1. MIDWEST NETWORK PBIS Tier 2 Team Training 2 day Training DAY ONE Midwest PBIS Network

2. MIDWEST NETWORK PBIS EXPECTATIONBEHAVIOR Be Responsible  Make yourself comfortable  Take care of your needs (water, food, restroom, etc.)  Share your questions with the group Be Respectful  Turn cell phones off or to “vibrate”  Listen to others attentively by staying quiet while they are speaking  Follow up, and complete assigned tasks Be Engaged  Ask what you need to know to understand and contribute  Contribute to the team by sharing relevant information and ideas Learning Expectations

3. MIDWEST NETWORK PBIS Agenda Day 1  Understanding Tier 2 Systems  Layering of support  Teaming at Tier 2  Other systems for consideration  Shifting roles of educational professionals  Critical Features of Tier 2 Interventions  Check-In Check-Out  Identify CICO cycle and features  Understanding Positive Corrective Feedback  Be able to identify and apply the 10 critical features of secondary interventions  Begin identifying who, what, when, where, why for implementation of CICO  Tips and Troubleshooting  Wrap up & Time to Work

4. MIDWEST NETWORK PBIS Agenda Day 2  Data  Using the DPR Card to layer up interventions  Digitalized Tier 2/3 Tracking Tool  Tiered Fidelity Index  Social Academic Instructional Groups  Groups with Individualized Features- CICO w/ind. Features and Mentoring  Identify key features  Be able to identify and apply the 10 critical features of secondary interventions  Begin identifying who, what, when, where, why for implementation  Tips and Troubleshooting  Wrap up

5. MIDWEST NETWORK PBIS Day 1 Objectives  Create a Tier 2 System Team  Team members' roles and responsibilities  Use Data for decision making and on-going progress monitoring  Understand the 10 critical features of secondary interventions and apply the 10 Critical Features of simple Tier 2 interventions to Check-In Check-Out  Understand the components of Check-in Check-out (CICO)  Share Guiding Questions with CICO planning completed Action Plan: Teams will plan and begin installation of Check-in Check-out

6. MIDWEST NETWORK PBIS Introductions and Networking  Introduce yourself:  Name  District & School  PBIS role and role in the building  What is currently working well?  Tier/Data/Systems/Practices (Brag!)  What are you currently working on?  Briefly discuss any current roadblocks? (Ask for help!)

7. MIDWEST NETWORK PBIS Tier 2 … is not for the faint-hearted VIDEO

8. MIDWEST NETWORK PBIS Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% 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 Tier 1/Universal Interventions 80-90% All students Preventive, proactive WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems 80- 90% Tier 1/Universal Interventions All settings, all students Preventive, proactive

9. MIDWEST NETWORK PBIS Time to Chat!  What new ideas/messages from your experiences/learning at Tier 1 do you think you can bring into the work at Tier 2?  How do you see Tier 1 and Tier 2 effectively working together?

10. MIDWEST NETWORK PBIS Do not pass GO, do not collect $200 (without considering…)  3-5 clearly defined behavioral expectations  Matrix developed with plan for daily/weekly teaching  Acknowledgement system established and implemented with fidelity (short term, intermittent, and long term schedules)  Data system established, data entered daily, analyzed at least monthly  Utilizing problem solving process to make continuous improvements based on data  Communication in place to key stakeholders  4 subcommittees on your Universal team that cover a) data, b) teaching, c) acknowledgments, d) communication

11. MIDWEST NETWORK PBIS Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support SYSTEMS PRACTICES DATA OUTCOMES Social Competence & Academic Achievement Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm http://www

12. MIDWEST NETWORK PBIS SYSTEMS Tier 2

13. MIDWEST NETWORK PBIS Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check- out (CICO) Group Intervention with Individualized Feature (e.g. Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound / RENEW ODRs, credits Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) A Multi-Tiered System of Support for Behavior Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

14. MIDWEST NETWORK PBIS Tier 1 Tier 2 Tier 3 Layering of Support More individualization as student needs increase/intensify

15. MIDWEST NETWORK PBIS CICO Check In Check Out SAIGs Social / Academic Instructional Groups Groups with Individualized Features Layering of Support More individualization as student needs increase/intensify

16. MIDWEST NETWORK PBIS Who can do what? Coordinator Organizes and/or oversees the specific interventions such as CICO, S/AIG & Group with Individual Features Roles include: scheduling meetings, review & collect data to share during team meetings, etc… Facilitator Directly provides intervention support services to youth/families Roles include: meeting with students for CICO, running groups

