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Midwest PBIS Network� �PBIS Tier 2 Team Training:�Systems and Check In Check Out (CICO)��Day 1

2.22.26

PBIS

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UPDATED 08/12/25

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve social - emotional - behavioral and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

The Midwest PBIS Network (MWPBIS) is a non-profit organization of education and human services leaders advancing systems change in youth-serving settings.

MWPBIS partners with many agencies on advancing research to practice and establishing demonstrations to build local capacity for sustainable implementation. Our team provides local technical assistance resources, serves as a hub of the Center on PBIS for six states, and supports federal research and other grant-funded projects�

Learn more about us, the Center on PBIS, and the empirical evidence of PBIS at www.midwestpbis2.org/home/about-us

ABOUT

MIDWEST

PBIS

NETWORK

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Capacity Building Sequence

Feb 24-26

8am-noon

Tier 2 Networking Opportunities

April 13, 2026
May 4, 2026 (combined Tier 1/Tier 2)
SY26-27 dates to be announced

2 Virtual TA Scheduled by Request with your trainer

PBIS

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Acronyms – Beware!

SEB = Social, emotional, behavioral
CICO = Check-in, Check-out
TFI = Tiered Fidelity Inventory
DPR = Daily Progress Report

PBIS

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Overall Training Objectives

Systems:

Plan for establishing a Tier 2 Systems Team with efficient and effective operating procedures.

Data:

Establish effective data systems to drive decision making for both tier 2 systems and individual student response.

Practices:

Apply critical features for tier 2 behavioral interventions to install and implement Check-in, Check-out.

SYSTEMS

PRACTICES

DATA

OUTCOMES

Midwest PBIS Network 1/15/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

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Welcome!

Virtual Tier 2 Team Training Day 1

Time	Day 1	Day 2	Day 3
12-1:15	Overview of Tier 2 Systems	Level of Use & Practices Matched to Student Need	What comes next after CICO Accessing Tier 1 Supports
1:15-2:00	Critical Features of CICO	Development of CICO �	Professional Development
2:00-2:15	BREAK	BREAK	BREAK
2:15-3:45	Team Composition & Team Operating Procedures	Student Performance Data	Fidelity and Action Planning
3:45-4:00	Wrap-Up	Wrap-Up	Wrap-Up

PBIS

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Welcome!

Virtual Tier 2 Team Training Day 1

Time	Day 1	Day 2	Day 3
8:00-9:15	Overview of Tier 2 Systems	Team Operating Procedures	Student Performance Data: Monitoring Student Response
9:15-10:00	Tier 2 Intervention Critical Features	Level of Use & Practices Matched to Student Need	Accessing Tier 1 Supports & What comes next after CICO
10:00-10:15	BREAK	BREAK	BREAK
10:15-11:45	Team Composition	Student Performance Data: Development of DPR	Professional Development & Fidelity and Action Planning
11:45-12:00	Wrap-Up	Wrap-Up	Wrap-Up

PBIS

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Materials for the Training

9

Navigate to the day across the top

PowerPoint, resources, tools available on each page for the day

PBIS

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Tiered Fidelity Inventory (TFI)

Starting with the End in Mind��TFI provides a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of PBIS across all 3 tiers.

Both versions are available and reliable.

Version 2.1

Version 3.0

https://www.pbis.org/featured/tfi-3-implementation-resources

PBIS

Explain that we will use this to guide our work with Targeted/Tier II systems, but the training that we do will not be anchored specifically to these features as we will be training on only one Tier II CICO. However, many of these features will be installed through the implementation of CICO. Explain that we will have a second fidelity instrument for our work specific to the EBP CICO and it is called the CICO-FIM and we will explore this during the two day targeted team training.

Just as districts and schools engage in a continuous improvement cycle, so does the Center on PBIS. We revised the TFI 3.0 to more accurately align with Center on PBIS guidance on supporting classroom implementation, promoting family and student voice, integrating mental health and wellness, connecting crisis and emergency planning to schoolwide supports, and promoting equitable implementation.

�

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Tier 2 Systems & CICO Workbook

File > Make Copy
Rename
Share with your team

11

Tip: Use Interactive Table of Contents

PBIS

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Tier 2 Action Planning Workbook

Open Tier 2 Action Panning Workbook�
Save a copy to your drive/computer�
Identify note taker for school team

Welcome and Introductions: Tier II Team Training

Steps to Use Workbook

File
Make a Copy or Download As

PBIS

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Completing the Tier 2 TFI and action planning

1. Review Criteria

2. Self-Assess and record score

3. What are your next steps?

4. Who will do it?

5. By When?

6. How will you train and support the full staff?

1

2

3 & 6

4

5

Welcome and Introductions: Tier II Team Training

PBIS

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Create your own PBIS presentation as we go!

