Tier II – Secondary Interventions

Tier II – Secondary InterventionsNW PBIS Network

Who is the NorthWest PBIS Network?

Supporting educators, families and community members to implement and sustain positive, effective and culturally inclusive environments to achieve social and academic outcomes for All children and youth.

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Logistics

• Clock Hours • Sign in each day & submit at the end of the last day

you attend at the Clock Hours Table• Lunch – Vegetarian/Special Diet Process • Badges – Please Wear At All Times• Internet Access –• Evaluations – Turn At End of Day 2 To Presenter For A

Chance to Win A Free Registration for Our Conference• Handouts

• www.pbisnetwork.org• Go to Resources Page

3 Day Preview• Day 1 & 2

• Overview, Rationale and Readiness

• Getting Started• Initial Implementation• Working with Parents• Monitoring and

Decision Making• Trouble Shooting

• Day 3 – Follow-up• Successes and

Challenges• Maintaining or

expanding implementation

• Preparation for Tier III

Day 1• Welcome and Introductions• Review of PBIS and Individual Systems• Overview of Secondary (Tier II) Interventions• Getting started• Initial Implementation• Student Identification

INTRODUCTION

The Challenge

• Students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)

• Teachers report that uncivil behavior is increasing and is a threat to effective learning (Skiba and Peterson, 2000)

• Students who display severe problem behavior are at-risk for segregated placement (Reichle, 1990)

Exclusion and punishment are the most common responses to severe problem behavior in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992)

Exclusion and punishment are ineffective at producing long-term reduction in problem behavior (Costenbader & Markson, 1998; Walker et al., 1996)

The Response

“Schools that are safe, effective, and controlled are not accidents.”

(Sugai, Sprague, Horner & Walker, 2000)

• Need • a prevention focus• to build school capacity to support all students• a continuum of behavior support

PBIS

• PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior

• PBIS is the integration of (a) valued outcomes, (b) science of human behavior,(c) validated procedures, and (d) systems change

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response

Primary Interventions•All students•Preventive, proactive

Primary Interventions•All settings, all students•Preventive, proactive

Designing School-wide Systems for Student Success

Tier I – Universal Key Features

1. Identify a common purpose and approach to discipline

2. Define a clear set of positive expectations and behaviors

3. Implement procedures for teaching expected behavior

4. Differentiate supports from a continuum of procedures for encouraging expected behavior

5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior

6. Implement procedures for on-going monitoring and evaluation

Check-in

Tier I – Universal

• How are you doing with Tier I? • Successes

• Challenges

• Concerns

• Data sources• TIC, ODR, SET, BoQ, …

• For any concerns or challenges, add an item to your action plan

OVERVIEW OF INDIVIDUAL STUDENT SYSTEMS

Purpose

• To describe considerations & procedures for developing & sustaining individual student systems

• This system will expand Tier I supports to Tier II and Tier III systems

Challenges to ISS

• Students

• Problem behaviors are high intensity &/or frequency• Too many students display significant problem

behavior at any one time• Problem behaviors are disrupting learning & teaching

environments• Problem behaviors are difficult to understand• Interventions are ineffective

• Schools

• Not enough minutes in the day to collect information and develop interventions

• Administrative leadership & support is lacking, unavailable, or underdeveloped

• Staff are unable or untrained to implement interventions

• Overemphasis on form, policy, or regulation rather than on process

• Lack of continuum of positive behavior support

Considerations

• Behavior must be considered within context in which it is observed

• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

• Individuals who develop & implement behavior support plans must be behaviorally competent & able to…• conduct fluently FBA-BIP• facilitate efficient development,

implementation, evaluation of BIPs• collect & analyze student performance data • develop academic & social BIPs that are

based on research validated practice.

