1. Refining and Customizing Tier 2 Interventions

2. Implement Universals with Fidelity Student Identification Function-based Intervention Evaluate Outcomes &Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Targeted Environmental Interventions Avoid Tasks? Obtain Attention? Skill Deficit? Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team collect data. Teacher/Parent Nomination Data Decision Rules Office Discipline Referral Data Students needing additional support as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable ? –Classroom System –Nonclassroom System –Schoolwide System –Classroom System –Nonclassroom System –Schoolwide System Tier 1 implemented with fidelity? If Yes, then Individualized Plan Obtain Attention? MO SW-PBIS Student Support Model 7.6.10

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4. Understanding the Framework

5. If there isn’t a solid foundation of behavioral supports……

6. Example Tier 2 Small Group Interventions Check-in/Check-out (CICO) – PreK-12 – Crone, Hawken & Horner, 2010 – High rates of performance feedback Check & Connect Mentoring Program – K-12 – Sinclair, Christenson, Lehr & Anderson, 2003 – Drop-out prevention & school engagement

7. Example Tier 2 Small Group Interventions Small Group Social Skills Training – Second Step Attendance Clubs – Monitor, encourage & recognize high rates of attendance Newcomer Clubs – Mentoring for new & transfer students

8. Referrals by Student 8

9. Student # 121 needs individualized support. 8 students are likely candidates for some type of Tier II support. 87% of our students have received 0-1 ODR

10. Question: What is our current status of office referrals by student? % Students with ≥6 ODRs % Students with 2-5 ODRs % Students with ≤1 ODR August September October November Provide a Summary of Data by % of Students: We have ( %) of students with ≤ 1 ODRs. We have ( %) of students having between 2-5 ODRs. We have ( %) of students with ≥ 6 ODRs. Compared to the previous data review, this represents a (increase/decrease) trend for students with ( ODRs) by ( %). Reflection for Later Analysis: Be thinking about why this percentage is changing……

11. Function-based Individualized Student Plans Behavior increases…. To obtain something (attention, items) To escape from something (people, activities) 11

12. 12 Referral by Motivation Problem behaviors appear to be mostly maintained by adult attention

13. Problem behaviors appear to be maintained by peer attention Referral by Motivation

14. 14 Referral by Motivation Problem behaviors appear to be maintained by a variety of functions

15. Quick Sort Matrix 15 Check-In Check-Out Check & ConnectSocial Skills Group Organizational Skills Newcomers Club Adult Attention XXXXX Peer Attention XX Choice of alternatives/activities *X Teach replacement behavior XXXX Teach problem-solving skills XX Increase precorrects and prompts for behavior expectations XXX *Design reinforcement strategy that allows for escape/avoidance

16. Team Discussion Identify additional students who may require Tier 2 support Match identified need with appropriate Tier 2 intervention Discuss your current Tier 2 interventions in the following categories: 1.Check In/Check Out 2.Academic Support 3.Organizational Group 4.Newcomer’s Club 5.Social Skills Group Identify Action Plan items necessary 16

17. Quick Sort Matrix 17 Check-In Check-Out Check & ConnectSocial Skills Group Organizational Skills Newcomers Club Adult Attention XXXXX Peer Attention XX Choice of alternatives/activities *X Teach replacement behavior XXXX Teach problem-solving skills XX Increase precorrects and prompts for behavior expectations XXX *Design reinforcement strategy that allows for escape/avoidance

18. Steps to Implementation Student Identification Consider program design for your school Develop a daily progress report (DPR) Design a reinforcement system Select a system for managing daily data Establish plans for fading Create staff training materials and time Provide information for students and parents

19. Evaluating Your CICO System Steps to Implementation

20. Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

21. Progress Monitoring CICO Systems Data http://www2.smsd.org/cico/default.aspx

22. Evaluating the System of CICO Determine response: systems modification or individual change? SYSTEMS MODIFICATION

23. Progress Monitoring CICO Systems Data http://www2.smsd.org/cico/default.aspx

24. Daily Points by Student: CICO 24 SYSTEMS MODIFICATION Determine response: systems modification or individual change?

25. Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

26. Evaluating Your CICO System Steps to Implementation

27. System Modifications: Why is it Happening? Are we implementing with fidelity? – Organizational assistance needed for students in managing DPR – Staff retraining for consistent DPR completion – Overall goals set too high/too low – Reassess student incentive plans for participating in CICO – Staff retraining on specific, positive praise when completing DPR

28. Implementation Script: Teacher Component & Features Regular Teacher Feedback  Prompt student to come to chart (if necessary). Y N NA  Provide a comment about whether expectations were or were not met for that activity. Y N  Award a sticker/points if expectations were met OR tell student what to do differently if expectation not met. Y N  Use a positive tone throughout interaction. Y N Total Number of Y Circled = Percent Implemented (total Y / total number of features x 100) =

29. Team Time: Systems Assessment for Check-in/ Check-out Go to: http://www2.smsd.org/cico/default.aspx http://www2.smsd.org/cico/default.aspx Analyze School-wide graph/Analyze Daily Points by Student Graph As a team score the elements of the CICO Self- Assessment 2-In place; 1-In progress; 0-Not in place For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? Add to your Action Plan.

