Tier II Interventions Check-In Check-Out

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Tier II InterventionsCheck-In Check-Out

• Presented by
• Student Services --PBIS Team
• Jeremy Geschwind
• Karina Kidd
• Drew Laurence
• Todd Nicholson

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Group Agreements

• Conversation
• Lots! Please be sensitive with side bar
  conversation
• Help
• Raise hand note on my computer, call a coach
  over!
• Activity
• Become familiar with Tier II interventions, and
  plan to apply in your school
• Movement
• Rule of Two Feet
• Participation
• Fully present, engaged with the content and others

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Todays Objectives. . . .

• Complete PBIS Team Implementation Checklist (TIC)
• Define the logic and core features of targeted
  interventions (Tier II).
• Review some team processes for matching students
  to interventions.
• Review the 8 essential elements and the
  specifics of a Check-in/Check-out (CICO)
  approach.
• Self-assess if CICO is appropriate for your
  school.
• Build an action plan for CICO implementation.
• Review three Tier 2 interventions (other than
  CICO)

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Team Implementation Checklist
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What is Tier II About?

• ..\Dr. McCoy - Im a Doctor not a....flv

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Targeted Interventions Syst
ems for Students with At-Risk Behavior
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Primary Prevention School/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Tertiary Prevention Individualized Systems for
Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Targeted Systems for
Students with At-Risk Behavior
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Todays focus
Primary Prevention School-wide/Classroom/ Non-cla
ssroom Systems for All Students, Staff, Settings
80 of Students
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Critical Features of Targeted Tier II
Interventions

• Intervention is continuously available
• Rapid access to intervention (72 hr.)
• Consistent with school-wide expectations
• Consistent implementation by all staff/faculty
• Teacher involvement
• Flexible intervention based on function of
  behavior
• Functional Assessment/thinking

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Critical Features (cont.)Targeted Interventions

• Adequate resources (admin, team)
• regular meeting, plus 10 hours a week for
  coordination
• Continuous progress monitoring for
  decision-making
• Very low effort by teachers
• Home/school linkage
• Student motivated to participate
• Ongoing improvement of intervention

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What is Check In/Check Out? (CICO)

• CICO is a highly effective, evidence-based
  intervention that helps students and staff
  develop positive connections while teaching
  social and self-management skills to at-risk
  students

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Function of CICO

• The primary function of CICO is to improve the
  overall efficiency of the school-wide procedures,
  while reducing the number of individualized
  interventions that are needed.

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CICO Within School-Wide PBIS

• All specialized interventions are more effective,
  and more durable, if they are done with
  school-wide behavioral expectations as a
  foundation.

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Check-in Check-out Cycle
Class Check out
Teacher Checks
Class Check in
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Typical Decision Process

• Student nominated for CICO
• How students are entered into CICO will vary
  depending on schools process
• Gathering baseline data/contracts
• Implementation
• Review improve

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CICO Record Name ____________________________
Date ______________
0 Need work, 1 OK 2 Nice
Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
Before Recess 0 1 2 0 1 2 0 1 2
Before Lunch 0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Todays goal Todays goal Todays total points Todays total points
Comments
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Why does CICO work?

• Improved structure
• Prompts are provided throughout the day for
  correct behavior.
• System for linking student with at least one
  positive adult.
• Student chooses to participate.
• Student is set up for success
• First contact each morning is positive.
• Blow-out days are pre-empted.
• First contact each class period (or activity
  period) is positive, and sets up successful
  behavioral momentum.

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Why does CICO work?

• Increase in contingent feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be
  ignored or rewarded.
• Program can be applied in all school locations
• Classroom, playground, cafeteria (anywhere there
  is a supervisor)

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Why does CICO work?

• Elevated reward for appropriate behavior
• Adult and peer attention delivered each target
  period
• Adult attention (and tangible) delivered at end
  of day
• Linking behavior support and academic support
• For academic-based, escape-maintained problem
  behavior incorporate academic support

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Why does CICO Work?

• Increased opportunity for linking school and home
  support
• Provide format for positive student/parent
  contact
• Program is organized to morph into a
  self-management system
• Increased options for making choices
• Increased ability to self-monitor
  performance/progress

Not Today. . . . .
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Is CICO anEvidence Based Practices??

