Tier 2 Data Based Decision Making Advanced CICO
Tier 2+: Data Based Decision Making & Advanced CICO Chris Borgmeier Ph. D Portland State University cborgmei@pdx. edu www. tier 2 pbis. pbworks. com
Complete the MATT Self-Assess Tier 2/3 �Go to www. pbisassessment. org �Enter your school code �Reference the MATT handouts to guide you through questions ◦ Coaches Interview Guide (pp. 2 -5) ◦ Team Scoring Guide (pp. 6 -10) �Enter scores into www. pbisassessment. org
Team Task �Based on the Self-Assessment & the MATT, where is your team at related to implementation of: ◦ CICO ◦ Tier 2 support & decision making ◦ What action steps do you need to take to bolster CICO implementation?
Borderline Responders: Problem Solving Tier I Sept. 1, 2009 Tier II Universal SWPBIS Team Progress Monitoring Team Plans SW & Classwide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Tier III FBA Team Conducts FBA, develops BIP NOT a standing team
> 1 hour meeting Review Tasks or itor t ita on l i ac s M ker F • es ta oc ote r • P • N • Tier 2 Intervention Coordinator • Tier 3 Intervention Coordinator • Screening Coordinator
IPBS Data Teaming Process Decision Rule
Were data collected? YES NO • Problem solve data collection—determine how to get data • Collect data for 2 weeks and reconvene Are goals being met? YES • Celebrate and continue • Have plan for fading NO Is plan being implemented as designed? YES • Modify intervention • Consider move to next level NO • Problem solve barriers to implementation • Collect data and reconvene in 2 weeks
CICO: Borderline Responders Small Modifications or “Tweaks”
Tier 2 Assessment & Intervention Intensive sm es “Tweak”/ Small change to CICO n tio Targeted en ss rv A te Student Referral Data (ODRs) en t In Borderline Initial CICO Data Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Small Changes “Tweaks” � In Progress Monitoring meetings – always weighing Minutes/Kid ◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes” ◦ Look at initial CICO data ◦ Not an extensive discussion � Should ◦ ◦ have a menu of quick changes/ “tweaks”: Change CICO mentor Change incentives Change/individualize goals More frequent check-ins -- “adding hair”
Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins
Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?
Ready to Make Quick Changes � Readiness – what needs to be ready to make these ‘quick’ changes? ◦ Change/individualize goals �Need alternate point card readily available to individualize ◦ Change CICO mentor ◦ Add Mid-Day Check-in & incentive ◦ Change incentives �Individualize incentives for the student ◦ More frequent check-ins �With teacher? With CICO Specialist? �Need an adjusted point card?
Generic Point Card No time spent individualizing
Individualized Point Card Fill in more specific behaviors
Individualized Point Card Robbie Oct. 14 th 20 --
More Frequent Check-Ins “CICO Hair Club for Kids” • Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period • Another Alternative – Create alternate card which breaks day into smaller intervals
Team Work Time �What ‘tweaks’ do you want to develop to be ready for borderline responders? ◦ Adapt existing materials and/or Develop new materials required to make ‘tweaks’ readily available and accessible? ◦ UPDATE CHANGES INTO CICO HANDBOOK ◦ Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible
Non-Responders Modified (Function-Based) CICO
Additional Tier 2 Interventions �Remember focus on Efficiency in Progress Monitoring Meeting ◦ Minutes per Student �Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team �Trust the Process ◦ Most difficult thing = not talking about a student before it’s time �Earn conversations in student centered teams
Tier 2 Assessment & Intervention Intensive t en sm es ss “Tweak”/ Small change to CICO n tio Targeted en A rv Student Referral Data (ODRs) te Borderline Initial CICO Data Modified CICO Matched to Function In Non-Responder Preliminary FBA Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Non-Responder
Typical Reasons CICO may not be working for an individual student Address Implementation Issue Individualize Tier 2 1) 2) 3) 4) Escalate to Tier 3 Support 5) Low fidelity of implementation The student needs more instruction on how to use the program The rewards are not powerful or desirable for the student The program does not match the function of the problem behavior The student requires more intensive, individualized support
Behavioral Explanations for “Why” �Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… ◦ Gaining attention ◦ Gaining access to activities or tangible items ◦ Avoiding or escaping from something student finds unpleasant (e. g. difficult or undesired tasks)
Using Function of Behavior to Inform CICO Modifications �Individual Student Planning ◦ Can use “Function of Behavior” to match students to appropriate version of CICO ◦ Function-Based Assessment might include: �Data from ODRs “Possible Motivation” �Or Preliminary/Brief FBA
Minor – “Uh-Oh”
Preliminary FBA �Use existing data for preliminary FBA ◦ ODR data �Identify function/motivation �Identify antecedents – time/location/persons involved, etc. ◦ CICO data �Identify antecedents – time/location
Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)?