• The longer problem behavior has been occurring, the more resistant it may be to intervention

• Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior

• Efficient team-based approach & process to problem solving must be in place

Tier I - Universal

• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations• Procedures for monitoring & modifying procedures

Tier II - Secondary Specialized group administered system for

students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive reinforcement• Home-school connection• Individualized academic accommodations for academic success • Planned social skills instruction• Behaviorally based interventions

Tier III - Tertiary Specialized individually administered system for

students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior support

planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a wraparound

process

General Process1. Establish Behavior Support Team to guide/lead process

2. Secure & establish behavioral competence within school

3. Develop/strengthen three level system of school-wide behavior support:

• Universal Interventions• Secondary Interventions • Individual Interventions

4. Establish data decision system for matching level of intervention to student

• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number of

major behavioral incidents

5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency

• Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?

Check-in

Individual Student Systems

• Do you have a team that supports teachers with at-risk students? • Available to all staff? Parents?

• How do teachers access support?

• Strengths, challenges for this team?

• Data sources• Committee Review Worksheet, Staff Handbook,

general knowledge…

OVERVIEW OF SECONDARY INTERVENTIONS

Purpose

• Provide an overview of Tier II/Secondary Interventions that are group systems for supporting students who are at-risk for significant problem behavior

Guiding Principles

• At-risk students benefit from:• clearly defined expectations• frequent feedback• consistency• positive reinforcement

• Problem behavior and academic success are often linked

• Behavior support begins to develop effective adult-student relationships

Important Themes

• Part of a continuum• link to school-wide PBIS system

• Efficient and effective way to identify students

• Assessment allows you to make a simple sort• match students to interventions

• Intervention matched to presenting problem but not highly individualized

However,

• There is a difference between how to teach and what to teach

• How = Evidence-Based Practices• Social skills, self-management, daily

monitoring

• What = Skill identification, Types and range of groups/programs

Consideration

• Not fixed group. Membership can change based on need

• Student’s needs vary across continuum over time and within academic/social area

• Least intrusive but matched to student need• effective and efficient

Critical Features

Intervention is continuously availableRapid access to intervention (less than a week)Very low effort by teachersPositive system of support

• Students agree to participateImplemented by all staff/faculty in a schoolFlexible intervention based on assessment

• Function-based

Check-in, Check-out Basics

Daily behavioral monitoring• self- and/or adult

Regular, frequent opportunities for positive reinforcement• tangible to social• external to internal• predictable to unpredictable• frequent to infrequent

Home-school connection

Other Strategies & GroupsBehavioral contractsAdult mentor/monitorTargeted social skills

instruction• problem solving• conflict management

Self-management programming

Academic restructuring

• Lunch Buddies• Friendship Circles• Homework Club• Focused Counseling

• Anger management• grief and loss• parent divorce• ….

Review of Existing Options(Adapted from Horner & Todd, 2002)

Activity

Review of Existing Options

• List all currently available Tier II programs

• For each program rate them across the different possible features

• Determine if you have (a) overlap in types of programs or (b) gaps in support options

• Check to make sure all programs have (a) easy student identification and (b) clear request for assistance processes

Working Example: Behavior Education Program (BEP) (March & Horner, 1998)

Need• 7% of students with chronic problem behavior• Targeted, group based intervention needed• Expected to work for most but not all students• Interventions must be functional assessment

based

24 students in Secondary Interventions

Referrals per Student

BEP Features

Students identified with multiple office referralsStudent-parent-school contract formedConnection to school-wide expectationsIndividualized, daily monitoring

BEP Set-up

Teach students, teachers, & parents routinesEstablish school & home reinforcersEstablish data collection systemConduct abbreviated FBAs

BEP Daily Cycle

1. Check in office at arrival to school• Reminder binder• Pre-corrections• Turn in previous days signed Daily Progress

Report (DPR) form• Pick-up new DPR form• Review daily goals

2. At each class• Student completes DPR card• Teacher checks & initials

3. Check out at end of day• Review the points & goals for the day• Receive reinforcer if goal met• Take successful day card home• Pre-corrections

4. Give successful day card to parent(s)• receive reinforcer from parent• have parent sign card

5. Return signed card next day

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Progress Report

Tracking Student BEP Progress (number = % of total daily points)

Date Jason Leanne Juan Kiran Alexa

1/16/03 85 95 100 80 651/17/03 100 100 100 75 771/18/03 77 0 100 85 631/19/03 45 75 95 92 851/20/03 88 89 77 89 901/23/03 79 0 100 95 951/24/03 95 67 85 100 78