• Define behavioral expectations
• Teach the expectations
• Provide frequent feedback reinforcement
• Regular cycle of positive adult contact
• Use of DPR to evaluate intervention effectiveness

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Overview CICO

• ..\cico.flv

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School Readiness for CICO

• Is your school ready to implement
  Check-In/Check-Out? Prior to implementation, it
  is recommended that certain critical features of
  Tier I are in place.
• Please review and complete the implementation
  readiness questionnaire.

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Caution

• If the necessary groundwork for any intervention
  has not been laid it will likely result in an
  unsatisfactory outcome
• Once an intervention has been tried and has
  failed, it can be very challenging to convince
  teachers and staff to give it a second chance.

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The 8 Essential Elements of CICO

1. Faculty staff commitment
2. Dedicated CICO coordinator with team
3. SWPBIS in Place
4. Well- articulated process for identifying
   students in need of Tier II supports
5. Daily progress report card
6. Home report (option)
7. Reinforcement/reward system
8. Robust data system for decision making

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8 Essentials in Setting up a CICO program

• 1. Faculty and staff commitment
• Is problem behavior a major concern?
• Are staff willing to commit 5 min per day?
• Is CICO a reasonable option for us?
• More than 5 students need extra support
• CICO is designed to work with 10-12 of kids in a
  school
• CICO typically works with 67 of identified
  students.
• CICO does NOT replace need for individualized
  supports.
• 2. Team available
• Team leader
• CICO coordinator (morning, afternoon)
• Team (ideally meets at least once every two
  weeks)

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Faculty Staff Commitment

• A common misperception is that Tier II strategies
  will fix students with problem behaviors and
  the teacher does not need to be an active
  participant in the intervention . . .
• It is important to stress that this intervention
  will require a high level of involvement among
  ALL staff within the school building (Lewis, 2009)

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CICO Coordinator Characteristics

• Fluent with CICO procedures
• Respected as a positive adult by students
• Effective communication skills with students,
  school staff and parents
• Consistent, organized with follow-through
  activity completion
• Effective in using data for decision making with
  regard to student progress and implementation
  fidelity

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Action Planning

• Faculty Staff Commitment
• What is needed to secure staff ownership of the
  process
• Establish Team
• In your setting, who will be on the team
• Who would make a good CICO coordinator
• Who would be the back-up
• What is needed to give it the appropriate amount
  of staff time

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8 Essentials in Setting up a CICO program (cont.)

• 3. School-wide PBIS in place
• School-wide expectations defined and taught
• Reward system operating
• Clear and consistent consequences for problem
  behavior
• 4. Process for identifying a student who may be
  appropriate for CICO
• Student is not responding to SWPBS expectations
• Request for Assistance
• Student finds adult attention rewarding
• Student is NOT in crisis.

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Action Planning

• Are your school-wide behavioral expectations
  being taught everywhere? What needs to be
  tightened up and how and when can this be done?
• What is the status of the SW recognition system?
  
• Student identification process
• How will CICO be folded-in to the current
  process?

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School Problem-Solving Process

• What is the current process in place at your
  school for teachers to receive support with
  students?
• What is the process for behavior concerns?
• What is the process for academic concerns?

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Student Problem-Solving Team

• Data Functions
• Examines groups of student data ODRs
  Attendance, nurse visits
• Receives teacher nominations/requests
• Decides if Tier II
• Decides if SST is needed
• Assesses efficacy of Tier II interventions

• Student Study Functions
• Examines individual students
• Function-based assessment
• Design Tier III interventions
• Assess individual student progress
• Determine when to move on evaluation planning

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Teacher Nomination Process

• Data Driven
• Includes
• File review
• Priority behaviors
• Description of classroom interventions tried
• Frequency, intensity, duration
• Record of parent contact as appropriate
• Reflection/Implementation Plan
• Connect/Motivation Plan

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Decision Process for Identifying Studentsfor
Tier II or Tier III

• Teacher nomination
• Student data consideration
• Attendance
• ODR
• Academics
• Functional Analysis
• Intervention Planning
• Review/Revise

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Student Problem Solving Team Membership

• Will vary depending on school structure
  grade-levels served
• Multi-disciplinary team
• Someone with access to data interpretation
• Staff skilled at thinking function

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8 Essentials in Setting up a CICO program (cont.)

