�How Matching to Need �can lead to �Adaptations�or �Expanding our Tier 2 Toolbox

Tier 2 FOUNDATION STEPS

Common Tier 2 Interventions

• Check in (with an adult)
• Check in Check Out (CICO-BEP)
• Check and Connect (Mentoring + Monitoring)

• Social / Emotional skills (e.g., self-regulation)
• Coping skills (anxiety, depression)
• Academic / organizational skills
• CBT

• Enhance social skills instruction in the classroom (CW-FIT)
• SEB curriculums, lessons on classroom ‘survival’ skills)

• Therapeutic focus
• Topic specific (e.g., grief, trauma, gender identity)
• Diversion programs

Empirically-Supported Tier 2 Interventions

EXAMPLES

1. Check-in Check-out (CICO)

2. Check and Connect (Mentoring/ Monitoring / Goal setting)

3. SAIG – Social Academic Instructional Groups (“skills”) groups

• Classroom skills
• Organizational skills
• Social / Emotional skills

SSIG - Social Skills Intervention Groups

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4. Mentoring

5. REP – Resilience Education Program (CBT+CICO)

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6. Class-wide Function-Based Intervention (CW-FIT)

7. MU Classroom Problem Solving Manual (Tier 2/3 in the classroom)

DISCUSSION: T2 Practices

Based on your inventory, where would you like to dive in?

• Classroom Supports across the Tiers
• CICO modifications;
• Social Skills alignment;
• REP
• Check and Connect

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10 minutes

Strengthening Classrooms across Tiers

• Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: (Classrooms) (updated Jan 2022)

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• FACTS (Tier 2 or 3)

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• Class-wide Function-Based Intervention (CW-FIT)

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• MU Classroom Problem Solving Manual (Tier 2/3 in the classroom)

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SEB Academy Classroom Resources

BREAKOUT ROOM ACTIVITY: �TIER 2 IN THE CLASSROOM

Preview page 5

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20 minutes

https://www.pbis.org/resource/multi-tiered-system-of-supports-mtss-in-the-classroom

CICO + �Adaptations to CICO

Checking in on CICO

And intervention modifications

CICO TIPS

1

2

3

4

5 W’S OF TIER 2 MODIFICATIONS

Modify who is offering the intervention (e.g., preferred adult, peer)

Modify where the intervention is occurring (e.g., classroom, SP office)

Modify what is being offered (e.g., intervention type)

WHO

WHERE

WHAT

Modify when it is being offered (e.g., frequency, intensity)

WHEN

Modify WHY the intervention (e.g., consider FUNCTION, consult data)

WHY

5

CICO Modifications��Self-Management�Peer Attention �Integration with Social Skills �Escape-Maintained �With Academic Supports��

�SELF-MONITORING

TEACH SELF-MANAGEMENT

Self-Management: the ability of an individual to make changes in her/his environment that result in changes to her/his behavior

🡪 Often implemented in conjunction with other interventions (e.g., CICO) with varied levels of teacher support or scaffolding

🡪 Can be used to:

• Maintain behavior change once interventions are faded  
• Support the overall goal of CICO - to teach students to self-manage their behavior 

(Cheney & Yong, 2014; Cooper, Heron, & Heward, 2007; Crone, Hawken, & Horner, 2010; Miller, Dugrene, Olmi, Tingstrom, & Filce, 2015; Skinner, 1953).

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Self-management can be used as a stand-alone intervention, or as part of the fading process for students who have responded positively to intervention

BENEFITS OF SELF-MANAGEMENT

MOVING TOWARDS SELF-MANAGEMENT: CICO

CICO FORM (DAILY PROGRESS REPORT): REVIEW�

CICO Form

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Name: ________________ Date: ______________

2 = great 1= OK 0= hard time

Comments:

EXAMPLE: SELF-MONITORING, TRADITIONAL PAPER & PENCIL

Traditional Self-Monitoring

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Technology-Based Self-Monitoring (TBSM)

EXAMPLE: TECHNOLOGY-BASED SELF-MONITORING (TBSM)

I-Connect

SCOREIT

CellF-Monitoring

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Respond in the Chat:

What strategies have you used to SM your students? What students would respond to SM? How will you plan for this?

