1.  This is a presentation of the IL PBIS Network. All rights reserved. Welcome to the (webinar) Technical Assistance for Check in Check Out Implementation Tier 2/Secondary Series Training

3. Sign in Before leaving the webinar, share the name, email, school and district name of each person listening to this webinar in the chat box in the left bottom corner of the screen.

4. Participant Status Icons  Emoticon options allow participants to:  Raise hand  Display stepped away status  Display agreement level  Request volume or pace feedback  Indicate applause or amusement

5. System Reminders  Our conference call line is integrated with Adobe Connect so phone and web participants can communicate with one another  Phone participants need to mute their computer speakers  To mute your conference call land line: key *6  If you are on a cell, please use your mute feature

6. Putting your voice in the room Since this is a TA session, later we would like to hear your voice in the room if possible. When prompted if you have a specific question or would like to share an example, please: 1.Raise your hand using the emoticon icon at the top of the screen. The host will enable your mic. Your phone icon will become a mic icon. 2.Click on the mic icon at the top. 3.Choose connect mic.

7. Training Behavioral Expectations EXPECTATIONTRAINING SITE BE RESPONSIBLE  Make yourself comfortable & take care of your needs  Ask questions about content or activity in the chat box on the right.  Make general comments in Chat  Stay focused on the webinar BE RESPECTFUL  Mute your computer speakers and try to find a quiet place to participate in the webinar  Contribute where possible  Save checking email and doing other activities until webinar is over BE PREPARED  Follow up on tasks for next training day  Take notes and use Action Plan throughout webinar

8. PBIS Supports the Illinois Professional Teaching Standards 1.Teaching Diverse Students 2.Content Area and Pedagogical Knowledge 3.Planning for Differentiated Instruction 4.Learning Environment 5.Instructional Delivery 6.Reading, Writing, and Oral Communication 7.Assessment 8.Collaborative Relationships 9.Professionalism, Leadership, and Advocacy education.illinois.edu/ci/oce/.../Professional_Teaching_Standards.pdf

9. CICO TA Objectives 1.Continue development of Secondary Systems Team 2.Continue Development of CICO 1.Training staff, parents, students 2.Acknowledging staff, parents, students 3.Finalizing who, what, when, where, and why to begin implementation Action Plan: Teams will design their Tier 2 System

10. Agenda  Review  10 Critical Features and examples  Networking  Finalizing MAP (Multi-Tiered Action Plan)

11. Check In Check Out Technical Assistance

12. 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 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

13. Primary Prevention: School-/Classroom- Wide Systems for All Students, Families, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: What is meant by “layering” interventions?

14. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, SD-T, EI-T Check-in Check-out (CICO) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus 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) Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS) Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment Individual Student Information System (ISIS)

15. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP 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 Sept. 1, 2009 Universal Team Universal Support

16. Poll # 1  Where are you at with your development and implementation of CICO?

17. 10 Ten Critical Features Examples of Documentation from Illinois Schools

18. 10 Critical Features of Tier 2 Interventions (Poll # 2) 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

19. Intervention linked directly to school wide expectations and/or academic goals Key 2= Great Job 1= Did OK 0= Tough RESPECT Property RESPECT All Others RESPECT Learning RESPECT Self Homeroom2 1 0 Language Arts 2 1 0 Mathematics2 1 0 Social Studies Science 2 1 0 Exploratory2 1 0 PE2 1 0 Lunch2 1 0 Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________ Name : _________________________________ Date :­___________ Homeroom Teacher : _____________________________________

