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

2.24.26

PBIS

Check-in

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What number might you be today?

PBIS

Staying Organized….

Reminders:

• Materials for today
• Roles for the training
1. Notetaker – Workbook Activities
2. Action Keeper – Document TFI Score & record action steps in workbook or your own template
3. Reporter – Report out to large group
4. PD Developer -- Pull slides for full staff

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PBIS

Welcome!

Virtual Tier 2 Team Training Day 2

PBIS

Welcome Back!

Virtual Tier 2 Team Training Day 2

PBIS

Let’s Check-In

• Which of the following is NOT one of the critical features of Tier 2 behavioral interventions as defined by the TFI?

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• T or F: The purpose of the Tier 2 Systems conversation is to monitor each student’s individual progress on CICO.

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• Practice using Error Correction and BSP in chat

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PBIS

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.

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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!

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

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PBIS

Steps to Specific and Contingent �Error Correction:

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.”

PBIS

Tier 2 Professional Learning Roadmap

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

PBIS

TFI 2.2�Purpose & Outcomes

Purpose:

Establish procedures to support efficient and effective team operation.

Outcomes:�

• 2.2 Team Operating Procedures: Tier II team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.

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PBIS

Tier 2 Team Roles

Roles Needed:

• Administrator
• Facilitator
• Team leader / Tier 2 Coach
• Minute Taker
• Data Analyst
• Intervention coordinator(s)
• Active Team Member
• Tier 1 Coach

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** Assign back-up for each role.

TFI 2.2: Team Operating Procedures

Typically not

an administrator

PBIS

Tier 2 Facilitator Role�Team Leader / Coach

Preferred Skills:

• Ask questions that lead to solutions
• Encourage active participation
• Provide feedback

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PBIS

Tier 2 Minute Taker Role

Preferred Skills:

• Listening and summarization
• Ask clarifying questions
• Fluent with your meeting forms and technology

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PBIS

Tier 2 Data Analyst Role

Preferred Skills:

• Asks analytic questions
• Access to tier 1 and individual student intervention data

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PBIS

TFI 2.2 Activity 1: Identify Team Member Roles

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PBIS

Improving Decision Making

OLD Way

NEW Way

PBIS

TIPS at Tier 2

Meeting Foundations

Problem Solving Process

PBIS

Sample Tier 2 Agenda

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

PBIS

Meeting Logistics and Roles

(TFI 2.2)

Team Members and Attendance

(TFI 2.1)

Agenda items for next meeting (TFI 2.2)

Schedule for Monitoring Overall System Effectiveness

(TFI 2.13)

Request for Assistance Summaries

(TFI 2.4)

Today’s Agenda items (TFI 2.2)

PBIS

Tracking Intervention Progress Monitoring

(e.g., students experiencing success)

(TFI 2.11)

Precision Problem Statement

(TFI 2.11)

PBIS

Precision Problem Statement

(TFI 2.11)

Organizational Housekeeping Items

Meeting Evaluation

PBIS

TFI 2.2 Activity 2: �Develop Meeting Procedures

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PBIS

TFI Self-Assessment

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

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

PBIS

In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

• TFI 2.2: Team Operating Procedures

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

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3. Review TFI 2.2 Activities

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4. What action steps are needed?

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

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PBIS

TFI 2.10�Purpose & Outcomes

Purpose:

Design a system a) to ensure students have early access to interventions and b) that allocates resources for efficient response.

Outcomes:�

• 2.10 Level of Use: Team follows written process to track proportion of students participating in Tier 2 supports, and access is proportionate.

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PBIS

Data-Based Decision Making�Numbers to Keep in Mind

• 80-90%: Percent of total population whose needs will be met by Tier 1 alone

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• 5-15%: Percent of total population expected to need and be supported by Tier 2 interventions�
• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions�

PBIS

Why do you want 5-10% on CICO?

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• Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support

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• CICO will be a layered support --- students in groups or with FBA-BIP can still benefit in CICO.

