2 Data Based Decision Making amp Advanced CICO Chris Borgmeier PhD Portland State University cborgmeipdxedu wwwtier2pbispbworkscom Complete the MATT SelfAssess Tier 23 Go to ID: 428065
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Tier 2+: Data Based Decision Making & Advanced CICO
Chris Borgmeier PhDPortland State Universitycborgmei@pdx.edu www.tier2pbis.pbworks.com Slide2
Complete the MATTSelf-Assess Tier 2/3
Go to www.pbisassessment.orgEnter your school codeReference the MATT handouts to guide you through questionsCoaches Interview Guide (pp. 2-5)Team Scoring Guide (pp. 6-10)
Enter scores into
www.pbisassessment.orgSlide3
Team TaskBased on the Self-Assessment & the MATT, where is your team at related to implementation of:
CICOTier 2 support & decision makingWhat action steps do you need to take to bolster CICO implementation?Slide4
Borderline Responders: Problem Solving
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 IIISlide5
Screening Coordinator
Tier 2 Intervention Coordinator
Tier 3 Intervention Coordinator
Facilitator
Process Monitor
Notetaker
> 1 hour meeting
Review TasksSlide6
IPBS Data Teaming Process
Decision Rule
Decision Rule
Decision Rule
Decision RuleSlide7
Were data collected?
YES
NO
Are goals being met?
Problem solve data collection—determine how to get data
Collect data for 2 weeks and reconvene
Celebrate and continue
Have plan for fading
Is plan being implemented as designed?
YES
NO
Modify intervention
Consider move to next level
Problem solve barriers to implementation
Collect data and reconvene in 2 weeks
YES
NOSlide8
CICO: Borderline Responders
Small Modifications or “Tweaks”Slide9
Tier 2 Assessment & Intervention
Universal
School-Wide Assessment
School-Wide Prevention Systems
Intensive
Targeted
Student Referral Data (ODRs)
“Tweak”/ Small change to CICO
Basic CICO
Intervention
Assessment
Borderline
Initial CICO Data
Slide10
Small Changes“Tweaks”
In Progress Monitoring meetings – always weighing Minutes/KidTweaks 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 -- “adding hair”Slide11
Borderline 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-insSlide12
Borderline Responder Look at Initial CICO data
Quick Check
:
Anything we can do about Period 3?Slide13
Ready to Make Quick Changes
Readiness – what needs to be ready to make these ‘quick’ changes?Change/individualize goalsNeed alternate point card readily available to individualizeChange CICO mentorAdd Mid-Day Check-in & incentive
Change incentives
Individualize incentives for the student
More frequent check-ins
With teacher? With CICO Specialist?
Need an adjusted point card?Slide14
Generic Point CardNo time spent individualizingSlide15
Individualized Point Card
Fill in more specific behaviorsSlide16
Individualized Point Card
Robbie
Oct. 14
th
20--Slide17
More 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 Slide18
Team 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 possibleSlide19
Non-Responders
Modified (Function-Based) CICOSlide20
Additional Tier 2 Interventions
Remember focus on Efficiency in Progress Monitoring MeetingMinutes per StudentAlternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team Trust the ProcessMost difficult thing = not talking about a student before it’s timeEarn conversations in student centered teamsSlide21
Tier 2 Assessment & Intervention
Universal
School-Wide Assessment
School-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 FBASlide22
Non-ResponderSlide23
Typical 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
student
The program does not match the function of the problem behavior
The student requires more intensive, individualized support
Address
Implementation Issue
Individualize Tier 2
Escalate to
Tier 3 SupportSlide24
Behavioral Explanations for “Why”
Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…Gaining attentionGaining access to activities or tangible itemsAvoiding or escaping from something student finds
unpleasant (e.g. difficult or undesired tasks)Slide25
Using Function of Behavior to Inform CICO Modifications
Individual Student PlanningCan use “Function of Behavior” to match students to appropriate version of CICOFunction-Based Assessment might include:Data from ODRs “Possible Motivation”Or Preliminary/Brief FBASlide26Slide27
Minor – “Uh-Oh”Slide28
Preliminary FBAUse existing data for preliminary FBA
ODR dataIdentify function/motivationIdentify antecedents – time/location/persons involved, etc.CICO dataIdentify antecedents – time/locationSlide29
Non-Responder
Preliminary FBA
Does this tell us anything about when/
where/ who is involved (antecedents)?Slide30
Preliminary FBA
Discipline Referral SummariesSuspensions, 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 DecisionSlide31
Student Referral Report - SWIS
Date
Staff
Time
Location
Prolem
Behavior
Motivation
Others Involved
Admin Decision
1
02/08/11
43866
12:15PM
Plygd
Agg/Fight
Unknown mot
Peers
Out-
sch
susp
2
01/28/11
47522
1:30PM
Class
Disrespt
Avoid Task
Teacher
Detention
3
01/10/11
47522
10:30AM
Class
Disrespt
Avoid Task
Teacher
Detention
4
12/18/10
47522
9:30AM
Class
Disrespt
Avoid Task
Teacher
Detention
5
12/08/10
47522
1:00AM
Class
Disrespt
Avoid Task
Peer
Detention
6
12/08/10
47522
10:15AM
Class
Disrespt
Avoid Task
Teacher
Parent
7
11/20/10
47522
9:30PM
Class
Disrespt
Avoid Task
Teacher
Parent
Does this tell us anything about the function of student behavior?