20. Intervention continuously available for student participation.

21. Intervention is implemented within 3 school days of determining the student is in need of the intervention. Parkwood CICO Referral Process: 1. Gather any behavioral data you may have on the student (e.g. office referrals, behavior log). 2. Participate in the Universal Screening process or discuss the student at the next data review meeting. 3. The student will be given a parent letter explaining the program. The teacher can call the parent if necessary. If there is no objection from the parent, the student will start immediately. 4. The Secondary Team then shows the teacher(s) how to fill out the DPR (Daily Progress Report) and to give the student feedback. 5. The teacher teaches the student how to participate in the program. 6. Student checks in and out at the PBIS CICO Station daily. 7. Student receives feedback from teacher(s) and Staff Member at the PBIS CICO Station, and earns daily reinforcement as they met their daily goal. 8. After student has consistently met goal for six weeks, the student may be ready to graduate from PBIS CICO. 9. Once the student is eligible to graduate, the student will receive a parent letter explaining his or her success and he or she will receive a certificate presented by the student’s teacher.

22. Intervention can be modified based on assessment and/or outcome data Parkwood Data-Based Decision Rules (Interventions are always layered and added to the previous intervention) 1. CICO a.Responding: 80% or better for 30 data points b.Not Responding: 79% or below for 30 data points; a small group is added to the intervention

23. Making adjustments Think time for 2 mins.  What do you have in place in steps 1-4?  What do you need to add, change?  Document action steps needed on your map (multi-tiered action plan) Let’s hear from you!

24. Critical Features continued Poll # 3 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.

25. Intervention includes structured prompts for what to do in relevant situations. EXPECTATIONS 1 st block2 nd block3 rd block4 th block Be Safe 2 1 0 Be Respectful 2 1 0 Be Responsible 2 1 0 Total Points Teacher Initials The DPR card is the structured prompt.

26. Intervention results in students receiving positive and/or corrective feedback from staff.  Parkwood Manual for CICO  Examples:  Student earns full points; teacher enthusiastically gives brief, specific, positive feedback: “Wow! You did such a nice job of following directions, keeping your hands and materials to yourself, and using kind words. I am impressed!”  Student earns full points for all but one area; teacher gives positive and brief corrective feedback: “You really kept your hands and materials to yourself, and worked hard today. You received 2s for those. I am giving you a 1 for following directions because I had to remind you three times to put your materials away. You can earn a 2 next time if you follow directions the first time.”  Student does not earn full points in any area: teacher gives brief corrective feedback, and reminds the student of the rules: “You are earning 0s today because I had to remind you many times to keep working, to keep your hands to yourself when sitting next to Jorge, and to use kind words with Janet. I know you can earn 2s if you remember to work hard, keep your hands to yourself and use kind words.”

27. Staff Feedback Continued: NON examples (Please do NOT do these!):  Student does not earn full points; teacher is negative: “I can’t believe how you were talking in class today. I told you five times to stop. You are not earning any points for that period. That was terrible.”  Student does not earn full points; teacher uses sarcasm: “What were you thinking? So, you think it’s ok to poke other students with pencils.”  Teacher penalizes student for behavior for a previous period or activity that has already passed and been rated: “I can’t give you full points for your good behavior in reading, because you were not following directions earlier in math.”  Student earns full points; teacher does not give specific feedback on what the student did well: “Good work.”  Teacher circles all points at the end of the day, instead of after each period or activity.

28. Intervention includes a school-home communication exchange system at least weekly. What an Awesome Week!!! Students Name: ___________________Week of: ______________ I achieved my goal of 80% or above of my points for my behavior on: MondayTuesdayWednesdayThursdayFriday Staff Signature: ____________________________________

29. Making adjustments Think time for 2 mins.  What do you have in place in steps 5-7?  What do you need to add, change?  Document action steps needed on your map (multi-tiered action plan)  Let’s hear from you!

