1. Tier 2/Secondary Interventions
Rachel Saladis
Kim Miller
Kathy Halley

2. Inclusion Activity Take turns talking.
When someone is talking, the rest are silent.
Full nonverbal attn
After everyone has gone, the first person will summarize for large group.
Start the starter (born the farthest away from Madison)

3. Maitre D’ Greet each other Share your response to question
Close the conversation

4. Maitre D’
At each table, introduce your selves, answer the question and bid farewell.
Question 1: What has been you schools greatest success with PBS?
Question 2: What do you want to take from this training back to your school?
Question 3: What are your hopes for this Tier 2 training?

5. Outcomes Become familiar with Secondary Systems
Understand the elements of Check in Check out
Create Check in Check out System
Get research articles

6. Working Agreements Need Rachel or Karen to chart page 71
Ask for suggestions from large group.
Ask for consensus –hands up “yah” hands up “nay”

7. Parking Lot

8. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
6 or more office referrals /semester
Tier 2/Secondary Interventions %
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
2-5 office referral/semester
Important point- hand out thinking about what you have in the academic tier two and what we have in behavioral tier two
Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Secondary: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the team
School population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue.
Universal team/all students, Secondary team/small groups/generic problem solving team/Tertiary team/formed for individual student
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
0-1 office referral/semester
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 8

9. Team Work Time
Blank Triangle – focusing on the behavior side of the triangle
What are the interventions currently in place in your school? List these.
Star those that actively use data components.

10. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
6 or more ODR/sem
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
2-5 ODR/sem
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
0-1 ODR/sem
Layering on top instead of taking away any universal practices. Never taking away universal practices.
~80% of Students

11. Using Your Data Make the triangle numbers REAL!
What is 80% of your student population
What is 15% of your student population
What is 5% of your student population
A conversation about data

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Who are these secodary kids??

13. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Behavior Referrals
Attendance & Tardies
Tier 2/ Secondary
Tier 3/
Tertiary
CICO
Assessment
Intervention
Daily Progress Reports (CICO)
Behavioral Pathways Data
Pre and Post Data/Groups
Student Groups
CICO or Student groups /individual features, Brief FBAs
Individual Progress Monitoring, Multi- Disciplinary Assessment and Analysis
Complex individualized Interventions: CICO individual, Complex FBAs
Team-Based Wraparounds
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004

14. What we know… Think about behavior charts used in your classroom.
What worked well / what did not elbow share
How this may look with a group of kids at secondary level
School wide system

15. Video Morning check in Teacher response Afternoon check out
What is the same and different from what we have been doing for individual kids

16. Student Recommended for CICO
Check In Check Out (CICO)
CICO is Implemented
Parent
Feedback
Regular Teacher
Afternoon
Check-out
Morning
Check-in
CICO Coordinator
Summarizes Data
For Decision Making
Bi-weekly Meeting
to Assess Student
Progress
Revise
Program
Exit
Program 16

17. Check In/Check Out
To identify students who require additional support and provide them with more frequent feedback on their behavior.
Check in Check out can support students with the following concerns:
attendance
work completion
organizational skills
relationship building
video

18. Logistics for Setting up a CICO program
School-wide PBS in place
School-wide expectations defined and taught
Acknowledgement system operating
Clear and consistent consequences for problem behavior
Process for identifying a student who may be appropriate for CICO
Student is not responding to Universal PBS expectations
Student finds adult attention rewarding
Student is NOT in crisis.

19. Why does CICO work? Improved structure Student is “set up for success”
Increase in contingent feedback
Program can be applied in all school locations
Elevated acknowledgement for appropriate behavior
Linking school and home support
Program is organized to morph into a self-management system
When you think about those 2-5 office referral students in your school =write a 3 reasons it would work
Why connect to their work directly – set up for next section.