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• Teachers to request assistance and utilizing highly efficient, low-level school-wide interventions

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PBIS

Let’s Connect in Chat

• What is your total student �enrollment?�
• What is 10% of your total school enrollment?
• That is the number of students your CICO should be able to support at any given time�
• Do the math and type your number into the chat box.

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PBIS

Tier 2 / Tier 3 Tracking Tool

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Tier 2 / Tier 3 Tracking Tool –�Google Sheet Version

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TFI 2.11 - Student Performance Data

TFI 2.10 – Level of Use

https://docs.google.com/spreadsheets/d/16Or3ThwymLJhKc8HsEmIiNYAVQiNtBTPGydbGQNSVZY/edit?usp=sharing

The October Catch

• 50% of students who had 6 or more ODRs by end of year had 2 ODRs by end of October

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• Interrupt the referral pattern with intervention

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• Students who need support should be in an intervention by Halloween. --- Rob Horner

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Target goal = have 10% of students supported by Tier 2 interventions by October

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PBIS

TFI 2.10 Activity 1: �Developing System for Level of Use

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PBIS

TFI Self-Assessment

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

TFI 2.1: Team Composition &

TFI 2.2: Team Operating Procedures

PBIS

In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

• TFI 2.10 – Level of Use

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

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3. Review TFI 2.10 Activities

TFI 2.10 Activity 1: Developing a System for Level of Use

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4. What action steps are needed?

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

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PBIS

Tier II Professional Learning Roadmap

PBIS

TFI 2.7 Purpose & Outcomes

Purpose:

Align Tier 2 interventions with behavioral function and develop a system to ensure interventions are matched to student need.

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Outcomes:

• 2.7 Practices Matched to Student Need: A formal process is in place to select Tier 2 interventions that are (a) matched to student need (e.g., behavioral function), and (b) adapted to improve contextual fit (e.g., culture, developmental level). �

TFI 2.7 Practices Matched to Student Need

PBIS

CICO Implementation for Common Functions of Behavior

Function

Systems

TFI 2.7: Practices Matched to Student Need

Appendix C TFI 3.0

PBIS

Is CICO Trauma Informed?

• Relationship
• Morning and afternoon CICO facilitator
• Scheduled feedback from teacher
• Behavior Specific Praise
• Higher dose of Skill Teaching
• Feedback on school-wide expectations
• Safety, Consistency, Predictability
• Consistent person to begin and end the day
• Scheduled feedback
• Regulation
• All students in CICO select a regulation activity from short list each morning
• Some (Modified CICO) check-in with special facilitator who l�leads a body scan with students before going to class

TFI 2.7: Practices Matched to Student Need

PBIS

Messages on Continuum of Interventions

• Start with low level tier 2 intervention such as, Check-in, Check-Out
• Daily Progress Report card will support layering up of interventions
• Small group instruction on specific skill sets
• Social, coping, problem solving etc. skills as low level generic, higher frequency dosage of teaching
• Skills are layered into DPR
• Small group instruction to address a specific identified need
• Use of screening, expanded data, referral

Daily Progress Report (DPR) Sample�

NAME:______________________ DATE:__________________

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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

General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In, Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

SEB Skills Group

Other

Complex SEB Group

Individualized Team Development:�FBA-BIP�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

&/or

Individualized Mental Health Intervention

v1.23.23

PBIS

TFI 2.7 Activity 1: �Assessing Critical Features and Function�

TFI 2.7: Practices Matched to Student Need

PBIS

TFI Self-Assessment

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

TFI 2.7: Practices Matched to Student Need

PBIS

In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

• TFI 2.7: Practices Matched to Student Need

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

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3. Review TFI 2.7 Activities

TFI 2.7 Activity 1: Assessing Critical Features and Functions

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4. What action steps are needed?

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

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PBIS

Tier 2 Professional Learning Roadmap

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

PBIS

TFI 2.3 & 2.4 Purpose & Outcomes

Purpose:

Develop a process to identify students in need of Tier 2 supports, including a system for staff, families, and students to specifically ask for support.

