1. Tier 2 Interventions Check-In/Check-Out (CICO) Day 2 pbis. sccoe
Tier 2 Interventions Check-In/Check-Out (CICO) Day 2 pbis.sccoe.org tier2.pbis.pbworks.com 1

2. Goals for Today
Identify and discuss Tier 2 and CICO intervention progress
Develop a plan for fading and graduating CICO
Develop additional Tier 2 function based supports
Identify Tier 2 and 3 intervention decision rules

3. Materials SCCOE PBIS Website – http://pbis.sccoe.org Resources Tier 2
CICO Day 2 materials/presentations

4. Working Agreements

5. Team Progress Reports Question Team Task Worksheet
Has your point card been developed?
Has CICO-specific staff been identified?
Do you have a CICO program description?
Have teachers been trained in CICO?
Are your intervention team meetings happening?
Have you identified and started students on CICO?
Are you entering CICO?
Complete the CICO Self Assessment
Go to and complete the MATT
Assessment and identify items for improved implementation and action planning
Be prepared to share out on where your team is with CICO and Tier 2 support and decision making
WS#1 CICO Self Assessment
30 minutes then have teams share out 5

6. Fading CICO & Graduation

7. Fading CICO & Graduation
We will be discussing the different processes today; fading, escalating, maintaining, and monitoring 7

8. Things Are Going Well… What Now?
The GOAL is always to “Graduate” students from our supports or Fade supports
Do so gradually & Support the Transition
Increasing student responsibility
Transition into a Self-Management/ Self-Monitoring program
Then, gradually removing or “Fading” components of the intervention

9. Guidelines for Fading CICO
Building habits takes time encourage at least 6 weeks of consistent success (80%+) before considering fading CICO
Use Data to inform decision making
Biggest mistake = removing supports too quickly without a transition plan
Use data to track consistent success. The team should review data at meetings twice a month. 9

10. Example Self Manager: Lucy
Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks
Coordinator provides rationale for “Self Manager” to Lucy
Coordinator teaches Lucy to self monitor using examples and non-examples
When program begins, Lucy’s teacher goes over examples and non-examples
What Lucy should do…what the teacher should do….what the coordinator needs to do.
Coordinator
Feedback based on accuracy (with teacher records)
When Lucy monitors independently, feedback based on behavior 10

11. CICO - Self Manager Increase student monitoring of own behavior
Student “checks in” with teacher to review self-ratings and receive feedback
Positive behaviors, reinforcers, and checking in and out a with specialist should stay the same as the student learns to self monitor but the student should rate their own behavior. Teacher is just going to give feedback on the rating. 11

12. Transition to Self Manager
Slowly transition off. Try two weeks per step. Continue to check progress with the data 12

13. Removing Components of CICO
After Student is Successfully Self-Monitoring for at least 2 weeks begin removing components of the program
Slowly always checking data to make sure that the student stays successful. Do not take the student off if their behavior changes 13

14. After “Graduation” from CICO
After at least 2 weeks of progressively fading CICO components with consistent student success, can begin to consider Graduation 14

15. Sample from CICO Handbook HO#3 PG. 34

16. Sample from CICO Handbook HO#3 PG. 35

17. Team Activity
Question
Team Task
Worksheet
When will you know students are ready to self manage, fade or graduate?
How will students self manage, fade or graduate?
Will you celebrate students that have graduated? How?
Consider & Develop
Decision Rules for progressing to Self Manager, Fading & Graduation
Self Manager guidelines & materials
Fading progression & materials
Graduation & “Alumni Club” procedures & materials
HO#3 Check N’ Connect Handbook (Section IV: Adjustments/ Revisions/ Fading Process)
20 minutes have teams share out some strategies 17

18. Layers and Flavors of Interventions*
Layers and Flavors of Interventions
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION. 18

19. ALL—ALL—ALL—ALL—ALL—ALL—ALL
Layering up: As student needs move up the triangle, we layer and adjust the supports accordingly.
Few
Some
ALL—ALL—ALL—ALL—ALL—ALL—ALL
Katie Conley
PBIS Applications Training Team

20. Choose Your Flavor
Katie Conley
PBIS Applications Training Team
Within the same layer of support there are different flavors to fit the need.
Social Behavior
Academic Behavior 20

21. Start simple and build
It is critical to start with a firm foundation and thoughtfully build in flavors and layers that fit within the larger system of tiered supports to ensure fidelity, efficiency, and effectiveness.
Start with regular CICO if you need to individual to fit the students need you can
Katie Conley
PBIS Applications Training Team 21

