1. Addressing Academic Avoidance at Tier II
Known as home-school notes, DPR, home/school notes, DBRS, BRC, etc.
My thanks to: Cynthia M. Anderson, PhD, BCBA-D
University of Oregon
Presented by Lea Brown, KY PBIS Network

2. Agenda Point card interventions—rationale and background
Point cards within a multi-tiered system
Tier II interventions—enhancing systems for positive and durable outcomes
CICO—a foundation for Tier II interventions
Breaks are Better
Academic Behavior CICO

3. Point Card Interventions in Schools
Target behaviors operationally defined
Assessment of student behavior
Pre-determined times
Numerical scale with defined values
Contingencies for target behavior
Home component
Robust research base (e.g., Chafoulas et al., 2002, 2005; Dougherty & Dougherty, 1977; Fabiano et al., 2010; Schumaker et al., 1977)
Robust research base BUT
-studies focused on one or a few children
-point cards now are used pretty widely in schools
--fidelity is a big question as are outcomes

4. Traditional “home-school notes” may be difficult to scale up
Reliance on home contingencies
Selection process inconsistent
Individualized
Target responses
Evaluation metric and schedule
contingencies
Traditional “home-school notes” may be difficult to scale up
Selection process—most schools don’t have system for identifying students in need of intervention or likely to benefit.
Fidelity—remember how to implement with each student
Response effort—new materials each time, etc

5. Tier I Intervention for ALL students
Effective: 80% or more meeting benchmarks
Tier I begins w/clear goals
What do we expect students to learn?
How will we know if it is learned?
How do we respond when students have not learned?
How do we respond when students learn early? 5 5 5

6. Tier I Intervention Systems Explicit instruction
Opportunities to practice in target settings
Feedback
Systems
Defined and measurable outcomes
Student progress monitored
Team-based problem solving, coaching

7. Is the Tier I intervention
Considerations
Is the Tier I intervention
Fully in place
Implemented with fidelity
Resulting in desired outcomes?
Simply “having” Tier I doesn’t guarantee
Teachers are implementing
All students have access
“At risk” students need proactive behavior management
Before implementing more intensive support, ask yourself…
Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

8. At least 80% of students are successful…what about the rest?

9. Tier III 9 9 9 Tier III guiding questions
What is the current level of performance?
Where do we want to be & by when?
How much growth must be demonstrated by month/year to get there?
What resources are needed to move at this rate? 9 9 9

10. Tier II Core + Supplemental 10 10 10 Tier II guiding questions
What is the current level of performance?
Where do we want to be & by when?
How much growth must be demonstrated by month/year to get there?
What resources are needed to move at this rate? 10 10 10

11. First Steps Lunch buddies Homework Club Anger Management
Check-in/check-out
First Steps
Pre-Teaching
Lunch buddies
Social Skills Groups
Homework Club
Reading Groups
Principal's
Club
Schools often have lots of different interventions that are in effect for more than one child—they don’t necessarily meet the guidelines (e.g., implemented similarly, data collected) for Tier II interventions.
Also, many times these interventions are implemented somewhat haphazardly. We have learned that implementing Tier II interventions without a pre-planned system can result in:
Inefficiency
Students falling through the cracks (some don’t get it who need it, others not making progress and need something else)
Teachers and staff unaware of what is available for their students
Teachers and staff unaware of what students are learning in Tier II interventions—and how to help them apply this to their education
Check and Connect
Anger Management
Group
Extra Supervision

12. Tier II Assessment Tool
Tier II Interventions
Match needs of school
Are implemented rapidly
Similar across students
Staff trained in intervention
Materials on hand
Match problem
Intensity
Mechanism (skill, fluency, or contingency deficit
Use data-based decision-making
Who will likely benefit?
Is the intervention working?
Next steps
Enhance fidelity
Matches needs: if only 1% of students exhibit behavior problems to escape peer attention, you probably don’t want to invest a lot of effort in an intervention that addresses this
Tier II Assessment Tool

13. Check-in/Check-Out: Tier II Behavior Report Cards

14. Student Recommended for CICO
CICO is Implemented
Parent
feedback
Regular teacher
Afternoon
check-out
Morning
check-in
CICO Coordinator
summarizes data
for decision making
Bi-weekly coordination
Meeting to assess student
progress

15. Empirical Support 10 studies to date
Elementary school (7) & middle school (3)
Decrease disruptive behavior & enhance academic engagement (e.g.,Campbell & Anderson, in press; Fairbanks et al., 2007; Hawken & Horner, 2003; Simonsen et al., 2010; Todd et al.,2008)
CICO most effective for students emitting attention-maintained problem behavior (Campbell & Anderson, 2008; March & Horner, 2007; McIntosh et al., 2009)
Empirical Support

16. Academic Behavior CICO
J. Turtura

17. Academic Behavior CICO
Shares several features with CICO
Morning and afternoon checks in and out
Daily point card is foundation
Similar across students receiving intervention
Data guide decision-making
Modifications designed to
Increase structure and feedback around recording assignments
Provide specific feedback for academic-related expectations
Decrease likelihood of being “set up” for a bad day
Provide incentives for positive academic behavior
Academic Behavior CICO

