Tier 2 Interventions CheckInCheckOut CICO Chris Borgmeier Ph
Tier 2 Interventions Check-In/Check-Out (CICO) Chris Borgmeier, Ph. D Portland State University cborgmei@pdx. edu www. tier 2 pbis. pbworks. com
On-line SWPBIS Coaching Certificate Fall Term Beginning in September SW-PBIS: Coaching Tier 2 www. pdx. edu/sped/MTSS
Tasks � Develop ◦ ◦ ◦ CICO System Referral process Initial meeting & Agreements/contract Check-In - procedures & personnel Check-Out – procedures & personnel Develop Point Card Rewards menu & process � Develop CICO Handbook � Pilot Implementation
Team Sharing � Team Introductions � Updates on progress developing & piloting CICO system
� Complete the CICO Self. Assessment & Identify Actions for improved implementation
Data Systems & Tracking Progress
Data System CICO-SWIS � An effective Data System is CRITICAL � Highly recommend CICO-SWIS ◦ www. pbisapps. org ◦ Additional $100/year with SWIS account or $300 as stand alone account ◦ Cannot get CICO add-on without having SWIS account � Alternative = managing excel spreadsheets ◦ Gets challenging with many students ◦ CICO Coordinator must have substantial expertise in Excel
Daily Data Entry � Identify who will enter the data daily ◦ CICO Coordinator or CICO Specialist ◦ Train in CICO-SWIS accordingly & provide w/ account passwords � Can show student updated graph during check-out
SWIS-CICO Report Daily Points Graph
Logistics for Setting up a CICO program � 11. Collecting, summarizing and using data �Daily updates �Coordinator does regular data checks to make sure data is being entered promptly & correctly Activity 8: a) Process for collecting, entering, summarizing and reporting data is defined
All Staff Orientation to CICO
Communicating with Staff � Provide an introduction to CICO and the referral process at a staff meeting � Sample Power. Point presentation available � Communicate: ◦ Description of CICO ◦ Why it is important ◦ Roles & Responsibilities ◦ Rating the Point Card ◦ Importance of being positive
Roles & Responsibilities � � School team ◦ Identify students who may benefit ◦ Monitor implementation ◦ Evaluate effects and modify/fade as needed Coordinator ◦ Facilitate morning and afternoon checks (in & out) ◦ Get signed form from students, give new form ◦ Maintain positive, constructive environment ◦ Acknowledge successes Teachers ◦ Obtain form from student each day ◦ Monitor student behavior and mark card accurately ◦ Provide feedback to student in positive and constructive manner Students ◦ Check in and out each day ◦ Give form to teacher ◦ Meet expectations ◦ Take form home and have parents sign, bring to school the next day
CICO: Staff-wide Training/ Orientation � 14. Provide training to all staff on CICO ◦ School-wide system = train ALL staff �Rationale �Roles & Responsibilities �How to score the point card ◦ Identify how to train assistants & duty staff (recess, cafeteria, etc. ) who are often not at staff meetings ◦ Provide ongoing updates to staff re: CICO implementation & outcome data Activity 10: a) Develop Staff Training/Orientation to CICO b) Develop a plan for training assistants & duty staff
Potential Pitfalls � Fidelity ◦ Assess teacher commitment/enthusiasm ◦ Re-teach ◦ Teacher self monitoring � Student won’t carry card ◦ Student checks in and out ◦ Coordinator provides card to teacher and picks up �Student continues to receive feedback from teacher ◦ Self monitoring ◦ Computerized system � Student isn’t checking in or out ◦ Determine reason ◦ Identify preferred person to check in/out with ◦ Is this component needed?
What happens after they are on CICO?