30. Critical Features continued Poll # 4 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.

31. Orientation process and introduction to materials is provided for students as they begin the intervention

32. Student Orientation Continued:

33. Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. PARENT TRAINING FOR CICO This can be done at a meeting with parents, if possible, or over the phone. This should not be the first time the parent(s) have heard about the program. They should have given permission and been consulted on the program for their child. Rationale for CICO: “As we discussed, we are going to start the CICO program (your school’s program) with ____ (student’s name). The point of this program is for _____ (student’s name) to have positive interactions with teachers, staff and you for following school expectations so your child is more likely to meet those expectations in the future. “

34. Parent Orientation Continued: Procedure: “We will ask your child to:  1. Pick up a card with the school rules and ratings on it at check in every morning.  2. Carry card with him/her to all classes.  3. Take card to check out at the end of the day.  4. Receive a reward or points toward a reward.  5. Take card home at end of day to be signed by you, the parent(s).  6. Bring card back to school the next day.

35. Parent Orientation Continued:  “We want this to be positive for your child. When they meet their goal, you might say things like, ‘Wow! Nice work today,’ or ‘You have done a great job following all the rules this week!’ If your child did not meet their goal, you can encourage them to do better the next day, ‘What can you do to meet your goal tomorrow?’ or ‘I know that if you work hard, you can meet your goal tomorrow.’ Please do not punish or be negative to him/her if s/he did not meet the goal. If so, s/he may not want to participate in the program.  “Please contact _______ (CICO coordinator) if you have any questions or concerns about this program.”

36. Substitute Letter Dear Substitute Teacher, We have a PBIS Program at Parkview called Check-In/Check-Out (CICO). If there is a student who is currently enrolled in CICO, please send the student to his or her CICO Station in the morning at 7:55 am where the student will receive a DPR – Daily Progress Report. Please fill out the sheet each hour or during each natural transition, which checks a student’s behavior progress for the day. The sheet will determine if the student respects Property, All Others, Learning, and Self. The student will receive a 2 if he or she demonstrated excellent behavior, a 1 if the student demonstrated satisfactory behavior with minimal prompts, and a 0 if the student does not follow the behavior expectations at all. Before the end of the day at 1:55 pm, please send the student to his or her assigned CICO Station. If you have any questions at all please feel free to ask the following people below. Thank you for your assistance with this process.

37. Opportunities to practice new skills are provided daily. Key 2= Great Job 1= Did OK 0= Tough RESPECT Property RESPECT All Others RESPECT Learning RESPECT Self Homeroom2 1 0 Language Arts 2 1 0 Mathematics2 1 0 Social Studies Science 2 1 0 Exploratory2 1 0 PE2 1 0 Lunch2 1 0 Daily Goal: ­­­_______/56 Daily Score: ________/56 Comments: State briefly any achievements that demonstrate progress. Parent Signature: _________________________________________________ Name : _________________________________ Date :­___________ Homeroom Teacher : _____________________________________

38. Making adjustments Think time for 2 mins  What do you have in place in steps 8-10?  What do you need to add, change?  Document action steps needed on your map (multi-tiered action plan)  Let’s hear from you!

39. What Are Your Next Steps?  Do you have defined roles?  Set meeting times?  Time for students to check in AND check out  Have you practiced with staff?  How do you pre-correct for staff or students struggling with intervention?  Are there acknowledgements in place for staff? Students? Families? Continue to work on your Multi-tiered Action Plan (MAP) Please share any other examples in the chat or with your voice

40. Thank You  Thank you so much for being a part of today’s webinar  The next webinar in the series is Social Academic Instructional Groups (SAIG)  Contact k8@pbisillinois.org or HS@pbisillinois.org if you have follow up questionsk8@pbisillinois.orgHS@pbisillinois.org  Evaluations will be emailed to you upon completion of this course, once you complete, CEU/CPDU will be sent to you.

41. Questions?

42. Evaluation and CPDU Process For individuals who registered in advance or on-site the day of the event 1.All registrants will receive an email asking them to complete an evaluation using the link provided. 2.By clicking on the link, registrants complete the evaluation by following the prompts. 3.Once the evaluation is completed, the a link to the CPDU appears on the screen. 4.When registrant clicks on the CPDU link, the form shows up on the screen in PDF format and is printable.