18. Components of ABC Morning check-in Daily feedback sessions
Afternoon check-out
Home session

19. Morning Check-in 2 points possible
Student meets with coordinator/mentor
Is student prepared?
Are assignments complete?
Review home note
Provide point card & tracker
2 points possible

20. Daily Feedback Sessions
3 points per expectation &
1 point for tracker use
Student keeps point card (or separate tracker and have student turn in to teacher)
Student meets academic expectations
Student completes assignment tracker
Feedback at end of class period
Academic expectations
Homework recorded accurately
Daily Feedback Sessions

21. Afternoon Check-out Student meets with coordinator/mentor
Review point card--% points earned
Provide incentives if using
Positive verbal feedback
Review homework tracker—plan for work completion
Complete home note
End with encouragement
2 points possible

24. Parent handbook Student contract Activity Morning Check-in Feedback
Homework Tracker
Afternoon Check-out
Points Possible 2
Up to 3 per expectation
1 per feedback session
How Points are Earned
Student has materials (1) and work is complete (1)
Meet behavioral and academic expectations
Assignments recorded correctly
Attend checkout (1) and have teacher(s) signature (1)
Parent handbook
Student contract

25. Morning Check-in Logistics
Location
Materials available
Minimum: pencils, paper, erasers, etc.
Consider individual items such as textbooks
Homework completion
Complete now—get pass to be late to class
Complete later—receive homework pass
3 or more incompletes in 2-week period: consider new intervention
Morning Check-in Logistics

26. Home Component
Parent workshop first!

27. Parent Workshop Approximately 20 min Overview of ABC
Establishing a homework routine
Planning for long-term projects
Organizing for success
Use parent handbook

28. Home Component Parents do: Review Assignments
Problem-solve homework completion/study plan
Complete home note
Parents do not:
Complete work for child
Argue, use continued reminders
Offer additional incentives or negative consequences

29. Breaks are Better Justin Boyd Sit in the back of the room
Look at a book in my seat
Doodle
Put my head down on my desk
Look out the window
Go to the back of the room and stretch
Go sharpen my pencil
Sort papers for my teacher
Breaks are Better

30. Breaks are Better (BrB)
Shares several features with CICO
Morning and afternoon checks in and out
Daily point card is foundation
Similar across students receiving intervention
Data guide decision-making
Modifications designed to
Provide specific feedback for academic-related expectations
Decrease likelihood of being “set up” for a bad day
Provide incentives for positive academic behavior
Provide “replacement skill” to obtain brief break

31. Morning Check-in 2 points possible
Student meets with coordinator/mentor
Is student prepared?
Review home note
Provide point card, timer, & tracker
2 points possible

32. Daily Feedback Sessions
Student keeps point card
Student meets academic & social behavior expectations
Student takes breaks when needed
Feedback at end of class period
Meeting expectations
Taking breaks if needed
3 points per expectation &
1 point for tracker use

33. Afternoon Check-out 2 points possible
Student meets with coordinator/mentor
Review point card--% points earned
Provide incentives if using
Positive verbal feedback
Complete home note
Student turns in timer
End with encouragement
2 points possible

34. BrB During Academic Routines
Student engages in academic routines
Student can request a break
2 min break
Specific activities during break
Student returns to work after break
Breaks are
Bettter
BrB During Academic Routines

36. Students will be trained by the BrB coordinator to use break request routine. This will be done by role playing positive and negative examples. I will show you an example teaching script in just a minute.
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.

37. Common Questions/Concerns
Why should we allow breaks?
Three breaks is too many!

38. Student attends check-in (1) and has materials (1)
Activity
Morning Check-in
Feedback
Break Tracker
Afternoon Check-out
Points Possible 2
Up to 3 per expectation
1 per feedback session
How Points are Earned
Student attends check-in (1) and has materials (1)
Meet behavioral and academic expectations
Taking breaks appropriately if needed
Attend checkout (1) and have teacher(s) ratings (1)

39. Work Time: Planning for Implementation
Who wants BrB
Who wants ABC
Who wants both?
Work Time: Planning for Implementation

40. Implementation Planning
Planning for ABC and BrB
Developing daily progress report
Progress monitoring
Implementing ABC and BrB

41. Planning for Implementation
Selecting coordinator(s)
Modifying school-wide expectations
Planning for Implementation

42. Intervention Coordinator
Roles and responsibilities
Ensure materials are available
Maintain staff buy-in
Train teachers, students
Inform parents
Monitor outcomes
Problem-solve
Key characteristics
Fluent with ABC or BrB
Respected by adults and students
Time and skills to “make things happen”
Coordinator often is more than one person

43. Coordinator options One coordinator for whole school (CICO, BrB, ABC)
One coordinator for each intervention
Multiple roles per or across interventions
One person monitors data and trains across intervention(s)
One or more individuals perform check in and out
One or more individuals enter data*
Anyone can enter but SOMEONE needs to graph!

