Data, Systems and Practices in CICO Ali Hearn, LCSW- Midwest PBIS Network, Technical Assistance Director Steve Johnson- Elgin U-46 Highland Elementary School, Principal National PBIS Forum, October 30th

Session Objectives: Learn how to identify common challenges in CICO implementation that may be negatively impacting outcomes Learn how to apply tips and strategies to overcome these common challenges Identify ways to coach school teams in effective implementation of CICO

Agenda Where are we at in the triangle? What is CICO? Why put it here? Using Data for decision-making Tips and Strategies Examples from the Field Exemplar

Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?

Where are you in the implementation process Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real and implement all tiers across all schools (investment) Let’s make it our way of doing business & sustain implementation (institutionalized use) Full Implementation

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements

https://www.polleverywhere.com/multiple_choice_polls/diCyhLWxehvjtDY

Where are we at in the Triangle? Understanding The System(s)

WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5% Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Important points: Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Secondary: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the team School population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue. Universal team/all students, Secondary team/small groups/generic problem solving team/Tertiary team/formed for individual student Discuss importance of mental health, mental wellness Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90% Tier 1/Universal Interventions All settings, all students Preventive, proactive Students receive supports based on their response to intervention More intense as youth move up triangle (more teacher/family time, more data) Available at all 3 tiers Fidelity at Tier 1 improves Tiers 2/3 9

Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Assessment Intervention Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

Layering Of Support Tier 1 Tier 3 Tier 2

Layering Of Support CICO Groups with Individualized Features SAIGs Check In Check Out Groups with Individualized Features SAIGs Social / Academic Instructional Groups

3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Check in Check Out Universal Support Brief FBA/BIP SAIG Social / Academic Instructional Groups Complex FBA/BIP WRAP Groups w. individualized features Brief FBA/BIP Sept. 1, 2009 13 13

PBIS 3 Tiered System of Support (Model #1- LARGE number of resources) BOB Tier 2 School-Based Coach SARAH CICO Intervention Coordinator SAIG Intervention Coordinator Mentoring Intervention Coordinator JESS BETTY SAM Mentoring Facilitator CICO Facilitator SAIG Facilitator WENDY MARCO CICO Facilitator CICO Facilitator PHIL SAIG Facilitator BRIAN SALLY PAUL JESSICA SAIG Facilitator Mentoring Facilitator JEFF

Reverse Request for Assistance Form (example)

What is CICO? The Essentials

CICO (BEP) Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004 17

How intense is YOUR CICO?

10 Critical Features: Considerations- CICO 1) Continuously available for student participation 2) Implemented within 3 school days of determination that the student should receive the intervention 3) Can be modified based on assessment/outcome data 4) Orientation: All staff, students, & families are informed of the details of the intervention

Using Data for Decision-Making Student Outcome Data Process Data

Do you know if what you are doing is working? Gathering Data

3-Tiered System of Support Necessary Conversations (Teams) Universal Team Meeting Secondary Systems Team Meeting Problem Solving Team Meeting Tertiary Systems Team Meeting Standing team; uses FBA/BIP process for one student at a time Uses process data; determines overall intervention effectiveness Plans schoolwide & classroom supports Uses process data; determines overall intervention effectiveness Check-In Check-Out Universal Support Skills Groups Complex FBA/BIP Wraparound Brief FBA/BIP Group w. individual feature Brief FBA/BIP Illinois PBIS Network Rev. 11.19.2012 22 22

Do you know if your student(s) is responding? Is it a student issue or a systems issue?

Daily Progress Report (DPR) Sample “Social & Academic Instructional Groups” (sample academic skills group) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ “Individualized Student Card for Mark” (FBA/BIP) EXPECTATIONS 1st block 2nd block 3rd block 4th block 5th block 6th block 7th block Be Safe 2 1 0 2 1 0 Be Respectful Be Responsible Total Points Teacher Initials Walk to class Keep hands to self Mark will keep hands to self Use appropriate language Raise hand to speak Possible behaviors taught in previous SAIG groups Mark will hold up a yellow card to indicate needing a break Replacement behavior Bring materials Fill out assignment notebook Mark will fill out assignment notebook Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 25

The card is NOT the intervention! Positive adult interactions Constructive corrective feedback

What if what you are doing is NOT working? Troubleshooting

CICO what you need to know Finding the challenges before they find you Tips and Strategies CICO what you need to know Finding the challenges before they find you Who What When Where Why

