Chris Borgmeier PhD Portland State University cborgmeipdxedu wwwtier2pbispbworkscom Introduction Who is here Current state of Tier 2 systems Questionsneeds Accessing materials Welcome ID: 760305
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Slide1
Tier 2: Developing a Continuum of Behavior Support for Students At-Risk
Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.eduwww.tier2pbis.pbworks.com
Slide2IntroductionWho is here?Current state of Tier 2 systemsQuestions/needs?Accessing materials
Welcome
Slide38:30 – 9:45 Welcome & Overview of Tier 2 Systems9:45-10:00 Break10:00-11:30 CICO Basics & Systems Implementation11:30 – 12:30 Lunch 12:30- 1:45 Tier 2 Data Teaming & Decision Making1:45-2:00 Break2:00-3:30 Advanced Tier 2 and CICO
Agenda
Slide4CICO 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
%
Slide5Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,Staff, & Settings
Targeted Group Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized IndividualizedSystems for Students with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
~80% of Students
~15%
~5%
Slide6What 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 timeStudents can get started with almost immediately upon referralRequires almost no legwork from referring staff to begin implementation of the intervention with a studentAll school staff know about, understand their roll with, and know the referral process forSYSTEMS 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 Interventions
Systems Considerations
Slide7Intervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolFlexible intervention based on assessmentFunctional AssessmentAdequate resources (admin, team)weekly meeting, plus 10 hours a weekStudent chooses to participateContinuous monitoring for decision-making
Major Features of
Tier 2
Interventions
Slide8SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Supporting
DecisionMaking
Elements of SWPBIS
Slide9Check-In/Check-OutResearch Support
Pre schoolsSandy Chafouleas, et al 2007Elementary SchoolsAnne Todd et al in pressSarah Fairbanks et al, 2007Amy Kauffman-Campbell, dissertationDoug Cheney et al, 2006; 2007Leanne Hawken et al. 2007Filter et al., 2007Middle SchoolsLeanne Hawken et al 2003Rob March et al 2002High SchoolsJessica Swain-Bradway, in progress
CICO is an Evidence-Based Practice
At least 5 peer reviewed studies
At least 3 different researchers/settings
At least 20 different participants
Slide10OREGON
2012-13CICO-SWISTier 2
Slide11CICO-SWIS in Oregon2012-13
Schools
Students
Elem
121
1958
MS
41
706
HS
3
13
Pre-8
th
7
84
Others
4
79
TOTAL
176
2840
Slide12>=80%
Elem
1572
MS597HS11K-870Other54TOTAL2304
Over
81%
of CICO students succeeding!
Slide13Slide14Slide15Slide16Additional Resources (book & video)
thru Guilford Press & Publications
Slide17Download HS-BEP Handbook from www.pbis.orgVariation of CICO/BEP adapted for High School – focused on Academic Seminar
High School Behavior Education Program
Slide18Student
Referred for CICO
CICO
Plan/ Initial MeetingTeach/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)
Slide19Improved structurePrompts 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 feedbackFeedback occurs more often.Feedback is tied to student behavior.Inappropriate behavior is less likely to be ignored or rewarded.
Why
does CICO Work
?
Slide20Program can be applied in all school locationsClassroom, playground, cafeteria (anywhere there is a supervisor)Elevated reward for appropriate behaviorAdult and peer attention delivered each target periodAdult attention (and tangible) delivered at end of dayLinking behavior support and academic supportFor academic-based, escape-maintained problem behavior incorporate academic supportLinking school and home supportProvide format for positive student/parent contactProgram is organized to morph into a self-management systemIncreased options for making choicesIncreased ability to self-monitor performance/progress
Why
does CICO Work
?
Slide21Logistics for Setting up a CICO program
1. Faculty and staff commitmentIs 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 supportCICO is designed to work with 10-12% of kids in a schoolCICO typically “works” (50% reduction) with 67% of students.CICO does NOT replace need for individualized supports.
Activity 1
:
Assessment of need (ODR rates, staff assessment)
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?
Team to manage CICO
Administrator; CICO Coordinator; Check In/Out staff member(s), behavior Specialist (e.g. SPED/SPSY), Teacher
Slide22CICO Coordinator
Leading Systems Implementation
Slide23Coordinator Chair CICO meetings, faculty contact, improvementSpecialist Check-in, check-out, meeting, data entry, graphsTogether (Coordinator + Specialist) = 10 hours/wkMeeting 45 min per weekCoordinator, Specialist, Sped faculty, Related ServicesAll staff commitment and trainingSimple data collection and reporting system.
Organization and Structure
WHAT FITS YOUR
SCHOOL?
Combining these roles/ responsibilities across multiple staff or not?
Slide24CICO Coordinator: Selection Criteria and Considerations
Who would be a good coordinator?
What duties/responsibilities will he/she have?
Do we need to adjust schedules/time/ workload for this person?
How will we train the coordinator?
How will we evaluate the coordinators effectiveness?
Who will be our back-up coordinator?
What steps do we need to take to accomplish this?
Slide25CICO 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
Slide26CICO Coordinator
Examples
Social workerCounselorSpecial Education teacherParaprofessional
Non-Examples
Principal
Classroom teacher
Any individual responsible for discipline
Slide27Coordinator: 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
Slide28CICO 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
Slide29Getting Creative: CICO Specialists
These individuals only do check-in/check-outs w/ students
(
data and organization is the CICO Coordinator’s responsibility)
School custodian
School office staff members
“Specials” teachers
Slide30Checking 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
Slide31Roles & Responsibilities
2. Team available / Coordinator availableCICO CoordinatorCICO Specialists (checking in & out w/ students daily)Team (meets at least once every two weeks)
Activity 2
:
Plan CICO Roles & Responsibilities
CICO Coordinator
CICO Specialist(s)
Who is doing daily Check-ins & Check-outs?
