Tier 2 New Team Member Training PBIS RtI District Team Part 1: Overview and CICO

How has your week been going? 5- Great 4- Good 3- Okay 2- Not good 1- Bad 0- Horrible Fist to Five

Be Respectful – Listen to others – Take phone calls out of room Be Responsible – Take notes as needed – Go back to your school and implement Be Safe – Take care of yourself – Use the bathroom as needed Expectations

Learning Intention: Participants will be introduced to Tier 2 of PBIS; experience and discuss their role in their school's PBIS framework; and understand their school’s current fidelity with implementing PBIS Tier 2. Success Criteria: You know you are successful when you understand and can implement PBIS Tier 2 Interventions and best practices within your school.

Group/Partner Work Working in Families Duck, Goose Power Dating at 12:00, 3:00, and 6:00

Starfish With your family, share a time when your school community exhibited the “starfish effect”?

Tiered System of Support Tier 1: All Students Tier 2: One Adult/ Multiple Students Tier 3: Multiple Adults/ One Student

Screening Two stages

Family Discussion How can your school improve on identifying students for Tier 2 Interventions?

Once students are determined to need a Tier 2 Intervention, communication home must occur Can use PASSIVE CONSENT – Can send home a letter, post card, etc – Describe system and intervention – Ensure parents understand this is a SUPPORT not a punishment Begin intervention as soon as possible

Tier 2 Interventions Check-In/ Check-Out (CICO) Social Academic Instructional Group (SAIG) Individualized CICO Behavior Assessment / Intervention Plan (BAIP)

CI/CO SAIG Individualized CICO BAIP DATA Tier Two interventions All students first:

Pop Quiz Which Tier 2 Intervention should all students receive first? 1.The school can choose 2.CICO 3.SAIG 4.Individualized CICO 5.BAIP

CICO Daily Cycle Check-in with assigned adult upon arrival to school – Positively greet student – Review SW expectations (daily goals) – Pick-up new Daily Progress Report card – Provide materials (pencil etc.) if needed Meet with teacher in each class – Teacher provides behavioral feedback – Teacher completes DPR Check-out at end of day – Receive acknowledgement

CICO In Action Curtin Video – South Division Video –

Why does CICO work? Improved structure for student – Prompts are provided throughout the day for correct behavior. – System for linking student with at least one positive adult. – Students know when and where to be Student is “set up for success” – First contact each morning is positive. – “Blow-out” days are pre-empted. – Interaction with adult each class period is positive, and sets up successful behavioral momentum. Increase in contingent feedback – Feedback occurs more often. – Feedback is tied to student behavior. – Inappropriate behavior is less likely to be ignored or rewarded. – More opportunities for acknowledgement

School System School has a CICO coordinator CICO taught / reviewed to staff annually – Staff understands their role Process for identifying students (2 stages) School has CICO Greeters – Each meet with multiple students – A location is set aside for check-in (if needed) Every student carries same DPR Communication home occurs Student receives an acknowledgement

Pop Quiz How long should it take to check-in with a single student in the morning? 1.1 minute 2.2 minutes 3.5 minutes 4.10 minutes 5.Way too long

Crucial Elements CICO Morning Check-in Set location for all students Set staff member(s) for all students 1 minute in length – Ensure student is mentally and physically prepared for day – Discuss challenges student may face – Discuss strategies to overcome challenges – Ensure student has an adult they trust in the building – Sheet “What to Say at Check In”

Checking-In with Greeter All variations of CICO require a morning check- in with a staff member Meet with student for ONE MINUTE Kilbourn Video – SCTE Video –

How can you improve your morning check-in so each adult can meet with multiple students in a timely fashion?

Crucial Elements of CICO The DPR – Set times Subject Matters, Exact Times, Natural Breaks – School wide expectations – Receives a 1,2, or 3 – Staff member signs – The DPR is NOT the intervention – Interaction with adult is the intervention – Daily goal with input from student

Teacher Holds – Teacher holds DPR and turns in, still meet with student regularly Survey Monkey – Each student has a survey (same link everyday) that the teacher completes online, still meet with student regularly Electronic Excel – Each student has an Excel document on shared drive completed by teacher, still meet with student regularly Adapt to your needs

Reflection Does your DPR: – Have times/ blocks on it – Use 1,2,3 – Have school-wide expectations listed – Same for each student – Do students carry it? Do teachers complete it with student?

Crucial Elements of CICO Teacher Check-in Routine At pre-determined times on DPR – Every class in Middle and High School Teacher meets with student for 1 minute – Goes over areas of their behavior student excelled in – Provide corrective feedback to students in areas of behavior they struggled with – Occurs while other students engaged in academics Scores DPR in each area Is not a punishment, is an intervention How are substitute teachers involved? Example video –

Adult Role The intervention is the regular, positive interaction with the adult. The adult must meet with the student regularly and discuss the positives the student did around their behavior and then provide CORRECTIVE FEEDBACK around areas they can improve. – Don’t just focus on the negative, every student has something they are doing positive.

All adults are involved in the actual intervention, it is not just the support staff. Let’s focus on the Positives

The Power of Words How can we rephrase what we are saying to kids to say the same thing but use different words?

Discussion How can you show staff their role in the actual intervention and have staff buy into the intervention? What are some obstacles you will face?

Ideas Students can still receive negatives/ punishments but also must receive regular positive feedback. Practice scenarios with the staff at meetings Top down: have administrators and all staff members focus on the positives with each other, publicize positives, set positive goals, etc “Act the way you want to feel.”

Critical Elements of CICO Afternoon Check-out Routine Students meet with same greeter Acknowledge student success Discuss obstacles and struggles Collect DPR (have system for organizing data) Communicate to families Can send a photocopy of DPR home Can send a summary home Can create carbon copies of DPR Other ways to communicate to home

Discuss How do you communicate progress to families and how can you improve and/or revise this communication?

Critical Elements of CICO Acknowledge At first- Acknowledgement for turning in DPR Eventually- Acknowledgement for meeting daily goal System for points earned, spinning a wheel, receive Tier 1 acknowledgement, etc Collecting, summarizing and using data Daily scores Put on Exceed weekly Review by team Success Criteria

Discuss What acknowledgement system can you use to encourage participation in CICO (for students and for staff)?

CICO Success Criteria Daily goal is a 80% – Can build up to this goal Students earn an 80% for 80% of the time (4 out of 5 days) for 4 consecutive weeks Can be transitioned off CICO – More information during day 3

REVIEW Tier 2 is for those students that need “a little more” around reaching the expectations Entrance Criteria – Data Based 1 ODRs in 20 school days for K-5 th Grade 3 ODRs in 20 school days for 6 th - 12 th Grade – Teacher, parent, student referral for support

Review CICO Basic Framework – Check-in with assigned adult upon arrival to school – Carry a DPR to progress monitor – Meet with teacher in each class – Check-out at end of day – Monitor student’s progress Goal is to receive an 80% on their DPR for 80% of the time for 4 consecutive weeks

Resources MPS RtI Website – MPS PBIS YouTube Channel – MPS PBIS Pinterest Page – Monthly Newsletter (available on RtI Website) Contact your External Coach

MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen R. Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, CPA, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives