Preparing for Advanced Tiers using CICO Calvert County Returning Team Summer Institute Cathy Shwaery, PBIS Maryland Overview

Understand the features of tiered interventions Identify current systems and practices in place Identify who will benefit from secondary interventions Identify data sources for monitoring and evaluating effectiveness of interventions Participants will

in order to meet benchmarks. = These students get these tiers of support + Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling. 3

PBIS: Creating the Conditions for Learning Social Competence & Academic Achievement Systems Supporting Staff Behavior Team Approach Administrator participation Community of Practice (Skill development and performance feedback) Data Supporting Decision Making Office Discipline Referrals Academic progress Attendance, truancy Direct observation School improvement goal progress Process tools (fidelity) Practices Supporting Student Behavior Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Correct behaviors Consensus/collaboration SYSTEMS PRACTICES OUTCOMES DATA 4

TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.

TIER II: Supplemental, Targeted 6 Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks

Key Features Tier II  Intervention is consistent with school-wide expectations  Similar implementation across students  Continuous availability & quick access to the intervention  All school staff are trained on the intervention  Intervention is flexible based on functional assessment  Data are used continuously to monitor progress of the intervention

Tier III Tier II Tier I Resource Mapping: Taking Inventory Practices, Initiatives, Programs for a FEW Practices, Initiatives, Programs for SOME Practices, Initiatives, Programs for ALL

Resource Map: Inventory TiersWhat practices are in place? Who receives support? Who are the providers? How is progress monitored? How do students enter & exit? Tier I Tier II Tier III

Intervention Recommendations A variety of interventions may be appropriate for your school Check-in/Check-out is recommended as a place to start for targeted group intervention – Evidence-based – Linked with the school-wide system – Efficient; can support several students – Cost-effective – Can be easily adapted if needed

How is CICO 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 & receive support quickly Team uses data for decision making to determine progress

Who benefits from CICO? Students with multiple referrals (2-5 majors) Students who receive several “minor” referrals Students who receive referrals in multiple settings Problem behaviors are not dangerous or severe Students who find adult attention rewarding

Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making CICO Meeting to Assess Student Progress Exit Program Revise Program

Daily Progress Report Students receive feedback from teacher several times per day (point rating) Increased feedback on behavior Increased praise Increased teacher contact

Daily Progress Report consistent with SW Expectations

Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making CICO Meeting to Assess Student Progress Exit Program Revise Program

Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making CICO Meeting to Assess Student Progress Exit Program Revise Program

Daily Monitoring

Collaborative Team-Based Process A team of individuals reviews the students progress on a regular basis Data is collected on an on-going basis Data is used to make decisions about the interventions success (or lack there of)

Monitoring for Effectiveness

Why does CICO work? Structure – Prompts throughout the day for correct behavior – System for linking student with at least one adult Increase in contingent feedback – Feedback occurs more often and is tied to student behavior – Inappropriate behavior is less likely to be rewarded Elevated reward for appropriate behavior – Adult and peer attention Linking school and home support Organized to morph into a self-management system

1.Obtain your most recent SET, TIC, and/or BOQ score. a.If < 1 yr old, use your most recent score. b.If > 1 yr old or if major changes have occurred regarding PBIS implementation in your school, administer the SET, TIC, and/or BOQ. 2.Proceed if you meet 1 or more of the following criteria: a.>80% on TIC b.>70% on BOQ c.> 80%/80% on SET STOP If Tier I practices and systems are not firmly in place, reconsider implementation of Tier II practices and systems at this time Is your school ready?

Have commitments & agreements been secured? 1.Has the principal agreed to establish Tier II practices & supports? 2.Has the principal agreed to attend training meetings? 3.Has the principal agreed to direct financial & personnel resources toward implementation? 4.Has the school established a behavior support team? 5.Have faculty members (>80%) agreed to implement Tier I practices & systems to support Tier II implementation? 6.Have faculty members (>80%) agreed to participate in Tier II implementation as needed? STOP If commitments haven’t been confirmed (6 “yes”), reconsider implementation of Tier II practices and systems

Summary Resource Mapping- inventory of current condition Tier I is in place schoolwide and in classrooms Readiness and Buy-in: LAYERS of Support- attached to tiered framework Teaming Structure Decision Rules for Access & Exiting Start with one: Check In/Check Out

References Crone, D.A., Hawken, L. S., Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program (2 nd ed.). New York: Guilford Press.

Thank you!