behavior: Individual Student Systems Data Team meetings
Training Day 2
Slide32Check In & Check Out: Planning Logistics
http://www.youtube.com/watch?v=UqMdy5-OSlQ
Slide33BEP/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
Slide34Logistics: Check-In
5. Morning Check-in RoutineTeaching students when, when, howTeaching check-in coordinatorAssessReward provided for checking-in; breakfast treat, etc.Set-up or Redirect6. Teacher Check-in/Check-out RoutineTeaching staff/facultyRewardSet-up for success, positive momentumEvaluation
Activity 5
:
Identify Check-in staff & location
Define Check-in routine & how to train check-in staff
Teacher check-in/check-out routine defined
Slide35Developing a Point Card
Slide36Use a School name, mascot, mottoSunshine ClubHawk Report HUG – Hello, Update, GoodbyeCnC – Check-n-ConnectCICO – Check-In/Check-OutBEP – behavior Education Program
Fit your Context:
Make the program/card your own
Slide37Try to use 1 card for the programUse common schedule if possible Use School-wide RulesKeep it simpleCard needs to be quick & easy for staff to completeCard needs to be small (half sheet) & easy to carry around
Point Card Guidelines
Slide38Slide39Slide40Slide41Name:Date:Block 1Block 2Block 3Block 4Safety0 1 20 1 20 1 20 1 2Organization0 1 20 1 20 1 20 1 2Achievement0 1 20 1 20 1 20 1 2Respect0 1 20 1 20 1 20 1 2
Name:
Date:Pencil sharpenedHomework completedRaise hand to talkBe on timeKeep hands to self1. Check in1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 42. 1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 43. Music on MWF1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 44. PE on T TH1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 45. Math1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 46. Lunch 1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 47. Recess1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 48. 1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 49. Language arts1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 410. Snack 1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 411. Research projects1 2 3 41 2 3 41 2 3 41 2 3 41 2 3 4
Too
complicated…
Too many ratings
Slide42High School/Middle School Example
Slide43Example Middle School Point Card
Slide44Modifying CICO
Younger children (K-1
st
grade)
Less words, more pictures
More frequent checks during day
Earn rewards more often
Slide45CICO Home ReportName: _____________________ Date: ___________________ I met my goal today ______ I had a hard dayOne thing I did really well today was:_______________________Something I will work on tomorrow is: _______________________Comments:
Parent/Guardian Signature: ________________________________________________________
Comments:
Slide46Slide47Developing the Daily Progress Report Card
7. Daily CICO progress report cardSame expectations for allCommon scheduleAll staff taught rules for accepting, completing and returning the card.8. Home report processCan be same as progress card or a separate reporting form
Activity 6
:
Daily Progress Report developed
Home report routine developed
Define how families will be informed of process
Slide48Referral Process & Student Selection
Slide49Student
Referred for CICO
CICO
Plan/ Initial MeetingTeach/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)
Request for Assistance
ODR Level
Family or Student request
CICO Coordinator
behavior support team
Slide50Multiple office referralsID at-risk students at beginning of school year based on previous years dataID students based on cumulative ODR in school yearReferralby teacherTeacher Request for Assistanceby parentTime to action:30 min to 7 days (goal is < 72 hours)
Identification and Referral
Slide51CICO: Who Qualifies
More than a minimum number of referrals
Across several different settings
Not dangerous to self/others
Several minor referrals
Adult attention is rewarding
Slide52Example behaviors
DisruptiveTalks outUnpreparedTalks back to teacherUses inappropriate language
Tardy
Defiant
Refuses to do work
Difficulty taking turns
Refuses to share
Out of seat
Slide53Do Not Include:
Dangerous/violent students
Students who bring a weapon to school
Students who injure/may injure themselves
Students with a high number of referrals
Students with referrals from only one setting, teacher, or time
Students who find adult attention aversive
Slide54Pick Your Candidate…
George17 referralsFrom multiple classrooms, cafeteria, hall, and busDisruption, defiance, fightingCaught with box opener
Richard5 referralsFrom playgroundDefiance, inappropriate language
John
5 referrals
2 from classroom, 2 from hall, 1 from bus
Disruption, defiance, tardy, harassment
Slide55SWIS: Referrals by Student
Start the year by reviewing last years data
:
CICO can help to start the year off on the right foot
Slide56Referral Process
Office Discipline Referrals
- Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc.)
Set Decision Rules
Students with
2
nd
referral
=
TEAM REVIEW
MS & Elem may have different criterion
Print out an
individual student report (SWIS)
for each identified student to examine patterns (location, time, problem behavior, etc.)
Slide57Teacher Referral Process
Develop a system
Teach staff how to use the system
Provide verbal and written instructions on the referral system
Respond to referrals in a timely manner
System must be efficient
Slide58Teacher Referral Process: Example
Slide59Slide60CICO Referral Process Considerations
How will we examine ODRs?
How will we integrate academic data?
How often?
Is there other data that we will use for screening?
What criteria will be use to determine if the student is appropriate for CICO?
What will happen after we determine a student is identified as needing CICO?
Slide61CICO Teacher Referrals:Guiding Questions
How will teachers refer students (form, email, etc.) & who will the referral go to?
What data is needed after the referral is received & who will gather it?
How will we determine if a student is appropriate for CICO?
How will we inform teachers of this process?
What is our anticipated time frame for examining and acting upon referrals?
What will we do if a student does not appear to be a good fit?
Slide62Student Screening & Request for Assistance
3. Process for identifying a student who may be appropriate for CICOStudent is not responding to SWPBS expectationsRequest for AssistanceStudent finds adult attention rewardingStudent is NOT in crisis.
Activity 3
:
Develop a Request for assistance process defined.
Define criterion for CICO support (Decision Rules)
Slide63Initial Meeting Agreements/Contract
Slide64Student
Referred for CICO
CICO
Plan/ Initial MeetingTeach/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)
Initial Meeting/ Agreements
-Roles & Responsibilities
-Teaching
Slide65How do you want to accomplish this?Formal meeting? – other communication?Needs before starting the programParental permissionStudent agreementClear understanding of the program & agreement to individual Roles/ ResponsibilitiesParentsStudentCICO Coordinator or Specialist(s)Teacher/Staff?
Initial “Meeting” / Communicating Agreements
Slide66Slide67Owls Club tri-fold brochure
Slide68Inside of brochure
Slide69Slide70Roles & Responsibilities
School team
Identify students who may benefit
Monitor implementation
Evaluate effects and modify/fade as needed
Coordinator
Facilitate morning and afternoon checks (in & out)
Get signed form from students, give new form
Maintain positive, constructive environment
Acknowledge successes
Teachers
Obtain form from student each day
Monitor student behavior and mark card accurately
Provide feedback to student in positive and constructive manner
Students
Check in and out each day
Give form to teacher
Meet expectations
Take form home and have parents sign, bring to school the next day
Slide71Be interested, encouraging & supportiveIdentify Incentives your child can earn at home for performing well on CICO (daily &/or weekly)Incentives need to be reasonable and something parents can regularly deliverVERY IMPORTANT!!! Do NOT use punishers if your child does not meet his/her goalif you do your child will not continue with the program… or will not bring reports home to parentsJust encourage your child: “Too bad today, but if you try hard you’ll do better tomorrow!”Before SchoolTry to reduce “Tough Mornings” before schoolEncourage & Support behavior & School ReadinessAfter School – Request to see student’s home report!Provide incentives (if the student has earned it), or encouragement
Parent
: Role & Responsibilities
Slide72Agreement to succeedStudent: Student chooses to participateParentCICO coordinatorTeachersContract may be written or verbalBetter if written
Contract/Agreement
Slide73Slide74Slide75Teach program logisticsResponsibilities: Student, Teacher, CoordinatorWhere & with Whom to Check-in & Check-outTeach Desired behaviorsTeach Point Card & RatingWhat behaviors = 0/1/2Role Play w/ studentHave student be teacher & score your behavioral examples
Teaching CICO to Student
Slide76Agreements & Teaching Student Program and Expectations
4. Establishing Agreements & Communicating Roles & ResponsibilitiesPermission to ParticipateCommunicating Roles & ResponsibilitiesParent, StudentTeaching Student Program LogisticsTeaching Student Expected behaviors & Point Card
Activity 4
:
Develop a plan for communicating agreements, roles & responsibilities w/ parent & student
Will you hold an initial meeting? Develop a contract?
Identify how student will be taught program logistics & behavioral Expectations
Slide77BEP/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
Slide78Levels of Rewards: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 goalMake sure rewards are feasible & valuedMight start with daily rewards for success… then fade to turning in points earned
Rewards
Slide79Start with generic Rewards for earning daily pointsElementary level – may be trinkets, stickers, privileges, free timeMiddle School – may be more socially oriented, listen to music, watch a movie, popcorn or pizza with peers,
Rewards
Slide80Logistics: Check-Out
9. Afternoon Check-out RoutineIdentify Check-out Staff, Location & How to Check-outTeach Check-out staff to collect data, acknowledge success, encourage improvement.Consider self-recording system for older students10. Trading menuReward for collecting and turning in daily progress cardReward for meeting daily goalExchange system for points earned
Activity 7
:
End of day check-out routine, location, staff defined.
b) Plan Rewards for: Check-in & out; meeting goal, etc.
Slide81Data Systems & Tracking Progress
Slide82An effective Data System is CRITICALHighly recommend CICO-SWISwww.swis.orgAdditional $50/year with SWIS accountCannot get CICO add-on without having SWIS accountAlternative = managing excel spreadsheetsGets challenging with many studentsCICO Coordinator must have substantial expertise in Excel
Data System
CICO-SWIS
Slide83Identify who will enter the data dailyCICO Coordinator or CICO SpecialistTrain in CICO-SWIS accordingly & provide w/ account passwordsCan show student updated graph during check-out
Daily Data Entry
Slide84SWIS-CICO ReportDaily Points Graph
Slide85Logistics for Setting up a CICO program
11. Collecting, summarizing and using dataDaily updatesCoordinator does regular data checks to make sure data is being entered promptly & correctly
Activity 8
:
Process for collecting, entering, summarizing and reporting data is defined
Slide86All Staff Orientation to CICO
Slide87Communicating with Staff
Provide an introduction to CICO and the referral process at a staff meeting
Sample PowerPoint presentation available
Communicate:
Description of CICO
Why it is important
Roles & Responsibilities
Rating the Point Card
Importance of being positive
Slide88Roles & Responsibilities
School team
Identify students who may benefit
Monitor implementation
Evaluate effects and modify/fade as needed
Coordinator
Facilitate morning and afternoon checks (in & out)
Get signed form from students, give new form
Maintain positive, constructive environment
Acknowledge successes
Teachers
Obtain form from student each day
Monitor student behavior and mark card accurately
Provide feedback to student in positive and constructive manner
Students
Check in and out each day
Give form to teacher
Meet expectations
Take form home and have parents sign, bring to school the next day
Slide89CICO: Staff-wide Training/ Orientation
14. Provide training to all staff on CICOSchool-wide system = train ALL staffRationaleRoles & ResponsibilitiesHow to score the point cardIdentify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetingsProvide ongoing updates to staff re: CICO implementation & outcome data
Activity 10
:
Develop Staff Training/Orientation to CICO
Develop a plan for training assistants & duty staff
Slide90Potential Pitfalls
Fidelity
Assess teacher commitment/enthusiasm
Re-teach
Teacher self monitoring
Student won’t carry card
Student checks in and out
Coordinator provides card to teacher and picks up
Student continues to receive feedback from teacher
Self monitoring
Computerized system
Student isn’t checking in or out
Determine reason
Identify preferred person to check in/out with
Is this component needed?
Slide91Complete the CICO Self-Assessment & Identify Actions for improved implementation
Slide92Complete the MATTSelf-Assess Tier 2/3
Go to
www.pbisassessment.org
Enter your school code
Reference the MATT handouts to guide you through questions
Coaches Interview Guide (pp. 2-5)
Team Scoring Guide (pp. 6-10)
Enter scores into
www.pbisassessment.org
Slide93Team Task
Based on the Self-Assessment & the MATT, where is your team at related to implementation of:
CICO
Tier 2 support & decision making
What action steps do you need to take to bolster CICO implementation?
Slide94Fading CICO & Graduation
Slide95Team will use data to monitor student progress
Some students will “graduate” from the program
Some students will require the support on a continuing basis
Some students will not respond to the program & need more or something different
Set up processes for:
Fading students off of the program
Escalating intensity of intervention
Maintain & monitor
Slide96SWIS-CICO ReportDaily Points Graph
Slide97Guidelines for Fading CICO
Use Data to inform decision making
Biggest mistake
= removing supports too quickly without a transition plan
Building habits takes time
Encourage
at least 6 weeks of consistent success
(80%+) before considering fading CICO
Then…
transition to
Self Manager for at least 2 successful weeks
Then…
fade components of CICO for at least 2 successful weeks
Then….
Graduation and “Alumni Club” follow-up
Slide98Things Are Going Well… What Now?
The
GOAL
is always to “Graduate” students from our supports or Fade supports
Do so gradually & Support the Transition
Increasing student responsibility
Transition into a Self-Management/ Self-Monitoring program
Then, gradually removing or “Fading” components of the intervention
Slide99Example Self Manager: Lucy
Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks
Coordinator provides rationale for “Self Manager” to Lucy
Coordinator teaches Lucy to self monitor using examples and non-examples
When program begins, Lucy’s teacher goes over examples and non-examples
First week: Lucy and teacher monitor and compare records
Teacher provides acknowledgement and feedback based on accuracy
Ratings agree 95% of time
Second week
Teacher monitors
appx
. 60% of time; feedback based on accuracy
Feedback at other times based on Lucy’s monitoring of behavior
Coordinator
Feedback based on accuracy (with teacher records)
When Lucy monitors independently, feedback based on behavior
Slide100CICO - Self Manager
Increase student monitoring of own behavior
Student “checks in” with teacher to review self-ratings and receive feedback
Expected behaviors stay the
same
Reinforcers
stay the
same
Student checks in
same
amount of times
Student monitors behavior using CICO card
Plan for teaching accuracy in monitoring
Slide101Transition to Self Manager
Coordinator teaches student responsibilities of being a ‘Self Manager’ and practice:
Self Scoring
Comparing w/ Teacher/Staff
Responding appropriately if ratings differ
Student and teacher record separately
Compare records; reinforce accuracy
Over time, compare less often
Reinforce appropriate behavior only
Periodically reinforce accuracy
Slide102Removing Components of CICO
After Student is
Successfully Self-Monitoring
for
at least 2 weeks
Can begin removing components of the program (removing staff responsibility)
Gradually decrease # of check-ins during the day w/ teachers; Student Self Checks (keep check in and out)
Fade from Daily check out to every other day then 1/week
Remove check in
Slide103After “Graduation” from CICO
After
at least 2 weeks of
progressively
fading CICO components with consistent student success
, can begin to consider Graduation
Graduation
= no more CICO card, no more CICO check-ins or support
May to have a ceremony &/or certificate
Continue to monitor student behavior through
discipline referrals
&
teacher report
(just like other students)
Celebrate continued success
Hold a monthly celebration for students who are maintaining success after Graduating from CICO
Monthly “Alumni Club” Lunch
Slide104Sample from CICO Handbook
Slide105Sample from CICO Handbook
Slide106Team Tasks
Consider & Develop
Decision Rules for progressing to Self Manager, Fading & Graduation
Self Manager guidelines & materials
Fading progression & materials
Graduation & “Alumni Club” procedures & materials
Slide107Data Teaming - Tier 2+ Individual Student Behavior Support
Chris Borgmeier PhDPortland State Universitycborgmei@pdx.edu www.tier2pbis.pbworks.com
Slide108Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis
Formal FBA
PBS Individual Student Support
Universal
School-Wide Assessment
School-Wide Prevention Systems
Intensive Targeted
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Simple Individualized Interventions
Basic CICO
Complex Individualized Interventions
Team-Based Wraparound Interventions
Intervention
Assessment
Brief FBA
No Assessment
Tweak CICO
Modified CICO of Alt Tier 2 Intervention
Slide109What is the current process in your school?
What is the current process for:
Identification of students requiring support for challenging behavior?
When & how does this occur?
Assessment/discussion to understand student concerns?
Intervention identification & implementation?
Data collection & monitoring student progress
What is working with your current process?
What are challenges?
Slide110Individual PBIS
Efficient Teaming
Process
Clear roles, procedures & responsibilities
Intervention Focused
Linked to Continuum of Interventions (Tier 1
2 3)
Try the easy things first (Tier 2 Interventions)
…then Tier 3 (FBA/BSP)
Data focused &
Early Identification
Progress Monitoring
Student
Identification
through Systematic Screening
Slide111Teams in a School
FBA Team
Progress Monitoring Team
Plans SW & Class-wide supports
Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Sept. 1, 2009
Universal
SWPBIS Team
Tier II
Tier I
Tier III
Could responsibilities of an existing team (TAT/SST/etc.) be shifted?
Slide112Teams in IPBS Schools
IPBS TeamMeets every 2 weeksCoordinates and monitors school wide behavioral interventionsAnalyzes dataRecommends changes in interventions
Student centered
team (FBA/BSP)
Meets at least twice -- more if needed
Creates a behavior support plan
Determines what the intervention looks like
Makes decisions about when to implement or modify an intervention
Slide113SST v. IPBS
Test/Label/Place v. Evaluate/Problem
Solve/Intervene
Focus on Special Education v. services for all students (including SPED students)
Primary focus on behavior problems, but often academic intervention is the appropriate course of action
Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
Slide114Intensive/Individual PBIS
Slide115IPBS: The Big Ideas
Early Identification
Do
the easy stuff first (efficiency is a major goal)
Processes are as important as practices
Use of Evidence Based Practices
Teaming is critical
Administrative support is critical
Data Based Decision Making
Slide116Building Level – What it Looks Like
Building capacity without relying on 1 hero
Team
member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions
Agenda
is prepared in advance and promotes efficient group processes
Administrative
buy-in/attendance
Creating resources
Attending meetings
Follow through with system deficiencies
Hiring
practices
Slide117Data
All targeted and tertiary interventions
are supported with progress
monitoring
data
CICO
Academic Support Classes/interventions
Social Skills or Counseling Groups
FBA/BSP (tertiary) plans
Progress monitor data reviewed every two weeks
Slide118IPBS Team Roles
Team Leader
(organizes agenda; facilitates meeting)
Process Monitor
(someone whose role is to monitor group processes)
Screening Coordinator
(someone who collects screening data and brings it to the meeting
Coordinators of Tier II Interventions
-- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings)
Coordinator of Tier III Interventions
(Behavior Support Plans based on Functional Behavioral Assessment)
Note Taker
Slide119Administrative Support
Attend meetings
Visible
support for decision-making process of teams
Allocates
resources for:
Delivery of interventions
Trainings in practices; meeting times
Slide120IPBS No-No’s
Admiring the problem
Blaming the student
Extended discussions of intervention possibilities we cannot
deliver
Who’s my
Process Monitor
?
It’s time to speak up
Slide121Old Model: SST/TAT
Jeremy is just not making progress. He is really defiant and refuses to follow direction.
He often seems really angry when he gets to school; do you think that plays into it?
Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him.
I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too.
I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….
I am in my happy place…
He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support
Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention.
ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it?
Slide122Team Work Tasks
Do you have an existing team focused on individual student behavior support in your school?
What are the merits/challenges of your existing process v. IPBS?
Would you like to? – or how can you?... shift the function of the team to be more effective and efficient?
What steps need to be taken?
Define a team meeting schedule for the current year & next year
Identify
Team
members, roles & responsibilities
Team Leader, Process Monitor, Note Taker
Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator
Slide123What Do We Need to Start?
Administrator
Orientation
Create a Team
Recruit personnel to fill team roles
Allocate resources for
interventions
Start w/ CICO & FBA/BSP
Team member
training
in processes and procedures -- data sources; forms; communication patterns; etc.
Coaching
Attend meetings to help team establish good meeting habits
Model skills
Trainings in practices
Slide124Obtaining/Maintaining Staff Buy-In
Staff Orientation
Clear, logical explanation of big ideas
Pre correct common misconceptions
Rapid
Response
Action within two weeks
Clear
Communication Patterns
Staff Meeting Agendas -- Summary of Current Status
Systematically seeking input
Slide125District Support
District Coach attends team meetings
Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year
Technical Assistance
Problem Solving
Modeling FBA’s
Link to district if additional resources are needed for implementation of support plans
Slide126Progress Monitoring Meeting
Student outcomes & fidelity of implementation
Tier 2 & 3 interventions
Slide127Processes
Meeting every 2 weeks throughout the year to Monitor Progress
Meeting
Structure
Template
Decision Making Framework
Flowchart
Slide128Screening Coordinator
Tier 2 Intervention Coordinator
Tier 3 Intervention Coordinator
Facilitator
Process Monitor
Notetaker
> 1 hour meeting
Review Tasks
Slide129Facilitator
Process Monitor
Notetaker
> 1 hour meeting
Review Tasks
Slide1301
st Review Tasks from Last Meeting
Slide131IPBS Meeting Evaluation
Slide132Activity
View the I-PBS team video
Score the I-PBS Meeting Review sheet based on the team IPBS meeting
Be ready to provide feedback re: the team’s performance
Slide133Tier 2 Systems
Decision Making
Slide134Tier 2 Intervention
Coordinator
> 1 hour meeting
Facilitator
Process Monitor
Notetaker
Slide135Tier 2 Intervention Coordinator
Review Data in Advance
Responders
Borderline
Non-Responders
Slide136% of Points Earned by Students on CICO in Last 2 weeksElementary School
% of Points Earned
Students
Who are the:Responders?Borderline?Non-Responders?
24 of 31 (77 %) students are responding to
CICO –
YAHOO!
Decision
:
Can we begin fading anyone off of intervention?
Considerations:Consistent successEnduring success (6 wks +)
Slide137CICO-SWIS
Dashboard
Systems Monitoring
CICO
Student Monitoring
CICO
2 of 4 RespondersJarvis – BorderlineBender – NonRespond
Next Question
Capacity v. Scale of Impact:
4 of 500 students on CICO
< 1% served
Slide138Sample Decision Rules
Stay as is:
< 6 weeks of success or upward trend
Borderline Responder (average 70-79%) = small change to intervention
Fading Support
1) Move to Self-management
> 6 weeks with 4 days per week of success.
2) Graduate off CICO
4-6 weeks of success on Self-management
Move to more intense support
2 weeks without improvement
Slide139% of Points Earned by Students on CICO in Last 2 weeksElementary School
% of Points Earned
Students
Who are the:Responders?Borderline?Non-Responders?
Decision
:
Try 2 more weeks?
Small intervention change?
Discuss for 2 minutes to make a Decision
Slide140Average Daily Points
CICO-SWIS
Borderline Responder
Slide141Student Count Report
Slide142Student Count Report
Next Mine the Data: Choose Student Period Report, then Student Single Period
Slide143Student Period Report
Slide144Student Single Period Report
Slide145Look at Individual Student graph for Targeted Student(s)
Slide146Were data collected?
YES
NO
Are goals being met?
Problem solve data collection—determine how to get dataCollect data for 2 weeks and reconvene
Celebrate and continueHave plan for fading
Is plan being implemented as designed?
YES
NO
Modify interventionConsider move to next level
Problem solve barriers to implementationCollect data and reconvene in 2 weeks
YES
NO
Slide147% of Points Earned by Students on CICO in Last 2 weeksElementary School
% of Points Earned
Students
Who are the:Responders?Borderline?Non-Responders?
Decision:
Student Centered team?
Small intervention change + 2 more weeks?
Discuss for 2 minutes to make a Decision
Slide148Slide149CICO Coordinator: Ensuring “Best Fit” & Fidelity
The effectiveness of implementation should be examined on a regular basis
Evaluation Questions:
Does the coordinator establish positive rapport with students?
Does the coordinator display effective behavior management skills?
Does the coordinator’s position allow all tasks to be completed in a timely manner?
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
Slide150IPBS Meeting Evaluation (cont.)