22. Partial Responders
Layer Interventions

23. Tier 2 Assessment & Intervention
Intensive
Targeted
Intervention
“Layers”/ Addition to CICO
Borderline Initial CICO Data
Assessment
Student Referral Data (ODRs)
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems 23

24. SWIS-CICO Report Daily Points Graph

25. Small Changes “layers”
Meetings should be efficient. Have a menu of “layers for your partial responders 25

26. Partial Responder
Last 3 weeks of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%
“just missing”… but downward trend
Good Candidate for a Small Change/ “Tweak”
In 2 minutes or less - Which change is most likely to work for this student?
Change (a) CICO mentor, (b) incentives, (c) individualize goals OR
(d) more frequent check-ins
This is an example of data on a student partially responding to CICO. 26

27. Borderline Responder Look at Initial CICO data
Quick Check:
Anything we can do about Period 3?
What block of the day does that student struggle with most? Can you look at the points just for that time block? What does that look like? 27

28. Individualized Point Card Fill in more specific behaviors
Here is Gordon Russell MS CICO point card. Notice under goals: you can individualize based on that students needs. 28

29. Individualized Point Card
Robbie
Oct. 14th 20--
Here is an example of a small change; point card individualized for a specific student based on the behaviors that student needs to focus on. 29

30. More Frequent Check-Ins “CICO Hair Club for Kids”
Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period
Another Alternative – Create alternate card which breaks day into smaller intervals
The example show the teacher applying hair to the faces every time they check in with the student regarding behavior. 30

31. Team Activity
Question
Team Task
Worksheet
What ‘layers’ do you want to develop to be ready for partial responders?
Adapt existing materials and/or develop new materials required to make “layers” available and accessible
15 minutes 31

32. Non-Responders Layer Tier 2 Interventions v. Escalate to Tier 3?

33. Tier 2 Assessment & Intervention
Intensive
Targeted
Non-Responder Preliminary FBA
Modified CICO Matched to Function
Intervention
Borderline Initial CICO Data
“Layers”/ Addition to CICO
Assessment
Student Referral Data (ODRs)
Basic CICO
First look at layering intervention
Universal
School-Wide Assessment
School-Wide Prevention Systems 33

34. Non-Responder
Example data of a non-responder 34

35. Typical Reasons CICO may not be working for an individual student
Low fidelity of implementation
The student needs more instruction on how to use the program
The rewards are not powerful or desirable for the student
The program does not match the function of the problem behavior
The student requires more intensive, individualized support
Address
Implementation Issue
Individualize Tier 2
Try 1-4 before moving to 5
Escalate to
Tier 3 Support 35

36. Review the Function of Behavior the “Why”
Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…

37. Using Function of Behavior to Inform CICO Modifications
Individual Student Planning
Can use information of “Function of Behavior” to match students to appropriate version of CICO
Function-Based Assessment might include:
Use of Brief FBA or
Data from ODRs “Possible Motivation”

39. Minor – “Uh-Oh”

40. Preliminary FBA

41. Non-Responder Preliminary FBA
Does this tell us anything about when/ where/ who is involved (antecedents)?

42. Student Referral Report - SWIS
Date
Staff
Time
Location
Prolem Behavior
Motivation
Others Involved
Admin Decision 1
02/08/11
43866
12:15PM
Plygd
Agg/Fight
Unknown mot
Peers
Out-sch susp 2
01/28/11
47522
1:30PM
Class
Disrespt
Avoid Task
Teacher
Detention 3
01/10/11
10:30AM 4
12/18/10
9:30AM 5
12/08/10
1:00AM
Peer 6
10:15AM
Parent 7
11/20/10
9:30PM
Mostly in the classroom to avoid task?? Interesting??
Does this tell us anything about the function of student behavior?
How about when/ where/ who (Antecedents)? 42

43. Advanced Applications of CICO Function-Based Modifications of CICO

44. Modifying CICO Peer Attention

45. Peer Attention CICO Modification
HAWK Report – Helping A Winning Kid
Name: Points received
Date: Daily Goal _____ Daily goal reached? Yes No
GOALS
8:30-10
Recess
10:15- 11:30
Lunch
12:15- 1:15
1:15-3:00
Be Safe
Be Respectful
Be Responsible
TOTAL
32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

46. Peer Attention CICO Modification
32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends (Peer Attention)

47. Avoid Adults CICO Modification
32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time)
Do not check in with adult in am/pm; unless student IDs adult

48. Breaks Are Better Function = Escape Task (elem)
Justin Boyd
University of Oregon

49. Logic Guiding Breaks are Better

50. Breaks are Better Modifications

51. Sample Break Options & Rewards
Move to separate desk for quiet activity
Quiet activity at desk
Drawing
Doodle on notebook
Stretch in backroom
Run errand for teacher
Weekly Rewards
Computer time
Extra Recess
Coupon for bonus points on assignments
Coupons for buddy work
Coupon to make assignment shorter or easier
Library pass
If the student is able to take breaks appropriately as an alternative to negative behaviors they will earn weekly rewards that meet the function of that behavior 51

