at-risk
It’s NOT just about INTERVENTIONS
It IS the SYSTEM that connects Tier 1 to Tier 3

4. Dichotomy or Continuum?
The difference here is NOT about INTERVENTIONS, it’s about SYSTEMS
Decision rules
Screening process
Interventions
Program manager

5. So, what are good Tier 2 supports?

6. Tier 2 Criteria from PBIS.org
Continuous availability.
Rapid access (72 hr).
Very low effort by teachers.
Consistent with school-wide expectations.
Implemented by all staff/faculty in a school.
Flexible intervention based on assessment.

7. Criteria from PBIS.org (cont’d)
Functional assessment.
Adequate resources (admin, team), weekly meeting, plus 10 hours a week.
Student chooses to participate.
Continuous monitoring of student behavior for decision-making.

8. Are you already doing some of this?
Most schools have some supports available for students at risk
However, they often haven’t been systematically reviewed and connected
So, here’s what we should be considering…

9. Evaluating Your CURRENT Tier 2 Supports
Criteria from PBIS.org
Evidence for effectiveness
Published evidence
Shared evidence
Local evidence
Re-evaluate ANNUALLY

10. Let’s Evaluate
Take five minutes to review the programs available in your school for Tier 2 using the form “Evaluating Tier 2 Interventions in School”

11. SELECTING STUDENTS Office Discipline Referrals: Using existing data
Rule of Thumb = 2 to 5 ODRs
Not an immediate danger to self or others
What are the problem behaviors?
Matching behavior function to intervention

12. ACTIVITY / DEMONSTRATION: SWIS
STEP 1
Find students with 2 to 5 ODRs
STEP 2
Determine rule-out behaviors
Major violence/aggression
Investigate function of behaviors

13. OK, we’ve found them and they are in the program now – what comes next
OK, we’ve found them and they are in the program now – what comes next? Keeping track of our Tier 2 students… Using data…

14. Records and Decisions
Keep records of who is participating in each program
Name
Progress
Decision
KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!!
Follow-up AFTER they are removed from program

15. NEXT STEPS
PLANNING FOR SUCCESS
PLANNING FOR MORE SUPPORT

16. PLANNING FOR SUCCESS Develop criteria for moving between levels
Develop a system to fade the Tier 2 intervention

17. PLANNING FOR MORE SUPPORT
If Tier 2 intervention and modified Tier 2 intervention do not lead to improvements for children, then the Tier 3 process should be initiated
Tier 3 = FBA that leads to individual behavior support plan

18. Some Tier 2 interventions are better than others…
Check-In / Check-out

19. Check-in / Check-out Strong evidence-base
Over a dozen published studies
Works for 67% to 75% of ALL kids
Best for attention function but can be modified
Designed as a Tier 2 intervention
Can be purchased from Guilford Press as book and/or DVD

20. Student Recommended for BEP
Behavior Education Program
BEP Implemented
BEP Coordinator
Summarizes Data
for Decision Making
Morning
Check-In
Parent
Feedback
Regular Teacher
Feedback
Biweekly Meeting
to Assess Student
Progress
Student recommended for BEP by Teacher, parent, other school personnel?
Prior to BEP implementation- meeting with Counselor, parent and student
Go over expectations for each party (parent, school, and student)
Set goal
Sometimes contract is signed (I don’t know if you this was ever used Kelly)
3) BEP Implemented
4) Morning check-in
What did you check for? Pencil, binder, agenda, BEP form from day before
Gave students supplies if they did not have them to help them be successful
BEP Daily progress report given (can flip to next slide to show)
Teacher Feedback
Student carries card to teachers
Teachers have been trained to provide some sort of positive interaction upon receiving the card
-Teachers have also been trained not to use the system as punishment- no nagging
Afternoon check-out
BEP coordinator checks for goal
Reinforcement for checking out (High 5)
Bigger reinforcement for checking out and meeting goal (snack)
Parent Feedback
Send home- student gets feedback from parent
Student brings back form signed the next day
BEP Coordinator Summarizes Data for Decision Making
Using Quattro pro Spread sheet program- graphs data
Weekly BEP Meeting
½ hour to assess progress
who attends meeting
decisions made in meeting
Afternoon
Check-Out
Revise
Program
Graduate
Program
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

21. Critical Features Morning check-in Daily Progress Report (point card)
Teacher feedback throughout the day
Afternoon check-out
Home component
Team management and decision-making
Training
Teachers
Students
Parent