Daily Data-based Decision-Making

Clackamas ESD Video

https://www.youtube.com/playlist?list=PLyhnHjBLW5BSIZwyNVDYrEZvVsAITVpb9

Evidence-Base Summary

1. Typical schools are able to implement the BEP/CICO successfully.

2. Use of the BEP/CICO is related to reduced levels of problem behavior, and, for some students, increased levels of academic engagement

3. The BEP/CICO is likely to be effective with 60-75% of at risk students.

4. Students who do not find adult attention rewarding appear least likely to respond successfully to the BEP/CICO.

Is My School Ready to Implement?

School-wide system of behavior support in place

Staff buy-in for implementationAdministrative support

• Time & money allocated

No major changes in school climate• e.g., teacher strikes, administrative turnover, major changes

in funding

Implementation a top priority

Activity

Readiness Checklist

• Tier I systems in-place? Yes No

• Staff buy-I for implementation? Yes No

• Administrative support? Yes No

• No major changes in school? Yes No

• Implementation a top priority? Yes No

Decision• Proceed with Tier II Implementation

• Develop action plan to improve Tier I

• Reconsider Tier II at this time

GETTING STARTED

Purpose

• To examine the elements needed to begin Tier II Interventions and begin the planning process for implementing these interventions in your school

Review: Critical Features

Intervention is continuously availableRapid access to intervention (less than a week)Very low effort by teachersPositive system of support

• Students agree to participateImplemented by all staff/faculty in a schoolFlexible intervention based on assessment

• Function-based

What’s in a Name?• Behavior Education

Program (BEP)

• Kennedy Card Program

• Hello, Update, & Goodbye (HUG program)

• Check and Connect

• HAWK (Helping a Winning Kid)

• Keep positive

• Consider use school mascot for acronym

• Caution with Using Behavior Card or Behavior Plan

Resources: Time & Materials

Adequate time scheduled for coach, coordinator and team

meetings

Forms • Daily Progress Report (DPR)

• Request for Assistance (RFA)

• Brief FBA

• Parent permission

• Student contract

• Tracking sheets

School supplies for participants

Reinforcements for participants

Key Team Members

Coordinator Check-In, Check-Out Coach(es)

Based on number of students needing support RecorderTeam members for decision making support

Task Time

Attend/Contribute to weekly meetings

45 minutes/Once per week

Assist with In-services 2 hours/As needed

Assist with Parent/Student Orientation

45-60 minutes/As needed

Team Time Commitments

Personnel: Coordinator• Take care of requests for assistance

• Make placement decision based on program requirements if meeting is not in next 24 to 48 hours

• Organize and maintain records• Gather supplemental information for meetings• Prioritize students for team meetings• Schedule parent/student orientation• Update teachers on student’s identified goals and

progress (initial, during , exiting)• Collaborate with coach(es) outside of team meetings

Personnel: Coach(es)

Flexibility within job responsibility (e.g., educational asst., counselor, behavior asst., …)

Maintain check-in/out procedureCollect and record daily progress goalCreate graphs that reflect students daily goal

percentage weeklyCollaborate with Coordinator outside of team

meetings

Personnel: Recorder/MinutesRecords information at team meetings

• Discussion of agenda items• To do list and assignments on meeting minutes

• Ensures that meeting minutes are distributed to all members

• Makes sure that previous minutes are available during the meetings

* Can be coach, coordinator, etc.