30. Progress Monitoring CICO Systems Data http://www2.smsd.org/cico/default.aspx

31. Evaluating the System of CICO Determine response: systems modification or individual change? ???

32. Progress Monitoring Individual Student Data http://www2.smsd.org/cico/default.aspx

33. Daily Points by Student: CICO 33 Determine response: systems modification or individual change? Individual Change

34. Data Decision Rules What are data decision rules? – Decision rules for guiding data analysis and interventions – Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose. (Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G., 2004).

35. Progress Monitor Is the intervention being implemented with integrity? Does the intervention match the function of student behavior? Is the student making adequate progress in relation to the goal? If data indicate adequate response to the intervention – Continue or Fade If 3-4 consecutive data points are below the goal line – Modify or Intensify

36. Student Progress Graph: CICO Daily 36 Determine intervention plan: continue/fade/modify/intensify? CONTINUE

37. Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify? FADE

38. Fading Procedures: Move Towards Self-Monitoring Increase the amount of time between feedback: am check/pm check Eliminate AM Check-In or Eliminate PM Check- Out Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

39. MODIFY Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify?

40. Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify? INTENSIFY

41. Student Progress Graph: CICO Weekly Determine intervention plan: continue/fade/modify/intensify? INTENSIFY

42. Team Activity: Evaluating Individual Progress Analyze individual student graphs. Apply Data Decision Rules Determine intervention plan: continue/fade/modify/intensify

43. Customizing Tier 2 Interventions: When Tier 2 interventions do not appear to be effective

44. Student Progress Graph: CICO Weekly INTENSIFY

45. Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

46. Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible) Strength Area(s): Need Area(s): *Facilitator check for understanding Problem Analysis/Intervention Selection We are using _____________ to address the skill areas. Match function? (Intervention) We use it _______ per week for ________ minutes per day. Sufficient and Consistent? *Facilitator check for understanding Evaluation When looking at behavior over time changes in skills are: Additional data are necessary to know what to change? *Facilitator check for understanding

47. Individual Modification Why is it Happening? Matching the function to need Creating student buy-in Particular class or time of day Matching the intervention to the intensity of the behavior

48. Function-based Individualized Student Plans Behavior increases…. To obtain something (attention, items) To escape from something (people, activities) 48

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53. Student Progress Graph: CICO Daily 53

54. Strengths: Peer and adult relations Needs: Check-in each hour, task completion, attention to task, raise hand Intervention Summary Name: Tommy Talksalot Grade: 8 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

55. ElementsCustomization Morning check-in Mr. Checkinout will go to Tommy’s first class if he doesn’t check in Put sheet in folder/notebook/planner The check-in/out sheet will be stapled in Tommy’s folder Give sheet to each teacher The teacher will meet Tommy at the door when the bell rings to sign the sheet Hourly feedback from each teacher None needed. Tommy does well with feedback when he remembers to give the sheet to the teacher Afternoon check-out Tommy will be released 5 min. early from 7 th hour to check out with Mr. Checkinout Take feedback sheet home Tommy will put his feedback sheet in his red take home folder Additional Comments: The team will review Tommy’s progress in two weeks.

56. Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers Intervention Summary Name: Suzy Snippy Grade: 8 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

57. ElementsCustomization Morning check-in Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process Put sheet in folder/notebook/planner None needed. Suzy places the check-in/out sheet her planner. Give sheet to each teacher The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand. Hourly feedback from each teacher None needed. Suzy will meet the teacher at the door when the bell rings to receive feedback. Afternoon check-out Suzy will discuss the progress of her day with Mr. Checkinout by reviewing the check-in/out sheet and the strategy card. Take feedback sheet home Suzy will put her feedback sheet in her red take home folder. Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.

58. Now You Try!

59. Strengths: Good sense of humor, academics, wants to please adults Needs: Impulsive, talks out in class, makes noises, out of seat a lot, peer relations Intervention Summary Name: Fred Flipsalot Grade: 7 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Carin Counselor, Sara Structured, Sam Slacker

60. ElementsCustomization Morning check-in Put sheet in folder/notebook/planner Give sheet to each teacher Hourly feedback from each teacher Afternoon check-out Take feedback sheet home Additional Comments:

61. Building needs to have a process to identify who may need additional support. Building needs to have a process to identify what intervention is appropriate. Building needs to have a process to review and respond to progress monitoring data. Building needs to have a process to know when additional data are needed in order to customize a plan. Team Activity: Revisit PBIS/SIT Intersect

62. What is the current perception of SIT among faculty, families, and students? Design a way to revisit this issue with your colleagues. ( and revisit, and revisit, and revisit ) Team Activity: Revisit Purpose of SIT With Colleagues