1. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2. www.pdx.edu/sped/MTSS

3.  Develop CICO System ◦ Referral process ◦ Initial meeting & Agreements/contract ◦ Check-In - procedures & personnel ◦ Check-Out – procedures & personnel ◦ Develop Point Card ◦ Rewards menu & process  Develop CICO Handbook  Pilot Implementation

4.  Team Introductions  Updates on progress developing & piloting CICO system

5.  Complete the CICO Self- Assessment & Identify Actions for improved implementation

7.  An effective Data System is CRITICAL  Highly recommend CICO-SWIS ◦ www.pbisapps.org www.pbisapps.org ◦ Additional $100/year with SWIS account or $300 as stand alone account ◦ Cannot get CICO add-on without having SWIS account  Alternative = managing excel spreadsheets ◦ Gets challenging with many students ◦ CICO Coordinator must have substantial expertise in Excel

8.  Identify who will enter the data daily ◦ CICO Coordinator or CICO Specialist ◦ Train in CICO-SWIS accordingly & provide w/ account passwords  Can show student updated graph during check-out

10.  11. Collecting, summarizing and using data  Daily updates  Coordinator does regular data checks to make sure data is being entered promptly & correctly Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined

12.  Provide an introduction to CICO and the referral process at a staff meeting  Sample PowerPoint presentation available  Communicate: ◦ Description of CICO ◦ Why it is important ◦ Roles & Responsibilities ◦ Rating the Point Card ◦ Importance of being positive

13.  School team ◦ Identify students who may benefit ◦ Monitor implementation ◦ Evaluate effects and modify/fade as needed  Coordinator ◦ Facilitate morning and afternoon checks (in & out) ◦ Get signed form from students, give new form ◦ Maintain positive, constructive environment ◦ Acknowledge successes  Teachers ◦ Obtain form from student each day ◦ Monitor student behavior and mark card accurately ◦ Provide feedback to student in positive and constructive manner  Students ◦ Check in and out each day ◦ Give form to teacher ◦ Meet expectations ◦ Take form home and have parents sign, bring to school the next day

14.  14. Provide training to all staff on CICO ◦ School-wide system = train ALL staff  Rationale  Roles & Responsibilities  How to score the point card ◦ Identify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetings ◦ Provide ongoing updates to staff re: CICO implementation & outcome data Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff

15.  Fidelity ◦ Assess teacher commitment/enthusiasm ◦ Re-teach ◦ Teacher self monitoring  Student won’t carry card ◦ Student checks in and out ◦ Coordinator provides card to teacher and picks up  Student continues to receive feedback from teacher ◦ Self monitoring ◦ Computerized system  Student isn’t checking in or out ◦ Determine reason ◦ Identify preferred person to check in/out with ◦ Is this component needed?

17.  Team will use data to monitor student progress ◦ Some students will “graduate” from the program ◦ Some students will require the support on a continuing basis ◦ Some students will not respond to the program & need more or something different  Set up processes for: ◦ Fading students off of the program ◦ Escalating intensity of intervention ◦ Maintain & monitor

19.  The GOAL is always to “Graduate” students from our supports or Fade supports ◦ Do so gradually & Support the Transition 1)Increasing student responsibility  Transition into a Self-Management/ Self-Monitoring program 2)Then, gradually removing or “Fading” components of the intervention

20.  Student monitors own behavior  Student “checks in” with teacher to review self-ratings and receive feedback 1.Expected behaviors stay the same 2.Reinforcers stay the same 3.Student checks in same amount of times 4.Student monitors behavior using CICO card 5.Plan for teaching accuracy in monitoring

21. 1. Student and teacher record separately 2. Compare records; reinforce accuracy 3. Over time, compare less often 4. Reinforce appropriate behavior only 5. Periodically reinforce accuracy

22.  Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks  Coordinator provides rationale for self monitoring to Lucy ◦ Coordinator teaches Lucy to self monitor using examples and non- examples ◦ When program begins, Lucy’s teacher goes over examples and non- examples ◦ First week: Lucy and teacher monitor and compare records  Teacher provides acknowledgement and feedback based on accuracy  Ratings agree 95% of time ◦ Second week  Teacher monitors appx. 60% of time; feedback based on accuracy  Feedback at other times based on Lucy’s monitoring of behavior ◦ Coordinator  Feedback based on accuracy (with teacher records)  When Lucy monitors independently, feedback based on behavior

23.  After Student is Successfully Self-Monitoring  Can begin removing components of the program (removing staff responsibility) ◦ Gradually decrease # of check-ins during the day w/ teachers; Student Self Checks (keep check in and out) ◦ Fade from Daily check out to every other day then 1/week ◦ Remove check in