17. PBIS 3 Tiered System of Support (Model #1- LARGE number of resources) CICO Intervention Coordinator SAIG Intervention Coordinator Mentoring Intervention Coordinator CICO Facilitator SAIG Facilitator Mentoring Facilitator Tier 2 School-Based Coach

18. MIDWEST NETWORK PBIS 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Brief Function-Based Problem Solving Team Tertiary Systems Team Brief FBA/BI P Brief FBA/BIP WRAP RENEW Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Universal Team Universal Support

19. MIDWEST NETWORK PBIS Teaming at Tier 2 Secondary Systems Planning ‘conversation’  Monitors effectiveness of CICO, S/AIG, Mentoring, and Brief FBA/BIP supports  Review data to make decisions on improvements to the interventions  Individual students are NOT discussed Problem Solving Team ‘conversation’  Develops plans for one student at a time  Every school has this type of meeting  Teachers and family are typically invited

20. MIDWEST NETWORK PBIS Secondary Systems Team Roles Meet at least monthly for maximum of 1 hour Team Leader: responsible for agenda & facilitation of meeting Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”) Action Plan Recorder: a.k.a. note taker Time Keeper: keeps team on topic and manages time per topic Family Representative: provide family voice on modifying interventions, need for additional interventions, and improving family involvement with interventions

21. MIDWEST NETWORK PBIS Tier 2 Team Roles Roles Needed:  Team leader  CICO coordinator  Action plan recorder  Time keeper  Family Representative  Community partner Who can fill these roles?  General Education Teachers  Special Education Teachers  Paraprofessionals  Special teachers (music, PE, librarian, etc)  Social worker, school psychologist, guidance counselor  Etc.

22. MIDWEST NETWORK PBIS Clinicians- moving from being the only response to identified social emotional needs, to being social emotional leaders of the building. TO Helping to build the capacity of the rest of the staff

23. MIDWEST NETWORK PBIS We want to systematize the way we…  Communicate  Do Discipline  Include Student Voice  Team  Hold Meetings  Create Data Driven Decision Rules  Etc.

24. MIDWEST NETWORK PBIS Time to Chat!  How are decisions made about when to give a youth MORE support?  When s/he will be supported by the Clinician?  What does that process look like?  If it is decided that a youth needs more support, how does s/he get that support?  Would you say that these processes are systematized, or are they subjectively decided each time (meaning, a conversation is had in order to make a decision)?

25. MIDWEST NETWORK PBIS PRACTICES Review of Tier 1

26. MIDWEST NETWORK PBIS Consider what is in place at Tier 1 as you move forward (There may be holes that need to be repaired)  3-5 clearly defined behavioral expectations  Matrix developed with plan for daily/weekly teaching  Teaching system established and teaching taking place at least monthly (ideally weekly or every other week)  Data system established, data entered daily, analyzed at least monthly  Acknowledgement system established and implemented with fidelity (short term, intermittent, and long term schedules)  Utilizing problem solving process to make continuous improvements based on data  Communication in place to key stakeholders  Subcommittees on your Universal team that cover a) data, b) teaching, c) acknowledgments, d) communication

27. MIDWEST NETWORK PBIS Critical Features of Tier 2 Interventions 1. Intervention linked directly to school wide expectations and/or academic goals. 2. Intervention continuously available for student participation. 3. Intervention is implemented within 3 school days of determining the student is in need of the intervention 4. Intervention can be modified based on assessment and/or outcome data

28. MIDWEST NETWORK PBIS Critical Features continued 5.Intervention includes structured prompts for what to do in relevant situations. 6.Intervention results in students receiving positive and/or corrective feedback from staff. 7.Intervention includes a school-home communication exchange system at least weekly.

29. MIDWEST NETWORK PBIS Critical Features continued 8. Orientation process and introduction to materials is provided for students as they begin the intervention 9. Orientation to and materials provided for staff/ sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. 10. Opportunities to practice new skills are provided daily.