CICO – what makes it work Finding the challenges before they find you Make sure students, staff, families know why! The WHY we do it/need it: Added layer of support for youth who need more Take time during staff meetings, newsletters, etc. to explain the “why” (layering/triangle) Do it now so you don’t need to re-boost later! Can help to compare academic and behavioral interventions – same 3 tiered philosophy Not forever – no shaming or blaming

CICO – what makes it work Finding the challenges before they find you Make sure students, staff, families know what it is (and what it is not)! The What it is NOT: Not a Tier 3 intervention Not an intervention to tell the naughty kids more about why they are naughty Not an opportunity for staff to point out why students are irresponsible, disrespectful, and unsafe Another thing that teachers HAVE to do

CICO – what makes it work Finding the challenges before they find you The What it IS An extension of Tier 1 Able to help support about 10% of your school A re-boost of Tier 1 messages Opportunity for staff to communicate with youth who “need a little bit more” An intervention that should take less than 1 min. An intervention that provides positive adult contact and direct feedback Do practice sessions with staff and allow them to actually experience CICO with one another

CICO – what makes it work Finding the challenges before they find you The WHO is this for: Consider students with internalizing characteristics when designing CICO Nurses office visits, attendance, time with SW, time out of class, etc. Once staff learn that “check-ins” and “point sheets” are for “naughty kids”, hard to change that mindset Make sure to integrate internalizing characteristics into your matrix Students who need a little “nudge” Consider what “at-risk” means in your building

CICO – what makes it work Finding the challenges before they find you The WHERE – will all of the SYSTEMS go?! Where will kids check in With who Who will send letters home Who does data entry Who looks at the data Who informs the staff of CICO updates Who is looking at the fidelity of intervention Who invites the youth Who sets up graduation/celebrations

CICO – Tricks of the trade A few of the biggest “hang-up” areas Consider how, when, and who will train ALL staff, families, and students Think about location of check-ins Consider who will be facilitating Consider OPEN request (families, student, teacher) for entrance Positive, positive, positive All aboard! (including administration) Some schools even have check-in times during class! Knowledge is key to success. The more they know!

TRAINING IS HALF THE BATTLE

Examples from the Field Huntley High School Streamwood High School

Making CICO work for you And it can work….for all of you 

The New Card Huntley High School

The New Card Streamwood High School: U- 46

Figure out your criteria and your program What CICO looks like at your school? Linked to Expectations Continuously Available Quick Identification Modified based on Data Structured Prompts for Student Behavior Positive Feedback School-Home Contact Intervention Info for Student Intervention Info for Staff Practice New Skills

Exemplar Steve Johnson Principal- Highland Elementary School Elgin U-46

Team Roles Think wide Be strategic Support Be there Thought on mentor selection Think beyond teachers or staff you think should be involved. Our data manager is the lead lunch supervisor, and our MTSS program is significantly supported by a para-professional Stratgize who needs to be on the team. Who will “get it” and who can influence others As leaders we need to be supportive of the leaders and be present.

Remember the “why” Discipline is part of what we teach Support increases with consequences Building on success Remember the 5:1 (or is it 7 or 10:1?) Build connections and relationships Develop competence

Keeping it Simple Do not over complicate Allow the system to work CICO is not a point sheet Not a place to list all the “bad” If it is not working, look at program fidelity The reason much of PBIS works is in the simplicity. Staff members use what can be done easily but gets results. Yet we tend to want to make it complex, when it does not need to be. CICO is not a point sheet like is used in some BD type programs. Allow they system to work before we change the recommended process. Give the example of 1-2-3 magic. Mentor selection should be random, although we use building location to minimize movement.

Parental Communication Letter home at start Follow-up phone call if needed Do you require the sheet signed and returned? Not a way to communicate what went wrong Data can be used for further support Some parents do not understand it is not a punishment. Do you want to track the return of sheets? Is there another way to share that information? Data can be given to parents when outside intervention occurs.

Tools Use the tools that support implementation Tracking Tool MAP agendas Data Rules

When it is not working Who had a bad day? Is the Universal System fully implemented? Do we need to re-train? Use of the data rules to move to the next level of support You can use the data to see if a teacher or other staff member needs support or re-training. I think much of what we do with programs for discipline is to change adult behavior. Do we need to look at the Universal System to increase success?

Cultural Change This is for life-long change Move students to self-regulation of behavior Creating a supportive culture Developing competence for all in the school

Contact Information Steve Johnson Stevejohnson@u-46.org Ali Hearn Ali.hearn@midwestpbis.org www.midwestpbis.org

Before you leave the session... Take a moment to reflect on the session Record your thoughts in the back of your program booklet These notes will assist you in completing the online evaluation after the conference Your comments are valued and assist in developing future conference sessions