24.  Continue to monitor student behavior through discipline referrals & teacher report  Celebrate continued success ◦ Some schools hold a monthly celebration for students who are maintaining success after Graduating from CICO  Monthly “Alumni Club” Lunch

25.  12. Fading Supports for Successful Students ◦ Transition to Self Management program ◦ Continued monitoring & celebrations for “Grads”  13. Substitute Teacher routine ◦ How to inform and orient new teachers Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials

26.  Develop CICO System ◦ Referral process ◦ Initial meeting & Agreements/contract ◦ Check-In - procedures & personnel ◦ Check-Out – procedures & personnel ◦ Develop Point Card ◦ Rewards menu & process ◦ Data System & Data entry (training & personnel) ◦ Plan for fading/graduating ◦ Training for Staff  Pilot Implementation

27. Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University cborgmei@pdx.edu www.functionbasedthinking.com www.tier2pbis.pbworks.com

28. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of SW-PBIS

29. Focus on: Efficiency = support several (e.g. small group/targeted) students at one time using few resources ◦ limited assessment & individualization ◦ school-wide programming Effectiveness = attaining desired student outcomes ◦ Using Research-based interventions with FIDELITY ◦ Early identification & intervention ◦ Progress Monitoring & data-based decision making for individual student & system Scaling = develop a system with capacity to have meaningful impact in school (serve 10% of total school enrollment) Tier 2 Systems

30. System = more than an intervention 4 Questions for Implementing a Tier 2 System 1)Are you implementing a continuum of research- based intervention(s) with fidelity? 2)Is there a screening process to ensure early identification of students at-risk? 3)Are you using sensitive progress monitoring tools to inform decision making related to student progress and system efficacy? 4)Are you implementing at a scale that is making a meaningful impact (10 % of student population)? Tier 2 System v. an intervention

31. Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) “Tweak”/ Small change to CICO Basic CICO Modified CICO Match to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Screening Progress Monitoring

32. Student Screening & Identification Emphasize early identification

33. Universal Screening Before the 1 st Day of School Review Data from last year ◦ Your school data ◦ And data on incoming students (if available) Identify students who had Behavior Support Plans in place per IEP (or otherwise) ◦ Prepare to implement BSP with necessary modifications from beginning of the school year Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

34. Previous Years Discipline data Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Who needs to be on our radar from Day 1? Decision Rule Can we get data for our incoming class & new students?

35. Continuing Screening through the Year I-PBS team reviews student referral data every 2 weeks at each meeting ◦ Many referrals might also go directly to the CICO manager Develop Decision Rules for continuing Student Identification through the year ◦ Example: Students receiving 3 rd referral or 2 nd in a month

36. Team Tasks – Universal Screening Develop a plan for Universal Screening to implement before Day 1 of the school year: ◦ Who will meet? when? & where? ◦ What data will you use to ID students for intervention? ◦ Develop DECISION RULES for identifying students:  At the beginning of the year?  On a continuing basis throughout the year ◦ Using your current data, which students do you want to target for intervention NOW & Next Fall? ◦ What interventions & activities will you implement to support these students from the beginning of the school year?  CICO  FBA/BSP  Other?

37. Tier 2 Continuum of Interventions

38. Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted “Tweak”/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment

39. What constitutes a Tier 2 Intervention? ◦ EFFICIENCY & MAXIMIZING RESOURCES ◦ An intervention that:  Serves multiple students at one time (15-25 student at once)  More efficient use of resources that 1 student at a time  Students can get started with almost immediately upon referral  Requires almost no legwork from referring staff to begin implementation of the intervention with a student  All school staff know about, understand their role with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required:  If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention Questions about Tier 2 Interventions Systems Considerations

40. CICO from Basic to Advanced Start with Basic CICO ◦ Should work for the majority of at-risk students ◦ Complete CICO Fidelity Assessment Once implementing CICO with fidelity & using data for decision making ◦ Data for student identification ◦ Data for student progress monitoring to ID responders/borderline/non-responders Start adding variations of CICO

41. CICO: Advanced Applications Small Modifications or “Tweaks”

42. Additional Tier 2 Interventions Remember focus on Efficiency in Progress Monitoring Meeting ◦ Minutes per Student  Tweak or Small CICO Modification  Alternate Tier 2 Intervention (Function-based)  Escalate to Tier 3 Student Centered team Trust the Process ◦ Most difficult thing = not talking about a student before it’s time

43. Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) “Tweak”/ Small change to CICO Basic CICO Intervention Assessment Borderline Initial CICO Data

44. Small Changes “Tweaks” In Progress Monitoring meetings – always weighing Minutes/Kid ◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes” ◦ Look at initial CICO data ◦ Not an extensive discussion Should have a menu of quick changes/ “tweaks”: ◦ Change CICO mentor ◦ Change incentives ◦ Change/individualize goals ◦ More frequent check-ins -- “adding hair”

45. Borderline Responder Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% “just missing”… but downward trend Good Candidate for a Small Change/ “Tweak” In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins

46. Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3?