20. Remember who are our BFBA kids ( secondary kids) – entry rules/exit rules

21. Guiding Questions
Data rules for entry

22. Logistics for Setting up a CICO program
Daily CICO progress report card
Same expectations for all
Common schedule
All staff taught rules for accepting, completing and returning the card.
samples

23. Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow
GOALS: HR
1st
2nd
3rd
4th L
5th
6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parent Signature(s) and Comments: _______________________________________________

24. Adapted from Crone, Horner & Hawken (2004)
Daily Progress Report
Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
Rating Scale: = Good day: 3 points = Mixed day: 2 points
=Will try harder tomorrow: 1 point
GOALS:
Calendar
Reading
Spelling & Writing
Math
Lunch
Centers
respectful
responsible
safe
Goals defined by our matrix…more structured prompts …
Teacher comments:
Parent Signature(s) and Comments:

25. Team Work Time
Building a Daily Progress Report
School Share

26. Building the Basic Cycles
Morning Check-in Routine
Teaching students when, where, how
Teaching check-in coordinator
Assess
Acknowledge
Set-up or Redirect
Teacher Check-in/Check-out Routine
Teach students when, where, how
Teaching staff/faculty
Set-up for success, positive momentum
Evaluation
Role play of when rip form…

27. Building the Basic Cycles
Afternoon Check-out Routine
Teach students when, where, how
Teach CICO greeter data collection process, acknowledge success, encourage improvement.
Consider self-recording system for older students
Family Review Routine
Teach family only to acknowledge success, sign
Saras sheet

28. Check in Check out Staff Roll Out
Work time

29. Student Recommended for CICO
Check In Check Out (CICO)
CICO is Implemented
Parent
Feedback
Regular Teacher
Afternoon
Check-out
Morning
Check-in
CICO Coordinator
Summarizes Data
For Decision Making
Bi-weekly Meeting
to Assess Student
Progress
Revise
Program
Exit
Program 29

30. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Uses System data; determines overall intervention effectiveness
Uses System data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Standing team (SSIT); uses FBA/BIP process for one youth at a time
CICO
Universal Support
Brief
FBA/BIP
Groups
Complex
FBA/BIP
WRAP
Group w. individual
feature
Brief FBA
Sept. 1, 2009 30 30

31. Secondary Systems Planning Team Meeting Agenda
Number of students participating in check in check out
Number of students responding
How do we support those not responding
( individualized features)
Evaluate Check in Check out process
New referrals
Have audience review Reverse RFA briefly
Add the Check in Check out self assessment 31

32. Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: __________________________________ School Total Pop:________
Interventions
Check in/Check out
(CICO)
with individual features
Behavior Pathway
(Brief FBA/BIP)
Students
Participating
Responding
Students participating
September
October
November
December
January
February
March
April
May
Total for Year

33. Date ________ Student _______________Teacher___________________
HAWK Report
Date ________ Student _______________Teacher___________________
0 = Not Yet
1= Good
2= Excellent
Be Safe
Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects to self
Use kind words
and actions
Follow directions
Working in class
Class
Recess
Lunch
Total Points =
Points Possible =
Today ______________%
Goal ______________%

34. Check in check out individual features
Who might these student be in your building?
What would be the individual features.
Design one Individualized Ch in Ch out
at your table.

35. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
CICO
Universal Support
Brief
FBA/BIP
Groups
Complex
FBA/BIP
WRAP
Group w. individual
feature
Brief FBA/BIP
Sept. 1, 2009 35 35

36. Team Work Time Complete Model of Support specific to your school
Include blank slide specific to your school – by who is participating at each team

37. Data Collection tool
Sara

38. Common Road Blocks
Finding the right person to be the consistent CI/CO greeter.
Entering data
Teacher willingness to participate
Keeping it simple and consistent
Kim will look into this for better slides

39. Team Work Time
Guiding Questions 2-5
DO we want to use this??

40. CI/CO Action Planning Complete CI/CO Self Assessment
*****Give yourselves permission to TAKE YOUR TIME and DO IT RIGHT!!!!!*****

41. Pilot Plan

42. Good Bye -Looking at the Agenda
List what you have learned and feel ready to implement
-What do you still need?