1. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2.  A little about your school  Who is here on your team?  How is your school doing with Tier 1 implementation?  What are your hopes for Tier 2?

3. Complete the TIC for your Tier 1 implement -ation & identify Action Plan items

4.  Go to www.pbisassessment.orgwww.pbisassessment.org  Enter your school code  Reference the TIC handouts to guide you through questions  Enter scores into www.pbisassessment.orgwww.pbisassessment.org

5. www.tier2pbis.pbworks.com

6.  All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation. SCHOOL-WIDE POSITIVE behavior SUPPORT Primary Prevention: School- /Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% 5%

7. Check-In/Check-Out Research Support  Pre schools Sandy Chafouleas, et al 2007  Elementary Schools ◦ Anne Todd et al in press ◦ Sarah Fairbanks et al, 2007 ◦ Amy Kauffman-Campbell, dissertation ◦ Doug Cheney et al, 2006; 2007 ◦ Leanne Hawken et al. 2007 ◦ Filter et al., 2007  Middle Schools ◦ Leanne Hawken et al 2003 ◦ Rob March et al 2002  High Schools ◦ Jessica Swain-Bradway, in progress CICO is an Evidence-Based Practice 1.At least 5 peer reviewed studies 2.At least 3 different researchers/settings 3.At least 20 different participants

8.  Complete the CICO Self- Assessment & Identify Actions for improved implementatio n

9. OREGON 2012-13 CICO-SWIS TIER 2

11. 176 schools2840 students 2304 % Successful 80% 85% 83% 60% 69% 82% 1958 706 13 84 5 74

13.  What constitutes a Tier 2 Intervention? ◦ An intervention that:  Serves multiple students at one time (15-25 student at once)  More efficient use of resources that 1 student at a time  Students can get started with almost immediately upon referral  Requires almost no legwork from referring staff to begin implementation of the intervention with a student  All school staff know about, understand their roll with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required:  If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

14.  Intervention is continuously available  Rapid access to intervention (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 ◦ Functional Assessment  Adequate resources (admin, team) ◦ weekly meeting, plus 10 hours a week  Student chooses to participate  Continuous monitoring for decision-making

15.  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.  Increase in contingent feedback  Feedback occurs more often.  Feedback is tied to student behavior.  Inappropriate behavior is less likely to be ignored or rewarded.

16.  Program can be applied in all school locations  Classroom, playground, cafeteria (anywhere there is a supervisor)  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  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

17. Student Referred for CICO CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program Bi-weekly Progress Monitoring Meeting Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in Revise Program BASIC CYCLE Check In Check Out (CICO)

18.  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” (50% reduction) with 67% of students.  CICO does NOT replace need for individualized supports. Activity 1: a)Assessment of need (ODR rates, staff assessment) b)Readiness: Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80) Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up? c)Team to manage CICO Administrator; CICO Coordinator; Check In/Out staff member(s), behavior Specialist (e.g. SPED/SPSY), Teacher Activity 1: a)Assessment of need (ODR rates, staff assessment) b)Readiness: Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80) Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up? c)Team to manage CICO Administrator; CICO Coordinator; Check In/Out staff member(s), behavior Specialist (e.g. SPED/SPSY), Teacher

19. Leading Systems Implementation

20.  Coordinator  Chair CICO meetings, faculty contact, improvement  Specialist  Check-in, check-out, meeting, data entry, graphs  Together (Coordinator + Specialist) = 10 hours/wk  Meeting 45 min per week  Coordinator, Specialist, Sped faculty, Related Services  All staff commitment and training  Simple data collection and reporting system. WHAT FITS YOUR SCHOOL? Combining these roles/ responsibilities across multiple staff or not?

21. Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check- out Home Check- In Class Check in Class Check out Teacher Checks Student Recommended for CICO Morning Check-In Check student “status” Review home card Provide Daily Progress Rpt Greet and praise Morning Check-In Check student “status” Review home card Provide Daily Progress Rpt Greet and praise Teacher Checks Student give card to teacher Teacher praise/ prime Provide Daily Progress Rpt Greet and praise End of class feedback Teacher Checks Student give card to teacher Teacher praise/ prime Provide Daily Progress Rpt Greet and praise End of class feedback

22. 1.Who would be a good coordinator? 2.What duties/responsibilities will he/she have? 3.Do we need to adjust schedules/time/ workload for this person? 4.How will we train the coordinator? 5.How will we evaluate the coordinators effectiveness? 6.Who will be our back-up coordinator? 7.What steps do we need to take to accomplish this?

