PBIS Tier 2: CICOData-based DecisionsNovember 20/21, 2013

Michelle Coconate & Kristen McElligatt

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPECTFUL

Turn cell phones “off” or to “vibrate”

Listen to each other and share ideas

BE RESPONSIBL

E

Make yourself comfortable & take care of

your needs

Stay focused during work times

Ask questions

Leave no trace

Complete evaluation

Support your colleagues

BE PREPARED

Follow up on MAP tasks from Sept 30th

training day

Record new tasks on MAP

Agenda

AnnouncementsExpectationsCelebrations/SharingMatching GameCritical Features ActivityCICO Data CollectionSocial/Academic Instructional Groups (SAIG)

Lunch from 11:00-12:00

Celebrations

Time to Share Identifying & training facilitators

Data Rules: IN, ON, OUT

Daily Progress Report (DPR)

CICO Handbook

Staff Orientation

Student Orientation

Parent Communication

Logistics

3-Tiered System of Support Teams

CICO

SAIG

Group w. individual

feature

ComplexFBA/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

UniversalTeam

Universal Support

Goal & Expectation

for 2013-2014

CICO Matching Game

Let’s play the card game…

“Who has…? I have…”

PBIS Tier 2: Critical Features Team Activity

Is your CICO system aligned with the 10 critical features of effective Tier 2 interventions?

10 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

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.

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.

CICO Data Collection

CICO Data Analysis Process

1

• Determine Group Effectiveness

2

• Determine Individual Student Response to CICO

3

• Make Data Decisions

Overall Goals for CICO Group Effectiveness: 65% or higher

For the group to be successful on a given week, 80% of possible points must be earned for 65% of the days of that week. 80% is 4 out of 5 days, however, at a weekly criteria of 80% a student would have to meet the daily criteria 100% on a 4 day week

Individual Student Daily Goal: 80% or higher

Individual Student Overall Goal: 80% of points earned weekly for 4 consecutive weeks.

EFFECTIVENESSOf

INTERVENTION

Group Success

Questions…

1. Have 70% or more students within the group responded positively to the intervention?

2. How is the groups’ data trending?Look at the group graph that includes a trend line. Is it angled upwards or downwards, or is it flat?

Determining Group Success

Analyze Data

Group Success – total opportunities met vs. total opportunities not met

Median percentage of success statement

Group trend data

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 310

2

4

6

8

10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

40

42

Group Success of Check - In, Check -Out

Total Opportunites Not Met

Total Opportunities Met

Week

Stu

de

nt

* D

ay

s

(po

ss

ible

op

po

rtu

nit

ies

fo

r s

uc

ce

ss

)

How is the group doing? (Green indicates group successful opportunities)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 310%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Group Success of Check - In, Check - Out

Week Number

Per

cen

tag

e o

f S

ucc

essf

ul

Stu

den

t D

ays

How is the group doing?

INDIVIDUAL STUDENT

RESPONSE TO CICO

Individual ProgressQuestions

1. Is each student meeting the goal of 80% of possible points for 4 consecutive weeks?

2. How is each student’s data trending?Look at the graph that includes a trend line. Is it angled upwards or downwards, or is itflat?

Individual Progress

Analyze:Individual Progress – days per week

on/off target

Median percentage of success statement (must be filtered for “yes”)

Individual trend data

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Check - In, Check Out (Individual Progress)

Percent of Days Met Target (80%)

Percent DNM

Week

Pe

rce

nta

ge

of

We

ek

(D

ay

s p

er

we

ek

on

/ o

ff t

arg

et)

What percent of days in the week did the student make the goal (Green bars indicate met)

0 5 10 15 20 25 300%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Check - In, Check Out (Individual Progress)

Week

Pe

rce

nta

ge

of

We

ek

(D

ay

s p

er

we

ek

on

/ o

ff t

arg

et)

What percent of days in the week did the student make the goal?

