Midwest PBIS Network� �PBIS Tier II Team Training:�Systems and Check In Check Out (CICO)���Day 3�

PBIS

Learning Expectations for Virtual Training

Awesome expectations from the team at Sandburg Elementary, SPS186!

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PBIS

Welcome Back!

Virtual Tier 2 Team Training Day 3

PBIS

Checking-in

Based on last two days,

• What are some top action steps your team has documented?
• What are your timelines for planning for implementation?

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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

Let’s Connect Teams (10 min)

TFI 2.11 Activity 1: Guiding Questions to Develop a Daily Progress Report Card

• Name CICO and your DPR card
• Consistent with school wide expectations
• Teacher friendly
• Up to 10 check in periods
• Easy to summarize

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PBIS

DECISION RULES FOR MONITORING PROGRESS

PBIS

Purpose of Decision Rules

• Strong decision rules create efficiency
• Coordinator of intervention can make determination of progress without consultation
• Students have faster access to interventions

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• A few (exception to the rule) may need further decisions

PBIS

Criteria for Decision Rules

Decision rules for when students are ON interventions and moving OUT of interventions should include:

• Data that indicates student’s generalization of desired behavior (e.g., Daily Progress Report)
• Example: Average of 80% of DPR points
• Monitoring of entrance data point (e.g., ODR, nurse visit)
• Example: No new ODRs in last 4 weeks
• Timeframe (e.g., 4-6 weeks)

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PBIS

Data-Based Decision-Rules: �Sample to Consider

a) Identification for CICO (IN):

• Student is identified by 2 or more ODRs, 2 unexcused absences, 2 incomplete homework assignments, referral from family or school staff, etc.

b) Progress-monitoring (ON):

• Average DPR percentage is trending upward and entrance criteria data point is trending down.

c) Exiting/transitioning (OUT):

• Student received a total of 80% of DPR points averaged per day/week for 6 weeks and has had no new ODRs or unexcused absences or nurse visits in last 2 weeks. Student may be transitioned into being a CICO student mentor.

PBIS

Brian

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

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What would your recommendation as CICO Coordinator be for Brian? Why?

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Would you wait 4-6 weeks?

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TFI 2.11 Student Performance Data

PBIS

Laura

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

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What would your recommendation as CICO Coordinator be for Laura? Why?

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Would you wait 4-6 weeks?

TFI 2.11 Student Performance Data

PBIS

Jacob

Based on CICO Decision Rule:

Students who receive a total of 80% of DPR points averaged per day/week for 4 weeks and have no new ODRs or attendance or homework concern, may be transitioned into being a CICO student mentor.

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What would your recommendation as CICO Coordinator be for Jacob? Why?

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Would you wait 4-6 weeks?

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TFI 2.11 Student Performance Data

PBIS

TFI 2.11 Activity 3:�Developing Decision Rules for Monitoring Student Progress

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TFI 2.11 Student Performance Data

PBIS

TFI 2.11 Activity 4:�System for Monitoring Student Response

TFI 2.11 Student Performance Data

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Guiding questions:

• Data system for collecting and monitoring
• CICO Coordinator access to data
• Allocated time for CICO to analyze
• Using Tracking Tool

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 2.11 Student Performance Data

PBIS

Let’s Connect Teams (15 min)

Team Time:

1. Assess TFI Item 2.11
2. Use workbook activities to guide your team’s action planning
• TFI 2.11 Activity 3: Developing Decision Rules for Monitoring Student Progress
• TFI 2.11 Activity 4: System for Monitoring Student Response

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PBIS

Tier II Professional Learning Roadmap

TFI 2.7: Practices Matched to Student Need

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PBIS

TFI 2.8 Purpose & Outcomes

Purpose: �

Ensure all Tier 2 interventions provide a higher dose of Tier 1 supports.

Outcomes:

• 2.8 Access to Tier 1 Supports: Tier 2 supports are explicitly linked to Tier I supports, and students receiving Tier 2 supports have access to, and are included in, Tier 1 supports.

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TFI 2.7: Practices Matched to Student Need

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PBIS

Multi-Tiered Framework

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

• Students
• Staff
• Families

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(USDOE OSEP PBIS TA Center, 2010)

TFI 2.8: Access to Tier 1 Supports

PBIS

Access to Tier 1 Supports

• It is critical to make sure that:
• Tier 2/Targeted supports are explicitly linked to Tier 1 supports
• Students receiving Tier 2/Targeted supports have access to and are included in Tier 1
• We do not take away Tier 1 levels of support when a student starts to receive Tier 2 supports

TFI 2.8: Access to Tier 1 Supports

PBIS

Including Pro-social, emotional, mental health skills on your matrix

• How will your teaching matrix to increase the effectiveness of school-wide PBIS supports for students in your building who exhibit internalizing behaviors?