47. Ready to Make Quick Changes Readiness – what needs to be ready to make these ‘quick’ changes? ◦ Change/individualize goals  Need alternate point card readily available to individualize ◦ Change CICO mentor ◦ Add Mid-Day Check-in & incentive ◦ Change incentives  Individualize incentives for the student ◦ More frequent check-ins  With teacher? With CICO Specialist?  Need an adjusted point card?

48. Individualized Point Card Fill in more specific behaviors

49. Individualized Point Card RobbieOct. 14 th 20--

50. More Frequent Check-Ins “CICO Hair Club for Kids” Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period Another Alternative – Create alternate card which breaks day into smaller intervals

51. Team Work Time What ‘tweaks’ do you want to develop to be ready for borderline responders? ◦ Revise or develop the materials required to make ‘tweaks’ readily available and accessible? ◦ Remember, in the meeting… decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion on the student

52. Non-Responders Modified (Function-Based) CICO

53. Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) “Tweak”/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA

54. Non-Responder

55. Typical Reasons CICO may not be working for an individual student 1) Low fidelity of implementation 2) The student needs more instruction on how to use the program 3) The rewards are not powerful or desirable for the student 4) The program does not match the function of the problem behavior 5) The student requires more intensive, individualized support Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support

56. Behavioral Explanations for “Why” Don’t forget - From student’s perspective, problem behavior serves a purpose, such as… ◦ Gaining attention ◦ Gaining access to activities or tangible items ◦ Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

57. Using Function of Behavior to Inform CICO Modifications Individual Student Planning ◦ Can use “Function of Behavior” to match students to appropriate version of CICO ◦ Function-Based Assessment might include:  Data from ODRs “Possible Motivation”  Or Preliminary/Brief FBA

59. Minor – “Uh-Oh”

60. Preliminary FBA Use existing data for preliminary FBA ◦ ODR data  Identify function/motivation  Identify antecedents – time/location/persons involved, etc. ◦ CICO data  Identify antecedents – time/location

61. Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)?

62. Preliminary FBA Discipline Referral Summaries ◦ Suspensions, detentions, office referrals ◦ Look for patterns  Triggers/Antecedents  Day of the week, Time of Day, Location, Students Involved  Behavior  Consequences/Function  Possible Motivation, Disciplinary Action, Administrative Decision

63. Student Referral Report - SWIS DateStaffTimeLocation Prolem Behavior Motivation Others Involved Admin Decision 102/08/114386612:15PMPlygdAgg/Fight Unknown mot Peers Out-sch susp 201/28/11475221:30PMClassDisresptAvoid TaskTeacherDetention 301/10/114752210:30AMClassDisresptAvoid TaskTeacherDetention 412/18/10475229:30AMClassDisresptAvoid TaskTeacherDetention 512/08/10475221:00AMClassDisresptAvoid TaskPeerDetention 612/08/104752210:15AMClassDisresptAvoid TaskTeacherParent 711/20/10475229:30PMClassDisresptAvoid TaskTeacherParent Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)?

64. Team Work Time Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetings ◦ Remember decisions regarding small intervention changes should occur in less then 2-3 minutes of discussion…. ◦ What will it take to be efficient and “Ready to Go” with these discussions of function in the meeting

65. Advanced Tier 2

66. So what Tier 2 Interventions or CICO Modifications should we implement? Use your school data on Function of Behavior (Possible Motivations) to help prioritize Take inventory of other interventions you have in place in the school ◦ Social Skills Instruction, Homework Club, etc.

67. SYSTEMS PLANNING What might this School-wide data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals CIC O ?

68. Targeted Interventions Reference Guide

69. Challenge of Many Interventions Identified as Tier 2 Supports Can’t determine implementation Fidelity – because intervention is not well-defined or studied ◦ What are the critical features of… Lunch Buddies? Homework Club? Social Skills Group? Anger Management Group? Limited research supporting school implementation

70. Challenge of Many Interventions Identified as Tier 2 Supports Interventions not set up a systems for efficient implementation Difficult to implement at a scale that is meaningful (serving 2-4% of students) Most often there is not a system for measuring outcomes and monitoring student progress linked to interventions ◦ must be sensitive to change; ODRs may not be very sensitive to change