Daily Criteria:80%

DATA DECISIONS

Data to consider: CICO Data

Major & Minor Referral Data (Pinpoint)

Absence & Tardy Data

Suspension Data

Qualitative Data

Other

Data Decisions - Group

If Intervention is Effective

If Intervention is Ineffective

ContinueProblem Solve

& Modify

Data Decisions - Individual Student

If Intervention is Effective:

If Intervention is Ineffective:

Continue Modify

Fade Intensify

Discontinue/Graduate

Recycle through Problem Solving Process

CICO Data Collection Tool

1. www.measuredeffects.com

2. Files & Templates

3. Tier 2 Tools

4. Tier 2 Behavior-Small Group Intervention

Template (CICO Template.xls)

5. Save spreadsheet onto your computer

Database Do’s and Don’ts

Do Save to your

computer Determine how

you will organize data (by grade level, by facilitator…)

Enter data on a regular basis

Don’t Add cells, rows, or

columns Delete within a cell Delete any cells Change the

formatting

Tier 2/3 Tracking Tool

Intervention Effectiveness

70% or better

Social/Academic Instructio

nal Groups (SAIG)

Social/Academic Instructional Groups

Three types of skills-building groups:

1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills

Skill groups can be facilitated by: Social Workers Counselors Psychologists Teachers Other staff

Use the CICO Daily Progress Report for student support and data collection

Choosing or Designing Group Interventions

Choose & modify lessons from pre-packaged material based on the skill needed for the group

and/or

Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

Create Your Own Lesson Plans:Teaching Behavioral Expectations

1) State behavioral expectations

2) Specify observable student behaviors (rules)

3) Model appropriate student behaviors

4) Students practice appropriate behaviors

5) Reinforce appropriate behaviors

Examples of Packaged Instructional Groups

• Second Step (Grades PreK-8)• Strong Start/Kids/Teens• Aggression Replacement Training• Skillstreaming• Tough Kids Social Skills (Grades 3-7)• I Can Problem Solve (Grades PreK-6)• Other

All of above examples could be used to develop universal behavior lesson plans.

3 Keys to Successful SAIG

1. Build SAIG on top of a strong Tier 1 System

2. Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form

3. Collect and use data to problem solve

Academic Behavior Skills

• Listening • Asking for Help • Saying Thank You • Bringing Materials to

Class • Following Instructions • Completing

Assignments

• Contributing to Discussions

• Offering Help to an Adult

• Asking a Question • Ignoring Distractions • Making Corrections • Deciding on

Something to Do • Setting a Goal

Skills from Skillstreaming

Pro-Social Skills – Friendship

From Skill Streaming• Introducing Yourself

• Beginning a Conversation

• Ending a Conversation

• Joining In

• Playing a Game

• Asking a Favor

• Offering Help to a Classmate

• Giving a Compliment

• Accepting a Compliment

• Suggesting an Activity

• Sharing

• Apologizing

From Strong Kids (Grades 3-5)• About My Feelings • Ways of Showing

Feelings

Problem-Solving Skills• Knowing Your Feelings

• Expressing Your Feelings

• Recognizing Another's Feelings

• Showing Understanding of Another's Feelings

• Expressing Concern for Another

• Dealing with Your Anger

• Dealing with Another's Anger

• Expressing Affection

• Dealing with Fear

• Rewarding Yourself

• Using Self-Control

• Asking Permission

• Responding to Teasing

• Avoiding Trouble

• Staying Out of Fights

• Problem Solving

• Accepting Consequences

• Dealing with an Accusation

Skillls from Skillstreaming

Data Collection within SAIG

Data Collection for SAIG

Skill Focused Daily Progress Report (DPR)

CICO Data

Also consider:Major & Minor Referral Data

(Pinpoint)Absence & Tardy DataSuspension DataQualitative DataOther

Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Daily Progress Report (DPR) SampleNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Social & Academic

Instructional Groups

Walk to classKeep hands to self

Use appropriate language

Raise hand to speak

Bring materials Fill out assignment

notebook

District Expectations

Staff and Student Orientation/Training completed prior to

winter break Kick-off CICO after Winter Break Parent Orientation and Communication (brochure) Use CICO database from www.measuredeffects.com Complete the Tier 2/3 Tracking Tool monthly (Jan – May

2014) Hold monthly PBIS Tier 2 team problem-solving

meetings to evaluate student and group progress and

make intervention decisions. Disseminate meeting agendas & minutes

For more information about CICO…Book

Responding to Problem Behavior in Schools: The Behavior Education Program

Crone, Horner, & Hawken (2004)Guilford Press

DVD

The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk

Hawken, Pettersson, Mootz & Anderson (2005)Guilford Press

Websites

www.pbis.orgwww.pbisillinois.org