How about when/ where/ who (
A
ntecedents)?Slide32
Team Work Time
Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetingsRemember 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 meetingSlide33
Advanced Applications of CICO
Function-Based Modifications of CICOSlide34
Breaks Are Better
Function = Escape Task (elem) Justin BoydUniversity of OregonSlide35
Logic Guiding Breaks are Better
Children may benefit from taking small, appropriate breaksIf breaks are available, students may:Engage in less escape-maintained problem behaviorRequest breaks less often than escape-maintained problem behavior occurredIncreased reinforcement for:Asking for assistanceTaking a break appropriatelySlide36
CICO Modification Elementary
Escape Academic TaskExplicitly 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 implementSlide37
Breaks are Better Modifications
Prior to intervention:Child & teacher identify appropriate “break” activitiesStudent is taught:How to request a breakHow to take a breakHow to return to workPoints earned for:Meeting academic-specific expectations
Asking for break appropriately or not needing a break
Weekly point total tied to
reinforcersSlide38
Sample 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 passSlide39
Breaks are Better CardSlide40Slide41
Taking a Break in the ClassroomSlide42
BrB: What does it look like in the School
School-level awarenessYearly in-service on interventionBrB manualCoordinator rolesDecisions about standard BrB
Points for taking breaks appropriately
Points for using minimal breaks
How are goals set, points traded, for what?Slide43
BrB: What does it look like in the School
Coordinator rolesIntroduce student to the interventionRationaleCard – how to get it, how to give it to teacher, receiving feedbackPractice 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-weeklySlide44
BrB: What it looks like for the Student
Coordinator introduces student to the interventionEach DayMeet w/ coordinator, review expectations, get a new cardIn class, meet expectations, ask for breaks appropriately, cross off taken breaksEnd of Day – meet w/ coordinator, review pointsEvening - parent signatureSlide45
Team TaskDiscuss need & application of
Breaks Are Better in your schoolSteps to Develop/ImplementAssign 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
BrBSlide46
ABC: Academic Behavior CICO
Function = Escape Task (MS) Jessica TurturaUniversity of OregonSlide47
Logic Guiding ABC
Students benefit from organizational structureMore frequent and tangible reinforcement for:Recording assignmentsCompleting in-class work & participatingAsking for helpCompleting homeworkParental structure for homework completion:Parents are aware of assignments
Parents check for completionSlide48
Academic 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 homeworkSlide49
ABC Modifications
Prior to intervention – coordinator meets w/ parentsMorning Check-In: Assess & give bonus pts for: Materials Ready & Homework CompletedAfternoon check-out: Check TrackerExpectations focus on Academic Behaviors + Add’l Expectation of completing Tracker
Parent signature with focus on Homework CompletionSlide50
ABC Point Card -- FrontSlide51
ABC Point Card -- BackSlide52
ABC: What does it look like in School?
School level awarenessYearly in-service on ABCABC ManualCoordinator rolesGet student started on interventionParent meetingSupport teachers
Materials are readily available
ABC Cards
Progress Monitoring system
Rewards
Progress monitoring occurs weekly or every other weekSlide53
ABC: What it looks like for the Student
Coordinator introduces student to interventionRationaleCardhow to get it, give it to teachers & receive feedbackHow to record assignmentsEach DayMeet 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 signatureSlide54
Team TaskDiscuss need & application of
Academic Behavior CICO in your schoolSteps to Develop/ImplementAssign a ABC Coordinator (same or different than existing CICO coordinator?)Develop materials & process for ABCABC 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 ABCSlide55
Additional Modifications
Function = Peer Attention Escape Adult Attn
Slide56
Modifying CICO
Peer AttentionPeer attention: Provide peer attention for meeting expectationsCheck 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 choiceSlide57
Peer 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)Slide58
Avoid 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 adultSlide59
So what CICO Modifications should we implement?
Use your school data on Function of Behavior (Possible Motivations) to help prioritizeSlide60
SYSTEMS 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
?Slide61
Team TaskIdentify any modified CICO interventions you would like to develop
Use SW data on non-responders to guide decision makingDevelop materials & plan for modified interventionsEscape TasksBreaks R Better (Elem)Academic Behavior CICO (MS)Peer Attention
Avoid AdultsSlide62
Systems MonitoringSlide63
Progress MonitoringSystems
No matter how good the interventionNo intervention works for ALL…. Even CICOIt’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.orgSlide64
Fidelity Measures
Formal Measures of ImplementationCICO Self AssessmentBenchmark of Advanced Tiers (BAT)IPBS Meeting EvaluationOutcome Measures# of students referred# of student respondingTimely decisions for fading/escalating interventionsSlide65
% 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?Slide66
% 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?Slide67
Tracking Tool Tier 2Slide68
Tier 2 Tracking Tool
Elementary School of 515 student
What action plan items would you suggest given this data?Slide69
% 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?Slide70
Homework ClubWhat 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?Slide71
What would you measure to determine student success in Homework Club?
-for behavior? -for academic outcomes?
1
2
3
4
5
6
Be Safe
2
1
2
1
2
2
Be Responsible
-turned in Homework
2
0
0
1
2
1
Be Respectful
-on task, approp lang.
2
0
1
1
2
1Slide72
Team TaskIdentify one of the group interventions for students with behavioral concerns at your school
Define the outcomes/goals of the intervention for studentsDevelop a plan for measuring and evaluating the outcomes of the interventionSlide73
Non-Responders
Escalate to Tier 3Slide74
Tier 2 Assessment & Intervention
Universal
School-Wide Assessment
School-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 PlanSlide75
Non-Responder
After multiple interventions, including match to function-based CICO
Tweak
ABC CICO
RTI
Time to move to Tier 3 SupportSlide76
Non-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 IIISlide77
Team TaskIdentify any modified CICO interventions you would like to develop
Use SW data on non-responders to guide decision makingDevelop materials & plan for modified interventionsEscape TasksBreaks R Better (Elem)Academic Behavior CICO (MS)Peer Attention
Avoid Adults