PBIS Tier 2: CICO Data-based Decisions November 20/21, 2013 Michelle Coconate & Kristen McElligatt

Training Behavioral Expectations EXPECTATIONTRAINING SITE BE RESPECTFUL Turn cell phones “off” or to “vibrate” Listen to each other and share ideas BE RESPONSIBLE Make yourself comfortable & take care of your needs Stay focused during work times Ask questions Leave no trace Complete evaluation Support your colleagues BE PREPARED Follow up on MAP tasks from Sept 30 th training day Record new tasks on MAP

Agenda Announcements Expectations Celebrations/Sharing Matching Game Critical Features Activity CICO Data Collection Social/Academic Instructional Groups (SAIG) Lunch from 11:00-12:00

Celebrations

Time to Share Identifying & training facilitators Data Rules: IN, ON, OUT Daily Progress Report (DPR) CICO Handbook Staff Orientation Student Orientation Parent Communication Logistics

3-Tiered System of Support Teams CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

Goal & Expectation for

CICO Matching Game Let’s play the card game… “Who has…? I have…”

PBIS Tier 2: Critical Features Team Activity Is your CICO system aligned with the 10 critical features of effective Tier 2 interventions?

10 Critical Features of Tier 2 Interventions 1. Intervention linked directly to school wide expectations and/or academic goals. 2. Intervention continuously available for student participation. 3. Intervention is implemented within 3 school days of determining the student is in need of the intervention 4. Intervention can be modified based on assessment and/or outcome data

Critical Features continued… 5. Intervention includes structured prompts for what to do in relevant situations. 6. Intervention results in students receiving positive and/or corrective feedback from staff. 7. Intervention includes a school- home communication exchange system at least weekly.

Critical Features continued… 8. Orientation process and introduction to materials is provided for students as they begin the intervention. 9. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

CICO Data Collection

CICO Data Analysis Process 1 Determine Group Effectiveness 2 Determine Individual Student Response to CICO 3 Make Data Decisions

Overall Goals for CICO  Group Effectiveness: 65% or higher For the group to be successful on a given week, 80% of possible points must be earned for 65% of the days of that week. 80% is 4 out of 5 days, however, at a weekly criteria of 80% a student would have to meet the daily criteria 100% on a 4 day week  Individual Student Daily Goal: 80% or higher  Individual Student Overall Goal: 80% of points earned weekly for 4 consecutive weeks.

EFFECTIVENESS Of INTERVENTION

Group Success Questions… 1. Have 70% or more students within the group responded positively to the intervention? 2. How is the groups’ data trending? Look at the group graph that includes a trend line. Is it angled upwards or downwards, or is it flat?

Determining Group Success Analyze Data  Group Success – total opportunities met vs. total opportunities not met  Median percentage of success statement  Group trend data

INDIVIDUAL STUDENT RESPONSE TO CICO

Individual Progress Questions 1. Is each student meeting the goal of 80% of possible points for 4 consecutive weeks? 2. How is each student’s data trending? Look at the graph that includes a trend line. Is it angled upwards or downwards, or is it flat?

Individual Progress Analyze:  Individual Progress – days per week on/off target  Median percentage of success statement (must be filtered for “yes”)  Individual trend data

DATA DECISIONS

Data to consider:  CICO Data  Major & Minor Referral Data (Pinpoint)  Absence & Tardy Data  Suspension Data  Qualitative Data  Other

Data Decisions - Group If Intervention is Effective If Intervention is Ineffective Continue Problem Solve & Modify

Data Decisions - Individual Student If Intervention is Effective:If Intervention is Ineffective: ContinueModify FadeIntensify Discontinue/Graduat e Recycle through Problem Solving Process

CICO Data Collection Tool Files & Templates 3. Tier 2 Tools 4. Tier 2 Behavior-Small Group Intervention Template (CICO Template.xls) 5. Save spreadsheet onto your computer

Database Do’s and Don’ts Do Save to your computer Determine how you will organize data (by grade level, by facilitator…) Enter data on a regular basis Don’t Add cells, rows, or columns Delete within a cell Delete any cells Change the formatting

Tier 2/3 Tracking Tool

Intervention Effectiveness 70% or better

Social/ Academic Instructional Groups (SAIG)

Social/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Skill groups can be facilitated by: Social Workers Counselors Psychologists Teachers Other staff Use the CICO Daily Progress Report for student support and data collection

Choosing or Designing Group Interventions  Choose & modify lessons from pre- packaged material based on the skill needed for the group and/or  Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

Create Your Own Lesson Plans: Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

Examples of Packaged Instructional Groups Second Step (Grades PreK-8) Strong Start/Kids/Teens Aggression Replacement Training Skillstreaming Tough Kids Social Skills (Grades 3-7) I Can Problem Solve (Grades PreK-6) Other All of above examples could be used to develop universal behavior lesson plans.

3 Keys to Successful SAIG 1. Build SAIG on top of a strong Tier 1 System 2. Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form 3. Collect and use data to problem solve

Academic Behavior Skills Listening Asking for Help Saying Thank You Bringing Materials to Class Following Instructions Completing Assignments Contributing to Discussions Offering Help to an Adult Asking a Question Ignoring Distractions Making Corrections Deciding on Something to Do Setting a Goal Skills from Skillstreaming

Pro-Social Skills – Friendship From Skill Streaming Introducing Yourself Beginning a Conversation Ending a Conversation Joining In Playing a Game Asking a Favor Offering Help to a Classmate Giving a Compliment Accepting a Compliment Suggesting an Activity Sharing Apologizing From Strong Kids (Grades 3-5) About My Feelings Ways of Showing Feelings

Problem-Solving Skills Knowing Your Feelings Expressing Your Feelings Recognizing Another's Feelings Showing Understanding of Another's Feelings Expressing Concern for Another Dealing with Your Anger Dealing with Another's Anger Expressing Affection Dealing with Fear Rewarding Yourself Using Self-Control Asking Permission Responding to Teasing Avoiding Trouble Staying Out of Fights Problem Solving Accepting Consequences Dealing with an Accusation Skillls from Skillstreaming

Data Collection within SAIG

Data Collection for SAIG  Skill Focused Daily Progress Report (DPR)  CICO Data Also consider:  Major & Minor Referral Data (Pinpoint)  Absence & Tardy Data  Suspension Data  Qualitative Data  Other

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe Be Respectful Be Responsible Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Social & Academic Instructional Groups Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

District Expectations Staff and Student Orientation/Training completed prior to winter break Kick-off CICO after Winter Break Parent Orientation and Communication (brochure) Use CICO database from Complete the Tier 2/3 Tracking Tool monthly (Jan – May 2014) Hold monthly PBIS Tier 2 team problem-solving meetings to evaluate student and group progress and make intervention decisions. Disseminate meeting agendas & minutes

For more information about CICO… Book Responding to Problem Behavior in Schools: The Behavior Education Program Crone, Horner, & Hawken (2004) Guilford Press DVD The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk Hawken, Pettersson, Mootz & Anderson (2005) Guilford Press Websites