Tier 2 Interventions Check-In/Check-Out (CICO) Day 2 pbis. sccoe Tier 2 Interventions Check-In/Check-Out (CICO) Day 2 pbis.sccoe.org tier2.pbis.pbworks.com 1

Goals for Today Identify and discuss Tier 2 and CICO intervention progress Develop a plan for fading and graduating CICO Develop additional Tier 2 function based supports Identify Tier 2 and 3 intervention decision rules

Materials SCCOE PBIS Website – http://pbis.sccoe.org Resources Tier 2 CICO Day 2 materials/presentations

Working Agreements

Team Progress Reports Question Team Task Worksheet Has your point card been developed? Has CICO-specific staff been identified? Do you have a CICO program description? Have teachers been trained in CICO? Are your intervention team meetings happening? Have you identified and started students on CICO? Are you entering CICO? Complete the CICO Self Assessment Go to www.pbisapps.org and complete the MATT Assessment and identify items for improved implementation and action planning Be prepared to share out on where your team is with CICO and Tier 2 support and decision making WS#1 CICO Self Assessment www.pbisapps.org 30 minutes then have teams share out 5

Fading CICO & Graduation

Fading CICO & Graduation We will be discussing the different processes today; fading, escalating, maintaining, and monitoring 7

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 Increasing student responsibility Transition into a Self-Management/ Self-Monitoring program Then, gradually removing or “Fading” components of the intervention

Guidelines for Fading CICO Building habits takes time encourage at least 6 weeks of consistent success (80%+) before considering fading CICO Use Data to inform decision making Biggest mistake = removing supports too quickly without a transition plan Use data to track consistent success. The team should review data at meetings twice a month. 9

Example Self Manager: 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 Manager” to Lucy Coordinator teaches Lucy to self monitor using examples and non-examples When program begins, Lucy’s teacher goes over examples and non-examples What Lucy should do…what the teacher should do….what the coordinator needs to do. Coordinator Feedback based on accuracy (with teacher records) When Lucy monitors independently, feedback based on behavior 10

CICO - Self Manager Increase student monitoring of own behavior Student “checks in” with teacher to review self-ratings and receive feedback Positive behaviors, reinforcers, and checking in and out a with specialist should stay the same as the student learns to self monitor but the student should rate their own behavior. Teacher is just going to give feedback on the rating. 11

Transition to Self Manager Slowly transition off. Try two weeks per step. Continue to check progress with the data 12

Removing Components of CICO After Student is Successfully Self-Monitoring for at least 2 weeks begin removing components of the program Slowly always checking data to make sure that the student stays successful. Do not take the student off if their behavior changes 13

After “Graduation” from CICO After at least 2 weeks of progressively fading CICO components with consistent student success, can begin to consider Graduation 14

Sample from CICO Handbook HO#3 PG. 34

Sample from CICO Handbook HO#3 PG. 35

Team Activity Question Team Task Worksheet When will you know students are ready to self manage, fade or graduate? How will students self manage, fade or graduate? Will you celebrate students that have graduated? How? Consider & Develop Decision Rules for progressing to Self Manager, Fading & Graduation Self Manager guidelines & materials Fading progression & materials Graduation & “Alumni Club” procedures & materials HO#3 Check N’ Connect Handbook (Section IV: Adjustments/ Revisions/ Fading Process) 20 minutes have teams share out some strategies 17

Layers and Flavors of Interventions * Layers and Flavors of Interventions © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION. 18

ALL—ALL—ALL—ALL—ALL—ALL—ALL Layering up: As student needs move up the triangle, we layer and adjust the supports accordingly. Few Some ALL—ALL—ALL—ALL—ALL—ALL—ALL Katie Conley PBIS Applications Training Team

Choose Your Flavor Katie Conley PBIS Applications Training Team Within the same layer of support there are different flavors to fit the need. Social Behavior Academic Behavior 20

Start simple and build It is critical to start with a firm foundation and thoughtfully build in flavors and layers that fit within the larger system of tiered supports to ensure fidelity, efficiency, and effectiveness. Start with regular CICO if you need to individual to fit the students need you can Katie Conley PBIS Applications Training Team 21

Partial Responders Layer Interventions

Tier 2 Assessment & Intervention Intensive Targeted Intervention “Layers”/ Addition to CICO Borderline Initial CICO Data Assessment Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems 23

SWIS-CICO Report Daily Points Graph

Small Changes “layers” Meetings should be efficient. Have a menu of “layers for your partial responders 25

Partial 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 This is an example of data on a student partially responding to CICO. 26

Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3? What block of the day does that student struggle with most? Can you look at the points just for that time block? What does that look like? 27

Individualized Point Card Fill in more specific behaviors Here is Gordon Russell MS CICO point card. Notice under goals: you can individualize based on that students needs. 28

Individualized Point Card Robbie Oct. 14th 20-- Here is an example of a small change; point card individualized for a specific student based on the behaviors that student needs to focus on. 29

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 The example show the teacher applying hair to the faces every time they check in with the student regarding behavior. 30

Team Activity Question Team Task Worksheet What ‘layers’ do you want to develop to be ready for partial responders? Adapt existing materials and/or develop new materials required to make “layers” available and accessible 15 minutes 31

Non-Responders Layer Tier 2 Interventions v. Escalate to Tier 3?