30. MIDWEST NETWORK PBIS CHECK IN CHECK OUT

31. MIDWEST NETWORK PBIS Data-Based Decision Making Numbers to Keep in Mind  80-90%: Percent of total population whose needs will be met by Tier1 alone  5-15%: Percent of total population expected to need and be supported by Tier 2 interventions  7 -12% could be supported in CICO  1-5%: Percent of total population expected to need and be supported by Tier 3 interventions 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention Data-based Decision-Rules for ‘determining response’must be defined Data sources defining response are efficient Ex: Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

32. MIDWEST NETWORK PBIS Why do you want 7-12% on CICO?  Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support  All teachers will expect that every day they will have kids cross their threshold who need higher rate of positive contact  Quicker/easier to support kids who need Tier 3  Structure to build transference and generalizing from Social Skills instructional groups and function-based behavior plans

33. MIDWEST NETWORK PBIS Data-Based Decision-Rules: Sample to Consider a) Identification for CICO (IN):  Youth is identified by Universal Screener, has 2 or more ODRs, 10% out of class time, open referral b) Progress-monitoring (ON):  DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students). c) Exiting/transitioning (OUT):  Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance concerns. Youth will be transitioned into being a CICO student mentor.

34. MIDWEST NETWORK PBIS Other Student Outcome Data Sources  Classes passed, credits earned, grades  Attendance- classes and days  Behavior problems- (SWIS)  Employment, internships, clubs  Community participation  Other activities that relate to post-school goals  (College visits or applications, driver’s license, etc.)  Tracking performance on assignments, quizzes, tests, homework (check in/check out)  Behavior problems  Employment, internships, vocational programs  Housing, relationships at home  What the student needs

35. MIDWEST NETWORK PBIS Development of Data-Based Decision Rules  All staff need to know how students are eligible for the intervention.  All staff need to know how progress is monitored.  All staff need to know how students exit the intervention.

36. MIDWEST NETWORK PBIS How intense is YOUR CICO? What does “at risk” look like in your building?

37. MIDWEST NETWORK PBIS Check-in-Check-out (CICO)  Merely an extension of Tier 1  Some get high frequency scheduled positive contact with adults  Low effort for teachers if built on strong, already existing Tier 1  Need to have 7-12% accessing if it is to become a routine in your school(s)  If you only have 1-2% on CICO, those are likely to be kids who need more higher levels of support

38. MIDWEST NETWORK PBIS Targeted Groups for CICO  New students entering building mid-year (like orientation to the building)  Children with low-level problem behavior (identified by # of ODRs, teacher referral based on classroom management charts, etc.)  Children who are internalizers (identified by visits to nurses office, sits alone at lunch, etc.)  As part of a more complex/individualized plan for a youth (as one layer of intervention)

39. CICO (BEP*) Cycle Behavior Education Program Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Source: Crone, D.A., Horner, R.H. and Hawken, L.S., 2004

40. MIDWEST NETWORK PBIS CICO Daily Cycle (March & Horner, 1998) 1. Check-in with assigned adult upon arrival to school * Adult positively greets student * Review School-wide expectations (daily goals) * Students pick up new Daily Progress Report card * Provide materials (pencil etc.) if needed * Turn in previous day’s signed form (optional) * Provide reinforcer for check-in (optional)

41. MIDWEST NETWORK PBIS CICO Daily Cycle continued… 2. At each class: * Teacher provides positive and/or corrective behavioral feedback * Teacher completes DPR or * Student completes self-monitoring DPR/teacher checks and initials card (self-monitoring normally happens as students begin to successfully exit the intervention) 3. Check-out at end of day: * Review points & goals * Reinforce youth for checking-out (token/recognition optional, think beyond school-wide token) * Receive reinforcer if goal met (optional, but good idea) * Take DPR card home (optional)

42. MIDWEST NETWORK PBIS CICO Daily Cycle continued… 4. Give DPR to parent (optional) * Receive reinforcer from parent * Have parent sign card * Students are not “punished” if their parents don’t cooperate 5. Return signed card next day – celebrate (if not returned, simply go on)

43. MIDWEST NETWORK PBIS VIDEO: Check-In, Check-Out clip from You Tube on the BEP (Behavior Education Program) by Leann Hawken http://www.youtube.com/watch?v=AKwMbLNl_zI References in video: BEP (Behavior Education Program) Coordinator aka CICO coordinator

44. MIDWEST NETWORK PBIS POSITIVE CORRECTIVE FEEDBACK

45. MIDWEST NETWORK PBIS A bit of research…  Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors  More positive reinforcement for appropriate school behaviors is needed  Students needing additional support benefit from clear, salient, formal feedback  Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors and fosters a positive school climate  Reduces the need for engaging in time consuming disciplinary measures  Creates positive interactions and rapport with students  Overall, we earn time back to teach and keep kids in the classroom where they can learn from us! (Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)

46. MIDWEST NETWORK PBIS Rationale Contingent praise is associated with increases in a variety of behavioral and academic skills. (Partin, Robertson, Maggin, Oliver, & Wehby, 2010) Behavior specific praise has an impact in both special and general education settings.. (Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)