Preliminary FBA �Discipline Referral Summaries ◦ Suspensions, detentions, office referrals ◦ Look for patterns �Triggers/Antecedents Day of the week, Time of Day, Location, Students Involved �Behavior �Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision
Student Referral Report - SWIS Date Staff Time Location Prolem Behavior Motivation Others Involved Admin Decision 1 02/08/11 43866 12: 15 PM Plygd Agg/Fight Unknown mot Peers Out-sch susp 2 01/28/11 47522 1: 30 PM Class Disrespt Avoid Task Teacher Detention 3 01/10/11 47522 10: 30 AM Class Disrespt Avoid Task Teacher Detention 4 12/18/10 47522 9: 30 AM Class Disrespt Avoid Task Teacher Detention 5 12/08/10 47522 1: 00 AM Class Disrespt Avoid Task Peer Detention 6 12/08/10 47522 10: 15 AM Class Disrespt Avoid Task Teacher Parent 7 11/20/10 47522 9: 30 PM Class Disrespt Avoid Task Teacher Parent How about when/ where/ who (Antecedents)? Does this tell us anything about the function of student
Team Work Time �Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetings ◦ Remember decisions regarding small intervention changes should occur in less then 2 -3 minutes of discussion…. ◦ What will it take to be efficient and “Ready to Go” with these discussions of function in the meeting
Advanced Applications of CICO Function-Based Modifications of CICO
Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon
Logic Guiding Breaks are Better �Children may benefit from taking small, appropriate breaks �If breaks are available, students may: ◦ Engage in less escape-maintained problem behavior ◦ Request breaks less often than escapemaintained problem behavior occurred �Increased reinforcement for: ◦ Asking for assistance ◦ Taking a break appropriately
CICO Modification Elementary Escape Academic Task � Explicitly teach an alternative/replacement behavior (i. e. , break requests) � Promote self-management by teaching students to “keep track” of their breaks � Establish & Teach teachers (and students) how this will look in the classroom � Make it feasible and sustainable for classroom teachers to implement
Breaks are Better Modifications �Prior to intervention: ◦ Child & teacher identify appropriate “break” activities ◦ Student is taught: �How to request a break �How to take a break �How to return to work �Points earned for: ◦ Meeting academic-specific expectations ◦ Asking for break appropriately or not needing a break ◦ Weekly point total tied to reinforcers
Sample Break Options & Rewards Break Options � Move to separate desk for quiet activity � Quiet activity at desk � Drawing � Doodle on notebook � Stretch in backroom � Run errand for teacher Weekly Rewards � Computer time � Extra Recess � Coupon for bonus points on assignments � Coupons for buddy work � Coupon to make assignment shorter or easier � Library pass
Breaks are Better Card
Taking a Break in the Classroom
Br. B: What does it look like in the School �School-level awareness ◦ Yearly in-service on intervention ◦ Br. B manual �Coordinator roles ◦ Decisions about standard Br. B �Points for taking breaks appropriately �Points for using minimal breaks �How are goals set, points traded, for what?