23.  Establish rapport with students  Provide training to all students before they begin CICO  Coordinate check-in and check-out ◦ Possibly do Check-in & check-outs  Enter data daily (or monitor daily data entry)  Organize and summarize student data for meetings  Contact person for caregivers  Process requests for assistance  Lead meetings  Problem-solve

24. Examples  Social worker  Counselor  Special Education teacher  Paraprofessional Non-Examples  Principal  Classroom teacher  Any individual responsible for discipline

25.  The coordinator should receive training in the systems, practices, and the use of data in the CICO program.  Connect w/ your District & Regional Coaches  Be sure to train a “back-up” coordinator

26.  Plan for turn-over in the coordinator position  Increasing sustainability ◦ Document all procedures ◦ Active management from the leadership team ◦ Write coordinator duties into a job description ◦ Devote FTE to the coordinator position

27. These individuals only do check-in/check-outs w/ students only (data and organization is the CICO Coordinator’s responsibility) - School custodian - School office staff members - “Specials” teachers

28.  In the building everyday  Available at the beginning and end of each day  Someone students like and enjoy being around  Enthusiastic  Organized  Positive

29. The effectiveness of implementation should be examined on a regular basis Evaluation Questions: 1. Does the coordinator establish positive rapport with students? 2. Does the coordinator display effective behavior management skills? 3. Does the coordinator’s position allow all tasks to be completed in a timely manner? 4. Is the coordinator implementing the intervention with fidelity? ◦ CICO Self Assessment, Benchmarks of Advanced Tiers, etc. ◦ Integrate CICO implementation fidelity within a district evaluation plan

30.  2. Team available / Coordinator available  CICO Coordinator  CICO Specialists (checking in & out w/ students daily)  Team (meets at least once every two weeks) Activity 2: Plan CICO Roles & Responsibilities a)CICO Coordinator b)CICO Specialist(s) Who is doing daily Check-ins & Check-outs? c)behavior: Individual Student Systems Data Team meetings Training Day 2 Activity 2: Plan CICO Roles & Responsibilities a)CICO Coordinator b)CICO Specialist(s) Who is doing daily Check-ins & Check-outs? c)behavior: Individual Student Systems Data Team meetings Training Day 2

32.  Use a School name, mascot, motto ◦ Sunshine Club ◦ Hawk Report ◦ HUG – Hello, Update, Goodbye ◦ CnC – Check-n-Connect ◦ CICO – Check-In/Check-Out ◦ BEP – behavior Education Program

33.  Try to use 1 card for the program ◦ Use common schedule if possible ◦ Use School-wide Rules  Keep it simple ◦ Card needs to be quick & easy for staff to complete ◦ Card needs to be small (half sheet) & easy to carry around

37. Name: Date:Block 1Block 2Block 3Block 4 Safety0 1 2 Organization0 1 2 Achievement0 1 2 Respect0 1 2 Name: Date: Pencil sharpened Homework completed Raise hand to talk Be on timeKeep hands to self 1. Check in1 2 3 4 2.1 2 3 4 3. Music on MWF 1 2 3 4 4. PE on T TH 1 2 3 4 5. Math1 2 3 4 6. Lunch1 2 3 4 7. Recess1 2 3 4 8.1 2 3 4 9. Language arts 1 2 3 4 10. Snack1 2 3 4 11. Research projects 1 2 3 4 Too complicated… Too many ratings

40.  Younger children (K-1 st grade) ◦ Less words, more pictures ◦ More frequent checks during day ◦ Earn rewards more often

41. 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:

43.  7. Daily CICO progress report card  Same expectations for all  Common schedule  All staff taught rules for accepting, completing and returning the card.  8. Home report process  Can be same as progress card or a separate reporting form Activity 6: a)Daily Progress Report developed b)Home report routine developed c)Define how families will be informed of process Activity 6: a)Daily Progress Report developed b)Home report routine developed c)Define how families will be informed of process

44. http://www.youtube.com/watch?v=UqMdy5-OSlQ

45. Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check- out Home Check- In Class Check in Class Check out Teacher Checks Student Recommended for CICO Morning Check-In Check student “status” Review home card Provide Daily Progress Rpt Greet and praise Morning Check-In Check student “status” Review home card Provide Daily Progress Rpt Greet and praise Teacher Checks Student give card to teacher Teacher praise/ prime Provide Daily Progress Rpt Greet and praise End of class feedback Teacher Checks Student give card to teacher Teacher praise/ prime Provide Daily Progress Rpt Greet and praise End of class feedback