Personnel: Team Members

• Contribute to decision making for students• Complete Orientation to System meetings• Gather supplemental information • Participate in staff development workshops• Contribute to feedback sessions• Complete any assigned tasks from meeting

Activity

Establish a Team

• Identify Team members and Roles• Coordinator

• Coach(es)

• Recorder

• Members

• Decide upon a name for the program

• Set a regular meeting time and place

STAFF ORIENTATION

Purpose

• Brief review of evidence-based recommendations for effective professional development

• Provide suggested outline for a staff orientation to present the Tier II process at the beginning of the year

Effective Training Basics

• Present the theory or evidence and rationale for the topic

• Demonstrate or illustrate the practice

• Provide opportunity to ask questions, clarify and/or practice

• Provide prompt feedback about fidelity and outcomes of their efforts

Staff Orientation (1-3 hours)

• Explain link to Tier I

• Provide rationale for Tier II interventions• Appropriate students• Request for assistance• Brief assessment

• Provide examples of daily process• DPR form• Check-in, Check-out• Teacher role

• Monitoring and Decision-making• Maintain• Fade, graduate• Move to Tier III supports

• Opportunities to practice, review forms

• Consider booster sessions during the year

Activity

Staff Orientation

• Create a detail plan for you staff orientation

• Consider• Who will be involved in the training

• What materials will you use• Presentation

• Videos

• Hand-outs

• Determine when the orientation will be

STUDENT IDENTIFICATION

Purpose

• Examine the elements that need to be in place so effective decision making can occur regarding student identification and placement on Tier II interventions

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Exit Program

ReviseProgram

At-Risk Students

• CharacteristicsDisorganizedSensitive to change,

stressHistory of low levels of

reinforcementHistory of poor

relationshipsLow self-esteem

• Example Behaviors• Out of seat• Disruptive• Talks out/back• Unprepared• Tardy• No work completion• Low level

aggression/horseplay• …

Students Appropriate for Tier II

• Appropriate• Low-level problem

behavior (not severe)

• Low rate behavior (2-5 major referrals)

• Behavior occurs across multiple locations

• Inappropriate• Serious or violent

behaviors/ infractions

• Chronic behavior (6+ major referrals)

• Require more individualized support

Not Intended for Students with

Dangerous/violent studentsStudents who bring a weapon to schoolStudents who injure/may injure themselvesStudents with a high number of major referralsStudents who find adult attention aversive

(Tier II may work with modified support)Students for whom the team believes need

comprehensive and intensive support

Beyond ODRs

• May miss students in special education settings with persistent or violent behavior who may not generate ODRs

• May not identify students with internalizing behaviors

• May not identify students with many minors but few majors

• May not reflect that some teachers refer students to the office and some do not

Internalizing Behaviors

• Behaviors displayed inwardly toward self

• Typically self-imposed, may not occur frequently, and appear to allow the student to avoid social events

• Examples: • not interacting with other people• overly shy or timid• withdrawing or avoiding social situations • fearful or submissive• …

Externalizing Behaviors

Behaviors displayed outwards towards others or environment

Typically occur too often or too much

Examples: • aggression towards people, animals or things• arguing, defiant or non-compliant• calling out or disruptive• Hyperactivity• …

Who Can Refer a Student?• Teacher• Administrator• Parent • Student/Self• Tier I Team

• ODRs• Absences and tardies• In school detentions (lunch time or after school)• Time out/Think Time/Refocus

Request for Assistance is

made

Request is more than 24 hours prior to Meeting1. Coordinator contacts parent for permission2. Coordinator relays addition of student to coach and defines a behavior goal3. Coach meets with student and explains the SI daily cycle and reinforcement system

At Weekly Scheduled Meeting

1. Secondary Intervention’s Inventory is completed 2. Placement decision is made

NO YES

1. Team discusses possible options/ suggestions that the referring person may utilize to help the student display expected behaviors.2. Team decision as to how these suggestions are delivered

1. Behavior Goals and instructional plan are defined and recorded

2. Coordinator obtains permission (if not gotten already) and schedules orientation

Parent/Student1. Start positive2. Provide Rational3. Explain daily cycle and parent responsibility4. Student and parent sign contract & permission

PARENT

STUDENT

TEACHER/ADMIN

PBIS TEAM

Request for Assistance• Required

• Students Name• Date of Referral• Name of Referring Person• Reason for Referral

• Description of problem behavior• When the behavior occurs• Hypothesized reason/function for the behavior

• Optional• Goal for the student• What have you tried prior to referral

• Teaching, environment/structural changes, consequences

Activity

Request for Assistance

• As a team, review the RFA examples provided. Highlight the information that your team feels would be useful for your school’s RFA.

