Data, Systems and Practices in CICO ISTAC/IL PBIS Network Ali Hearn, Technical Assistance Coordinator

Session Objectives: Learn how to identify challenges in implementation that may be effecting CICO outcomes Review tips and strategies other schools have used to overcome these common challenges Understand how to coach school teams in effective implementation of CICO

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems Students receive supports based on their response to intervention - More intense as youth move up triangle (more teacher/family time, more data) - Available at all 3 tiers - Fidelity at Tier 1 improves Tiers 2/3

Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, SD-T, EI-T Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS) Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS)

 This is a presentation of the IL PBIS Network. All rights reserved. How intense is YOUR CICO?

Layering of Support

CICO (BEP) Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Source: Crone, D.A., Horner, R.H. and Hawken, L.S., 2004

10 Critical Features: Considerations- CICO  Continuously available for student participation o Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention.  Implemented within 3 school days of determination that the student should receive the intervention o Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson.  Can be modified based on assessment/outcome data o Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support  All staff, students, & families are informed of the details of the interventions

 This is a presentation of the IL PBIS Network. All rights reserved. Do you know if what you are doing is working? Gathering Data

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 Mark will count to 10 when feeling angry Mark will hold up a yellow card to indicate needing a break Mark will get his log- book signed by teacher at end of class “Social & Academic Instructional Groups” (sample academic skills group) “Individualized Student Card for Mark” (After FBA/BIP) Walk to class Keep hands to self Use appropriate language Raise hand to speak Bring materials Fill out assignment notebook

3-Tiered System of Support Necessary Conversations (Teams) Check-In Check-Out Skills Groups Group w. individual feature Complex FBA/BIP Problem Solving Team Meeting Tertiary Systems Team Meeting Brief FBA/BIP Brief FBA/BIP Wraparound Secondary Systems Team Meeting Plans schoolwide & classroom supports Uses process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one student at a time Uses process data; determines overall intervention effectiveness Rev Universal Team Meeting Universal Support Illinois PBIS Network

 This is a presentation of the IL PBIS Network. All rights reserved. What if what you are doing is NOT working? Troubleshooting

CICO what you need to know Finding the challenges before they find you WHY? WHAT? WHO? WHERE?

CICO – what makes it work Finding the challenges before they find you Make sure students, staff, families know why! The WHY we do it/need it Added layer of support for youth who need more Take time during staff meetings, newsletters, etc. to explain the “why” (layering/triangle) Do it now so you don’t need to reboost later! Can help to compare academic and behavioral interventions – same 3 tiered philosophy Not forever – no shaming or blaming

CICO – what makes it work Finding the challenges before they find you Make sure students, staff, families know what (it is not)! The What it is NOT Not a Tier 3 intervention Not an intervention to tell the naughty kids more about why they are naughty Not an opportunity for staff to point out why students are irresponsible, disrespectful, and unsafe Another thing that teachers HAVE to do

CICO – what makes it work Finding the challenges before they find you The What it IS An extension of Tier 1 Able to help support about 10% of your school A re-boost of Tier 1 messages Opportunity for staff to communicate with youth who “need a little bit more” An intervention that should take less than 1 min. An intervention that provides positive adult contact and direct feedback Do practice sessions with staff and allow them to actually experience CICO with one another

CICO – what makes it work Finding the challenges before they find you The WHO is this for Consider students with internalizing characteristics when designing CICO Nurses office visits, attendance, time with SW, etc. Once staff learn that “check-ins” and “point sheets” are for “naughty kids”, hard to change that mindset Make sure to integrate internalizing characteristics into your matrix Students who need a little “nudge” Consider what “at-risk” means in your building

CICO – what makes it work Finding the challenges before they find you The WHERE – will all of the SYSTEMS go?! Where will kids check in With who Who will send letters home Who does data entry Who looks at the data Who informs the staff of CICO updates Who is looking at the fidelity of intervention Who invites the youth Who sets up graduation/celebrations

CICO – TIPS of the trade A few of the biggest “hang-up” areas Consider how, when, and who will train staff, families, and students Think about location of check-ins Consider who will be facilitating Consider request (families, student, teacher) for entrance Positive, positive, positive All aboard! (including administration) Some schools even have check-in times during class! Knowledge is key to success. The more they know!

TRAINING IS HALF THE BATTLE!