46. Student Positive Greeting Check student status Review Expectations Tiger Paw/ Treat Ready for School PencilNotebookWork Completed

47.  5. Morning Check-in Routine  Teaching students when, when, how  Teaching check-in coordinator  Assess  Reward  provided for checking-in; breakfast treat, etc.  Set-up or Redirect  6. Teacher Check-in/Check-out Routine  Teaching staff/faculty  Reward  Set-up for success, positive momentum  Evaluation Activity 5: a)Identify Check-in staff & location b)Define Check-in routine & how to train check-in staff c)Teacher check-in/check-out routine defined Activity 5: a)Identify Check-in staff & location b)Define Check-in routine & how to train check-in staff c)Teacher check-in/check-out routine defined

48. Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check- out Home Check- In Class Check in Class Check out Teacher Checks Student Recommended for CICO Afternoon checkout Review day Retrieve card Send copy to family Record points in SWIS Provide incentive if earned Afternoon checkout Review day Retrieve card Send copy to family Record points in SWIS Provide incentive if earned Home Check Student give card to parent Parent praise/ prime No negatives Parent signs Home Check Student give card to parent Parent praise/ prime No negatives Parent signs

49.  Levels of Rewards: o Reward student for: Checking-In  positive adult interaction & a breakfast snack? Checking-out & turning in daily progress card  positive adult interaction & bonus point on card or a piece of licorice? ◦ Earning points & making goal  Make sure rewards are feasible & valued  Might start with daily rewards for success… then fade to turning in points earned

50.  Schools do different things (some simple, some more complex)  Some schools give same, simple rewards to all students who meet criterion ◦ “Caught you Being Good” ticket ◦ Desired snack ◦ Time earned with peers ◦ Trinket from “treasure chest”  Varies based on age of students, etc.  Other schools have more complex trading systems

51. Points Required Wants attention Wants item/activity Wants to escape attention Wants to avoid something 100 pts Take note to office/teacher Take note to office/teacher Ask a peer to play/read/draw Ask a peer to play/read/draw Be a leader Be a leader Principles recess Principles recess Trip to treasure chest Trip to treasure chest Choose a snack Choose a snack Choose a 5 min. activity Choose a 5 min. activity School wide sticker School wide sticker Principles recess Principles recess Computer time by self Computer time by self Short break Short break Alternative activity Alternative activity 250 pts Computer with a friend Computer with a friend Extra sharing time Extra sharing time More time for selected activity More time for selected activity Free ticket to sporting event Free ticket to sporting event Time alone Time alone Independent work space Independent work space Alternative assignment Alternative assignment 400 pts Out to lunch with TBA Out to lunch with TBA Class recess, free time, or popcorn party Class recess, free time, or popcorn party New school /art supplies New school /art supplies Get out of school early Get out of school early CICO Trading Post

52. Maintaining Consequence Wants AttentionWants somethingWants to escape attention Wants to avoid something 100 pts Complete assignment with a peer Chose order of class activities Choose a snack / tangible Choose a 5 min. activity School wide reward card Computer time by self Work in separate part of room Short break Alternative activity 250 ptsClass teaching assistant for a period. More time for selected activity Free ticket to sporting event / dance / etc. Time alone Independent work space Alternative assignment 400 ptsLunch for peer and student for FREE Class reward: free time, or pizza party New school /art suppliesGet out of school early CICO Trading Post

53.  9. Afternoon Check-out Routine  Identify Check-out Staff, Location & How to Check-out  Teach Check-out staff to collect data, acknowledge success, encourage improvement.  Consider self-recording system for older students  10. Trading menu  Reward for collecting and turning in daily progress card  Reward for meeting daily goal  Exchange system for points earned Activity 7: a)End of day check-out routine, location, staff defined. b) Plan Rewards for: Check-in & out; meeting goal, etc. Activity 7: a)End of day check-out routine, location, staff defined. b) Plan Rewards for: Check-in & out; meeting goal, etc.

54.  Tier 1 Updates  Develop CICO System ◦ Identifying a CICO Coordinator ◦ Check-In - procedures & personnel ◦ Check-Out – procedures & personnel ◦ Develop Point Card

55. PBIS – Tier 2 (4 half-days)  TH, October 2, 2014  TH, January 15, 2015  TH, March 12, 2015  TH, May 14, 2015