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Outcomes:

• 2.3 Screening: Tier 2 team uses decision rules and multiple sources of data (e.g., ODRs, academic progress, screening tools, attendance, teacher/ family/student nominations) to identify students who require Tier 2 supports.
• 2.4 Request for Assistance: Tier 2 planning team uses written request for assistance form and process that are timely and available to all staff, families, and students.

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

PBIS

Let’s Connect

• How do students currently access tier 2 SEB supports in your building?
• Are there specific data sources (e.g., ODRs, suspensions, attendance) monitored?
• Does a team of people come together to make the decision?

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Key Components of a Single Request for Assistance Process

• There is a continuum of interventions beyond Tier 1 defined that represents both school-based and community-based interventions.

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• There are data decision rules (e.g., data source and thresholds) in place for each intervention to identify when students might receive additional support to ensure early access.

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• One Request for Assistance form for all providers (e.g., school and community based) that families, students, and teachers may complete if a student is displaying a need not identified by data.

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• Defined routines and procedures outlining who is responsible, and what actions must occur, to efficiently connect students to the full continuum of interventions.

PBIS

What are data decision rules?

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• Identify expanded data sources and thresholds for matching student need to intervention

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• Include rules for how students:
• How students are identified to begin intervention (IN)
• How student data will be monitored for progress during intervention (ON)
• When student will be successful to fade to lower intervention (OUT)

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Why are Data Decision Rules helpful?

• Promote earlier student access to intervention
• Increase efficiency to monitor progress
• Reduces disproportionate placements
• Increases efficiency to identify students and monitor progress
• Prioritizes outcomes over access to intervention

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Consider Multiple Data Points

Consider what data is collected at Tier 1 and ready to support in identifying students for Tier 2.

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

• Expand beyond traditional discipline data (e.g., ODRs, suspensions)
• Include time out of instruction indicators:
• Attendance, nurse visits, counselor requests, hall passes
• Multiple data sources help identify a range of SEB needs

PBIS

Ensure Quality Data

Select data sources that:

• Have clear procedures for data entry
• Are entered consistently across staff
• Can generate easy-to-access reports 

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These indicators will not only support consistent student identification, but also ongoing progress monitoring.

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PBIS

Data Thresholds�Important Considerations

• Aim for early identification
• Ensure students receive support as soon as need emerges
• Set thresholds for early access to intervention
• Example: A student with three suspensions likely needs more than a low-level Tier 2 support. A bandage won’t fix a broken ankle. 
• Local context matters
• Student populations vary and risk levels look different from school to school
• Data collection practices differ
• Some schools rarely document administrator-managed behaviors, while others document consistently
• Making thresholds differ, even when data sources are the same
• Exceptions to the rules. 
• Example: A student that moves into your building with high frequency and intensive behaviors likely needs to be matched to a higher-level Tier 2 or Tier 3 intervention.

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PBIS

Data-Based Decision-Rules: �Sample to Consider

a) Identification for CICO (IN):

• Student is identified by meeting one of the following criteria:
• 2 or more ODRs,
• 2 unexcused absences,
• 2 incomplete homework assignments,
• Request from family or school staff, etc.

b) Progress-monitoring (ON):

• DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT):

• Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance or homework concern. Student may be transitioned into being a CICO student mentor.

PBIS

Consider Multiple Data Points

Traditional:

• Minor Discipline Referrals
• Office Discipline Referrals
• In-School / Out-School Suspension
• Loss of instructional time
• Visits to nurse, counselor, secretary, administrator
• GPA
• Benchmark Testing
• Incomplete classwork / homework
• Unexcused Absences
• Tardies
• Students new to your school
• Family, Teacher, or Student Referral

Considerations for Data Points for Distance Learning:

• ODRs – redefine problem behavior and process for responding
• Lack of engagement in instruction (example next slide)
• Family/student wellness check-ins (example upcoming slide)
• Support stronger request for assistance
• When might a teacher be concerned?
• Do students/families know about supports in place for students to access?