Assign a team member to gather the slides from each of the modules you want to use in your PPT presentation on PBIS to your staff. (A template is also provided on the website.)�
Include the data from your school�
Include implementation components developed by �the team (Daily Progress Report, CICO routine, Acknowledgement system, etc.)

Welcome and Introductions: Tier II Team Training

PBIS

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Tips for Breakout Room

You can Request Help from trainers.
You can leave room to come back to main room.
You can share your screen.
The chat is private within your breakout room.
You can download chat for your breakout room.

PBIS

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Let’s Connect�TEAMS

Say hello to your team
Assign roles for training:

Notetaker – Workbook Activities
Action Keeper – Document TFI Score & record action steps in workbook or your own template
Reporter – Report out to large group
PD Developer -- Pull slides for full staff

Organize Materials
What brought you to Tier 2 Team Training?

Reporter be prepared to share for your team.

PBIS

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Tier 2 School-Level Systems Guide

This practice guide assist school-level Tier 2 Teams or combined Advanced Tiers (Tier 2 and 3) Systems Teams, in developing foundational school-level system features to implement and sustain Tier 2 supports. These system features include procedures for teaming, defining characteristics of Tier 2 interventions, identifying students needing support, training and coaching staff, engaging students and families, and using data to evaluate overall effectiveness and individual student responsiveness to academic, social, emotional, and behavioral supports.

New Resource

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

https://www.pbis.org/resource/tier-2-school-level-systems-guide

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Overview: Tier 2 Systems

Purpose:

Prepare and plan for building systems

to support a continuum of Tier 2

interventions �

Outcomes:

Be able to define Tier 2 within the PBIS Framework
Understand how to layer a continuum of interventions
Identify and assess current implementation of Tier 2 interventions

Overview: Tier II Systems

PBIS

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What is Tier 2?

Systems and practices layered on Tier 1
Proactive interventions preventing intensive supports
Tier 2 supports provide a “higher dose”
Provided to small groups of students with similar needs and behavioral functions
Approximately 10-15% students needing Tier 2 support

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Data, System, Practice of Tier 2

Team based leadership & coordination
Ongoing training and coaching

Systems

Fidelity
Screening
Progress Monitoring

Data

Selection of evidence-based practices

Practices

Social, emotional, behavioral competence and academic achievement

Outcomes

Success for everyone

Equity

It is important to remember the five essential elements of the PBIS framework – systems, data, practices, outcomes, and equity when beginning work in systematizing Tier 2.

Systems will support how your Tier 2 social, emotional, behavioral supports operate. Systems support adults to implement.

Data is critical in ensuring Tier 1 fidelity is able and ready to support Tier 2 implementation. Data will also be critical in identifying and progress monitoring students' response to Tier 2 interventions.

Practices support students to be successful with social, emotional, and behavioral competencies. Your team will want to select and install a short menu of evidence-based practices that are contextually fit to the needs of your student population.

Outcomes – should support your team in prioritizing which interventions to install first and then monitor your school’s overall progress. For example, what is your school data indicating as big needs with targeted supports --- is it interventions to support students with problem solving skills because office discipline referrals/suspensions are high for physical aggression or maybe it is interventions to support students with internalizing behaviors based on universal screening data. Identifying your school’s target outcomes will make help make your Tier 2 installation a success.

And the final essential component is at the center and is it is equity. Equity ensures that all students can be successful with the supports put in place. It is critical to know that Tier 2 systems cannot address inequities at Tier 1.

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History of Tiered Framework

Professor of Special Education at University of Oregon
Assisted local school district in better allocation of resources
Help the education field shift from “remediation” to “prevention”
Using 3-tiered prevention model

https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

PBIS

Who knows or has a guess on what system outside of education the tiered logic originated?

Most literature suggests that the tiered logic originated within the public health system. Early in the 1900s public health officials were struggling to support the health of individuals at the whole population level. The medical researchers helped shift the focus to prevention of diseases knowing that most disease could be prevented. A common public health response to illustrate tiered framework logic is influenza. The focus of tier 1/universal supports is to prevent the disease --- common approaches for flu prevention are hand washing and coughing/sneezing into elbow – we see signs to remind us to use these practices. Tier 2/targeted supports reduces the chances of individuals contracting the condition --- common practice for flu is encouraging those with high exposure or compromised immune systems to receive flu vaccine. Tier 3/individualized is then reserved for individuals who have contracted the flu and are displaying severe responses.

This logic was transferred to education in a way to help school systems respond to student needs earlier and with more efficiency and effectiveness. How many of you would agree that you have limited resources (i.e., staff time, mental health supports) within your school?