• Adopt/modify one of the provided examples or design your own RFA form

• Determine the process for teachers to access and turn-in the RFA form

Day 2

• Welcome and Team Updates• Assessment• Working with Parents and Students• Daily Cycle• Monitoring & Decision Making• Trouble Shooting• Team Work Time

Check-in

Team Updates

• How are you doing with Tier II?

• Success from yesterday

• When will you present to staff?

• Questions or Concerns from yesterday?

BRIEF ASSESSMENT

Purpose• To provide a process for completing a Brief FBA once a request

has been made

• Used to determine if one or more of the Tier II interventions is appropriate for the student or if another level of support is needed

Why Use a FBA?

FBA data support effective and efficient behavior support planning, a major goal of BIP (e.g., Carr et al., 1999; Didden et al., 1997)

FBA produces data on how system can:• Prevent problem behavior• Identify and teach alternative behaviors• Encourage appropriate behaviors• Discourage problem behavior

Levels of FBAFull FBAs:

• Record review, full interviews, observations• Specify problem behavior and contingencies

within routines for purpose of individualized intervention design

Simple FBAs:• Brief interview• Specify problem behavior, routines surrounding

problem behavior, and function of behavior for purpose of selecting type of Tier II intervention

Other Useful InformationAnalysis of minor write-upsInterview: teacher, parent studentMedication/MedicalAttendanceAcademic

• Standardized Test Scores• 9 weeks grades

Brief FBA

• Examples – • FACTS• Brief FBAI Tier II• Guess & Check

• Necessary components• Strengths• Problem behavior

• What is happening?

• Triggering antecedents• When does it happen/set it off?

• Maintaining Consequences• Why does it happen/need?

• Setting events• What makes it worse/set it up?

Function Based Logic:Competing Behavior Pathway

Setting event

NoneAntecedent

Preferred peerProblem Behavior

Talking

Maintaining Consequence

GainPeer attention

Alternative Behavior

Peer helper

Existing Consequence

GradesMore work

Desired Behavior

Work quietly

Richland School District Video

http://www.rsd.edu/teach-learn/response-to-intervention.html

Activity

Brief FBA

• Using the Brief FBA examples, adopt or modify one of these for your schools assessment

• Be sure to include:• Strengths

• Problem behavior

• Triggering antecedents

• Maintaining Consequences

• Setting events

Adding Students to Tier II

• Based on the results of the Brief FBA identify students appropriate for Tier II interventions

• Discuss the chosen intervention with the parent/guardian and receive appropriate permission

• Teach the chosen intervention to the student and obtain their commitment to the program

• Keep these interactions brief, positive and collaborativeAllow time for questions and concerns

Student Doesn’t Match Tier II

Optionsneed referral for more intensive intervention support teacher on implementing classroom

modifications

As a team, you need to decide how this information should be conveyed to the referring persondocumentedmeeting (with team, coordinator, administrator)

Parent Consent Form

• Student’s Name• Date• Purpose of secondary interventions• Explanation of daily cycle• Parent’s responsibilities

• Review DPR with child and sign daily• Give positive praise• Do not use as cause for punishment

• Contact Information• Parents signature

Student Contract

Student NameDateParent and Student signatureIndicate agree/not agree to participateAgreements:

• Check-in/out daily• Give DPR to teachers/parents• Return DPR daily

Activity

Parent and Student Form

• As a team develop a parent permission form

• In addition, develop a student contract

• Across both, be sure to include:• what secondary interventions are

• the daily cycle progress

• responsibilities of all involved

DAILY CYCLE

Purpose• To review the elements of the daily cycle and create

required materials needed for the daily cycle process

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Progress Report (DPR)

• Portable• Linked with school-wide expectations and

student’s identified behavior goals• Reflect all areas of campus• Reflect all activities/time periods• Clear, concise, understandable for students,

families and staff

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS:

Calendar Reading Spelling & Writing

Math Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL

BE RESPONSIBLE

BE ON TIME

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Adapted from Crone, Horner & Hawken (2004) Daily Progress Report