Considering Function�and Skill

When selecting appropriate Tier 2 practices

Modifications: Consider Function!�

EXAMPLE: MODIFYING CICO FOR STUDENT WITH PEER ATTENTION-MAINTAINED BEHAVIOR

• Have student check in with a peer
• Consider an older student or a student that has completed self-management phase.
• Modify reinforcement system so that they earn time with a peer / friend
• Earn access to work or engage in free time

EXAMPLE: BREAKS ARE BETTER

1. Similar CICO Routines
1. Check in with coordinator to review expectations, ensure materials ready for the day
2. Hand in DPR to teachers, feedback at the end of each class/subject
3. Check out at the end of the day

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• Modifications
• Can request a predetermined # of brief (e.g., 2 minute) breaks throughout the day, recorded on DPR
• During breaks, students can engage in approved activity (e.g., drawing, books, alternative assignments)
• Break routines taught and reinforced

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Escape Motivated CICO

What students would respond to BrB? How will you plan for this?

EXAMPLE: ACADEMIC MODIFICATIONS TO CICO

EXAMPLE: CICO PLUS ACADEMIC SUPPORTS

How could you modify your CICO DPR to add academic expectations and behaviors?

INTEGRATION WITH ADDITIONAL INTERVENTIONS�(Eber, 2016)

ACTIVITY: CICO Modifications

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1. Discuss CICO modification options
2. Add those that you think you might want to incorporate to your inventory
3. Discuss how/when to implement

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DISCUSSION: CICO Modifications

1. What modifications might you adopt?

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• What steps do you need to take to incorporate this modification for students and staff?

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• How can you standardize these modifications for efficiency?

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5-10 minutes

Social Skills Groups�Aligning with Critical Features

SOCIAL SKILLS GROUPS

Social Skills Training includes direct instruction of appropriate social behavior. Instruction can be delivered to small targeted groups of students. Direct instruction includes modeling of appropriate behavior, feedback on behavior, and opportunities to practice appropriate behavior.

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(Hawken et al., 2009)

SOCIAL SKILLS INSTRUCTION: FEATURES

1. Increased positive adult contact
2. Direct social skills training
3. Direct link to school-wide behavioral goals and expectations
4. Frequent feedback (daily or weekly)
5. Increased home-school communication
6. Plans for generalization and maintenance
7. Positive reinforcement contingent on meeting skill-based goal

SOCIAL SKILLS INSTRUCTION WORKS!

Research conducted on social skills interventions demonstrates positive outcomes across ages, level of support needs, and types of skill deficits, especially when specific strategies are included to program for skill maintenance and generalization

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(e.g., Gresham, Sugai, & Horner, 2001; Lane, Menzies, Barton-Arwood, Doukas, & Munton, 2005; Miller, Lane, & Wehby, 2005; Quinn, Kavale, Mathur, Rutherford, & Forness, 1999; Ray and Elliott, 2006)

SOCIAL SKILLS GROUP FEATURES

CONSISTENCY BETWEEN TIER 2 STRATEGY & SW EXPECTATIONS

ALIGNMENT EXAMPLE��

STUDENT OPPORTUNITIES TO PERFORM & GET FEEDBACK

How does your school support student social skill practice across school settings?

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Outside of planned lessons?

Daily Progress Report (DPR) Sample

Walk to class�Keep hands to self

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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

Individualized Student Card for Mark �(FBA/BIP)

Replacement behavior

Mark will keep hands to self

Possible behaviors taught in previous SAIG groups

Mark will fill out assignment notebook

Social Academic Instructional Groups

EXAMPLE BEHAVIOR LESSON PLAN

PACKAGED CURRICULUM

• Second Step

(Grades PreK-8)

• Thinking, Feeling, Behaving

(Grades 1-12)

• Tough Kids Social Skills

(Grades 3-7)

• Walker Social Skills Curriculum

(Grades 6-12)

• Skills Streaming

(Grades Prek-12)

• Stop & Think Social Skills

(Grades Prek-8)

• Passport

(Grades 1-12)

• I Can Problem Solve

(Grades PreK-6)

• Aggression Replacement Training
• Academic Seminar

(Grades 5-12)

All of the above examples can be used to develop universal behavior lesson plans.

MILWAUKEE SAIG (SOCIAL ACADEMIC INSTRUCTIONAL GROUP) CURRICULUM

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• Free access
• Based on Skill Streaming & other evidence-based methods
• Scripted Lessons:
• Emotional Management Skills
• Classroom Survival Skills
• All levels: ES/MS/HS

Click Here to Access

MISSOURI SOCIAL SKILLS INTERVENTION GROUPS (SSIG)

• Resources to support installation of social skills groups

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• “Logistical” considerations

Click Here to Access

Application to other �SKILLS GROUPS

Are there other focus areas for skill development?