Coaching Model (Tier 3 and more) PBIS Network Do for Do with Cheer on External Coach Do for Do with Cheer on Facilitators Do for Do with Cheer on Students & Families

 This is a presentation of the IL PBIS Network. All rights reserved. Examples from the Field

The Changing Role of Clinicians In Support of Tier 2/3 Practices

Social Worker, 2006 Daily Job Responsibilities: - Individual and Group Counseling - Crisis Intervention Work - FBA and BIP - Social Developmental Evaluations - Assessments - Consultation with teachers - Problem Solving Team Meetings (weekly) Beyond the Limits: Projects Outside of Daily Duties - “Hero In The Hallway” - Red Ribbon Week Competition/Activities - Character Education Curriculum Development for 6th grade - Social Emotional Learning Grant / Planning

Social Worker, 2016 Daily Job Responsibilities: - Tier 3 Meetings (weekly) - Tier 2 Meetings (weekly) - Student Support Programming Data Team Meeting(weekly) - Student Support Programming Team Meetings (weekly) - Train Facilitators in the Development of FBA and BIP - Lead Trainings for Classroom Teachers (social and emotional strategies) - Train Facilitators/Help Support Facilitators for SAIGs (weekly) - PBIS Interventions Facilitator – During Raider Time - Individual and Group Counseling - Crisis Intervention Work - Assessments

General Themes Majority of work was 1 on 1 Not reaching enough youth with social/emotional needs Used discipline on youth which removed them from the environment that we wanted to keep them in Youth who just needed a “nudge” had been over-serviced for years Youth who needed “more” were unidentified and slipped through the cracks

Common Trends Moving from reactive to preventative Time efficient and least restrictive Moving from Tier 1 to leading Tier 2/3 Facilitating Tier 3 Interventions Serving students needs vs. “labeled” populations Systems approach Intervention vs. Referral to Professional Using data for decision making

HHS SW Time Study Daily Breakdown of Responsibilities Gen EdSpecial EdDirect Service Students (Individual Sessions, Group Sessions, Testing for Initial/Re-evaluations) 3.0%41.5%44.5% Crisis8.0% Interdisciplinary Meetings11.0% Total:63.5% Percentage of Time Spent Directly with Students per Contract Day Students Paperwork Program Development TeamsLunch Total (Hours Per Day) DirectIndirect Hours Per Day

The PBIS Dream Team Sharkey Hearn Saul Miller

Huntley High School Map of Student Support Programming Area of Focus AcademicSocial/Emotional/Behavioral Level of Intensity Low High *- meets all PBIS/RTI criteria - Not Fully Implemented - Student-led Intervention Bold Systems Team: Systems Coordinators: Student/Parent Ambassadors: Building Administration, Academic/Behavioral Intervention Three to Five Representatives Coordinators, Tier 1/2/3 Coaches, District RTI/PBIS Tier 3 Tier 2 Tier 1 Updated: 2/15/2012 FBA/BIPs* Szarszynski RENEW* Saul IEP/SpEd* Nichols S/AIGs* Zacharias ICICO* Henk Making Connections* Konie Check-In/ Check-Out* Henk AMP Meindl Writing* Conant 9 th Hour Ten Mark (Math)* Kish Read 180* Frederick CRISS* Swartzloff(s) Raider Aid Price Rachel’s Challenge (Psych Club) Romanski The Raider Way Sharkey 9 th Grade Advisory (Link Crew) Zaleski, Grabner, Lindquist Peer Tutoring (NHS) Hummel Guided Study Hall Core Curriculum* Team Leaders Behavior Intervention Coordinator: Anne Sharkey Academic Intervention Coordinator: Kirsten Frederick Coaches—Angela Moyer/Joselyn Hummel/Jennifer Lang Coaches—Jamie Meindl/Karen Miller Coaches—Christina Nichols/Danyce Saul

 This is a presentation of the IL PBIS Network. All rights reserved. Making CICO work for you And it can work….for all of you

The New Card Huntley High School

The New Card Streamwood High School: U- 46

Figure out your criteria and your program Linked to Expectations Continuously Available Quick Identification Modified based on Data Structured Prompts for Student Behavior Positive Feedback School-Home Contact Intervention Info for Student Intervention Info for Staff Practice New Skills What CICO looks like at your school? Check-In Check-Out vs. Making Connections

Fidelity with Flexibility Check-In Check-OutMaking Connections Entry Criteria ✔✔ Daily Check In ✔✔ Assigned Mentor ✔ Daily Points Sheet ✔ Weekly Log Sheet ✔ Progress Monitoring ✔✔ Exit Criteria ✔✔

Discussion/Reflection Questions What’s one concrete thing you can take from today back to your practice? How might you support or modify Tier 2 systems at your school/district? How could modifying the role of clinicians in your school/district bring about better implementation of Tier 2 & Tier 3 practices?

Other Questions/Comments

Before you leave the session... Take a moment to reflect on the session Record your thoughts in the back of your program booklet These notes will assist you in completing the online evaluation after the conference Your comments are valued and assist in developing future conference sessions