Tier 2 PBIS: Check-In / Check-out Kevin J. Filter, Ph.D. Minnesota State University, Mankato

IMPORTANT MESSAGE Tier 1 is the FOUNDATION of the PBIS triangle So, don’t invest in Tier 2 until Tier 1 is solid

What is Tier 2 really about? It IS a way to support students at-risk It’s NOT just about INTERVENTIONS It IS the SYSTEM that connects Tier 1 to Tier 3

Dichotomy or Continuum? The difference here is NOT about INTERVENTIONS, it’s about SYSTEMS Decision rules Screening process Interventions Program manager

So, what are good Tier 2 supports?

Tier 2 Criteria from PBIS.org Continuous availability. Rapid access (72 hr). Very low effort by teachers. Consistent with school-wide expectations. Implemented by all staff/faculty in a school. Flexible intervention based on assessment.

Criteria from PBIS.org (cont’d) Functional assessment. Adequate resources (admin, team), weekly meeting, plus 10 hours a week. Student chooses to participate. Continuous monitoring of student behavior for decision-making.

Are you already doing some of this? Most schools have some supports available for students at risk However, they often haven’t been systematically reviewed and connected So, here’s what we should be considering…

Evaluating Your CURRENT Tier 2 Supports Criteria from PBIS.org Evidence for effectiveness Published evidence Shared evidence Local evidence Re-evaluate ANNUALLY

Let’s Evaluate Take five minutes to review the programs available in your school for Tier 2 using the form “Evaluating Tier 2 Interventions in School”

SELECTING STUDENTS Office Discipline Referrals: Using existing data Rule of Thumb = 2 to 5 ODRs Not an immediate danger to self or others What are the problem behaviors? Matching behavior function to intervention

ACTIVITY / DEMONSTRATION: SWIS STEP 1 Find students with 2 to 5 ODRs STEP 2 Determine rule-out behaviors Major violence/aggression Investigate function of behaviors

OK, we’ve found them and they are in the program now – what comes next OK, we’ve found them and they are in the program now – what comes next? Keeping track of our Tier 2 students… Using data…

Records and Decisions Keep records of who is participating in each program Name Progress Decision KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!! Follow-up AFTER they are removed from program

NEXT STEPS PLANNING FOR SUCCESS PLANNING FOR MORE SUPPORT

PLANNING FOR SUCCESS Develop criteria for moving between levels Develop a system to fade the Tier 2 intervention

PLANNING FOR MORE SUPPORT If Tier 2 intervention and modified Tier 2 intervention do not lead to improvements for children, then the Tier 3 process should be initiated Tier 3 = FBA that leads to individual behavior support plan

Some Tier 2 interventions are better than others… Check-In / Check-out

Check-in / Check-out Strong evidence-base Over a dozen published studies Works for 67% to 75% of ALL kids Best for attention function but can be modified Designed as a Tier 2 intervention Can be purchased from Guilford Press as book and/or DVD

Student Recommended for BEP Behavior Education Program BEP Implemented BEP Coordinator Summarizes Data for Decision Making Morning Check-In Parent Feedback Regular Teacher Feedback Biweekly Meeting to Assess Student Progress Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don’t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting ½ hour to assess progress who attends meeting decisions made in meeting Afternoon Check-Out Revise Program Graduate Program From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Critical Features Morning check-in Daily Progress Report (point card) Teacher feedback throughout the day Afternoon check-out Home component Team management and decision-making Training Teachers Students Parent

Morning Check-In Students check-in with CICO manager Signed card from home is returned New card is delivered Point goal is reviewed Ensure student is ready for the day Materials, homework

BEP Check-In/Check-Out Record Date:__________________ BEP Coordinator:_________________ Check-In Check-Out Student Name Paper Pencil Notebook DPR parent copy BEP Score Jason √ 90 Leanne 85 Juan 60 Kiran 100 Alexa 95 Jacey What was this used for? How you kept track of whether they had all their materials From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Check-In, Check-Out Form: Elementary School Version Student Check-Out % of Points Earned Goal Check-In Delivered Contract Signed Parent Copy of DPR

Tracking Student BEP Progress (number = % of total daily points) Date Jason Leanne Juan Kiran Alexa 1/16 85 95 100 80 65 1/17 75 77 1/18 63 1/19 45 92 1/20 88 89 90 1/23 79 1/24 67 78

Daily Progress Report One form used by all students Not individualized Connected to 3-5 positively stated PBIS behavior expectations Points are assigned for each behavior on a 0-2 scale

Daily Progress Report Periods (block schedule) along the top Goals (along the side) are the school-wide expectations (may need to be individualized for some students) Rankings – 2 = followed expectation, 1 = so- so, 0 = did not meet expectation From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Date ________ Student _______________Teacher___________________ HAWK Report Date ________ Student _______________Teacher___________________ 0 = No 1= Good 2= Excellent Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands, feet, and objects to self Use kind words and actions Follow directions Work in class Class 0 1 2 Recess Lunch Total Points = Points Possible = 50 Today ______________% Goal ______________% From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

KENNEDY CARD Name _____________________________________________________ Materials to Class Worked and Let Others Work Followed Directions the First Time Teacher Parent 2 1 No Assignments: Wow, = _____ Goal = 36

Teacher Feedback Throughout the Day Student is rated on behaviors during naturally-occurring transitions Feedback is brief Verbal Reward success and remind how score can improve if not scored as a 2 By using same card for all kids, teachers don’t have to “individualize” things

Afternoon Check-Out Check-out with CICO manager Review points earned relative to goal Deliver rewards Daily? Progress toward larger goals? CICO manager records points in database

BEP Check-In/Check-Out Record Date:__________________ BEP Coordinator:_________________ Check-In Check-Out Student Name Paper Pencil Notebook DPR parent copy BEP Score Jason √ 90 Leanne 85 Juan 60 Kiran 100 Alexa 95 Jacey What was this used for? How you kept track of whether they had all their materials From Hawken, Pettersson, Mootz, and Anderson (2005). Copyright by The Guilford Press. Permission to reproduce this handout is granted to purchasers of the DVD for personal use only (see License to Reproduce Downloadable Files for details).

Home Component Daily Progress Report goes home to parent Parent verbally rewards success Avoid using as a punishment Parent signs card and gives it back to student to return to school next day

Team Management and Decision-Making Team meets biweekly to review CICO program CICO Program Manager organizes data for meeting Discuss students who are not succeeding Plan for graduation for successful student Fading

Decision-Making Cont’d: Importance of Baseline Data Why? So we know if the intervention helped How to do it Collect at least 3 to 5 days of data BEFORE the intervention begins Teachers score behavior but don’t provide feedback to student

Training Teachers Students Parents Explain program to all teachers Once they know how to rate behavior they can work with any kid Students Once student starts program, schedule a meeting to review program with student Parents When a student is being considered for program, talk to parents about what the program is for and how to manage signature and home feedback process

How Is BEP Different Than Other “Behavior Card” Interventions A Targeted Intervention Implemented Within a School-Wide System of Behavior Support Behavior Cards typically classroom interventions Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively and receive support quickly Team uses data for decision making to determine progress 2005 by The Guilford Press

CICO Self-Assessment Review what’s involved with doing a check in/ check out (CICO) program If you choose to invest in CICO/BEP, then this document will help with action planning

BIG IDEAS Tier 2 is a SYSTEM that connects Tier 1 to Tier 3 Not all schools that are interested in Tier 2 supports are ready Invest in Tier 1! Select Tier 2 programs based on evidence Monitor progress of all students in Tier 2

Kevin Filter Kevin.filter@mnsu.edu 507-389-5828