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• Not talking with other children
• Being shy
• Timid and/or unassertive
• Avoiding or withdrawing from social situations
• Not standing up for one’s self

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Sources:

Walker and Severson, 1992

Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

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PBIS

Specific Behaviors + Pro-Social Skills

Specific Behaviors

• Throw paper in the waste can
• Use the right side of the stairway
• Bring all materials to class
• Keep hands, feet, and other objects to yourself

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Pro-Social Skills

• Do an act of kindness
• Pick up trash even if it isn’t yours
• Use encouraging words with others
• Tell peer they did a good job

PBIS

Examples of Pro-Social, Emotional, and Executive Functioning Skills

1. Introducing Yourself
2. Beginning a Conversation
3. Ending a Conversation
4. Joining In
5. Playing a Game
6. Asking a Favor
7. Offering Help to a Classmate
8. Giving a Compliment
9. Accepting a Compliment
10. Suggesting an Activity
11. Sharing

12. Apologizing
13. Listening
14. Asking for Help
15. Saying Thank You
16. Bringing Materials to Class
17. Following Instructions
18. Completing Assignments
19. Contributing to Discussions
20. Offering Help to an Adult
21. Asking a Question
22. Ignoring Distractions
23. Making Corrections

24. Deciding on Something to Do
25. Setting a Goal
26. Expressing Your Feelings
27. Recognizing Another's Feelings
28. Showing Understanding of Another's Feelings
29. Expressing Concern for Another
30. Dealing with Your Anger
31. Dealing with another's Anger
32. Expressing Affection

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33. Dealing with Fear
34. Rewarding Yourself
35. Using Self-Control
36. Asking Permission
37. Knowing Your Feelings
38. Responding to Teasing
39. Avoiding Trouble
40. Staying Out of Fights
41. Problem Solving
42. Accepting Consequences
43. Dealing with an Accusation
44. Negotiating
45. etc…

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PBIS

INCORPORATE social emotional competencies, pro-social skills, etc…

Sample School-wide Teaching Matrix

Rules (specific behaviors) operationally define your expectations

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PBIS

What connections do you see …�How do we make sure that Tier II is linked to Tier I?

TFI 2.8: Access to Tier 1 Supports

PBIS

ALIGNING CICO ACKNOWLEDGMENTS TO WHOLE-SCHOOL

TFI 2.8: Access to Tier 1 Supports

PBIS

Notes on Developing a �Reinforcement System

• Most schools include an opportunity for small daily reinforcement (note: should always be paired with social praise)
• Snack/candy, sticker, school token, high five
• Opportunity to earn larger reinforcement
• Points on a credit card
• Stickers on a chart
• Examples of long-term reinforcement:
• Free time: gym, computer, time with friends
• Lunch with preferred adult
• Coupons to snack bar, movie theater, school store

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TFI 2.7: Practices Matched to Student Need

TFI 2.8: Access to Tier 1 Supports

PBIS

Acknowledgments for CICO?

• Aligns with School-wide recognition system
• This should already be in place. Tier 2 will just be an extension
• Student voice included in identification of acknowledgment
• Consider social acknowledgement to enhance student engagement and school connectedness
• For participating in the intervention, not for doing well on the intervention
• Examples: For checking-in and out daily; for checking-out on hard days

TFI 2.8: Access to Tier 1 Supports

PBIS

Trading Post - Focus on Building Relationships – “School Connectedness”

PBIS

TFI 2.8 Activity 2:�Developing a CICO Acknowledgement System

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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 2.7: Practices Matched to Student Need

TFI 2.8: Access to Tier 1 Supports

PBIS

Let’s Connect Team�(10 mins)

Team Time:

1. Assess TFI Item 2.8
2. Use workbook activities to guide team’s action planning
• TFI 2.8 Activity 1: Ensuring Access to Tier 1 Supports
• TFI 2.8 Activity 2: Developing a CICO Acknowledgement System�

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PBIS

Tier II Professional Learning Roadmap

TFI 2.5: Options for Targeted Interventions

PBIS

TFI 2.5 Purpose & Outcomes

Purpose: �Learn how a continuum of interventions is needed for Tier II supports and establish a system to ensure function is consider in process of student moving through interventions.

Outcomes:�

• 2.5 Options for Tier II Interventions: Tier II team has multiple ongoing behavior support interventions with documented evidence of effectiveness matched to student need.

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TFI 2.5: Options for Targeted Interventions

PBIS

NEXT STEPS FOR CICO�- FADE�- CONTINUE�- MODIFY

TFI 2.5: Options for Targeted Interventions

PBIS

FADE

• If student has met graduation criteria consider:
• Graduation celebration! Then…
• Checking in less frequently (i.e. every other day, or less times throughout the day, etc.)
• Move student to self-monitoring
• Student CICO Leader- student helps the adults to check-in and check-out students
• Mentoring other students (student leader)
• Share story to key stakeholders

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TFI 2.5: Options for Targeted Interventions

PBIS

CONTINUE

• If student has NOT met graduation criteria (and further CICO could result in success), consider:
• Keeping the student in CICO
• Caution: Avoid leaving students in CICO without fading or modifying for too long of a period of time

TFI 2.5: Options for Targeted Interventions

PBIS

MODIFY

If student has NOT met graduation criteria for CICO�(and further CICO with no modifications would NOT result in success), consider a more intense version of CICO as one of the next options. ��We want to use Function as a means for determining �what comes next.