Slide151Activity
View the I-PBS team video
Score the I-PBS Meeting Review sheet based on the team IPBS meeting
Be ready to provide feedback re: the team’s performance
Slide152Systems Monitoring
Slide153Progress MonitoringSystems
No matter how good the intervention
No intervention works for
ALL
…. Even
CICO
It’s critical to track progress & Regularly evaluate:
benefit of Tier 2 interventions
Effective use of Tier 2 interventions
To do so… effective
Data
Systems
are needed:
See SWIS-CICO –
www.swis.org
Slide154Fidelity Measures
Formal Measures of Implementation
CICO Self Assessment
Benchmark of Advanced Tiers (BAT
)
Monitoring Advanced Tiers
Toos
(MATT)
IPBS Meeting Evaluation
Outcome Measures
# of students referred
# of student responding
Timely decisions for fading/escalating interventions
Slide155% of Points Earned by Students on CICO
Elementary School
6 of 13 (46 %) students are responding to CICO
% of Points Earned
Students
What action plan items would you suggest given this data?
Slide156% of Points Earned by Students on CICOElementary School
24 of 31 (77 %) students are responding to CICO
% of Points Earned
Students
What
Systems action
plan items would you suggest given this data?
Slide157Tracking Tool Tier 2
Slide158Tier 2 Tracking Tool
Elementary School of 515 student
What action plan items would you suggest given this data?
Slide159% of Points Earned x Students on
Tier 2 Interventions
6 of 13 (46 %) students are responding to Tier 2 Interventions
% of Points Earned
Students
Anger Mgmt Group
Anger Mgmt Group
Anger Mgmt Group
Anger Mgmt Group
CICO
CICO
CICO
CICO
CICO
CICO
CICO
Anger Mgmt Group
Anger Mgmt Group
What action plan items would you suggest given this data?
How about now?
Slide160Homework Club
What is the goal of the Tier 2 intervention?
What are the behavioral outcomes desired?
What are the academic outcomes desired?
How can you evaluate progress toward this goal in an observable/measurable way?
Slide161What would you measure to determine student success in Homework Club?
-for behavior? -for academic outcomes?
123456Be Safe212122Be Responsible -turned in Homework200121Be Respectful -on task, approp lang.201121
Slide162Team Task
Identify one of the group interventions for students with behavioral concerns at your school
Define the outcomes/goals of the intervention for students
Develop a plan for measuring and evaluating the outcomes of the intervention
Slide163CICO: Borderline Responders
Small Modifications or “Tweaks”
Slide164Tier 2 Assessment & Intervention
Universal
School-Wide AssessmentSchool-Wide Prevention Systems
Intensive Targeted
Student Referral Data (ODRs)
“Tweak”/ Small change to CICO
Basic CICO
Intervention
Assessment
Borderline Initial CICO Data
Slide165Small Changes“Tweaks”
In Progress Monitoring meetings – always weighing Minutes/Kid
Tweaks to the plan for
Borderline Responders
should only take a couple of “minutes”
Look at initial CICO data
Not an extensive discussion
Should have a menu of quick changes/ “tweaks”:
Change CICO mentor
Change incentives
Change/individualize goals
More frequent check-ins --
“Hair Club for Kids”
Reducing Goal temporarily – no less than 70%
Slide166Borderline Responder
Last 3 weeks -- 10 of 16 days over 80%,
but last 8 days -- 3 of 8 days over 80%
“just missing”… but downward trend
Good Candidate for a Small Change/ “Tweak”
In 2 minutes or less - Which change is most likely to work for this student?
Change (a) CICO mentor, (b) incentives, (c) individualize goals OR
(d) more
frequent
check-ins
Slide167Borderline Responder Look at Initial CICO data
Quick Check
:
Anything we can do about Period 3?
Slide168Ready to Make Quick Changes
Readiness – what needs to be ready to make these ‘quick’ changes?
Change/individualize goals
Need alternate point card readily available to individualize
Temporarily reduce Goals (no less than 70%)
Change
CICO mentor
Change incentives
Individualize incentives for the student
More frequent check-ins
Add Mid-Day Check-in & incentive
Hair Club for Kids
Need an adjusted point card?
Slide169Generic Point CardNo time spent individualizing
Slide170Individualized Point Card
Fill in more specific behaviors
Slide171Individualized Point Card
Robbie
Oct. 14
th
20--
Slide172More Frequent Check-Ins “CICO Hair Club for Kids”
Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period
Another Alternative – Create alternate card which breaks day into smaller intervals
Slide173Team Work Time
What ‘tweaks’ do you want to develop to be ready for borderline responders?
Adapt existing materials
and/or
Develop new materials
required to
make ‘tweaks’
readily available and accessible
?
UPDATE CHANGES INTO CICO HANDBOOK
Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in
less then 2 minutes
of discussion….
“Ready to Go”
intervention options/ “tweaks” will make this as easy as possible
Slide174Non-RespondersModified (Function-Based) CICO
Slide175Additional Tier 2 Interventions
Remember focus on Efficiency in Progress Monitoring Meeting
Minutes per Student
Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team
Trust the Process
Most difficult thing = not talking about a student before it’s time
Earn conversations in student centered teams
Slide176Tier 2 Assessment & Intervention
Universal
School-Wide AssessmentSchool-Wide Prevention Systems
Intensive Targeted
Student Referral Data (ODRs)
“Tweak”/ Small change to CICO
Basic CICO
Modified CICO Matched to Function
Intervention
Assessment
Borderline Initial CICO Data
Non-Responder Preliminary FBA
Slide177Non-Responder
Slide178Typical Reasons CICO may not be working for an individual student
Low fidelity of implementationThe student needs more instruction on how to use the programThe rewards are not powerful or desirable for the studentThe program does not match the function of the problem behaviorThe student requires more intensive, individualized support
Address
Implementation Issue
Individualize Tier 2
Escalate to
Tier 3 Support
Slide179Behavioral Explanations for “Why”
Don’t forget - From student’s perspective, problem behavior serves a
purpose
, such as…
Gaining attention
Gaining access to activities or tangible items
Avoiding or escaping from something student finds
unpleasant (e.g. difficult or undesired tasks)
Slide180Using Function of Behavior to Inform CICO Modifications
Individual Student Planning
Can use “Function of Behavior” to match students to appropriate version of CICO
Function-Based Assessment might include:
Data from ODRs “Possible Motivation”
Or Preliminary/Brief FBA
Slide181Slide182Minor – “Uh-Oh”
Slide183Preliminary FBA
Use existing data for preliminary FBA
ODR data
Identify function/motivation
Identify antecedents – time/location/persons involved, etc.