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Parent Signature(s) and Comments: _______________________________________________

SWIS Requirements

• Schools wanting to use the CICO feature on SWIS need to comply with readiness checklist:• SWIS facilitator w/ CICO training• Implementing SW-PBIS• In-school process • DPR Form that is SWIS compatible

Up to 10 check-in periods Up to 5 expectations/goal Up to 3 point rating scale

Establishing Individualized Goal

First few days of reporting is baseline score

80% of total points possible is general daily goal • May be adjusted for some students• During introductory meeting (or after any changes), let

students know what their target point total should be• Check for understanding

Student Recognition• Small reward for successful check-in

• On time• Returned signed DPR• Has all materials• Filled out new DPR

• Small reward from teacher (SW currency, early out, etc…) for perfect periods

• Small reward/snack for successful check-out• Being there in time to make bus• Having DPR• Met daily goal

• Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)

Check-in Process

• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Record names, preparedness, yesterday’s DPR• Reward for completing requirements• Prompt to have a good day

If student is upset, have them stay to debrief/discuss

Example Check-in Record

Date: Check-in Leader:

Check-in

Check-out

Student Name

Paper Pencil Notebook DPR Parent Copy

DPR School Copy

% Daily Points

John A.

Richard C.

Donald R.

Check-in

Classroom Feedback

• Review and explain DPR ratings calmly and objectively• Be specific

• Do not engage student in debates over ratings• Acknowledge concerns/feelings, then re-direct to next

day’s/period’s/activity’s potential for more points.• End conversation immediately

• Prompt appropriate behavior by saying, “Tomorrow, let’s work on…”

Teacher Feedback

Check-out ProcessMove quicklyRecognize student for choosing to come to check outCollect a copy of the DPRReward if daily goal has been metPrompt for a good day tomorrow

Check-out

Parent Feedback

Review Daily DPRGive praise for positiveSignGive support for a positive next day

Do not use DPR to reprimand. Focus on tomorrow is a new day

Parent Feedback

Activity

Daily Cycle – DPR and Tracking

• Use the examples provided to create DPR Form• Portable

• Linked with SW expectations

• Reflect all areas of campus

• Reflect all activities/time periods

• Clear, concise, understandable

• Create a tracking sheet that coaches can collect and forward to the coordinator

MONITORING AND DECISION-MAKING

Purpose• To provide a process for monitoring student’s

progress and using their data to determine next steps for the student

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Implement Basic BEP/CICO

Is the Basic SI BEP/CICO Working?

• Continue with Basic BEP/CICO

• Transition to self- management

Yes

No

Conduct Brief Functional Assessment•What is the problem behavior?•Where does the problem behavior occur/not occur?•Why does the problem behavior keep happening?

Coaches

Record % of points earned for the day

Create a coding system to track unique eventsA = AbsenceNC = No card0 = No points

Tracking Student BEP Progress (number = % of total daily points)

Date Jason Leanne Juan Kiran Alexa

1/16/03 85 95 100 80 651/17/03 100 100 100 75 A1/18/03 77 NC 100 85 01/19/03 45 75 95 92 851/20/03 88 89 77 89 901/23/03 A NC 100 95 951/24/03 95 67 85 100 78

Coordinator Reviews Students

Priority Student List for Meeting

• Look at individual student graphs

• Examine ODRs to explain, support graphs

• Determine if there is other subjective information that should be considered

• Set agenda for meeting

Recommended Agenda

Identified students with concernsDecision for priority students (maintain, modify)Rotating review of all students (e.g, every 9 wks)Decision for rotation students (maintain, fade)New studentsStudents to receive additional

acknowledgementsOther

Possible Decisions• Student is ready to graduate

• Student is doing fine, however, should stay on the intervention

• Student is having some problems but think simple modifications may work

• Determine what needs to happen and assign responsibility to team member

• Student is having significant problems and should be referred for a Full FBA

• Make referral or plan for this step

Decision: Graduate

80% or better for at least 4 weeks, on a daily basis

Consult with teacher(s), teamMeet with student to introduce the process

• Show data• Explain how to use rating card/how to judge own

behavior• CELEBRATE!