Right, so the tiered framework assists schools to use their school and community data to allocate resources to establish a continuum of supports that is focused on prevention and early intervention for students.

https://sites.ed.gov/osers/2017/01/a-continuum-of-support-for-all/

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Multi-Tiered Practices means…

Tier 1 Prevention:

The core practices all staff use with all students…

Tier 2 Prevention:

Intensifying the Core Tier 1 practices (increased frequency, structure, and feedback) when more support is needed for specific skills…

Tier 3 Prevention:

Individualizing the core Tier 1 and Tier 2 practices…

Midwest PBIS Network 5-14-21

Adapted from: USDOE OSEP PBIS TA Center

… in order to achieve our [insert school-wide expectations here] and the social-emotional-behavioral success of our students and staff.

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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Tier 2 Intervention Categories

Practices

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

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It’s a shift from “how do we support Andrew”?

How do we set up structures and systems to help support the next 100 Andrews

TO

Why

PBIS

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Functions of Tier 2 Interventions

Practices

Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org

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TIER 2

Supports

Groups

Sample - Continuum of Supports

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

TF-CBT

CBT

Person Centered Planning

Pro Social Skills Group

Teaching Expectations

Daily Emotional Check-in

Problem Solving Skills Group

TIER 2

Complex Supports

Anger Management Group

Coping Cat

CBITS

FBA-BIP

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Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

EXPECTATIONS	1st block	2nd block	3rd block	4th block	5th block	6th block	7th block
Be Safe	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Respectful	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Be Responsible	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0	2 1 0
Total Points
Teacher Initials

Mark will keep hands to self

Mark will hold up a yellow card to indicate needing a break

Mark will fill out assignment notebook

“Individualized Student Card for Mark” �(FBA/BIP)

Replacement behavior

Possible behaviors taught in previous SAIG groups

“SEB Groups”

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

PBIS

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Tier 1 Fidelity

Data

Kittleman et al., 2022

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Overview: Tier I Team Training

PBIS

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Student Profile

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Overview: Tier II Systems

Overview Activity 1: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like? Where do you need Tier 2 Supports?

PBIS

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A Model For Timing the Implementation of Three Tiers of Support

Midwest PBIS Rev 9-22-21

This Model is Adapted From the following Research: Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2021). Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions

T1 Practices Organized

T1 Systems and Practices Fidelity

T1 Leadership & Readiness (Systems, Data)

T2 Leadership & Readiness (Systems, Data)

T2 Practices Organized

Fidelity of Implementation

T1 Capacity Building

T2 Capacity Building

T2 Systems and Practices Fidelity

T2 Practices re-booted

fidelity

T1 Fidelity

Timeline Milestones

T3 Leadership & Readiness (Systems, Data)

T3 Practices Aligned

T3 Capacity Building

T3 Readiness

T2 Fidelity

T1 Practices re-booted

Maintain T3 Legal Supports

In DRAFT

Slide Notes:

Lines on graph are conceptual, and do not represent data from the research publication.
Timeline represents milestones, rather than “years” of each tier, to help inform when to start readiness work on the following tier. For example, Tier 2 readiness (systems, data) may start while Tier 1 is moving toward fidelity.
Implementing new, and re-booting current Tier 2 practices should coincide with achieving Tier 1 fidelity.
While building the system at each tier, schools should continue to implement Tier 2/3 practices per federal legal requirements to support students with significant needs (e.g. FBA-BIPs).
Suggest to delay “starting” Tier 3 until after Tier 2, but not too long (e.g within 1-2 years), while at the same time ensuring individual student support practices continue to be in place per federal and best practice guidelines.

Key Research Messages:

Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2021). Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions

(Study of 776 schools in 27 states over three years.)

While building the system at each tier, schools should continue to implement Tier 2/3 practices per federal legal requirements to support students with significant needs (e.g. FBA-BIPs).
The MTSS aligned selection, organization, and restructuring for fidelity (where needed) of practices at each tier can follow the timeline above.
Higher staff perception of organizational health is associated with higher perception of administrator support for Tier 2 and 3 practices.
Schools with a 2-3 year lag between launching Tier 1 and Tier 2, compared to a 1-year lag, had significantly higher fidelity of Tier 2 implementation in year 1.
Finding suggest to Launch Tier 3 at least 1 year after year 2. Doing so results in higher Tier 2 in the first year.
Waiting 3 years or longer to launch Tier 3 after Tier 2 has significantly lower Tier 2 implementation cores three years later
No findings for impact on Tier 3 in the time between Tier 2 and Tier 3 launch

Author Comments (McIntosh):

Initial findings include:

Schools implementing Tier 1 systems with fidelity when launching Tiers 2 and 3 were more likely to implement Tier 2 and 3 systems with fidelity.
Majority of schools use a “standard protocol” Tier 2 approach, meaning that all students get CICO before Tier 3 support is considered (unless behavior warrants an exception).
Schools using a standard protocol approach had significantly higher fidelity of Tier 2 implementation than those using a “problem-solving” approach of selecting an intervention based on data.
Staggering implementation of Tiers 2 and 3 across multiple years led to stronger fidelity.

