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Leanne S. Hawken, University of Utah Danielle Starkey, Missouri, SWPBS Ericka Dixon, Winfield Primary Illinois PBIS Forum, 2012
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Overview BEP/CICO Principles Where have we been and where are we going? BEP/CICO at the state/regional level. BEP/CICO at the school level.
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Student Recommended for BEP/CICO BEP/CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in/DPR Pick-up BEP Coordinator Summarizes Data For Decision Making Bi-weekly BEP Meeting to Assess Student Progress Exit Program Revise Program BEP-CICO Implementation Process
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Started at Fern Ridge Middle School, Elmira Oregon Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press 5 schools ◦ 3 elementary ◦ 2 middle schools One BEP Coordinator served: ◦ 15-20 students elementary ◦ 20-30 students secondary Excel Data System ◦ No web-based system
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To support more students, some schools have multiple BEP/CICO check-in, check out facilitators. Expanded to include high school & preschool populations New data system ◦ SWIS CICO ◦ Current – 1999 schools K-12 use SWIS CICO data base. Fidelity of Implementation ◦ Individual Systems Evaluation Tool (I-SET)
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Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2 nd ed). New York, NY: Guilford Press 7
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Leanne S. Hawken, PhD - 20118 Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Check- out Intervention for Students at Risk. New York, NY: Guilford Press.
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Effective in reducing problem behavior for: ◦ Elementary school students (Cheney et al., 2009; Fairbanks, Sugai, Guardino, & Lathrop, 2007; Filter et al., 2007; Hawken, MacLeod, & Rawlings, 2007; McCurdy, 2007; Stage, Cheney, Flower, Templeton, & Waugh, 2010; Todd, Kaufman, Meyer, & Horner, 2007). ◦ Middle School Students (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) ◦ Students in Urban School Settings (McCurdy, 2007) ◦ Students with disabilities (Hawken, et al., 2007, MacLeod, Hawken, & O’Neill, 2010) ***Problem behaviors measured via direct observation, rating scales, changes in percentage of points earned on DPRs, & reductions in ODRs
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Effective in increasing academic engagement, including for students in high school settings (Hawken & Horner, 2003, Swain-Bradway, 2009) Reduced need for Tier 3 and special education supports following CICO implementation (Hawken, et al., 2007) Overall range of effectiveness of CICO ranges from 40% to 70% (Fairbanks, et al., 2007) (Hawken, et al., 2007)
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More effective with students with attention- maintained problem behavior (March & Horner, 2002; McIntosh, et., al., 2009, Campbell & Anderson, 2008) Effective across behavioral functions (Hawken, O’Neill, & MacLeod, 2011) Students who do not respond to CICO benefit from function-based, individualized interventions (Fairbanks, et., al., 2007, March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)
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Supporting Check-In, Check-Out Implementation Danielle Starkey, Regional SW-PBS Consultant Heart of Missouri Regional Professional Development Center
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Missouri SW-PBS Training Structure MO SW-PBS
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Missouri SW-PBS Personnel State Coordinator (1) State Data/Web Consultant (1) Tier 2/3 Consultants (6) Regional Consultants (24) MO SW-PBS
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Missouri SW-PBS Tier 2 Readiness Indicators and Guidelines Building the Foundation for Effective Implementation of Check-In, Check-Out
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Readiness for Tier 2 SW-PBS universal systems are consistently implemented with fidelity – Schoolwide – Non-Classroom – Classroom MO SW-PBS
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Readiness for Tier 2 SW-PBS Universal System Outcomes – Schoolwide Evaluation Tool (SET) Score (80/80) within past 12 months – Benchmarks of Quality (BoQ) Score of 80% or higher – Self-Assessment Survey (SAS) 80% of staff report that Schoolwide, Non-Classroom & Classroom Systems are in place MO SW-PBS OR WITH
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Readiness for Tier 2 Office referral data indicates 80 percent of students in the 0-1 referral range System in place to document classroom minors Consistent use of school-wide data for making decisions as evidenced by monthly Big 5 Data Reports MO SW-PBS
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Tier 2 Training Content
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Systems Training Foundational Knowledge The Tier 2 Team Student Identification Process – Nominations – Existing school data – Screening instrument scores Monitoring Progress & Evaluating Outcomes using the Benchmarks for Advanced Tiers MO SW-PBS
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Intervention Training Check-in/Check-out (BEP-CICO) Check & Connect Social Skill Instructional Groups Targeted Environmental Interventions MO SW-PBS
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Lessons Learned – CICO/BEP Higher level of success with implementation when solid Tier 1 is in place. Staff training on intervention components is essential, with a review each school year. Tier 2 Systems in place are critical – Team – Student Identification Process – Monitoring Progress & Evaluating Outcomes MO SW-PBS
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Winfield Primary Ericka Dixon erickadixon@winfield.k12.mo.us
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Total Enrollment: 386-404 Grade Levels Served: Pre-School-2 nd Grade Free and Reduced Lunch Rates:
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Big Five Data Showing Increases in Problem Behavior Intervention to Build Relationship 65% of the day spent on discipline Received Verbal Permission from Parents for Students to enter CICO Intervention
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2010-2011 Referrals: 133 2011-2012 Referrals: 204
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22 Students Utilized the CICO Intervention 17 Staff Members were Utilized as Coordinators 7 Students were dismissed 9 Students Continued 3 Students Moved 3 Students Moved to Tier III Intervention
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Positives Negatives Intervention Built Relationships Saw Some Improvements in Behaviors One More Thing to Do Time Consuming for Both the Classroom Teacher and Staff Coordinator Minimal Successes No Set Criteria to Exit the Program No End Result Known No Real Training in the Intervention-felt thrown in Coordinators felt like counselors
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Received Professional Development from our PBIS RPDC Representatives Designed Entrance and Exit Criteria Created a Teacher Recommendation Form Created a Daily Points Sheet Created a Flow Chart and Celebrations for Fading CICO Students Created a Letter to Inform Parents of the CICO Program Made Personal Phone Calls to CICO Student Parents Received Written Permission from Parents to Start and Exit CICO Offered On-Going Professional Development to Staff
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PositivesNegatives Major Behavior Referrals Decreased Staff Members felt Supported Professional Development Improved Implementation Process Students began to Self- Monitor Behavior Parents began to get involved Coordinators felt like support teams instead of counselors Classroom Teachers continued to struggle with effective feedback after each classroom activity. This intervention was not working for Tier III Students
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Continued Professional Development on CICO Intervention Continued Revising, Refining, and Monitor of CICO Intervention Continued Staff Development for all Tier I and Tier II Interventions Implement CICO in Pre-School Implement Self- Monitoring Intervention Implement Check-N- Connect Intervention Implement Social Skills Intervention Implement a Universal Behavior Screener
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Ratio of at minimum 4:1 for Pre-corrects/Positives to Negative
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1.Student Data Inventory 2.Teacher Nomination 3.Universal Screening
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If you need materials, advice, etc., please email Ericka Dixon. erickadixon@winfield.k12.mo.us
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