� Team will use data to monitor student progress ◦ Some students will “graduate” from the program ◦ Some students will require the support on a continuing basis ◦ Some students will not respond to the program & need more or something different � Set up processes for: ◦ Fading students off of the program ◦ Escalating intensity of intervention ◦ Maintain & monitor
SWIS-CICO Report Daily Points Graph
Things Are Going Well… What Now? � The GOAL is always to “Graduate” students from our supports or Fade supports ◦ Do so gradually & Support the Transition 1) Increasing student responsibility � Transition into a Self-Management/ Self-Monitoring program 2) Then, gradually removing or “Fading” components of the intervention
Self Monitoring After CICO � Student monitors own behavior � Student “checks in” with teacher to review self -ratings and receive feedback 1. 2. 3. 4. 5. Expected behaviors stay the same Reinforcers stay the same Student checks in same amount of times Student monitors behavior using CICO card Plan for teaching accuracy in monitoring
Transition to Self Monitoring 1. 2. 3. 4. 5. Student and teacher record separately Compare records; reinforce accuracy Over time, compare less often Reinforce appropriate behavior only Periodically reinforce accuracy
Example: Lucy � � Lucy has been on CICO for 3. 5 months; she has earned 90% of points each week for the last 10 weeks Coordinator provides rationale for self monitoring to Lucy ◦ Coordinator teaches Lucy to self monitor using examples and nonexamples ◦ When program begins, Lucy’s teacher goes over examples and nonexamples ◦ First week: Lucy and teacher monitor and compare records � Teacher provides acknowledgement and feedback based on accuracy � Ratings agree 95% of time ◦ Second week � Teacher monitors appx. 60% of time; feedback based on accuracy � Feedback at other times based on Lucy’s monitoring of behavior ◦ Coordinator � Feedback based on accuracy (with teacher records) � When Lucy monitors independently, feedback based on behavior
Removing Components of CICO � After Student is Successfully Self-Monitoring � Can begin removing components of the program (removing staff responsibility) ◦ Gradually decrease # of check-ins during the day w/ teachers; Student Self Checks (keep check in and out) ◦ Fade from Daily check out to every other day then 1/week ◦ Remove check in
After “Graduation” from CICO � Continue to monitor student behavior through discipline referrals & teacher report � Celebrate continued success ◦ Some schools hold a monthly celebration for students who are maintaining success after Graduating from CICO �Monthly “Alumni Club” Lunch
CICO: Fading Supports � 12. Fading Supports for Successful Students � 13. Substitute Teacher routine ◦ Transition to Self Management program ◦ Continued monitoring & celebrations for “Grads” ◦ How to inform and orient new teachers Activity 9: a) Define self-management process. • • Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials
Tasks � Develop ◦ ◦ ◦ ◦ ◦ CICO System Referral process Initial meeting & Agreements/contract Check-In - procedures & personnel Check-Out – procedures & personnel Develop Point Card Rewards menu & process Data System & Data entry (training & personnel) Plan for fading/graduating Training for Staff � Pilot Implementation
Tier 2 Systems of SW-PBIS Chris Borgmeier Ph. D Portland State University cborgmei@pdx. edu www. functionbasedthinking. co m www. tier 2 pbis. pbworks. com
Elements of SW-PBIS Supporting Social Competence & Academic Achievement ST SY TA DA Supporting Staff Behavior EM S OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making
Tier 2 Systems Focus on: � Efficiency = support several (e. g. small group/targeted) students at one time using few resources ◦ limited assessment & individualization ◦ school-wide programming � Effectiveness = attaining desired student outcomes ◦ Using Research-based interventions with FIDELITY ◦ Early identification & intervention ◦ Progress Monitoring & data-based decision making for individual student & system � Scaling = develop a system with capacity to have meaningful impact in school (serve 10% of total school enrollment)
Tier 2 System v. an intervention �System = more than an intervention � 4 Questions for Implementing a Tier 2 System 1) Are you implementing a continuum of research -based intervention(s) with fidelity? 2) Is there a screening process to ensure early identification of students at-risk? 3) Are you using sensitive progress monitoring tools to inform decision making related to student progress and system efficacy? 4) Are you implementing at a scale that is making a meaningful impact (10 % of student population)?
Tier 2 Assessment & Intervention Intensive t en sm es ss A “Tweak”/ Small change to CICO n tio en Targeted rv Student Referral Data (ODRs) Progress Monitoring te Borderline Initial CICO Data Modified CICO Match to Function In Non-Responder Preliminary FBA Basic CICO Screening Universal School-Wide Assessment School-Wide Prevention Systems
Student Screening & Identification Emphasize early identification
Universal Screening Before the 1 st Day of School � Review Data from last year ◦ Your school data ◦ And data on incoming students (if available) � Identify students who had Behavior Support Plans in place per IEP (or otherwise) ◦ Prepare to implement BSP with necessary modifications from beginning of the school year � Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year
Previous Years Discipline data Who needs to be on our radar from Day 1? Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Can we get data for our incoming class & new students? Decision Rule
Continuing Screening through the Year �I-PBS team reviews student referral data every 2 weeks at each meeting ◦ Many referrals might also go directly to the CICO manager �Develop Decision Rules for continuing Student Identification through the year ◦ Example: Students receiving 3 rd referral or 2 nd in a month
Team Tasks – Universal Screening � Develop a plan for Universal Screening to implement before Day 1 of the school year: ◦ Who will meet? when? & where? ◦ What data will you use to ID students for intervention? ◦ Develop DECISION RULES for identifying students: � At the beginning of the year? � On a continuing basis throughout the year ◦ Using your current data, which students do you want to target for intervention NOW & Next Fall? ◦ What interventions & activities will you implement to support these students from the beginning of the school year? � CICO � FBA/BSP � Other?