Further discussion: “While the research vantage point does not include context about these schools, it seems like launching Tier 2 as soon as (or just shortly after) schools are at fidelity at Tier 1 is a good general guideline. Schools that waited too long after that (or tried 2 and 3 at once) had worse outcomes. Note: there are likely other unmeasured factors at play (i.e. maybe delaying was due to conditions on the ground that also led to low implementation).

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Assess Current Status

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

Rev 4.1.21

Overview Activity 2:

Let’s Connect

PRACTICES List the Current Practices provided to all, groups, or individual students for support: e.g. Community-wide reinforcer for expectations, Check-in Check-out, etc.	FIDELITY Date and data last time the practice was checked for fidelity e.g. 9/14: 83% items in place	OUTCOMES Date and data last time student outcomes were reported e.g. 10/3: 78% (18/23) students achieving goal
Tier 1 – All settings and classrooms have positive rules aligned to SW expectations and posted	10/24 walk-through; 92% in place	10/24 84% of students knew the expectations, and could point to the rules
Tier 1 – Teachers teach the skill of the week 3 mornings each week	11/4 self-report: 72% in place	11/21: 18% reduction in behaviors related to the previous skill of the week (SWIS data)
Tier 1 – Teachers use specific praise for behavior at a 5:1 ratio to corrections	9/30 peer-observation: 54% in place	9/30: 12% of students earned an ODR in past 30 days
Tier 1 – Teachers use the 5 skills from our responding to problem behaviors routine	We haven’t
Tier 1 -
Tier 2 – Check-in Check-out	None	10/25: 40% on CICO earned goal
Tier 2 -
Tier 3 -
Tier 3 -

Plan to Report out:

A summary of what is in place and possible action steps.

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.6: Tier II Critical Features

PBIS

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TFI 2.6 Purpose & Outcomes

Purpose:

Ensure each Tier II Intervention includes the three critical features

Outcomes:

2.6 Tier II Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability (c) increased opportunity for feedback (e.g., daily progress report).
Define CICO through three critical features

TFI 2.6: Tier II Critical Features

PBIS

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Critical Features of Tier 2 Interventions

Practices

Additional instruction/time for student skill development

Additional structure/predictability

Increased opportunity for feedback (e.g., daily progress report)

Increased communication with families

Modifications to address a range of behavioral functions, mental health needs, or academic skills (Algozzine et al, 2019; Center on PBIS, 2025)

Keep these critical features in mind as we discuss CICO.

The third essential element in PBIS implementation is practices. This is what typically schools get excited about that makes them forget about establishing good systems and data that support quality implementation of interventions.

According to the Tiered Fidelity Inventory, all Tier 2 interventions should:

- Provide additional instruction and/or time for student skill development. The additional instruction is because ideally the skills being taught have already been taught to all students at Tier 1 and now some students will receive an extra dose of teaching for these skills at Tier 2.

- Provide additional structure and predictability – with Tier 2 interventions this often looks like scheduled time for connecting with additional adults in the school, a schedule for when students will receive instructional feedback from their teacher or maybe to self-monitor their own behavior, or when they might meet with a group of students for specific skill instruction

Increased opportunity for feedback – often at Tier 2 this is structured around the Daily Progress Report which is common component with Check-in, Check-out implementation. The DPR provides a schedule for when students will receive feedback from teachers. Feedback should look instruction through behavior specific praise and error correction.

Tier 2 interventions should also increase the frequency and specific communication with families around student skill development and progress. Creating opportunity for two-way communication and support for families to implement and reinforce the intervention at home.

Finally, the continuum of Tier 2 interventions available within a school should address a range of behavioral functions and mental health needs.

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What’s at the Core of CICO?

Higher doses of PRAISE (Behavior Specific Praise)
Error correction (specific and brief feedback)
Higher doses of positive adult attention

It is Tier 1 at a higher dose.

Overview: Tier II Systems

PBIS

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(Modified from Hawken, 2015)

Student Recommended for CICO

CICO Student, Family, and Staff Orientation Process Occurs

Caregiver

Connection & Encouragement

Regular Teacher(s)

Connection & Instruction

Afternoon

Check-out

Morning Check-In/

DPR Pick-up

CICO Coordinator

monitors individual student progress and applies data decision rules at least weekly

Exit / Graduate

Add Support

CICO Implementation Process

Continue

CICO

Overview: Tier II Systems

PBIS

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Morning Check-in�Facilitator Role

Morning Check-in
1. The CICO Facilitator positively acknowledges student/s at Check-in. �	Yes	No	Not Observed
2. The CICO Facilitator checks in on any home-school communication that the student brings.	Yes	No	Not Observed
3. CICO Facilitator gives student/s their daily progress report (DPR)	Yes	No	Not Observed
4. CICO Facilitator ensures student readiness and that they have the materials needed for their first class.	Yes	No	Not Observed
5. The morning check-in process is less than 2 minutes.	Yes	No	Not Observed