CICO data
Identify antecedents – time/location
Slide184Non-Responder
Preliminary FBA
Does this tell us anything about when/
where/ who is involved (antecedents)?
Slide185Preliminary FBA
Discipline Referral Summaries
Suspensions, detentions, office
referrals
Look for patterns
Triggers/Antecedents
Day of the week, Time of Day, Location, Students Involved
Behavior
Consequences/Function
Possible Motivation, Disciplinary Action, Administrative Decision
Slide186Student Referral Report - SWIS
DateStaffTimeLocationProlem BehaviorMotivationOthers InvolvedAdmin Decision102/08/114386612:15PMPlygdAgg/FightUnknown motPeersOut-sch susp201/28/11475221:30PMClassDisresptAvoid TaskTeacherDetention301/10/114752210:30AMClassDisresptAvoid TaskTeacherDetention412/18/10475229:30AMClassDisresptAvoid TaskTeacherDetention512/08/10475221:00AMClassDisresptAvoid TaskPeerDetention612/08/104752210:15AMClassDisresptAvoid TaskTeacherParent711/20/10475229:30PMClassDisresptAvoid TaskTeacherParent
Does this tell us anything about the function of student behavior?
How about when/ where/ who (
A
ntecedents)?
Slide187Team Work Time
Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetings
Remember decisions regarding small intervention changes should occur in
less then 2-3 minutes
of discussion….
What will it take to be efficient and
“Ready to Go”
with these discussions of function in the meeting
Slide188Advanced Applications of CICO Function-Based Modifications of CICO
Slide189Breaks Are Better Function = Escape Task (elem)
Justin Boyd
University of Oregon
Slide190Logic Guiding Breaks are Better
Children may benefit from taking small, appropriate breaks
If breaks are available, students may:
Engage in less escape-maintained problem behavior
Request breaks less often than escape-maintained problem behavior occurred
Increased reinforcement for:
Asking for assistance
Taking a break appropriately
Slide191CICO Modification ElementaryEscape Academic Task
Explicitly teach an alternative/replacement behavior (i.e., break requests)
Promote self-management by teaching students to “keep track” of their breaks
Establish & Teach teachers (and students) how this will look in the classroom
Make it feasible and sustainable for classroom teachers to implement
Slide192Breaks are Better Modifications
Prior to intervention:
Child & teacher identify appropriate “break” activities
Student is taught:
How to request a break
How to take a break
How to return to work
Points earned for:
Meeting academic-specific expectations
Asking for break appropriately or not needing a break
Weekly point total tied to
reinforcers
Slide193Sample Break Options & Rewards
Break OptionsMove to separate desk for quiet activityQuiet activity at deskDrawing Doodle on notebookStretch in backroomRun errand for teacher
Weekly Rewards
Computer time
Extra Recess
Coupon for bonus points on assignments
Coupons for buddy work
Coupon to make assignment shorter or easier
Library pass
Slide194Breaks are Better Card
Slide195Slide196Taking a Break in the Classroom
Slide197BrB: What does it look like in the School
School-level awareness
Yearly in-service on intervention
BrB
manual
Coordinator roles
Decisions about standard
BrB
Points for taking breaks appropriately
Points for using minimal breaks
How are goals set, points traded, for what?
Slide198BrB: What does it look like in the School
Coordinator roles
Introduce student to the intervention
Rationale
Card – how to get it, how to give it to teacher, receiving feedback
Practice taking breaks appropriately, what to do if teacher says no to a break
Parent meeting
Support to teachers
Materials are readily available
BrB
cards
Progress monitoring system
Rewards
Progress monitoring occurs weekly or bi-weekly
Slide199BrB: What it looks like for the Student
Coordinator introduces student to the intervention
Each Day
Meet w/ coordinator, review expectations, get a new card
In class, meet expectations, ask for breaks appropriately, cross off taken breaks
End of Day – meet w/ coordinator, review points
Evening - parent signature
Slide200Team Task
Discuss need & application of
Breaks Are Better
in your school
Steps to Develop/Implement
Assign a
BrB
Coordinator (same or different than existing CICO coordinator?)
Develop materials & process for
BrB
BrB
card
CICO procedures (coordinate w/ CICO?)
Develop processes for training Breads Are Better to:
Staff (What, Why, How?)
Students once referred (What, Why How?)
Identify referral process, data & decision rules for accessing
BrB
Slide201ABC: Academic Behavior CICO Function = Escape Task (MS)
Jessica
Turtura
University of Oregon
Slide202Logic Guiding ABC
Students benefit from organizational structure
More frequent and tangible reinforcement for:
Recording assignments
Completing in-class work & participating
Asking for help
Completing homework
Parental structure for homework completion:
Parents are aware of assignments
Parents check for completion
Slide203Academic focused CICO (Escape Tasks)Middle School
Morning Check-in
Students check-in with counselor
All homework completed? Prepared for the school day with all necessary materials?
Opportunity to complete unfinished homework and to gather materials
Daily point card and Homework tracker
Receive feedback each period about behavior during class (participation, staying on-task, completing work)
Record assignments on homework tracker
Afternoon Check-out
Check-out with counselor
Review point card and homework tracker
Does student know what is due tomorrow? Have all materials needed to complete assignments?
Home Component
Parents review daily feedback with student
Sign card to indicate if student has completed all homework
Slide204ABC Modifications
Prior to intervention – coordinator meets w/ parents
Morning Check-In: Assess & give bonus pts for:
Materials Ready & Homework Completed
Afternoon check-out: Check Tracker
Expectations focus on Academic Behaviors +
Add’l
Expectation of completing Tracker
Parent signature with focus on Homework Completion
Slide205ABC Point Card -- Front
Slide206ABC Point Card -- Back
Slide207ABC: What does it look like in School?
