1. Targeted Behavior Interventions Data Driven Decision Making for Targeted Behavior Support Cohort 5 December 2009 www.cenmi.org/miblsi Page 30

2. Agenda Welcome & Foundations for Targeted Behavior Support Leadership Team’s Role in Targeted Behavior Support Check-in/Check-out Introduction Developing Systems Data-Driven Decision Making for Targeted Behavior Support

3. Evaluating Outcomes within Targeted Support Examine the process and outcomes of both: –The entire system –Individual students Page 30

4. Problem Solving Systems If the data indicates that < 80% of students are meeting the CICO goal… Problem solving should focus on the overall system, rather than individual students Page 30

5. Evaluating Process: Individual Students Page 30

6. SWIS-CICO Page 31

7. Accessing SWIS-CICO 1)CICO-SWIS must be obtained through your SWIS facilitator 2)Ensure readiness requirements are met 3)Sign a new licensure agreement. There is an additional $50 per year charge. 4)SWIS facilitator will provide a 1.5 hour orientation training Page 31

8. SWIS-CICO Data Entry Enter the number of points earned for each period Indicate whether the student was present, absent, no school, or no data for entire day

9. SWIS-CICO Readiness Must have a defined number of check-in periods, school-wide expectations, and a 3-point rating scale Must be implementing universal systems with fidelity

10. CICO-SWIS Requirements Number of school-wide expectations Number of periods

11. Evaluating the System Number of students enrolled Mean Score High Score Low Score

12. Evaluating the System

13. Evaluating Individual Student Outcomes CICO-SWIS includes reports that: 1)Graph daily progress of students (the percentage of points earned) 2)Display the average percentage of points by period

14. Individual Student Report

15. Individual Student Period Report Goal line Period

16. Individual Student Single Period Report

17. Evaluating Outcomes: Additional Tools Microsoft Excel database

18. Evaluating Outcomes: Additional Tools

19. Developing Data Rules Must develop data rules for determining if a student is both: Responding to the Intervention –Fading the intervention Not responding to the Intervention Page 31

20. Example Rules: CICO Responding –Earned an average of 80% of points during the past month –Met his/her goal 80% of the time during the past month –Received no major discipline referrals Fading –Met his/her goal for 30 consecutive days Not Responding –Has 3 consecutive data points below the goal (80%) –Plan is being implemented with fidelity Page 31

21. Tier 2/3 Tracking Tool Page 32

22. Tier 2/3 Tracking Tool 5 12 42% Page 32

23. Individual Problem Solving

26. Create a plan for monitoring the process and outcomes of targeted support 1)How will we monitor fidelity of the system and individual students? 2)What data-decision rules will we create? 3)How will we monitor the effectiveness of targeted support (at the systems and individual student level)? Team Time Monitoring Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 33

27. CICO Relation to Michigan’s Continuous Improvement Process Student Achievement Study Plan Gather Do Adapted from the Michigan School Improvement Framework Page Page 35

28. How might you use this document to improve your implementation?How might you use this document to improve your implementation? Are there items on this guide that need clarification?Are there items on this guide that need clarification? Team Time Please take a moment to review the Check-In/Check- Out Self-Assessment Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 36

29. Developing CICO System Please complete the Check-In/ Check-Out Systems of Support PlanPlease complete the Check-In/ Check-Out Systems of Support Plan Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Page 41

30. Final Thoughts Action Plan Start Small Meet often at beginning of implementation phase Select staff who are positive and students trust Provide support to BEP coordinators and coaches Appoint and train a back up coordinator Every school is unique Careful selection students Keeping students too long or not long enough

31. 2009-2010 Expectations Teams will implement the Check-in/Check out (CICO) intervention, including the following components: –Identification of CICO Coordinator –Process for Check-In/Check-Out –Creation of Daily Progress Report –Evaluation Process for CICO –At Least 5 Students Using CICO Page 2

32. Wrapping it up: Review your Follow Up Activities ChecklistReview your Follow Up Activities Checklist Do you have a person assigned to each task?Do you have a person assigned to each task? Do you have a time frame assigned to each task?Do you have a time frame assigned to each task? Prioritize ActivitiesPrioritize Activities Make sure everyone on your team understands the next steps.Make sure everyone on your team understands the next steps. Team Time Page 42