47. MIDWEST NETWORK PBIS Positive Corrective Feedback P OSITIVE specific FEEDBACK I DENTIFY specific behavior & INTERVENE E ND with ENCOURAGEMENT

48. MIDWEST NETWORK PBIS Tie your Pie TO SCHOOL-WIDE EXPECTATIONS

49. MIDWEST NETWORK PBIS How will you teach your staff Positive Corrective Feedback 1.Ideas of how you will teach Positive Corrective Feedback 1.How will you provide opportunities to practice 1.How will you acknowledge people are using positive corrective feedback 1.How will you maintain/sustain 1.How will you support staff who have Tier2/Tier 3 needs related to positive corrective feedback

50. MIDWEST NETWORK PBIS Other Considerations  Staff  Students  Families

51. MIDWEST NETWORK PBIS Staff Training and Overview Tier 2 Systems and CICO Training for ALL staff Comprehensive understanding for all Leanne Hawken video great resource Video alone is not enough… Building must add their own description of how the Tier 2 system will operate  Data used to identify students  Referral/Request for Assistance  Reverse Request for Assistance Must also introduce your CICO DPR and detailed explanation of how the intervention will work  Precorrect: what to do when a student is unhappy with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)

52. MIDWEST NETWORK PBIS Student Orientation For all youth about intervention...'some kids may have a card sometimes’ For kids on intervention  Who, what, when, where  Pre-correct: Teach students what to do when they disagree with a score For youth who become CICO mentors/facilitators

53. MIDWEST NETWORK PBIS Family Orientation All families...what is CICO  Inform during registration process  Address at open house, through newsletters, newspaper and other… Families of kids on CICO...process for explaining/consent  Best if phone call is made directly to family  Followed by letter  Consent: check with your district’s decision makers

54. MIDWEST NETWORK PBIS TIPS AND TROUBLESHOOTING

55. MIDWEST NETWORK PBIS Training is half the battle… if not more!

56. MIDWEST NETWORK PBIS Tier II- CICO Tips & thoughts to remember  Data from Tier 1 constantly analyzed to identify youth in need (making sure “at risk” means “as risk” in your building”  System set up for students to be able to enter within 3 days and be oriented to the intervention  A consistent, happy face in the morning to positively greet students and help set the stage for the day  DPR card established based on 3-5 expectations and used daily at set intervals (used as a data gathering tool)  POSITIVE and/or corrective feedback is given in life time (less than 1 min) What “most important” component would you choose/or add?

57. MIDWEST NETWORK PBIS Remember  Ideally same person in the morning and same person in the afternoon  Interactions in the morning and in classes are less than 1min. (be careful: if it’s taking longer, might be entering the “mentoring” zone)  Students with internalizing characteristics and externalizing characteristics can be successful on the intervention  Consider what “at risk” means in your building  Can be referred by student, staff, family, etc. (multiple entry points)

58. MIDWEST NETWORK PBIS CICO – what makes it work Finding the challenges before they find you Make sure students, staff, families know what it is (and what it is not)!  The What it is NOT:  Not a Tier 3 intervention  Not an intervention to tell the naughty kids more about why they are naughty  Not an opportunity for staff to point out why students are irresponsible, disrespectful, and unsafe  Another thing that teachers HAVE to do

59. MIDWEST NETWORK PBIS CICO – what makes it work Finding the challenges before they find you  The What it IS  An extension of Tier 1  Able to help support about 10% of your school  A re-boost of Tier 1 messages  Opportunity for staff to communicate with youth who “need a little bit more”: “nudge students”  An intervention that should take less than 1 min.  An intervention that provides positive adult contact and direct feedback/learning opportunities Do practice sessions with staff and allow them to actually experience CICO with one another

60. MIDWEST NETWORK PBIS CICO – what makes it work Finding the challenges before they find you  The WHO is this for:  Consider students with internalizing characteristics when designing CICO  Nurses office visits, attendance, time with SW, time out of class, etc.  Once staff learn that “check-ins” and “point sheets” are for “naughty kids”, hard to change that mindset  Make sure to integrate internalizing characteristics into your matrix  Students who need a little “nudge”  Consider what “at-risk” means in your building

61. MIDWEST NETWORK PBIS ACTION PLANNING Use your Guiding Questions

62. MIDWEST NETWORK PBIS Guiding Questions Spend some time reviewing the guiding questions and working on Action Planning

63. MIDWEST NETWORK PBIS WRAP UP Questions, Follow-up, Final Comments