22. Morning Check-In Students check-in with CICO manager
Signed card from home is returned
New card is delivered
Point goal is reviewed
Ensure student is ready for the day
Materials, homework

23. BEP Check-In/Check-Out Record
Date:__________________ BEP Coordinator:_________________
Check-In Check-Out
Student Name
Paper
Pencil
Notebook
DPR parent copy
BEP Score
Jason √ 90
Leanne 85
Juan 60
Kiran
100
Alexa 95
Jacey
What was this used for? How you kept track of whether they had all their materials
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

24. Check-In, Check-Out Form: Elementary School Version
Student
Check-Out
% of Points Earned
Goal
Check-In
Delivered
Contract
Signed Parent Copy
of DPR

25. Tracking Student BEP Progress (number = % of total daily points)
Date
Jason
Leanne
Juan
Kiran
Alexa
1/16 85 95
100 80 65
1/17 75 77
1/18 63
1/19 45 92
1/20 88 89 90
1/23 79
1/24 67 78

26. Daily Progress Report One form used by all students
Not individualized
Connected to 3-5 positively stated PBIS behavior expectations
Points are assigned for each behavior on a 0-2 scale

27. Daily Progress Report
Periods (block schedule) along the top
Goals (along the side) are the school-wide expectations (may need to be individualized for some students)
Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

28. Date ________ Student _______________Teacher___________________
HAWK Report
Date ________ Student _______________Teacher___________________
0 = No
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
Work in class
Class
Recess
Lunch
Total Points =
Points Possible =
Today ______________%
Goal ______________%
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

29. KENNEDY CARD
Name _____________________________________________________
Materials
to Class
Worked and Let Others Work
Followed Directions the First Time
Teacher
Parent 2 1 No
Assignments:
Wow,
= _____ Goal = 36

30. Teacher Feedback Throughout the Day
Student is rated on behaviors during naturally-occurring transitions
Feedback is brief
Verbal
Reward success and remind how score can improve if not scored as a 2
By using same card for all kids, teachers don’t have to “individualize” things

31. Afternoon Check-Out Check-out with CICO manager
Review points earned relative to goal
Deliver rewards
Daily? Progress toward larger goals?
CICO manager records points in database

32. BEP Check-In/Check-Out Record
Date:__________________ BEP Coordinator:_________________
Check-In Check-Out
Student Name
Paper
Pencil
Notebook
DPR parent copy
BEP Score
Jason √ 90
Leanne 85
Juan 60
Kiran
100
Alexa 95
Jacey
What was this used for? How you kept track of whether they had all their materials
From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

33. Home Component Daily Progress Report goes home to parent
Parent verbally rewards success
Avoid using as a punishment
Parent signs card and gives it back to student to return to school next day

34. Team Management and Decision-Making
Team meets biweekly to review CICO program
CICO Program Manager organizes data for meeting
Discuss students who are not succeeding
Plan for graduation for successful student
Fading

35. Decision-Making Cont’d: Importance of Baseline Data
Why?
So we know if the intervention helped
How to do it
Collect at least 3 to 5 days of data BEFORE the intervention begins
Teachers score behavior but don’t provide feedback to student

36. Training Teachers Students Parents Explain program to all teachers
Once they know how to rate behavior they can work with any kid
Students
Once student starts program, schedule a meeting to review program with student
Parents
When a student is being considered for program, talk to parents about what the program is for and how to manage signature and home feedback process

37. How Is BEP Different Than Other “Behavior Card” Interventions
A Targeted Intervention Implemented Within a School-Wide System of Behavior Support
Behavior Cards typically classroom interventions
Implemented in all settings, throughout the school day
All teachers and staff are trained
Students identified proactively and receive support quickly
Team uses data for decision making to determine progress
2005 by The Guilford Press

38. CICO Self-Assessment
Review what’s involved with doing a check in/ check out (CICO) program
If you choose to invest in CICO/BEP, then this document will help with action planning

39. BIG IDEAS Tier 2 is a SYSTEM that connects Tier 1 to Tier 3
Not all schools that are interested in Tier 2 supports are ready
Invest in Tier 1!
Select Tier 2 programs based on evidence
Monitor progress of all students in Tier 2

40. Kevin Filter Kevin.filter@mnsu.edu 507-389-5828