Tier 2 Assessment & Intervention Intensive Targeted Non-Responder Preliminary FBA Modified CICO Matched to Function Intervention Borderline Initial CICO Data “Layers”/ Addition to CICO Assessment Student Referral Data (ODRs) Basic CICO First look at layering intervention Universal School-Wide Assessment School-Wide Prevention Systems 33

Non-Responder Example data of a non-responder 34

Typical Reasons CICO may not be working for an individual student 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 Address Implementation Issue Individualize Tier 2 Try 1-4 before moving to 5 Escalate to Tier 3 Support 35

Review the Function of Behavior the “Why” Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…

Using Function of Behavior to Inform CICO Modifications Individual Student Planning Can use information of “Function of Behavior” to match students to appropriate version of CICO Function-Based Assessment might include: Use of Brief FBA or Data from ODRs “Possible Motivation”

Minor – “Uh-Oh”

Preliminary FBA

Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)?

Student Referral Report - SWIS Date Staff Time Location Prolem Behavior Motivation Others Involved Admin Decision 1 02/08/11 43866 12:15PM Plygd Agg/Fight Unknown mot Peers Out-sch susp 2 01/28/11 47522 1:30PM Class Disrespt Avoid Task Teacher Detention 3 01/10/11 10:30AM 4 12/18/10 9:30AM 5 12/08/10 1:00AM Peer 6 10:15AM Parent 7 11/20/10 9:30PM Mostly in the classroom to avoid task?? Interesting?? Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)? 42

Advanced Applications of CICO Function-Based Modifications of CICO

Modifying CICO Peer Attention

Peer Attention CICO Modification HAWK Report – Helping A Winning Kid Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No GOALS 8:30-10 Recess 10:15- 11:30 Lunch 12:15- 1:15 1:15-3:00 Be Safe 0 1 2 Be Respectful Be Responsible TOTAL   32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

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 adult

Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon

Logic Guiding Breaks are Better

Breaks are Better Modifications

Sample Break Options & Rewards 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 If the student is able to take breaks appropriately as an alternative to negative behaviors they will earn weekly rewards that meet the function of that behavior 51

Breaks are Better Card The goals are more specifically defined in academic terms The “break column” The “teacher feedback on break column” 52

Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples Student’s are taught how to ask for a break the right way: (1) hold up hand with a “#1” signal; (2) wait for teacher to give a “thumbs up” signal or a “thumbs down”; They are also taught how to take a break: (3) when given the “thumbs up”, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work. If the teacher responds to the break request with a “thumbs down”, the student is taught that it’s no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break – thus helping to strengthen the student’s skills with knowing when to ask for a break, etc. 53 53

Taking a Break in the Classroom

BrB: What does it look like in the School 55

BrB: What does it look like in the School

BrB: What it looks like for the Student Coordinator introduces student to the intervention Similar to CICO except that student is taking breaks and earning points for behavior and breaks. 57

Team Activity Who will coordinate? How will it be run? Question Team Task Worksheet Who will coordinate? How will it be run? Discuss need & application of Breaks Are Better in your school HO#2 Breaks are Better HO#3 Breaks are Better visual 15 minutes 58

ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon

Logic Guiding ABC

Academic focused CICO (Escape Tasks) Middle School

ABC Modifications

ABC Point Card -- Front

ABC Point Card -- Back Similar to CICO but there is an additional homework tracker component 64

ABC: What does it look like in School?

ABC: What it looks like for the Student Coordinator introduces student to intervention Rationale Card how to get it, give it to teachers & receive feedback How to record assignments Similar to CICO but the specialist should be checking for homework, giving the card and reviewing assignments at the end of the day 66

Team Activity Who will coordinate? How will it be run? Question Team Task Worksheet Who will coordinate? How will it be run? Discuss need & application of Academic Behavior CICO in your school HO#4 ABC Point Card 15 minutes 67

Layers of Tier 2 Interventions

Tier 2 Interventions 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

Attention Maintained 70

Escape Maintained

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Team Activity Question Team Task Worksheet What will you do for student’s who are trying to escape task? Obtain peer attention? Or avoid adults? Develop materials & plan for modified interventions Escape Tasks Peer Attention Avoid Adults 30 minutes have teams share out some strategies 73

Non-Responders Escalate to Tier 3

Tier 2 Assessment & Intervention Refer to Tier 3 team: Practical FBA Intensive Targeted Individualized Behavior Support Plan Intervention Non-Responder Preliminary FBA Modified CICO Matched to Function Borderline Initial CICO Data Assessment “layer”/ Addition to CICO Student Referral Data (ODRs) Basic CICO Universal School-Wide Assessment School-Wide Prevention Systems 75

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 Tier II Tier III Universal SWPBIS Team Progress Monitoring Team FBA Team Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student) Plans SW & Class-wide supports Conducts FBA, develops BIP NOT a standing team Tier 3 is not a standing team this is a team that meets to discuss the specific student; examples include IEP, 504, SST, BSP teams Sept. 1, 2009 77 77 77

Team Activity When do we move to Tier 3 supports? Decision rules? Question Team Task Worksheet When do we move to Tier 3 supports? Decision rules? Develop a plan for when and how to refer a student to Tier 3 supports? 30 minutes have teams share out some strategies 78

Tasks Develop a plan for full implementation on CICO Self Assessment Intervention team meets twice a month to progress monitor students Develop additional “layers” of support based on your needs