REMOTE

IN-PERSON

PBIS

CONSIDER THE NEED FOR� DECISION RULE EXCEPTIONS

• Remember there is a need to have exceptions for extenuating circumstances (we have to have rules so we can have exceptions, otherwise everything ends up being an exception).

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• CICO continues to be the first line of defense, however there are exceptions/times when it’s not enough

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• We are sharing examples, considerations, things to think about, ways to think about exceptions

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• There are sometimes kids who already have IEP’s but haven’t had access to interventions outside of the IEP system/structure.

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• Not about creating new decision rules

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• Consider using multiple data points

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PBIS

TFI 2.3 Activity 1�CICO Entrance Criteria

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PBIS

USING UNIVERSAL SCREENING DATA

PBIS

Considerations for getting started with Universal Screening

• Have tier two interventions in place prior to doing a screening

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• District level initiative
• Selection of Universal Screener
• Consent
• Process/Procedures for implementing
• How often
• Who is going to screen

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PBIS

Data-Based Decision-Rules: �Sample to Consider

1. Identification for CICO (IN):

Student is identified by one of the following data criteria:

• Moderate elevation in one domain on universal screener
• 2 or more ODRs
• 10% out of class time
• Request for assistance from student, staff or family

b) Progress-monitoring (ON):

• DPR data is collected daily & reviewed every other week. DPR daily percentage is trending upward and ODRs/time out of class trending downward.

c) Exiting/transitioning (OUT):

• Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or time out of class for 3 weeks. Student will begin the fading process.

Planning Ahead at Tier 2 �for your Universal Screening Data

You know you are doing universal screening in September. Therefore, your PROBLEM-SOLVING TEAM schedules a half day meeting in early October to

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• Discuss aggregate universal screening results (e.g., classrooms, grade level)

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• Apply data decision rules of what to do for youth who are elevated on the screener (does anything need to change)

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• Problem solve around some individual youth who have the highest-level needs based upon the screener

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PBIS

Universal Screening Resources

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www.pbis.org

https://smhcollaborative.org/universalscreening/

PBIS

REQUEST FOR ASSISTANCE PROCESS

PBIS

Let’s Connect

• Do you currently have a procedure for staff, families, and/or students to request support?
• Is there more than one procedure (e.g., one for social worker, one form for problem solving team)?
• Is the request for assistance form easy to complete?
• What are the procedures for submitting the form?
• How can students, families submit form? Does the form need to be translated?
• What is the response time between submission to student and staff receiving supports?

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Language Shift�within an Integrated System

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Referral process transfers the responsibility and ownership for student’s mental health interventions to a separate person or system.

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Hand-off approach

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Request for assistance process places decisions about all interventions within a single set of blended teams.

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Shared decision making

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Considerations for RFA Process

• Anyone should to be able to Request for Assistance at any time.
• Students, Staff, Families
• Anywhere there is a mention of support, link to RFA form (e.g., family newsletters, virtual ‘break rooms’ for students)

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• Ideally data is identifying most students early and RFAs decline

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• Creates efficient process to match student to intervention�
• Training for both school and community employed staff will be necessary

What does process look like?

• One Request for Assistance form for all providers (e.g., school and community based)

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• One Coordinator assigned to review all Requests for Assistance

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• Coordinator matches student to low level tier 2 intervention or requests support at next SEB Support Team

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Sample Request for Assistance Form

Considerations for accessibility:

• Use simple, jargon free language
• Keep short and efficient to complete (less than 5 mins)
• Use checkboxes and dropdowns when possible
• Collect basic information of student, informant, and type of concern
• Provide examples or brief guidance where needed
• Offer form in multiple languages
• Check usability on multiple devices
• Consider same form for all respondents to promote efficiencies (see example with differentiated question based upon respondent)

Single Request for Assistance Process

Example from Echo Alternative School – ROE 21, Johnston City, IL

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PBIS

Sample Scenario: �Request for Assistance Process

A teacher stops the school social worker in the hallway to discuss concerns about a student in their classroom being off task and putting hands on other students. The school social worker listens to the concerns and reminds the teacher of the RFA form. The school social worker prompts the teacher to complete the RFA that will likely start the student in CICO.