School level awareness
Yearly in-service on ABC
ABC Manual
Coordinator roles
Get student started on intervention
Parent meeting
Support teachers
Materials are readily available
ABC Cards
Progress Monitoring system
Rewards
Progress monitoring occurs weekly or every other week
Slide208ABC: What it looks like for the Student
Coordinator introduces student to intervention
Rationale
Card
how to get it, give it to teachers & receive feedback
How to record assignments
Each Day
Meet w/ Coordinator, review last night’s homework, get new card
In class, record assignments on tracker,
End of class – get teacher points & signature
End of day – meet w/ coordinator, review assignments
Evening – complete assignments, review w/ parents, parent signature
Slide209Team Task
Discuss need & application of
Academic Behavior CICO
in your school
Steps to Develop/Implement
Assign a ABC Coordinator (same or different than existing CICO coordinator?)
Develop materials & process for ABC
ABC card (align w/ existing CICO card as possible)
CICO procedures (coordinate w/ CICO?)
Develop processes for training ABC to:
Staff (What, Why, How?)
Students once referred (What, Why How?)
Identify referral process, data & decision rules for accessing ABC
Slide210Additional Modifications Function = Peer Attention Escape Adult Attn
Slide211Modifying CICOPeer Attention
Peer attention: Provide peer attention for meeting expectations
Check in & out with a peer (CICO graduate/alumni club) rather than adult
Earn incentives that provide rich opportunity for peer
atttention
Ex: Special lunch w/ 3 friends of your choice
Slide212Peer Attention
CICO Modification
32 points for 4 days = Student earns points toward
Lunch or event to which he can
invite 5 of his friends
(Peer Attention)
Slide213Avoid Adults
CICO Modification
32 points for 4 days =
Student earns 10 min. in library out of class of choice (adult-free time)
Do not check in with adult in am/pm;
unless
student IDs adult
Slide214So what CICO Modifications should we implement?
Use your school data on Function of Behavior (Possible Motivations) to help prioritize
Slide215SYSTEMS PLANNING
What might this School-wide data tell us about the needs for Tier 2 interventions in this school?
Middle School: Students w/ 2 + referrals
CICO
?
Slide216Team Task
Identify any modified CICO interventions you would like to develop
Use SW data on non-responders to guide decision making
Develop materials & plan for modified interventions
Escape Tasks
Breaks R Better (Elem)
Academic Behavior CICO (MS)
Peer Attention
Avoid Adults
Slide217Non-Responders Escalate to Tier 3
Slide218Tier 2 Assessment & Intervention
Universal
School-Wide AssessmentSchool-Wide Prevention Systems
Intensive Targeted
Student Referral Data (ODRs)
Refer to Tier 3 team: Practical FBA
“Tweak”/ Small change to CICO
Basic CICO
Modified CICO Matched to Function
Intervention
Assessment
Borderline Initial CICO Data
Non-Responder Preliminary FBA
Individualized Behavior Support Plan
Slide219Non-Responder
After multiple interventions, including match to function-based CICO
Tweak
ABC CICO
RTI
Time to move to Tier 3 Support
Slide220Non-Responders – escalate to Student Centered Team
FBA Team
Progress Monitoring Team
Plans SW & Class-wide supports
Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Sept. 1, 2009
Universal
SWPBIS Team
Tier II
Tier I
Tier III
Slide221Student Screening & Identification
Emphasize early identification
Slide222Universal ScreeningBefore the 1st Day of School
Review Data from last year
Your school data
And data on incoming students (if available)
Identify students who had Behavior Support Plans in place per IEP (or otherwise)
Prepare to implement BSP with necessary modifications from beginning of the school year
Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year
Slide223Previous Years Discipline data
Who had FBA/BSP’s last year?
Which students moved on? Which are returning this year?
Who needs to be on our radar from Day 1?
Decision Rule
Can we get data for our incoming class & new students?
Slide224At-Risk Students for early intervention
13 students had 8+ referrals last year
5 moved on to HS & 2 moved out of school
6 are returning
11 students had 5 to 7 referrals last year
4 left for HS & 1 moved out of school
6 are returning
Incoming students
1 with FBA/BSP
3 with 5+ referrals in elementary school
Slide225Returning Students (8+ referrals)
Three returning students had FBA/BSPs last yearStudents w/ 16, 11, & 10 referralsMake modifications to last years BSP & prepare to implement from beginning of school yearThese returning students did not have behavioral interventions in place last yearRobbie - 9 referrals last yearJaden - 8 referrals last yearJorge – 10 referrals last yearLogan – 11 referrals last yearGalen - 11 referrals last yearGet all 5 started on CICO during 1st week of school
Plan a
Check-In Event
(orientation) for students before the school year begins
Start Supports from the beginning of year –
NO WAITING TO FAIL!
Slide226Continuing Screening through the Year
I-PBS team
reviews student referral data every 2 weeks at each meeting
Many referrals might also go directly to the CICO manager
Develop
Decision
Rules
for continuing Student Identification through the year
Example
: Students
receiving 3
rd
referral or 2
nd
in a
month
Slide227Student Requiring Additional Support
For
most
students…
Start EARLY in the school year
Start
with Level 2 – Check-In/Check-Out
We want to do the smallest intervention that is likely to be effective for a student
There should be very little time (0-2 minutes) spent on assessment & selecting interventions at Level
2
Collect data for 2 weeks & make decision re: escalating intervention intensity
Slide228Team Tasks – Universal Screening
Develop a plan for
Universal Screening
to implement
before Day 1
of the school year:
Who will meet? when? & where?
What data will you use to ID students for intervention?
Develop
DECISION RULES
for identifying students:
At the beginning of the year?
On a continuing basis throughout the year
Using your current data, which students do you want to target for intervention NOW & Next Fall?
What interventions & activities will you implement to support these students from the beginning of the school year?
CICO
FBA/BSP
Other?
Slide229IPBS Meeting Evaluation (cont.)
Slide230Activity
View the I-PBS team video
Score the I-PBS Meeting Review sheet based on the team IPBS meeting
Be ready to provide feedback re: the team’s performance
Slide231Team Task
Finalize an action plan with clear next steps for developing and implementing a Tier 2 System of PBIS
Systems
Personnel, Resources, Staff-wide training
Data
Teaming process, data system, decision rules
Practices
CICO, tweaks, Advanced Implementation (
BrB
, ABC, etc.)