Let’s practice watching for key features:

https://www.youtube.com/watch?v=e2VE56hEumc – Prairie Trail morning check-in first minute

HS/MS Examples Morning Check-in:

https://www.youtube.com/watch?v=7rSNMC14Rq0

�

PBIS

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Teacher Connection & Instruction

Let’s Practice watching for critical features:

Milwaukee Public Schools

https://www.youtube.com/watch?v=gp3CnmsVTPA

- 6’16” – Teacher Feedback meeting expectations

- 7’38” – Teacher Feedback corrective feedback

Teacher Fidelity Checklist
1. Teacher positively acknowledges the student/s when they enter class and checks they have a Daily Progress Report card.	Yes	No	Not Observed
2. Teacher delivers timely and ongoing positive, specific feedback as expectations are demonstrated	Yes	No	Not Observed
3. Teacher delivers timely corrective feedback (what to do differently) if necessary	Yes	No	Not Observed
4. Teacher seeks out student/s to provide feedback using the DPR	Yes	No	Not Observed
5. Use school-wide expectation language when providing feedback	Yes	No	Not Observed
6. Points are documented according to the school’s scoring criteria	Yes	No	Not Observed
7. Teacher gives rationale for points earned	Yes	No	Not Observed
8. Feedback and instruction is kept brief	Yes	No	Not Observed
9. Teacher ends feedback with a positive.	Yes	No	Not Observed
10. If needed, the teacher prompts the student to check out with the Facilitator at the end of the day.	Yes	No	Not Observed

PBIS

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Afternoon Check-Out�Facilitator Role

Afternoon Check-out
5. CICO Facilitator provides verbal praise and reinforcer following the CICO system established by the Tier 2 Team	Yes	No	Not Observed
6. CICO Facilitator provides students with a home-school communication component.	Yes	No	Not Observed
7. CICO Facilitator completes the process for documenting student data.	Yes	No	Not Observed

Let’s practice watching for key features:

�https://www.youtube.com/watch?v=e2VE56hEumc –Prairie Trail check-out – 1’06”

https://www.youtube.com/watch?v=f8Jhy_LxWDk MPS –K thru 8 CICO

4’25” – check-out

PBIS

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What does CICO look like? Video Examples:

School Social Work. net �https://youtube/vP7GJ72UxsA�

1’35” – morning check-in
3’25” – teacher feedback
4’58” – check-out

https://www.youtube.com/watch?v=e2VE56hEumc – check-in – first 1 minute

Milwaukee Public Schools

https://www.youtube.com/watch?v=gp3CnmsVTPA

- 6’16” – Teacher Feedback meeting expectations

- 7’38” – Teacher Feedback corrective feedback

HS/MS Examples

Morning Check-in: 1 min or less https://www.youtube.com/watch?v=7rSNMC14Rq0
Teacher prompting student during class (@ 1’16”): https://www.youtube.com/watch?v=KT-S8wQrjUg
Teacher Giving Feedback at end of period (@ 2’15”): https://www.youtube.com/watch?v=AKwMbLNl_zI

Overview: Tier II Systems

PBIS

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Tips for Successful CICO Routine

Designate consistent location for check-ins and check-outs
Identify staff that can be consistent facilitators

Plan for facilitator absences

Plan for students with varying schedules (e.g., early dismissal, student is tardy)

This is a school-wide intervention. It may require systems change.

PBIS

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For Check In – Check Out

Establish a Routine
Identify an Acknowledgment System

TFI 2.7: Practices Matched to Student Need

TFI 2.8: Access to Tier 1 Supports

PBIS

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Where, When, How?

Check in and Check out happens at very start of the day before the academic day begins and at very end of the day before school is dismissed�
Centralized location: cafeteria, library, gym, etc.

Table set up to accommodate 10-15 students per facilitator�

Remember your numbers… if you have a school of 300, you can expect roughly 30 students will need this additional, low level support. �

Overview: Tier II Systems

PBIS

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Feedback Needs to Be Specific

Students need to know exactly why the points are being given.�
Someone should be able to ask a student “why did you get that 1 point today?”

Overview: Tier II Systems

“You did not have your book today so you have earned a 1 for Responsible. Please remember your book tomorrow.”

“You needed 1 reminder today to raise your hand in during math. That is a still a 2 for Respect as we do not expect anyone to be perfect.”

”You earned 0 points for Safe today because there were multiple instances of hands on others during reading, even after a calming break. Please remember our calm down strategies for keeping safe hands.”