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Coordinator receives RFA and passes onto the CICO Coordinator. The student begins CICO the next week.

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Sample Scenario:�Request for Assistance Process

A principal is meeting with a parent of a new student in the school. The parent is concerned about how the student will adjust and expresses concern for the student forming relationships. The principal discussing CICO with the parent and completes the RFA immediately following the conversation.

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Coordinator receives the RFA and passes onto the CICO Coordinator. The student begins CICO the next week.

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Sample Scenario:�Request for Assistance Process

A family member reads a school newsletter that introduced the new community mental health clinician. The family member has concerns regarding changes in the student’s mood, withdrawing from friends and making negative statements about themselves. The family member clicks on the ”Request Help” button in the newsletter, which prompts completion of the RFA.

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Coordinator receives the RFA and reviews student data. The student had slight elevation in internalizing domain of screener. The Coordinator contacts family and refers student to SEB Support Team to match intervention.

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Team Members and Attendance

(TFI 2.1)

Meeting Logistics and Roles

(TFI 2.2)

Schedule for Monitoring Overall System Effectiveness

(TFI 2.13)

Request for Assistance Summaries

(TFI 2.4)

Agenda items for next meeting

Today’s Agenda items

PBIS

Summary of Request for Assistance

Tier 2 Systems team monitors the screening and request for assistance process

Example: This month we received 5 Request for Assistances. 3 were from staff and 2 from families. 4 students started in CICO and 1 student was elevated to the problem-solving team.

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As data decision rules and tier 2 systems are in place, the Requests for Assistances should go up or down?

PBIS

TFI Self-Assessment

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

TFI 2.3: Screening &

TFI 2.4: Request for Assistance

PBIS

In Your Workbook, Assess Your Fidelity and Then Action Plan

Steps:

1. For these Tier 2 Items…

TFI 2.3 Screening

TFI 2.4 Request for Assistance

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

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3. Review TFI 2.3 & 2.4 Activities

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4. What action steps are needed?

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

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PBIS

Tier II Professional Learning Roadmap

PBIS

TFI 2.11 Purpose & Outcomes

Purpose:

Define a system for monitoring individual student progress on Tier 2 interventions.

Outcomes:

• 2.11 Student Performance Data: Tier 2 team tracks proportion of students experiencing success (% of participating students being successful) and uses Tier 2 intervention outcomes data and decision rules for progress monitoring and modification.

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• Design a Daily Progress Report for individual student data collection.
• Define decision rules for monitoring individual student progress.

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TFI 2.11 Student Performance Data

PBIS

CREATE DAILY PROGRESS REPORT�(DPR)

TFI 2.11 Student Performance Data

PBIS

Daily Progress Report (DPR)

• Linked to the 3-5 school-wide expectations
• Teacher and student friendly
• Same for all students (standard)
• Three point scale (SWIS)
• Up to 10 Check in times

TFI 2.11 Student Performance Data

PBIS

Subject Area vs Periods

• SWIS will record by time of day
• Middle schools and high schools typically use periods or time of day
• Elementary schools can use time of day or subjects (SWIS will report as period/time of day)

TFI 2.11 Student Performance Data

PBIS

TFI 2.11 Student Performance Data

PBIS

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TFI 2.11 Student Performance Data

PBIS

High School Example: SD 54 Hanover Highlands

TFI 2.11 Student Performance Data

PBIS

CAUTION! Refer to next slide for precautions regarding comments on DPR cards.

TFI 2.11 Student Performance Data

PBIS

DPR Card Comment- Cautions!