44. Liberty Elementary School—300 students, 18 on CICO, 14 on BrB
Counselor
Counselor ddddddddd
Counselor ddddddddd
Organize Materials
Train staff, student, families
Graph data
Oversee progress monitoring
Check students in and out

45. Oceanside Middle—520 students 28 on CICO, 24 on ABC
Program graduate/parent volunteer
Counselor dddddbbbbbddd IA
Counselor/IPBS team
Counselor (12 ABC, 5 “advanced” CICO) Librarian (12 ABC), CICO: head receptionist, vice principal, grandparent volunteer
Organize Materials ccccddddd
Train staff, student, families
Graph data
Oversee progress monitoring
Check students in and out

46. Action Plan (ABC p 4, BRB p 5)

47. Selecting coordinator
Modifying school-wide expectations

48. Expectations are… Linked to school-wide expectations
All students have same academic expectations
Easy to implement
May not always match each student’s needs
Students have individualized expectations
Easier to match student needs
May reduce fidelity
Suggest: begin with same and modify as needed. NEVER take away and add new ones—the ones the student succeeded on likely will “come back.”
p. 5 ABC; p 6, BrB

49. Implementation Planning
Planning for ABC
Developing daily progress report
Progress monitoring
Implementing

50. Designing Daily Progress Reports
School-wide expectations AND academic expectations
Age appropriate rating scale
Teacher friendly
Data easy to summarize and determine if goal is met
Positively worded expectations
Consistency:
If a student has multiple teachers, consider having a planning meeting to agree on definitions of expectations and what to focus on (e.g., at first being respectful might simply be arriving on time. As student improves team can define more broadly)

51. DPR Variations to Consider
Morning check in
Points tied to specific behaviors?
Plan if homework isn’t completed
Daily feedback
BrB: how many breaks to be allotted?
ABC: points for assignments after each class (1,0 or 2,1,0)
Afternoon check out
Points tied to specific behaviors
Home component
ABC: prepared and have homework
BrB: attends check in and prepared?

52. Workbook (ABC, p 5; BrB, p 6)
Use this to develop your point card—see appendix A (you can get an e-copy on line)

53. Develop Progress Report (Appendix A)
Modify point card to fit your school
Homework tracker?

54. Using Incentives in ABC and BrB
Rationale: Enhance strength of intervention
Ideal: Positive adult interaction functions as reinforcer
Options
No incentives, just adult contact/relationship
Add incentive system for all
Incentives are for participation only
Students earn incentive for meeting point goal on 4/5 days
Incentives purchased for varying points
In increasing order of complexity
Using Incentives in ABC and BrB

55. Acknowledgement Ideas
Small tangible items (e.g., stickers, snack, art supplies)
“Secret teacher” note
Extra time in preferred activity (e.g., library, computer)
Seat choice at lunch
SWPBS points, trip to treasure chest
Free ticket to school event (e.g., sports game)
Parking pass for a day
Lunch with principal or favorite teacher/staff

56. ABC P 6; BrB P 8
P 6 ABC
P 8 BrB

57. Implementation Planning
Planning for ABC
Developing ABC daily progress report
Progress monitoring ABC
Implementing ABC

58. Data-Based Decision-Making at Tier II
Standardized assessment/SpEd eligibility
Group conversations
Best guess
Why don’t we use data for Tiers II and III like we do for Tier I?

59. Monitoring Student Progress
Determine progress goals
Identify measurement system
Set timeline for achieving goals
80% of points for 4 out of 5 days within two weeks
Work book p 8

60. P 8 ABC
P 10 BrB

61. Options for Progress Monitoring
CICO/SWIS
IPBS spreadsheet (
Make your own spreadsheet
BrB
ABC

62. Selecting Students for Intervention
Standard selection criteria
Consider
Students not succeeding on CICO
Students recommended by others
Teacher referral indicates work avoidance
Off-task behavior is key problem
Make less likely to “miss” kids

63. 8 ABC, 10 BrB

64. Implementation Planning
Planning for ABC
Developing ABC daily progress report
Progress monitoring ABC
Implementing ABC

65. Introduce ABC to Parents
ABC Parents Guide (
Hold parent meeting
Purpose of ABC and why child was selected
Develop homework routine with parents
Review positive ways to respond to child when
Daily goals are or are not met
Homework is or is not completed

66. Introduce ABC to Students
Provide rationale
Obtain student buy-in
Student is eager
Student uncertain
Student unwilling
Student contract (Appendix C, p. 15)
Introduce ABC to Students

67. Getting Started: A Few Tips

68. INSTEAD…Program for Success
What Not to Do
Start with ALL possible candidates
Begin with the most difficult students
Begin with students of most challenging teachers
INSTEAD…Program for Success
Begin with 3-5 students
Students and teachers most likely to succeed

69. http://coe.uoregon.edu/ipbs/ Click on Tools
Resources
Click on Tools