Br. B: What does it look like in the School � Coordinator roles ◦ Introduce student to the intervention �Rationale �Card – how to get it, how to give it to teacher, receiving feedback �Practice taking breaks appropriately, what to do if teacher says no to a break ◦ Parent meeting ◦ Support to teachers � Materials are readily available � Progress monitoring occurs weekly or bi-weekly ◦ Br. B cards ◦ Progress monitoring system ◦ Rewards
Br. B: What it looks like for the Student �Coordinator introduces student to the intervention �Each Day ◦ Meet w/ coordinator, review expectations, get a new card ◦ In class, meet expectations, ask for breaks appropriately, cross off taken breaks ◦ End of Day – meet w/ coordinator, review points ◦ Evening - parent signature
Team Task � Discuss need & application of Breaks Are Better in your school � Steps to Develop/Implement ◦ Assign a Br. B Coordinator (same or different than existing CICO coordinator? ) ◦ Develop materials & process for Br. B �Br. B card �CICO procedures (coordinate w/ CICO? ) ◦ Develop processes for training Breads Are Better to: �Staff (What, Why, How? ) �Students once referred (What, Why How? ) ◦ Identify referral process, data & decision rules for accessing Br. B
ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon
Logic Guiding ABC �Students �More ◦ ◦ benefit from organizational structure frequent and tangible reinforcement for: Recording assignments Completing in-class work & participating Asking for help Completing homework �Parental structure for homework completion: ◦ Parents are aware of assignments ◦ Parents check for completion
Academic focused CICO (Escape Tasks) Middle School • Morning Check-in – Students check-in with counselor – All homework completed? Prepared for the school day with all necessary materials? – Opportunity to complete unfinished homework and to gather materials • Daily point card and Homework tracker – Receive feedback each period about behavior during class (participation, staying on-task, completing work) – Record assignments on homework tracker • Afternoon Check-out – Check-out with counselor – Review point card and homework tracker – Does student know what is due tomorrow? Have all materials needed to complete assignments? • Home Component – Parents review daily feedback with student – Sign card to indicate if student has completed all homework
ABC Modifications � Prior to intervention – coordinator meets w/ parents � Morning Check-In: Assess & give bonus pts for: ◦ Materials Ready & Homework Completed � Afternoon check-out: Check Tracker � Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker � Parent signature with focus on Homework Completion
ABC Point Card -- Front
ABC Point Card -- Back
ABC: What does it look like in School? � School level awareness ◦ Yearly in-service on ABC ◦ ABC Manual � Coordinator roles ◦ Get student started on intervention ◦ Parent meeting ◦ Support teachers � Materials are readily available � Progress monitoring occurs weekly or every other week ◦ ABC Cards ◦ Progress Monitoring system ◦ Rewards
ABC: What it looks like for the Student � Coordinator ◦ Rationale ◦ Card introduces student to intervention �how to get it, give it to teachers & receive feedback ◦ How to record assignments � Each Day ◦ Meet w/ Coordinator, review last night’s homework, get new card ◦ In class, record assignments on tracker, �End of class – get teacher points & signature ◦ End of day – meet w/ coordinator, review assignments ◦ Evening – complete assignments, review w/ parents, parent signature
Team Task � Discuss need & application of Academic Behavior CICO in your school � Steps to Develop/Implement ◦ Assign a ABC Coordinator (same or different than existing CICO coordinator? ) ◦ Develop materials & process for ABC �ABC card (align w/ existing CICO card as possible) �CICO procedures (coordinate w/ CICO? ) ◦ Develop processes for training ABC to: �Staff (What, Why, How? ) �Students once referred (What, Why How? ) ◦ Identify referral process, data & decision rules for accessing ABC
Additional Modifications Function = Peer Attention Escape Adult Attn