ACTIVITY: Social Skills Groups

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1. To what extent do your skills groups align with T2 critical features?
2. Are there places for standardization?
3. How will/do you support Tier 1 social skills instruction?

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1

DISCUSSION: Social Skills Groups

1. What do you have in place?
2. What steps do you need to take to standardize groups?
3. What steps do you need to take to complete the inventory for your skills groups (e.g., entry and exit criteria)

5-10 minutes

1. What logistics need to be considered to support installation of this practice?

Check & Connect

Check & Connect

Target population: students who show warning signs of disengagement from school, grades K-12

• Poor attendance, behavioral challenges, and/or low grades

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(http://checkandconnect.umn.edu/model/default.html)

Check & Connect features:

Building a trusting relationship between the student and a trained mentor

Students are followed for at least 2 years

Focus on home-school relationship

Check: mentors systematically monitor student performance data (e.g., absences, tardies, ODRs, grades)

Connect: mentors provide individualized interventions to help students solve problems, build skills, and enhance competence

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Research Outcomes

• Of the dropout prevention interventions reviewed by the U.S. Department of Education’s What Works Clearinghouse, Check & Connect is the only program found to have strong evidence of positive effects on staying in school

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Student Outcomes

Increase in:

Attendance

Persistence in school

Credit accrual

School completion rates

Decrease in:

Truancy

Tardies

Behavioral referrals

Dropout rates

Check & Connect Video

• https://youtu.be/D93gwDLLUic

Check and Connect Mentors

Check & Connect Resources

RESILIENCE EDUCATION PROGRAM

RESILIENCE EDUCATION PROGRAM (REP)

REP: TWO COMPONENTS

• Cognitive Behavioral Instruction (CBI)
• Five lessons, taught across five weeks
• Small-group format (3-5 students)
• Focus on key skills
• Coping skills
• Cognitive restructuring
• Problem-solving skills

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• Modified Check In/Check Out (CICO)
• Check in and out with a mentor each day
• Teacher feedback throughout the day regarding skill use and other positive behaviors
• Connection with parents

REP: CORE CHARACTERISTICS

• Efficiency
• Takes only a few weeks
• CICO: few minutes per day for teachers and mentors
• CBI: 30-45 two times per week

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• Relevance
• Includes intervention elements already being used in schools

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• General
• General CBI applicable to both depression and anxiety

REP: THEORY

• CBI
• Student-oriented
• Instruct key social-emotional skills

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• CICO
• Ecologically-oriented
• Educators
• Parents and caregivers
• Prompt and reinforce student use of those skills

CBI

School

Home

OVERVIEW OF REP

MODIFIED CICO

CICO Procedures

Typical CICO

1. Morning check in with REP mentor
2. Teacher feedback and praise throughout the day

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Daily Progress Report (DPR)

1. Afternoon check out with REP mentor
2. Home-based reinforcement
3. Progress monitoring via DPR
4. Self-monitoring (fading)

Modified Components

1. Modified DPR targets
1. Skills aligned with CBI
2. Other positive behaviors
2. Students self-rate their mood throughout the day

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CICO PROCEDURES

Teacher Feedback & Praise

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• At the end of each activity…
• Teacher rates student behavior
• CBI-aligned behaviors
• Positive replacement behaviors (need to select)
• Delivers praise
• Minimizes attention to inappropriate behavior
• Student rates his or her mood
• Behavior <–> Mood

COGNITIVE-BEHAVIORAL INSTRUCTION

REP INTERVENTION: CBI LESSONS

Say-Show-Do Direct Instruction Model:

• Define key skill and explain importance
• Provide steps for using the skill
• Model steps for using the skill
• Role-play opportunities
• Goal-setting and homework

SETTING UP YOUR GROUP

REP LESSON FORMAT

• General objectives
• Concepts taught
• Materials needed
• SAY
• Provide direct instruction and definition of concepts covering
• SHOW
• Provide examples through modeling and/or video demonstration
• DO
• Provide opportunity for students sharing and acting out examples
• Generalize
• Homework
• Summary

These materials are freely available for download and available for use with students in Grades 4-8 who may be demonstrating early signs of internalizing concerns (e.g., anxiety, depression). ��Curriculum includes manuals for delivering the 5-week Cognitive Behavioral Instruction (CBI), Student Handbooks to accompany the CBI, and a Resilient Families manual to engage parents/caretakers. ��All free here!