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Adapting CICO

Guidance on Adapting CICO for Distance Learning
Adapt with critical features in mind:

Increased positive interactions with adults
Additional structure to the school day
Instruction and practice in self-monitoring behavior

https://www.pbis.org/resource/guidance-on-adapting-check-in-check-out-cico-for-distance-learning

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Behavior Specific Praise

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

Non-examples:

“Brian is sitting in his seat.”
Saying “good job” without connecting to school-rule.
Giving ticket without saying anything
Only giving a ticket for “above and beyond” behavior

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

The Wilson Way	Classroom Rules
The Wilson Way	Classroom Rules
Be Responsible	Stay on task Clean up area Apologize for mistakes
Be Respectful	Raise hand Listen to speaker Follow directions
Be Safe	Walk quietly Keep hands and feet to self

MS Before & After Video Example: �https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

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Steps to Specific and Contingent �Error Correction:

1. Respectfully address student

2. Describe inappropriate behavior

3. Describe expected behavior/rule

4. Link to school-wide expectation on Matrix

5. End with encouragement

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

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Critical Features of Tier 2 Interventions

Tier 2 Behavioral Interventions provide:

Additional instruction/time for student skill development,
Additional structure/predictability, and/or
Increased opportunity for feedback (e.g., daily progress report)
increased communication with families
include planned modifications to address a range of behavioral function, mental health needs, or academic skills

Let’s chat….

How do you see CICO meeting these critical features?

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TFI 2.6 Activity 1: �Aligning CICO to Critical Features

�

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.6 Tier 2 Critical Features: Tier II behavior support interventions provide (a) additional instruction/time for student skill development, (b) additional structure/predictability, and/or (c) increased opportunity for feedback (e.g., daily progress report).	• Universal lesson plans • Tier 2 lesson plans • Daily/weekly progress report • School schedule • School Tier 2 handbook	0 = Tier 2 interventions do not promote additional instruction/ time, improved structure, or increased feedback 1 = All Tier 2 interventions provide some but not all 3 core Tier 2 features 2 = All Tier 2 interventions include all 3 core Tier 2 features

TFI 2.6: Tier II Critical Features

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.6: Critical Features

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.6 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

Discuss in

breakout

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Report Out:�What do critical features look like, sound like?

Tier 2 Behavioral Interventions provide:

Additional instruction/time for student skill development,
Additional structure/predictability, and/or
Increased opportunity for feedback (e.g., daily progress report)
increased communication with families
include planned modifications to address a range of behavioral function, mental health needs, or academic skills

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Staff Utilization and Allocation

Purpose:

Consider staff resources and allocation. Recognize that social-emotional-behavioral-mental health needs can not all fall on one person or team of people.�

Outcomes:

Understand the role of clinicians (and others) in schools has been shifting for some time now
Consider job titles in the building that could be expanded to include different tasks/roles

Overview: Tier II Systems

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TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS!

A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building.

(Lewis, 2009)

Overview: Tier II Systems

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We are moving from clinicians being the only response to identified social emotional needs, to being social emotional leaders of the building.

TO

Helping to build the capacity of the rest of the staff

As you continue to develop Tier 2/3 levels of support, consider this:

Overview: Tier II Systems

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For Clinicians this means

More consulting with systems �at Tier 1
More coordinating of interventions and teams at Tier 2
Focusing on direct facilitation of student teams and individualized plans at Tier 3
Building the capacity of the rest of the school to be able to help support social/emotional needs at the Universal level
Helping the school teams use data for decision�making vs. using subjectivity

Overview: Tier II Systems

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So who else can facilitate some Tier 2 Interventions like CICO?

Anyone!

Librarian
Office worker/Secretary
Paraprofessionals
Teacher
Custodian
Resource officer
Cafeteria worker
Volunteers
Community Agency Partners

Ideally, have to be a part of the school community �and live and breathe in the building �EVERY DAY!

Overview: Tier II Systems

Facilitators Wanted!

�Candidates are: individuals who are exceptionally pleasant, like kids, and are willing to be a trusted adult

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Let’s Connect

Where might your system be with the idea of SEB is everyone’s job?

What might we need to do to engage additional staff?

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Tier 2 Professional Learning Roadmap

Teams
2.1	Team Composition
2.2	Team Operating Procedures
2.3	Screening
2.4	Request for Assistance

Interventions
2.5	Options for Targeted Interventions
2.6	Targeted Critical Features
2.7	Practices Matched to Student Need
2.8	Access to Tier 1 Supports
2.9	Professional Development

Evaluation
2.10	Level of Use
2.11	Student Performance Data
2.12	Fidelity Data
2.13	Annual Evaluation

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

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TFI 2.1 Purpose & Outcomes

Purpose:

Develop a tier 2 leadership team that is representative of your staff and stakeholders.

Outcomes:

2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs. �

TFI 2.1: Team Composition

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Team Based Leadership & Coordination

Systems

Overall Goal of Tier 2 Team = ensure students in need of supports beyond Tier 1 receive support proactively and effectively

2 Types of Meetings:

Systems

Install and monitor the implementation of Tier 2 interventions

Individual Student Support

Aims to implement and monitor individual student progress on Tier 2 interventions

What team might you already have in your school that could be expanded or modified?

