MBI CHECK-IN CHECK-OUT Tier II Intervention

1. MBICHECK-IN CHECK-OUTTier II Intervention September 27, 2012 Susanna Graves Denise DesJarlais Contact Information: gravessusanna@gmail.com denisedesjarlais3@gmail.com

2. CHECK-IN CHECK-OUT Acknowledgment to: Susan Barrett, pbis.org Marla Dewhirst, pbisillinois.org Tim Lewis, Lori Newcomer pbismissouri.org Responding to Problem Behavior in Schools, Deanne Crone, Leann Hawken, & Rob Horner

4. AGENDA8:00 – 8:30 Check-In & Continental Breakfast8:30 – 10:15 Welcome & Introductions Elements 1, 2 & 310:15 – 10:30 Break10:30 – 11:45 Video, Elements 4 & 511:45 – 1:00 Lunch on Your Own1:00 - 2:30 Elements 6, 7 & 82:30 - 2:45 Break2:45 – 3:30 Elements 9, 10 & 113:30 - 4:00 Questions, Evaluation Forms

5. Today’s Goals Understand the readiness & responsibilities of implementing the Tier II System of Check-In Check-Out Define and apply the critical elements of CICO process Create and design Tier II CICO System for your school Usedata for decision making and progress monitoring with Tier II team meetings

6. Using your Resources for Team Planning Overview Workbook activities (yellow) Action Plan (green) forms (blue) Resources materials with examples/products on DVD Time for Action Planning after each element of the system Team Goal: To complete CICO Action Plan

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

8. CICO within School-Wide MBI • All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation. • High-quality academic instruction by itself can reduce problem behavior • Content match with student success level • Frequent opportunities to respond • Active engagement of students

10. PRACTICES Think Of It Like This… OUTCOMES DATA Supporting Decision-Making Supporting Students SYSTEMS Supporting Staff

11. Assessing Need • How do you know if you need a Check-In Check-Out program? • Attendance • 95% of students attending school? • What are the absentee patterns? • Academics • 85% academic benchmarks? • Social • 85% of your students with 0-1 ODR? • (location, problem behavior, time of day?) • How many students have 3-7 ODRs?

12. Assessing Need Are you ready for Tier II System interventions? • Effective & proactive SW system in place with sustainability plan • Implementation Data:TIC, SAS, SET, BOQ, BAT • Student Outcome Data: ODRs, Classroom Self- Assessment, Walk-Throughs, Academic data • Team-based problem solving • •Team: administrator, coordinator/data entry • •Time • Local (on-site) behavioral capacity • FBA support • Differentiated Instruction

13. CICO Readiness Self-Assessment Work Group Activity #1: Complete the CICO Readiness Self-Assessment

14. MBI CICO RFA • ODR (MBI Team) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Student Recommended for CICO Morning check-in Parent feedback Regular teacher feedback Afternoon check-out

15. Morning Check-in • Student comes to coordinator • Coordinator • Reviews home note • Gives point card • Reviews expectations • Sets positive tone • Provides missing materials if needed Morning check-in Parent feedback Regular teacher feedback Afternoon check-out • Afternoon check-out • Student comes to coordinator • Coordinator • Reviews point card • Provides feedback/acknowledgements • Prepares home report • Records points for day • Teacher Feedback • Set schedule for feedback • Student gives card to teacher at start of class • End of class • Teacher provides points based on behavioral expectations • Provides verbal positive feedback • Parent Feedback • Parent report goes home • Parents provide positive/ neutral feedback • Parents sign report

16. Request for Assistance • ODR (MBI Team) • Parent recommendation • Administrator recommendation • CICO Coordinator CICO is Implemented Morning check-in Parent feedback Regular teacher feedback Bi-weekly coordination Meeting to assess student progress Afternoon check-out Revise program Student Recommended for CICO CICO Coordinator summarizes data for decision making Fading to Exit program

17. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Prevention Systems & Assessment Classroom Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature FACTS – Functional Assessment Checklist for Teachers & Staff Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

18. Blank Tiers II & III Reverse Triangle Work Group Activity #2: Complete the Tiers II & III Reverse Triangle Exercises

19. Relatively easy & quick to implement for up to 5-15% of all students. Check-In Check-OutOverview Description: Each coordinator checks in and out with 8 to 10 students Intervention is the same for all youth Same check in and out time School-wide behavioral expectations as goals Goals are same for all students Rating is the same for all students Same Daily Progress Report (DPR) Daily performance data used to evaluate progress

20. Critical Features of CICO • Consistent with school-wide expectations • Rapid access to intervention (72 hr) • Intervention is continuously available • Regular feedback and reinforcement from staff • Very low effort by teachers • Positive System of Support • Families, Staff, & Students agree to participate • Families, Staff, & Students are trained & engaged • Implemented by all staff in a school • Continuous monitoring for decision making based on data • Flexible intervention based on assessment • Needs identified by data • Adequate resources allocated (administration, team) • weekly meeting

21. Why does the CICO work? • Improved structure • Positive prompts throughout the day for correct behavior • System for positivelylinking student with at least one adult • Increase in contingent feedback • Feedback occurs more often and is tied to student behavior • Inappropriate behavior is less likely to be rewarded • Elevated reward for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

22. Research Support • CICO is an Evidence-Based Practice • At least 5 peer reviewed studies • At least 3 different researchers/settings • At least 20 different participants • Preschools • 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

23. How is CICO 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 & receive support quickly • Team uses data for decision making to determine progress

24. Getting CICO Started In Your School

25. Is My School Ready to Implement a CICO System?From Readiness Self-Assessment, do you have the necessary structure in place to move forward? • Administrative support • Time & money allocated • CICO implementation a top priority • School-wide (including classroom) system of behavior support in place • Staff support for implementation of the CICO • Accurate data for problem-solving

26. Is My School Ready to Implement a CICO System? • Local (on-site) behavioral capacity • Functional assessment-based behavior support • Differentiated instruction and curricular adaptations • No major changes in school climate • e.g., teacher strikes, administrative turnover, major changes in funding

27. ReadinessAre you willing? Administration and core group of staff who have: • Willingness to study existing system, and theeffectiveness of current Tier I MBI programming • Willingness to use progress monitoring tools to track fidelity of program and impact on student behavior/skill acquisition

28. Resources: Time and Money • 8-10 hours per week for CICO coordinator • CICO forms • School supplies for CICO participants • Reinforcements for CICO participants

29. CICO Action Plan Your guide to organizing and establishing systems for CICO Action Plan for CICO

30. How Do You Build Student and Staff “buy-in” for the CICO? • Give CICO program a high profile in your school • Promote CICO as positivesupport not punishment • Collaboratively involve referring teachers in CICO process • Provide regular feedback to staff, students, and families

31. Team Identified Considerations: Who should serve on team? Subset of Tier 1 Team? Student Services or Problem-Solving Team? Who should coordinate? counselor, teacher assistant, behavior specialist, SRO One or two people? How will time/roles be allocated?

32. CICO Team has Administrative Support • Administrator willing to dedicate time for: • Identifying team members • Attending meetings • Data entry • Program coordination (staff, students, families) • Program implementation & monitoring

33. MBI Tier II Team • Attend weekly or bi-weekly meetings • Contribute to decision making for CICO students • Help conduct “Orientation to CICO” meetings • Gather supplemental information • Contribute to student/staff development workshops • Contribute to feedback sessions • Complete any assigned tasks from CICO meeting

34. MBI Tier II Team Identified • Who is on your MBI Tier II team? • Members familiar with CICO and data-based decision making • How often will you meet? • Time for meeting at least 2/month set aside • What is your timeline for implementation? • Marketing plan for getting started? • Getting teacher buy in • TIPs Tier II meeting agenda used to guide process • Identify roles and responsibilities • How many kids will start? • Coordinatoridentified Considerations: CICO team subset of existing team, newly formed team?

35. 1. Coordinator Identified • Take care of CICO requests for assistance • Lead morning check-in/afternoon check-out • Maintain CICO data on spreadsheet/SWIS daily • Organize and maintain records/reports • Create graphs for CICO meetings • Gather supplemental information for CICO meetings • Prioritize CICO students for team meetings • Has a backup plan/person designated in case of absence.

36. Characteristics of an Effective CICO Coordinator • Flexibility within job responsibility (e.g., counselor, educational assistant, behavior specialist) • Positive and enthusiastic • Someone the students enjoy and trust • Organized and dependable • Works at school every day

37. CICO Workbook Handouts • Elements #1 – Coordinator identification • 1. Activity #3 – Action Plan • 2. CICO Coordinator Job Description • 3. CICO Coordinator Training: Suggested Topics

38. Work Group Activity Complete Element 1, Activity # 3 of the Action Plan in your workbook.

39. 2. CICO Routine Decisions for creating the routines of a CICO program. Effective & proactive school-wide system in place with sustainability plan

40. CICO Routine Develop Program Manual (including program name) • Description of program • Decision Rules • For starting a student • For reviewing a student • For fading/exiting a student • Define students who would do well in the program • Develop referral process for parents, staff, and students

41. CICO Routine •Define teacher, parent & student participation •Develop, and schedule training for substitute teachers, volunteers, staff, all students, CICO students and parents/guardians of CICO students •Decide if your program will collect baseline data for decision making

42. CICO Routine Appropriate location: •Students will need a place to “check-in” each morning and afternoon. -Do students check in and out at different places? Or same place? -Will there be a central location or multiple locations? Or will the coordinator use a CICO cart to go to the student?

43. Develop Plan for Students Who • Need to arrive early or be dismissed early at the end of the day • Students who use bus, walk/bike, or car riders

44. Program Name What’s in a name? • Behavior Education Program • Daily Progress Report • Kennedy Card Program • Kennedy Card • Hello, Update, & Goodbye (HUG program) • Hug Card • Student Leadership Academy- • Leadership Skills Training

45. Plan for the Future • 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 • Extending CICO to playground, cafeteria, bus area

46. Plan for the future: We want self-managers 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

47. Types of Student Outcome Data used to progress monitoring and assess for transition… • Points earned on Daily Progress Report (DPR) • Reduction in ODRs • Attendance improvement • Reduction in In-School Suspensions • Reduction in Out-of-School Suspensions • Improvement in grades • Reduction of tardies

48. CICO Workbook Handouts • Element #2 – Routine • 1. Activity #4 – Action Plan • 2. CICO Sample Checklist • 3. CICO Baseline Data Collection Tool

49. Work Group Activity Complete Element 2, Activity #4 of the Action Plan in your workbook.

50. 3. DPR – Daily Progress Report Point Card System Same card for all students, use SW expectations, age appropriate, positively stated, teacher friendly • Determine behavioral expectations • School-wide expectations • Academic vs. behavioral expectations • Expectations stated positively • Range of scores vs. dichotomous scoring • Rating scales should be age appropriate • Teacher friendly • circling vs. writing & place for teacher initials • consistent expectations vs. individual expectations • Data easy to summarize and determine if goal is met