1. PBIS Tier 2Secondary systemsCheck-In/Check-Out (CICO) September 30, 2013 Woodruff Career & Technical Center Michelle Coconate & Kristen McElligatt

2. Training Behavioral Expectations

3. Tier 2: CICO Objectives 1. Create a Tier 2 System • Tier 2 Team • Team members' roles and responsibilities    2. Use data for decision-making and progress monitoring  3.  Apply the 10 Critical Features of Tier 2 interventions  to Check-In Check-Out 4. Design Tier 2 System and begin creating CICO

4. School-Wide Systems for Student Success: A RtI Model 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

5. Shout Out - Activity Share 3 Points from each Tier • Tier 1 • Tier 2 • Tier 3

6. Outcomes Academic & behavior targets that are endorsed and emphasized by students, families, and educators Practices Curricula, instruction, interventions, and strategies that are evidence-based Data Information that is used to identify status, need for change, and effects of interventions Systems Supports that are needed to enable the accurate and durable implementation of the practices of PBIS

7. Table Talk Pick one new thing you have learned and share with a partner. • Systems • Data • Practices • Outcomes

8. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: What is meant by “layering” interventions? Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School/Classroom Wide Systems for All Students, Families, Staff, & Settings ~80% of Students

10. What does that acronym mean????? CICO – Check-In/Check-Out SAIG – Social/Academic Instructional Groups GWIF – Groups with Individual Features FBA – Functional Behavior Assessment BIP – Behavior Intervention Plan

12. 10 Critical Features of Tier 2 Interventions • Intervention linked directly to school wide expectations and/or academic goals. • Intervention continuously available for student participation. • Intervention is implemented within 3 school days of determining the student is in need of the intervention • Intervention can be modified based on assessment and/or outcome data

13. Critical Features continued • Intervention includes structured prompts for what to do in relevant situations. • Intervention results in students receiving positive and/or corrective feedback from staff. • Intervention includes a school-home communication exchange system at least weekly.

14. Critical Features continued 8. Orientation process and introduction to materials is provided for students as they begin the intervention 9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

15. Team Considerations

16. Coordinator vs. Facilitator Coordinator(s) Organizes interventions • CICO, S/AIG & Group with Individual Features Roles include: • Scheduling meetings • Collecting & reviewing data Facilitator Provides direct intervention Roles include: • Meeting with students for CICO

17. Tier 2 Team • Monitors intervention effectiveness • CICO • SAIG • GWIF • Brief FBA/BIP • Reviews data to make decisions on improvements to the interventions

18. Tier 2 Team Member Roles • Facilitator (Coach) • Data Manager • Recorder • Time Keeper • Communicator

19. Planning Activity 1:Define Your Team • Team membership • Roles of members • Meeting dates • Meeting times • Meeting Norms

20. The Behavior Education Program: a Check-In/Check-Out Intervention for Students at Risk Please note: The “Student Identification” chapter provides more of a problem-solving teaming example as opposed to the recommended Systems Team Meeting The DVD recommends the intervention begin within one week, we recommend 2-3 days. In the “Using Data” chapter, the team meeting example is a problem-solving team example as opposed to the recommended Systems Team Meeting. VIDEO:

21. Resources Book: Responding to Problem Behavior in Schools: The Behavior Education Program (Crone, Horner, & Hawken, 2010) DVD: The Behavior Education Program: A Check-In, Check-Out Intervention for Students At-Risk (Hawken, Pettersson, Mootz, & Anderson, 2005)

22. Return in 15 Minutes

23. What is CICO? • First level of Tier 2 intervention • Extension of Tier 1 • Same for all identified students • Large group intervention • Support for 7-12% of the school population • High frequency positive or neutral feedback • Low impact on staff time

24. Activity: Calculate the number of students for CICO at your school. Total Enrollment = _______ 7% of enrollment = ______ 12% of enrollment = ______ CICO will support _(#)_ to _(#)_ students.