Modifying CICO Peer Attention �Peer attention: Provide peer attention for meeting expectations ◦ Check in & out with a peer (CICO graduate/alumni club) rather than adult ◦ Earn incentives that provide rich opportunity for peer atttention �Ex: Special lunch w/ 3 friends of your choice
Peer Attention CICO Modification 32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)
Avoid Adults CICO Modification 32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time) Do not check in with adult in am/pm; unless student IDs
So what CICO Modifications should we implement? �Use your school data on Function of Behavior (Possible Motivations) to help prioritize
SYSTEMS PLANNING What might this School-wide data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals ? CICO
Team Task �Identify any modified CICO interventions you would like to develop ◦ Use SW data on non-responders to guide decision making �Develop materials & plan for modified interventions ◦ Escape Tasks �Breaks R Better (Elem) �Academic Behavior CICO (MS) ◦ Peer Attention ◦ Avoid Adults
Systems Monitoring
Progress Monitoring Systems �No matter how good the intervention ◦ No intervention works for ALL…. Even CICO �It’s critical to track progress & Regularly evaluate: ◦ benefit of Tier 2 interventions ◦ Effective use of Tier 2 interventions ◦ To do so… effective Data Systems are needed: �See SWIS-CICO – www. swis. org
Fidelity Measures �Formal Measures of Implementation ◦ CICO Self Assessment ◦ Benchmark of Advanced Tiers (BAT) ◦ IPBS Meeting Evaluation �Outcome Measures ◦ # of students referred ◦ # of student responding ◦ Timely decisions for fading/escalating interventions
% of Points Earned by Students on CICO Elementary School 6 of 13 (46 %) students are responding to CICO What action plan items would you suggest given this data? Students
% of Points Earned by Students on CICO Elementary School 24 of 31 (77 %) students are responding to CICO What Systems action plan items would you suggest given this data? Students
Tracking Tool Tier 2
Tier 2 Tracking Tool Elementary School of 515 student What action plan items would you suggest given this data?
Anger Mgmt Group CICO Anger Mgmt Group CICO CICO Anger Mgmt Group % of Points Earned x Students on Tier 2 Interventions 6 of 13 (46 %) students are responding to Tier 2 Interventions What action plan items How would about you suggest now? given this data? Students
Homework Club �What is the goal of the Tier 2 intervention? ◦ What are the behavioral outcomes desired? ◦ What are the academic outcomes desired? �How can you evaluate progress toward this goal in an observable/measurable way?
1 2 3 4 5 Be Safe Be Responsible 6 2 1 2 2 2 0 0 1 2 1 -turned in Homework Be Respectful -on task, approp lang. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? 2 0 1 1 2 1
Team Task �Identify one of the group interventions for students with behavioral concerns at your school ◦ Define the outcomes/goals of the intervention for students ◦ Develop a plan for measuring and evaluating the outcomes of the intervention
Non-Responders Escalate to Tier 3
Tier 2 Assessment & Intervention Refer to Tier 3 team: Practical FBA Intensive sm es ss “Tweak”/ Small change to CICO n tio Targeted en A rv Student Referral Data (ODRs) te Borderline Initial CICO Data en t In Non-Responder Preliminary FBA Individualized Behavior Support Plan Modified CICO Matched to Function Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Non-Responder Tweak ABC CICO After multiple interventions, including match to function-based CICO RTI Time to move to Tier 3 Support
Non-Responders – escalate to Student Centered Team Tier I Sept. 1, 2009 Tier II Universal SWPBIS Team Progress Monitoring Team Plans SW & Classwide supports Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Tier III FBA Team Conducts FBA, develops BIP NOT a standing team
Team Task �Identify any modified CICO interventions you would like to develop ◦ Use SW data on non-responders to guide decision making �Develop materials & plan for modified interventions ◦ Escape Tasks �Breaks R Better (Elem) �Academic Behavior CICO (MS) ◦ Peer Attention ◦ Avoid Adults
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