Tier 2 Continuum of Interventions
Tier 2 Continuum of Interventions Intensive es ss A “Tweak”/ Small change to CICO n tio Targeted en rv sm te en t In Modified CICO Matched to Function Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems
Questions about Tier 2 Interventions Systems Considerations �What constitutes a Tier 2 Intervention? ◦ EFFICIENCY & MAXIMIZING RESOURCES ◦ An intervention that: �Serves multiple students at one time (15 -25 student at once) �More efficient use of resources that 1 student at a time �Students can get started with almost immediately upon referral �Requires almost no legwork from referring staff to begin implementation of the intervention with a student �All school staff know about, understand their role with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required: �If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention
CICO from Basic to Advanced �Start with Basic CICO ◦ Should work for the majority of at-risk students ◦ Complete CICO Fidelity Assessment �Once implementing CICO with fidelity & using data for decision making ◦ Data for student identification ◦ Data for student progress monitoring to ID responders/borderline/non-responders �Start adding variations of CICO
CICO: Advanced Applications Small Modifications or “Tweaks”
Additional Tier 2 Interventions �Remember focus on Efficiency in Progress Monitoring Meeting ◦ Minutes per Student �Tweak or Small CICO Modification �Alternate Tier 2 Intervention (Function-based) �Escalate to Tier 3 Student Centered team �Trust the Process ◦ Most difficult thing = not talking about a student before it’s time
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?
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? ◦ Revise or develop the materials required to make ‘tweaks’ readily available and accessible? ◦ Remember, in the meeting… decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion on the student
Non-Responders Modified (Function-Based) CICO
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 Tier 2
So what Tier 2 Interventions or CICO Modifications should we implement? �Use your school data on Function of Behavior (Possible Motivations) to help prioritize �Take inventory of other interventions you have in place in the school ◦ Social Skills Instruction, Homework Club, etc.
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
Targeted Interventions Reference Guide
Challenge of Many Interventions Identified as Tier 2 Supports �Can’t determine implementation Fidelity – because intervention is not well-defined or studied ◦ What are the critical features of… Lunch Buddies? Homework Club? Social Skills Group? Anger Management Group? �Limited research supporting school implementation
Challenge of Many Interventions Identified as Tier 2 Supports � Interventions not set up a systems for efficient implementation � Difficult to implement at a scale that is meaningful (serving 2 -4% of students) � Most often there is not a system for measuring outcomes and monitoring student progress linked to interventions ◦ must be sensitive to change; ODRs may not be very sensitive to change
Tier 2 Intervention: Critical Features Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e. g. daily progress report) a)
could we modify Social Skills Groups. How Skills to incorporate Critical Features? Traditional Model � Meet every Friday in small group of at -risk students � Practice skills in counselor’s office during group � Follow published curriculum � Teach & Hope � Limited prompts or attention to support social skill use in school environment � Limited feedback for real-world implementation Modified Model � Meet more regularly (every day for 7 days) � Focus on specific skills (asking peers to share a toy; appropriate greetings w/ adults) w/ clear link to real world application � Practice in real world scenarios � Link w/ Daily Progress Report – specifically targeting instructed social skills for regular feedback � Daily check-in & check-out w/ promtps CRITICAL FEATURES OF TIER 2 INTERVENTIONS a) Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e. g. daily progress report) HOW ARE WE DOING W/ THE CRITICAL FEATURES?
Homework Club �What are the critical features of effective Homework Clubs? What is it at your school? �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
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 Review Your Interventions, Do they provide: a) b) c) Additional Structure/time for instruction/skill development Additional Structure/predictability Increased opportunity for feedback (e. g. daily progress report) Can you make modifications so they incorporate the above?
Team Task � Log on to PBIS Apps � Complete the Tiered Fidelity Inventory & Action Plan for Tier 2 � Complete the Targeted Interventions Reference Guide for your School � Identify areas of strength and areas of need when comparing with student need
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
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
Team Task �Identify any modified CICO interventions you would like to develop ◦ Suggest using SW data on nonresponders to guide decision making �Develop materials for modified interventions ◦ Peer Attention ◦ Avoid Adults ◦ Escape Tasks
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