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PBIS

When Choosing How to Modify, Consider Function�Examples

TFI 2.5 Activity 1

PBIS

Examples of HOW to Modify

• Have standing options that the team can quickly consider:

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• Letting student bring a friend to check-in and check-out�
• Student choosing specifically who he/she will check-in and check-out with�
• Student checking in at a different location�
• Check in for a few more minutes (be careful here of getting too close to a mentoring model)�
• Student adding another extra check in time throughout the day

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• Receive a tangible at check-in (i.e. granola bar) OR earn a specific preferred tangible at check-out

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• Reference the Guiding Question for CICO System Problem Solving and Action Planning document�
• Make sure you document any plan changes

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TFI 2.5: Options for Targeted Interventions

PBIS

WHAT COMES NEXT?

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

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

&/or

PBIS

Larkin High School Map of Student Support Programming

Area of Focus

Academic

Social/Emotional/Behavioral

Level of Intensity

Low

High

*- meets all PBIS/RTI criteria - Not Fully Implemented

George Kalousek – Antonio Rios – Universal Team

Kim Kalousek – Darlea Livengood – Secondary Systems Team

Melissa Nytko, Joan Riedel, Karen Lopez

Systems Team:

Systems Coordinators: Student/Parent Ambassadors:

Administration, Academic and Behavioral Intervention Three to Five Representatives (need more)

Coordinators, Tier 1/2/3 Coaches

Tier 3

Tier 1

Updated: 12/22/2014

FBA/BIPS* (Coun/SPED CM)

RENEW* (Riedel/Lopez)

IEP/SPED

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I-CICO*

Attendance Room (Riedel)

CICO* (Abdic)

Teen Parenting (U46)

Freshmen Transitions (Soc. Workers)

Scheduled Res. Room* (Counselors)

Reading Classes

AVID

(Osorio)

Boys and Girls Club

School Council with 9^th grade Transition team

KAGAN (Osorio)

ROYAL Power*

Resource Room Drop-In (Gartshore)

Behavior Intervention Coordinator: � Antonio Rios

Academic Intervention Coordinator: �Darlea Livengood

Tier 3

Tier 2

Tier 1

Core Curriculum*

5^TH yr. Contracts (Rios)

Game Changer Mentors

Truancy 1-on-1

Royal* Mentors

Girls Mentoring (Soc. Workers)

Post Hospital (Soc. Workers)

Grief Group (Soc. Workers)

Why Try? (Soc. Workers)

In School Intervention

RENZ Center Alcohol/Drug Educ. *

After School Tutoring BGC

Prescriptive APEX

SAIG*

Required Tutoring BGC

TFI 2.5: Options for Targeted Interventions

PBIS

Reverse Request for Assistance

• Sent by CICO Coordinator to teacher
• Teacher uses function based thinking to identify next layer of intervention
• Sends back to CICO Coordinator who passes the request on to the Coordinator of the intervention selected

TFI 2.7: Practices Matched to Student Need

TFI 2.8: Access to Tier 1 Supports

Workbook: TFI 2.5 Activity 2 – Develop Reverse Request for Assistance

PBIS

Explore Intervention Options- Can you build on what you have?

• American Psychological Association (http://effectivechildtherapy.com )
• Evidence Based Behavioral Practice (www.ebbp.org)
• National Association of School Psychologists (www.nasponline.org )
• What Works Clearinghouse (www.whatworks.edu.gov )
• Center for School Mental Health (www.csmh.umaryland.edu )
• School Based Mental Health: An empirical guide for decision makers (http://rtckids.fmhi.usf.edu/rtcpubs/study04/SBMHfull.pdf )
• National Institute of Health (NIH)

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PBIS

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

2 1 0

“Social Academic Instructional Groups”

Walk to class�Keep hands to self�

Use appropriate language�Raise hand to speak

Bring materials �Fill out assignment notebook

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 2.5: Options for Targeted Interventions

PBIS

Let’s Connect Teams (10 min)

Team Time:

1. Assess TFI Item 2.5
2. Use workbook activities to guide team’s action planning:
• TFI 2.5 Activity 1: Function of Modifications to CICO
• TFI 2.5 Activity 2: Develop Reverse Request for Assistance

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PBIS

WRAP UP

Questions, Follow-up, Final Comments

Wrap-up: Tier II Training

PBIS

Tomorrow is going to be awesome

Day 4 Topics…

PBIS