• 5. Daily CICO progress report card
• Same expectations for all
• Common schedule
• All staff taught rules for accepting, completing
  and returning the card.
• 6. Home report process
• Can be same as progress card
• Can be a unique reporting form

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HAWK Report Date ________ Student
_______________Teacher___________________
0 Not Yet 1 Good 2 Excellent Be Safe Be Respectful Be Your Personal Best Be Your Personal Best Teacher initials
0 Not Yet 1 Good 2 Excellent Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Teacher initials
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points Points Possible 50 Total Points Points Possible 50 Today ______________ Today ______________ Goal ______________ Goal ______________
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Daily Progress Report
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CICO Home Report Name _________________________
____ Date _____________ ______ I met my goal
today ______ I had a hard day One thing I
did really well today was_______________________
Something I will work on tomorrow is
_______________________ Comments
Decide if this is appropriate for every student .
Parent/Guardian Signature _____________________
___________________________________ Comments
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Action Planning

• Selecting DPM
• Home/school interface

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8 Essentials for Setting up a CICO program
(cont.)

• 7. Point Trading/reward menu schedule
• Reward for collecting and turning in daily
  progress card
• Reward for meeting daily goal
• Exchange system for points earned

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Point Trading/RewardsThe Why

• Helps students visualize and understand his/her
  behaviors
• Helps students see behavior through others eyes
• Helps students (in a tangible way) know that
  adults are close attention
• Teaches goal setting and progress monitoring to
  students

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Point Trading/RewardsThe How

• Keep it Simple
• Tie to SW recognition system as much as possible
• Consider daily vs. weekly reinforcement
• Time rewards

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Action Planning

• Point Trading/Rewards
• Guiding question here. . . .

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8 Essentials for Setting up a CICO program
(cont.)

• 8. Collecting, summarizing and using data
• Determine how to manage data collection
• Daily updates
• Weekly (scheduled) review by team
• Referral to BSC structure for individualized
  interventions.

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Organizing Data

• The SPREADSHEET
• SWISS
• ESIS

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Daily Data Used for Decision Making
Ryans CICO Performance 2010-2012
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Daily Data Used for Decision Making
Rachelles CICO Performance 2010-2012
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BEP/Check-in Check-out Cycle
Class Check out
Teacher Checks
Class Check in
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Building the Basic Cycles

• Morning Check-in Routine
• Teaching students when, when, how
• Teaching check-in coordinator
• Assess
• Reward
• Set-up or Redirect
• Teacher Check-in/Check-out Routine
• Teach students when, when, how
• Teaching staff/faculty
• Reward
• Set-up for success, positive momentum
• Evaluation

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Video

• Teacher Check-In Routine
• ..\TCCE_check in_ES student.mov.flv

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Building the Basic Cycles

• Afternoon Check-out Routine
• Teach students when, where, how
• Teach CICO coordinator data collection,
  acknowledge success, encourage improvement.
• Consider self-recording system for older students
• Family Review Routine
• Consider appropriateness of family involvement
• Teach students when, where, how
• Teach family only to acknowledge success, sign

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Building the Basic Cycles

• Trading Menu/ Process
• Reward for collecting and turning in daily
  progress report information
• Reward for meeting daily goal
• Exchange system for points earned?
• Consistency, Consistency, Consistency!
• Back-up plan for when staff are absent

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Protocols Meeting Checklist
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Considerations for Selecting Students for
Targeted Interventions

• The best way to identify students for targeted
  interventions is to have a system in place for
  regularly tracking discipline referrals.
• Function-Based considerations are the most
  reliable and efficient means of selecting which
  intervention to use

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CICO is appropriate for. . .

• At-Risk for developing more serious behaviors.
• Talk out
• Unprepared/unorganized
• Mild-moderate disruption
• Engage in behavior for adult attention
• Tardy/truancy

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CICO is NOT typically appropriate for. . .

• Work avoidance
• Students who have occasional behavior disruptions
  
• Students who have serious/dangerous behaviors
• Students who need a highly individual plan

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Assumed FBA Summary Statement When CICO
is used
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
An array Of situations (In class, Given work, On
playground
Talk out, Out of seat Tease Make Noise, Etc.
Unknown
Obtain Peer or Adult Attention
Note CICO was designed on the assumption that
problem behavior is being maintained by
attention. And a KEY ASSUMPTION is that
attention from at least some adults is highly
valued.
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FBA Summary Statement Would you expect CICO to
be Effective?
Jane Third Grader
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Request to do seat work alone
Whine, fall out of seat, break pencil
Just return from recess
Maintain teacher attention
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FBA Summary Statement Would you expect CICO to
be Effective?