52. Breaks are Better Card
The goals are more specifically defined in academic terms
The “break column”
The “teacher feedback on break column” 52

53. Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples
Student’s are taught how to ask for a break the right way: (1) hold up hand with a “#1” signal; (2) wait for teacher to give a “thumbs up” signal or a “thumbs down”;
They are also taught how to take a break: (3) when given the “thumbs up”, cross out one of the break circles on the BrB card; (4) start the 2-min break timer, (5) take the break appropriately (i.e., as practiced and for the appropriate length of time); and (6) when the timer goes off, get back to work.
If the teacher responds to the break request with a “thumbs down”, the student is taught that it’s no big deal & they can request a break again later. Also, if they choose to (which we are recommending) teachers can remind them to request a break – thus helping to strengthen the student’s skills with knowing when to ask for a break, etc. 53 53

54. Taking a Break in the Classroom

55. BrB: What does it look like in the School55

56. BrB: What does it look like in the School

57. BrB: What it looks like for the Student
Coordinator introduces student to the intervention
Similar to CICO except that student is taking breaks and earning points for behavior and breaks. 57

58. Team Activity Who will coordinate? How will it be run? Question
Team Task
Worksheet
Who will coordinate?
How will it be run?
Discuss need & application of Breaks Are Better in your school
HO#2 Breaks are Better
HO#3 Breaks are Better visual
15 minutes 58

59. ABC: Academic Behavior CICO Function = Escape Task (MS)
Jessica Turtura
University of Oregon

60. Logic Guiding ABC

61. Academic focused CICO (Escape Tasks) Middle School

62. ABC Modifications

63. ABC Point Card -- Front

64. ABC Point Card -- Back
Similar to CICO but there is an additional homework tracker component 64

65. ABC: What does it look like in School?

66. ABC: What it looks like for the Student
Coordinator introduces student to intervention
Rationale
Card
how to get it, give it to teachers & receive feedback
How to record assignments
Similar to CICO but the specialist should be checking for homework, giving the card and reviewing assignments at the end of the day 66

67. Team Activity Who will coordinate? How will it be run? Question
Team Task
Worksheet
Who will coordinate?
How will it be run?
Discuss need & application of Academic Behavior CICO in your school
HO#4 ABC Point Card
15 minutes 67

68. Layers of Tier 2 Interventions

69. Tier 2 Interventions No matter how good the intervention
No intervention works for ALL…. Even CICO
It’s critical to track progress & regularly evaluate:
benefit of Tier 2 interventions
Effective use of Tier 2 interventions

70. Attention Maintained 70

71. Escape Maintained

72. 72

73. Team Activity Question Team Task Worksheet
What will you do for student’s who are trying to escape task? Obtain peer attention? Or avoid adults?
Develop materials & plan for modified interventions
Escape Tasks
Peer Attention
Avoid Adults
30 minutes have teams share out some strategies 73

74. Non-Responders Escalate to Tier 3

75. Tier 2 Assessment & Intervention
Refer to Tier 3 team: Practical FBA
Intensive
Targeted
Individualized Behavior Support Plan
Intervention
Non-Responder Preliminary FBA
Modified CICO Matched to Function
Borderline Initial CICO Data
Assessment
“layer”/ Addition to CICO
Student Referral Data (ODRs)
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems 75

76. Non-Responder
Tweak
ABC CICO
After multiple interventions, including match to function-based CICO
RTI → Time to move to Tier 3 Support

77. Non-Responders – escalate to Student Centered Team
Tier I
Tier II
Tier III
Universal SWPBIS Team
Progress Monitoring Team
FBA Team
Monitors effectiveness and fidelity of Tier 2 Interventions (overall and for each student)
Plans SW & Class-wide supports
Conducts FBA, develops BIP
NOT a standing team
Tier 3 is not a standing team this is a team that meets to discuss the specific student; examples include IEP, 504, SST, BSP teams
Sept. 1, 2009 77 77 77

78. Team Activity When do we move to Tier 3 supports? Decision rules?
Question
Team Task
Worksheet
When do we move to Tier 3 supports? Decision rules?
Develop a plan for when and how to refer a student to Tier 3 supports?
30 minutes have teams share out some strategies 78

79. Tasks Develop a plan for full implementation on CICO Self Assessment
Intervention team meets twice a month to progress monitor students
Develop additional “layers” of support based on your needs