25. Who is identified for CICO support? • Students with low-level problem behaviors • # of ODRs • Teacher referral • Students with internalizing behaviors • Visits to nurses office • Sits alone at lunch • Other • Students with individualized behavior plans

26. CICO Cycle

27. CICO Cycle Students are identified based on data rules. Every 2 weeks Coordinator reviews individual student DPR data @ 4 weeks Coordinator determines level of success Responding = Continue Not Responding = Reverse Request for Assistance • Monthly • Systems Team Meeting • Coordinator reports data • Team completes tracking tool • Team makes data-based decisions Adapted from Crone, Horner, Hawkin (2004)

28. CICO Daily Cycle 1. Check-in with assigned adult upon arrival to school • Greets student • Collects previous day’s DPR with parent signature (optional) • Reviews School-wide expectations • Provides new Daily Progress Report • Provides materials (pencil etc.) if needed • Provides reinforcer for check-in (optional) (March & Horner, 1998)

29. CICO Daily Cycle continued… 2. During each time period: • Teacher provides positive/corrective behavioral feedback • Teacher completes DPR or student completes self-monitoring DPR (teacher checks and initials card) (March & Horner, 1998)

30. CICO Daily Cycle continued… 3. Check-out at end of day: • Review points & goals • Reinforce student for checking-out • Receive reinforcer if goal met (optional) • Take DPR card home (optional) (March & Horner, 1998)

31. CICO Daily Cycle continued… 4. Student gives DPR to parent (optional) • Student receives reinforcer from parent • Parent signs card (Students are not “punished” if their parents don’t participate.) 5. Return signed card next day – celebrate (March & Horner, 1998)

32. Create a Plan • DPR • Data Rules • Staff/Student/Family Orientation • SHARE

33. CICO Handbook • Team Members • Goal Statement • Data-based decision rules (In/On/Out) • Description of Roles • Coordinator • Facilitators • Teachers • Students • Parents • Daily Progress Report (DPR) • Request for Assistance • Reverse Request for Assistance • Parent Letter

34. Daily Progress Reports

35. Parts of a DPR See p. 71-79 • Must include: • School-wide expectations • Rating system • Can include: • Name (Badgers B.E.S.T.,STAR CLUB, S.O.A.R.S) • Teacher initials? • Parent signature? • Parent positive feedback? • Student percentage point goal…80% of points • Other

36. Grant Middle School STAR CLUB (Students tracking Awesome Results) Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. BEP Daily Goal : 32/40 BEP daily score: _____/______ Percentage_________ In training ____ BEP Member _____ Student Signature__________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

38. Name: _________________________________ Date:­___________ HomeroomTeacher: _____________________________________ Daily Goal: ­­­45//56 Daily Score: ______/56 Comments: Parent Signature: _________________________________________________

40. See Appendix DPR ACTIVITY USE THIS TIME TO BEGIN DRAFTING YOUR DPR

41. DATA-BASED DECISION RULES IN, ON, and OUT

42. Data-Based Decision-Rules IN: Identification for CICO • Ex. 2 or more ODRs, Attendance, Grades, Referral etc. • 7-12% of enrollment ON: Progress-monitoring • Points collected daily and entered into database • Intervention effectiveness OUT: Exiting/transitioning • 80% of DPR points averaged per day/week for 4 weeks • No new ODRs All Staff Must Know This!

43. Data Tool www.measuredeffects.com

45. Intervention Effectiveness 70% or better

46. Activity: IN How will students at your school be identified for CICO? Develop your data-based decision rule.

47. Training/Orientation • Staff • Students • Families

48. Staff Orientation See p. 61-67 • Involves ALL school staff • Includes continuum of Tier 2 Interventions • Includes a Handbook or other in-depth, written description of CICO

49. Student Orientation See p. 67-68 All students are made aware of CICO Participating Students: • Who, what, when, where • Teach students what to do if they disagree with a teacher rating

50. Family Orientation See p. 69-70 • Purpose • Student expectations • Parent expectations • Sign DPR? • Focus on positive • No negative consequences • Re-teach expectations