71. Tier 2 Intervention: Critical Features a) Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e.g. daily progress report)

72. Social Skills Groups Traditional Model Meet every Friday in small group of at- risk students Practice skills in counselor’s office during group Follow published curriculum Teach & Hope Limited prompts or attention to support social skill use in school environment Limited feedback for real-world implementation Modified Model Meet more regularly (every day for 7 days) Focus on specific skills (asking peers to share a toy; appropriate greetings w/ adults) w/ clear link to real world application Practice in real world scenarios Link w/ Daily Progress Report – specifically targeting instructed social skills for regular feedback Daily check-in & check-out w/ promtps CRITICAL FEATURES OF TIER 2 INTERVENTIONS a)Additional Structure/time for instruction/skill development b)Additional Structure/predictability c)Increased opportunity for feedback (e.g. daily progress report) HOW ARE WE DOING W/ THE CRITICAL FEATURES? How could we modify Social Skills to incorporate Critical Features?

73. Homework Club What are the critical features of effective Homework Clubs? What is it at your school? What is the goal of the Tier 2 intervention? ◦ What are the behavioral outcomes desired? ◦ What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way?

74. What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? 123456 Be Safe 212122 Be Responsible -turned in Homework 200121 Be Respectful -on task, approp lang. 201121

75. Team Task Review Your Interventions, Do they provide: a) Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e.g. daily progress report) Can you make modifications so they incorporate the above?

76. Team Task Log on to PBIS Apps Complete the Tiered Fidelity Inventory & Action Plan for Tier 2 Complete the Targeted Interventions Reference Guide for your School Identify areas of strength and areas of need when comparing with student need

77. Advanced Applications of CICO Function-Based Modifications of CICO

78. Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon

79. Logic Guiding Breaks are Better Children may benefit from taking small, appropriate breaks If breaks are available, students may: ◦ Engage in less escape-maintained problem behavior ◦ Request breaks less often than escape-maintained problem behavior occurred Increased reinforcement for: ◦ Asking for assistance ◦ Taking a break appropriately

80. CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement behavior (i.e., break requests) Promote self-management by teaching students to “keep track” of their breaks Establish & Teach teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement

81. Breaks are Better Modifications Prior to intervention: ◦ Child & teacher identify appropriate “break” activities ◦ Student is taught:  How to request a break  How to take a break  How to return to work Points earned for: ◦ Meeting academic-specific expectations ◦ Asking for break appropriately or not needing a break ◦ Weekly point total tied to reinforcers

82. Sample Break Options & Rewards Break Options Move to separate desk for quiet activity Quiet activity at desk Drawing Doodle on notebook Stretch in backroom Run errand for teacher Weekly Rewards Computer time Extra Recess Coupon for bonus points on assignments Coupons for buddy work Coupon to make assignment shorter or easier Library pass

83. Breaks are Better Card

85. Taking a Break in the Classroom

86. Team Task Discuss need & application of Breaks Are Better in your school Steps to Develop/Implement ◦ Assign a BrB Coordinator (same or different than existing CICO coordinator?) ◦ Develop materials & process for BrB  BrB card  CICO procedures (coordinate w/ CICO?) ◦ Develop processes for training Breads Are Better to:  Staff (What, Why, How?)  Students once referred (What, Why How?) ◦ Identify referral process, data & decision rules for accessing BrB

87. ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon

88. Logic Guiding ABC Students benefit from organizational structure More frequent and tangible reinforcement for: ◦ Recording assignments ◦ Completing in-class work & participating ◦ Asking for help ◦ Completing homework Parental structure for homework completion: ◦ Parents are aware of assignments ◦ Parents check for completion

89. Academic focused CICO (Escape Tasks) Middle School Morning Check-in – Students check-in with counselor – All homework completed? Prepared for the school day with all necessary materials? – Opportunity to complete unfinished homework and to gather materials Daily point card and Homework tracker – Receive feedback each period about behavior during class (participation, staying on- task, completing work) – Record assignments on homework tracker Afternoon Check-out – Check-out with counselor – Review point card and homework tracker – Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component – Parents review daily feedback with student – Sign card to indicate if student has completed all homework

90. ABC Modifications Prior to intervention – coordinator meets w/ parents Morning Check-In: Assess & give bonus pts for: ◦ Materials Ready & Homework Completed Afternoon check-out: Check Tracker Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker Parent signature with focus on Homework Completion

91. ABC Point Card -- Front

92. ABC Point Card -- Back

93. Team Task Identify any modified CICO interventions you would like to develop ◦ Suggest using SW data on non-responders to guide decision making Develop materials for modified interventions ◦ Peer Attention ◦ Avoid Adults ◦ Escape Tasks