Fourth Grader who Finds Adult Attention Very
Rewarding
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Eating lunch with peers
Lunch time
Loud noises, rude comments, swearing
Peer attention
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FBA Summary Statement Would you expect CICO to
be Effective?
Fourth Grader who is very isolated, and does not
interact with adults unless required to do so.
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Conflict at home prior to coming to school
Request to do very difficult instructional tasks
Non-compliance, rudeness, disrespect, swearing
Avoid work
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Think of Two Students Write an FBA Summary
Statement
Provide Two Hypotheses One that is a fit for
CICO and one that is not a fit
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
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Other Considerations. . . .

• Planning for success
• How does student move off CICO?
• Adding self-management options to CICO
• Moving from CICO to individualized behavior
  support.
• Functional behavioral assessment
• Comprehensive behavior support
• Substitute Teacher use of CICO
• How will substitutes learn about CICO routine?
• Extending CICO to playground, cafeteria, bus area

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Plan for the future

• Embed self-management strategies as driven by the
  data
• Use natural signals for monitoring as much as
  possible
• Self-monitor
• Self-record, check for accuracy
• Fewer check points during the day
• Maintain AM and PM times for awhile
• Manage own CICO account
• More on self management in the future..

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Self-Management

• ..\I Gotta Feelin Im Goin To Do Whats Right.flv

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Check-in/Check-out Self-Assessment

• Individually score the elements of the CICO
  Self-Assessment
• In place In progress Not in place
• As a team review your ratings, and agree on a
  single summary for the school
• For elements not scored as in place define the
  actions that will move you toward implementation.
  Who will do what, when?
• Define a schedule for meeting to review progress
  and implement your CICO plan.

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Tier II Summary

• Targeted interventions
• Highly Efficient, structured support
• CICO is one option
• Assess for whom it will work
• Enlist whole faculty involvement
• CICO will still need supplement from tier III,
  Function-based support system

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Resources

• School-Wide Tier II Interventions Checking
  Check-Out Getting Started Workbook available at
  pbis.org
• Tier 2 System of Support University of Missouri
  Center for SW-PBS website
• Responding to Problem Behavior in Schools The
  Behavior Education Program (2010) Crone, Horner,
  Hawken

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What Else?
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Review Critical Features

• Continuously available
• Rapid access
• Low teacher effort
• Consistent with school Expectations
• Data utilized for
• Identification
• Monitoring
• Decision-making

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More Critical Features

• Implemented by all staff
• Adequate resources (fte?)
• Student engagement
• Associated with function of misbehavior and/or
  demonstrated skill deficits

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Structured Recess

• Tier 1 could
• Teach playground games, one at a time
• Assign supervision to support taught games
• Tier 2 could
• Assign students to supervised playgroup
• Teach general playground behavior
• Teach rules and etiquette for particular games
• Teach social interaction
• Monitor data in any of these areas

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For

• Universal application (All students) to support
  access and enjoyment of recess activities
  reducing negative behaviors
• Students getting referrals from recess
• Students demonstrating skill deficits in
• Understanding game protocols
• Social problem-solving on playground
• Accessing attention on playground

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Academic Assistance

• Beyond differentiation
• Homework club
• Peer tutoring groups
• Academic behavior skill building
• Academic CICO

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For

• Students demonstrating need for supports beyond
  differentiated instruction
• Homework help
• Study skills / assignment management
• Encouragement / success
• Additional content support

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Meaningful Work

• Shares elements with variety of interventions
• Provides
• adult attention / mentoring
• skill building
• status
• activity breaks

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For

• Students demonstrating a need for
• Adult attention
• Increase in social status
• Movement or activity breaks
• Success in the school environment

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Targeted Social Skills Groups

• Ongoing, accessible groups providing skill
  development and support in
• Friendship
• Cooperation
• Assertiveness
• Empathy
• Self-control / anger management
• School / classroom skills

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What else?

• School-based Mentoring
• Organizational Check-up
• New-to-School Group