• Be careful about allowing space for open comments on the DPR. This is meant to be a data tracking tool.
• Allowing space for comments tends to:
• Prompt adults to write something negative
• Discourages staff from having the verbal interaction with student (allows them to only write it)
• Parents/families tend to “use” these comments with their student in ways they not intended
• We lose opportunity to re-teach if we are only using written comments

TFI 2.11 Student Performance Data

PBIS

Pros and Cons of doing a digital Daily Report Card (DPR)

PROS

• Can increase fidelity of staff implementation
• Can allow students and parents/families to view/contribute information
• Can make it easier to view multiple weeks of data at one time for one youth
• Can remove the stigma that paper cards can sometimes bring
• Can remove the power struggle that can sometimes occur between student and teacher regarding the card

CONS

• Sharing the rights of a Google Doc can be a digital disaster
• It can be challenging to gather process data (look at data across all students)
• Can be easier for the intervention to NOT take place (the conversation)
• Easier for staff to “forget” ?
• Can be hard to manage from a technology standpoint
• Can be challenging for those who struggle with technology

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TFI 2.11 Student Performance Data

PBIS

Designing a DPR

• Use the same school-wide expectations
• CICO provides additional practice and feedback for students struggling to meet the expectations
• Easier for CICO Coordinator and Facilitator
• Easier for teachers to build fluency
• Increases generalizability to new students

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Think Efficiency …

TFI 2.11 Student Performance Data

PBIS

What about unstructured settings?

• IF you want to keep unstructured settings as times where youth receive specific feedback (a block on the Daily Progress Report Card), then:
• Explicitly teach all youth the expected behaviors in all areas and on all equipment, etc.
• Provide adequate professional development to all supervisors and monitors
• Ensure ample time for youth to receive specific feedback in those settings
• Track data accurately for those youth during those times�
• Otherwise, take those time slots off of the DPR, re-teach expectations during those times of day, and trust that the behaviors will be caught through a secondary system (i.e. ODRs) if necessary

TFI 2.11 Student Performance Data

PBIS

DPR Rating System

• SWIS: 3 point system (2,1,0)
• Define points (for example)
• 2 = Met expectations with positive behavior with no more than one reminder during a period
• 1 = Needed 2-3 reminders/corrections during a period
• 0 = Needed 3 or more reminders or corrections during a period

TFI 2.11 Student Performance Data

PBIS

What’s in a 2 ?!

• Remember:
• You want your staff to be as consistent as possible about what behavior warrants a 0,1, and 2 (try using vignettes at a staff meeting to have them practice- inter-rater reliability)�
• A 2 should be- similar behavior that is expected of other same aged youth. Not “better behavior” than what is expected for others.�
• Staff still need to give positive praise/feedback for what a student did RIGHT to earn a 2. This will help the student do it again, and will help others in the class learn what is right/expected as well.

TFI 2.11 Student Performance Data

PBIS

The card is NOT the intervention…

• Positive adult interactions
• Specific positive and corrective feedback

TFI 2.11 Student Performance Data

PBIS

What’s in a Name?

• Behavior Education Program (BEP)
• Daily Progress Report
• Kennedy Card Program
• Kennedy Card
• Hello, Update, & Goodbye (HUG program)
• Hug Card
• HAWK Program (Helping A Winning Kid)
• Hawk Report
• ROAR (Reinforcement of Appropriate Responses)
• Wild Card

Caution Using

“Behavior Card” or “Behavior Plan”

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TFI 2.11 Student Performance Data

PBIS

TFI 2.11 Activity 1

Guiding Questions to Develop a Daily Progress Report Card

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Discuss in

breakout

PBIS

WRAP UP

Questions, Follow-up, Final Comments

Wrap-up: Tier II Training

PBIS

Wrapping-up – Poll Questions

Based on last two days,

• What are some top action steps your team has documented?
• What questions do you still have and/or support is still needed?

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PBIS

Tomorrow is going to be awesome

Day 3 Topics…

PBIS