Talk with parent about graduation, how they can continue to support their child

Shift to self-managementTeacher ratings = Student ratingsRewards for honesty and accuracy

Fade data collectione.g., number of teacher check-ins, morning check-in,

afternoon check-out

Celebrate continued success• Some schools hold a monthly celebration for students

who are maintaining success after Graduating from CICO (Monthly “Alumni Club” Lunch)

Decision: Continue

• Student is making and maintaining progress but needs to stay on the intervention (4 to 6 weeks) to ensure continued success

• This decision will be based mostly on your clinical judgment

• Or the student or parent asks to continue the program

Matching to Student NeedsBasic SI: goals related to cooperative, respectful

behavior; reinforced through daily positive adult contact (attention-related)

SI+ Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support

Escape SI: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact

Decision: Modify

More frequent reinforcement/Check-ins

More powerful reinforcement for daily goal either at school or home

Other minor modifications based on function

Conduct Brief Functional Assessment

Is the behavior maintained by escape

from social interaction?

Is the behavior related to lack of academic skills?

Is the behavior severe, complex, intensive?

Escape Motivated SI

•Reduce adult interaction

•Use escape as a reinforcer

SI + Academic Support

•Increase Academic support

Intensive,Individualized Behavior

Support

(e.g., Full FBA-BSP)

Decision: Tier III SupportMake referral to behavior specialist who can complete a

Full FBADirect observationInterviewsRecord review

Develop individualized, comprehensive BIP

CICO/BEP may be used a component of the comprehensive BIP

Activity

Preparing for Effective Meetings

• Use the template provided to create a meeting agenda that reflects

• high priority students

• rotating students

• new students

• other

• Create a tracking sheet that the coordinator can use to monitor students

TROUBLESHOOTING

Purpose• To give guidance to potential barriers of CICO/BEP

based on obstacles other schools have encountered

Obstacles to Implementation

• Administrator not on the team that develops the plan and looks at data for decision making

• Plan used as punishment rather than prevention program

• Plan coordinator lacks skills to implement the program (e.g., behavior intervention, computer)

• Schools expecting plan to solve all behavior problems

• Fitting plan and data evaluation into existing teams

Troubleshooting: Not Checking In (Infrequent)• Deliver DPR to student• Find out if he/she wants to participate in

program• May need to increase motivation with reinforcers

(selection, contracting)

• If student refuses to participate, probably need Full FBA (Tier III)

Troubleshooting: Not Checking Out (Infrequent)

• When student does not checkout nor bring card back next day, give 0 points for the day

• Coordinator asks what happened and reminds student to checkout

• Teachers can prompt student to checkout

Troubleshooting: Not Checking In or Out (Chronic)• Make sure they understand routine • Make sure teachers are cooperating• Get teacher/friends to remind • Escort student at beginning to learn routine• Provide reinforcements/points for showing up• Make sure intervention has a positive profile in

school & coordinator is well-liked

Troubleshooting: Lost DPR Form• Give a new DPR right away• If chronic, find out how school can improve program

• Check for home response to poor DPRs

Troubleshooting: Staff Fidelity Issues• Preventative: provide in-service prior to

implementation• Some teacher may need additional training on

BEP/CICO• Provide space on DPR for positive statements• Provide staff feedback (at least quarterly) on

effect of BEP/CICO on students

Troubleshooting:Parent/Guardian Fidelity Issues• Parent should give permission for

student to participate• Students can still participate if

parents do not follow through• May need to use surrogate parent to

provide feedback• Have counselor or principal address

punishment issue with parent

Moving Forward• Materials/Forms

• RFA• Brief FBA• Parent Letter• Student Contract• DPR sheet• Coordinator tracking

sheets• Meeting agenda• Action Plan

• Resources• www.pbis.org• www.pbisnetwork.org• www.swis.org

Check-in

Team Updates

• Looking Ahead to Implementation

• 1 Strength

• 1 Anticipated Roadblock or Challenge

• Do you have a plan to address this concern?

• Questions or Comments?

Next Steps