Select Evidence-Based Interventions (practices)
Connect all interventions to Tier 1
Monitor the fidelity of each intervention
Monitor the use of all interventions
Monitor the outcomes of all interventions

Let’s look deeper at systems. Having a team to lead and coordinate Tier 2 is a key system component. CLICK

The goal of a Tier 2 Team is to ensure that students in need of support beyond Tier 1 can receive support proactively and effectively.

To accomplish this goal, it is recommended that schools prioritize time for two types of meetings or conversations. CLICK

The first type of conversation is focused on systems. This conversation selects an array of evidence-based interventions matched to your school’s student need. Then monitors overall fidelity and effectiveness of implementing the selected interventions and establishes a routines for problem solving barriers to implementation. For example, a common system team conversation is establishing strong data decision rules for entry and progress monitoring to reduce the amount of time needed for team-based problem solving by individual student. CLICK

The second type of conversation is for individual student support. This type of conversation is often present in schools prior to official installation of Tier 2. This conversation aims to match students to appropriate intervention, progress monitor student response and determine when to fade or intensify support – one student at a time.

Ideally strong systems conversations reduce the number or amount of time spent on individual student support conversations.

There is no research or evidence of one specific way for schools to organize teams across a continuum of support. Sometimes these meetings are the same team, sometimes separate. It is important to consider your own school context and start by assessing what is already in place before adding new. CLICK

Consider for a moment: What team might you already have in your school that could be expanded or modified? PAUSE for 20 secs

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Engage with school, family, and community to implement the core PBIS features of culturally responsive school-wide & classroom supports for students and staff:

Commitment to positive school climate
SEB Curriculum development and alignment
Professional Dev and Coaching
Data Systems for monitoring, evaluating, and dissemination

Uses data to select and progress monitor targeted intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 Systems

Tier 1

CICO

Continuum of SEB Groups / Complex SEB Groups

Modified CICO

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Instruction of skills, norms, and routines that model the SEB Expectations

Uses a team problem solving process (e.g., TIPS) to analyze the frequency, intensity, duration, and function of individual student data to match intervention to student need

Uses data to progress monitor individualized intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3

SEB Support

DRAFT Rev 1/5/23 MWPBIS

FBA-BIP

Person Centered Planning

SEB Skills Groups

Feedback and Acknowledgement System

System for Responding to Challenging Behavior

PBIS as the Interconnected Systems Framework

Continuum of Practices/ Interventions

Students’ Individual Support Teams

Individualized SEB Intervention

Systems

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators and/or facilitators, family, community, mental health partners

Members (functions) include: Administrator, Tier 2 Coach, Tier 3 Coach, Intervention Coordinators, clinician, staff voice, specific parent/caregiver and student, mental health partners

Language from Confidentiality Brief:

SEB Support Teams. SEB support teams (also known as problem-solving teams) comprised of selected members of the systems planning teams (e.g. school psychologists, behavior specialists, school and/or community social workers, teachers, coaches), design simple interventions for students who may not be making progress from small group interventions that have been implemented with fidelity for a pre-determined amount of time. Typically, these teams focus on one student at a time (20-30 minutes per student) as a simple individualized support plan is designed. That student’s teacher(s) and parent or caregiver, and community partners who are currently supporting the student would actively participate in the meeting, as well as the student when appropriate. For example, a student who has been part of a coping skills group for eight weeks where emotional regulation strategies are being taught is still visiting the nurse’s office frequently to escape instruction. The SEB support team would meet with the student’s teachers, family members, and other partners to review data, discuss the function of the behavior, and create an intervention plan to provide an additional layer of support for the student. It is likely that parental consent or consent of a student over the age of 18 will be needed as identified information is often shared.

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REMINDER!!�Don’t forget to consider your teams!

TFI 2.1: Team Composition

Think of 1 team in your building that could be collapsed or removed and write it in the Chat Box.

TFI 2.1 Activity 1: Teaming Working Smarter Matrix

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Tier 2 Team Composition

Roles Needed:

TFI 2.1: Team Composition

Tier 2 systems coordinator(s)/coach(es)
School administrator
Representative group of educators (e.g., grade level/departmental, general and special education, certified and non-certified)
Individuals able to provide:

Applied behavioral support
Mental health and trauma
Academic instruction
Coaching
Equity
Physical health and wellness (e.g. nurse, health teacher)

Who might this be?

