SMCOESW-PBIS Training

Tier 2 – Day 1Chris Borgmeier, PhD

Portland State Universitycborgmei@pdx.edu

www.tier2pbis.pbworks.com

Team Introductions 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?

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

Go to www.pbisassessment.org Enter your school code

Reference the TIC handouts to guide you through questions

Enter scores into www.pbisassessment.org

Complete the TICSelf-Assess Tier 1

Tier 2 InterventionsCheck-In/Check-Out (CICO)

www.tier2pbis.pbworks.com

CICO within School-wide PBIS All specialized interventions are more

effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

SCHOOL-WIDE POSITIVE behaviorSUPPORT

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

5%

Check-In/Check-OutResearch 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

Complete the CICO Self-Assessment & Identify Actions for improved implementation

OREGON2012-13

CICO-SWISTIER 2

176 schools 2840 students 2304

% Successful

80%

85%

85%

83%

60%

69%

82%

1958

706

13

84

5

74

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

Questions about Tier 2 InterventionsSystems Considerations

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

Major Features of Targeted Interventions

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.

Why does CICO Work?

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

Why does CICO Work?

Student Referred for CICO

CICO Plan/ Initial Meeting

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Progress Monitoring

Meeting

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

Logistics for Setting up a CICO program

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

CICO CoordinatorLeading Systems Implementation

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.

Organization and Structure

WHAT FITS YOUR

SCHOOL?

Combining these roles/

responsibilities across

multiple staff or not?

BEP/Check-in Check-out Cycle

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

Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback

CICO Coordinator: Selection Criteria and Considerations

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?

CICO Coordinator Responsibilities

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

CICO Coordinator

Examples Social worker Counselor Special Education

teacher Paraprofessional

Non-Examples Principal Classroom teacher Any individual

responsible for discipline

Coordinator: Training

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

CICO Coordinator: Planning for Sustainability

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

Getting Creative: CICO Specialists

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

Checking In & Checking Out:A good candidate is. . .

In the building everyday Available at the beginning and end of

each day Someone students like and enjoy being

around Enthusiastic Organized Positive

CICO Coordinator: Ensuring “Best Fit” & Fidelity

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

Roles & Responsibilities

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 & Responsibilitiesa) CICO Coordinatorb) CICO Specialist(s)

• Who is doing daily Check-ins & Check-outs?

c) behavior: Individual Student Systems Data Team meetings

• Training Day 2

Developing a Point Card

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

Fit your Context:Make the program/card your own

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

Point Card Guidelines

Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Too complicated…

Too many ratings

High School/Middle School Example

Example Middle School Point Card

Modifying CICO Younger children (K-1st grade)

◦ Less words, more pictures◦ More frequent checks during day◦ Earn rewards more often

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:

Developing the Daily Progress Report Card

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 developedb) Home report routine developedc) Define how families will be informed of

process

Check In & Check Out: Planning

Logistics

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

BEP/Check-in Check-out Cycle

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

Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback

 Student

Positive Greeting

Check student status

Review Expectations

Tiger Paw/Treat

Ready for SchoolPencil Notebook Work

Completed

  

             

  

             

  

             

  

             

  

             

  

             

  

             

  

             

Check-In Checklist

Logistics: Check-In 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 & locationb) Define Check-in routine & how to train check-in

staffc) Teacher check-in/check-out routine defined

BEP/Check-in Check-out Cycle

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

Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs

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

Rewards

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

Rewards

Points Required

Wants attention Wants item/activity

Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess

Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess

Computer time by self

Short breakAlternative activity

250 pts Computer with a friendExtra sharing time

More time for selected activityFree ticket to sporting event

Time aloneIndependent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post

Maintaining Consequence

Wants Attention Wants something Wants to escape attention

Wants to avoid something

100 ptsComplete 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 pts Class 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 pts Lunch for peer and student for FREE

Class reward: free time, or pizza party

New school /art supplies

Get out of school early

CICO Trading Post

Logistics: Check-Out

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.

Tier 1 Updates

Develop CICO System◦ Identifying a CICO Coordinator◦ Check-In - procedures & personnel◦ Check-Out – procedures & personnel◦ Develop Point Card

Tasks

PBIS – Tier 2 (4 half-days)

TH, October 2, 2014  TH, January 15, 2015 TH, March 12, 2015  TH, May 14, 2015

Training Dates