Social Workers, psychologists, school counselors, etc.
Administrators
General Education Teachers
Special Education Teachers
Paraprofessionals
Specials teachers (music, PE, librarian, etc.)
Mental Health Agency partners
Student and family representation

TFI 2.1: Team Composition

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Defining Tier 2 �Roles & Responsibilities

Tier 2 Coach/Team Lead

Oversee and ensure fidelity of all Tier 2 interventions
Facilitate Tier 2 Systems Meetings
~ 5 hours / week

Intervention Coordinator

Oversee and ensure fidelity of one intervention
Monitors and reports data to Tier 2 Systems Team
~ 2-3 hours / week

Intervention

Facilitator

Deliver intervention with fidelity
Submit data to Intervention Coordinator
~ 1 hour / week

* One person could perform multiple roles. (i.e.: Coach & SEB Groups Coordinator or CICO Coordinator & CICO Facilitator)

TFI 2.1: Team Composition

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Document Roles & Responsibilities

Tier 2 Roles & Responsibilities

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PBIS 3 Tiered System of Support

Tier 2 Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

There is support and communication that travels between these roles�to ensure fidelity of implementation.

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But Wait....�We do not have that many people on staff!

In a school with large staff and student enrollment, this may be what your system looks like. Lots of people wearing one hat, but more time for each hat!�
However, in a smaller school, staff may wear multiple hats and roles may take less time.

TFI 2.1: Team Composition

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A Few Considerations...

As you design your system,

Take a look at what can come off of plates.

Assess what activities staff (i.e.: clinicians, librarians, interventionists, etc) currently spend time
Assess the outcomes of those activities
How might shifting their role to proactive measure change where time needs to be spent?

The time frames for roles are approximations.
Taking on multiple roles would most likely lower the approximation of each role.

For example, if one person is SAIG Coordinator and also facilitates 2 groups, they have less communication time for sharing data and problem solving fidelity.

TFI 2.1: Team Composition

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Building Leadership Team

Tier II Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

Intervention Coordinator

TFI 2.1 Activity 2:

Staff to Support Tier 2 Implementation

Facilitator

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TFI 2.1 Activity 3: �Define CICO Coordinator and Facilitator Responsibilities

Identify Person(s)	Responsibilities
Coordinator(s) for CICO: ��	��
Facilitators for CICO: �	�
Back-up Facilitators for CICO:	�

�

Tier 2 Roles & Responsibilities document to support

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TFI Self-Assessment

Self-Assess on the TFI
Enter your score on the TFI Tool in the front of the workbook

Features	Possible Sources	Criteria
2.1 Team Composition: Tier II (or combined Tier II/III) team includes a Tier II systems coordinator and individuals able to provide (a) applied behavioral expertise, (b) administrative authority, (c) knowledge of students, and (d) knowledge about operation of school across grade levels and programs.	• School organizational chart • Tier II team meeting minutes	0 = Tier II team does not include coordinator or all 4 core areas of Tier II team expertise 1 = Tier II team does not include coordinator and all 4 core areas of Tier II team expertise OR attendance of these members is below 80% 2 = Tier II team is composed of coordinator and individuals with all 4 areas of expertise, AND attendance of these members is at or above 80%

TFI 2.1: Team Composition

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In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.1: Team Composition

2. What is your current status?�(Score a 0, 1, or 2 in the TFI)

3. Review TFI 2.1 Activities

4. What action steps are needed?

5. When we come back together tomorrow, be ready to share one documented action item in Chat�

Discuss in

breakout

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WRAP UP

Questions, Follow-up, Final Comments

Wrap-up: Tier II Training

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What questions do you have?

What needs more clarity?

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Share with us: Poll Questions

What questions do you still have after today? Or what continues to need clarity?

What went well today to continue through the next two days?

What are opportunities to improve?

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Time	Day 1	Day 2	Day 3
12-1:15	Overview of Tier 2 Systems	Team Operating Procedures	Student Performance Data: Monitoring Student Response
1:15-2:00	Tier 2 Intervention Critical Features	Level of Use & Practices Matched to Student Need	Accessing Tier 1 Supports & What comes next after CICO
2:00-2:15	BREAK	BREAK	BREAK
2:15-3:45	Team Composition	Student Performance Data: Development of DPR	Professional Development & Fidelity and Action Planning
3:45-4:00	Wrap-Up	Wrap-Up	Wrap-Up

Tomorrow is going to be awesome

Day 2 Topics…

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Time	Day 1	Day 2	Day 3
8:00-9:15	Overview of Tier 2 Systems	Team Operating Procedures	Student Performance Data: Monitoring Student Response
9:15-10:00	Tier 2 Intervention Critical Features	Level of Use & Practices Matched to Student Need	Accessing Tier 1 Supports & What comes next after CICO
10:00-10:15	BREAK	BREAK	BREAK
10:15-10:45	Team Composition	Student Performance Data: Development of DPR	Professional Development & Fidelity and Action Planning
11:45-12:00	Wrap-Up	Wrap-Up	Wrap-Up

Tomorrow is going to be awesome

Day 2 Topics…

PBIS