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Teacher Check, Connect and Expect (TCCE)
An Early Intervention for Students Who Do Not Respond to Primary Supports
Presented by:
Eric Mann, MSW
Howard Muscott, Ed.D.
November 14, 2008
Funding for the Positive Behavioral Interventions and Supports-New Hampshire Initiative
is provided by The NH Bureau of Special Education,
NH Department of Education
Acknowledgements
Becky Berk Julie Prescott Valarie Dumont NH Leadership Team Tony Paradis & the
SERESC Team George Sugai Rob Horner
Lucille Eber Nicholas Long Doug Cheney Sandy Keenan Santina Thibedeau NH school partners NH family partners
Teacher Check, Connect and Expect
(TCCE)Mann and Muscott (2007)
An Early Efficient Systematic Intervention for Students Who Are Not Responding to
School-Wide & Classroom Prevention & Response Systems
Outcomes for Today
1. Identify criteria that signifies when a student is non-responsive to primary systems of support.
2. Identify the systems features of an initial secondary support for students who do not respond to primary supports known as Teacher Check, Connect and Expect.
3. Complete a set of decisions that advance the readiness, and ultimately, the implementation of TCCE.
4. Personalize (to your school/ program) a set of forms to be used for TCCE at your school or program.
5. Decide how data will be gathered, inputted into a data system and summarized for progress review and system assessment.
Agenda
1.Introduce presenters and NH CEBIS 2. Preview the day3.Handouts and ‘Thumb Drive’4.Review Pre-TCCE Systems Features5.Describe TCCE and ‘Decision Points’6.Team Time (Decisions)7.Data System Presentation8.Lunch9.Team Time (Decisions)
The PBIS Triangle: A Continuum of Care and Education Supports
Links to Wraparound-NH Facilitation
School-basedIntensive Supports Coordinator
Effective School-wide & General Education Classroom SystemsInstructional & Behavior Management Practices
Systematic ScreeningPositive Parent Engagement
An Array of ‘Function-Based’ Group Interventions for Non-Responders to School-Wide Systems
or Early Primary Intervention
Individualized Function-Based Support Plans for School-Wide & Group
Non-Responders
School-basedIntensive Supports
Links to Community Collaboratives
An Efficient Primary Intervention for Early Non-Responders to School-Wide and Classroom Prevention and Response Systems (e.g. scheduled feedback)
Intensive Support Plans &Crisis Intervention
Primary
Prevention:
~80%
Secondary
Prevention:
~15%
Tertiary
Preventio
n:
<5%Links to MH and other
Community-Based Supports
Mann & Muscott (2007)
PBIS Secondary Processes Implemented with Fidelity
Efficient Initial Intervention ImplementedEffective with Many At-Risk Students
PBIS-NH Secondary Systems Logic ModelMuscott (2008)
Targeted Group Interventions ImplementedEffective with Additional At-Risk Students
PBIS Primary Prevention System Implemented w/ FidelityVast Majority of Students Respond
FBA & Behavior Support PlansEffective with Additional At-Risk Students
Early Identification of At-Risk Students
Secondary PreventionTargeted Approaches
A Function-BasedPerspective
2. Data-Based Decision Making
4. Early Identificationand Referral
Processes
3. Communication with Staff and
Families
6. Targeted Group Interventions
7. Functional Assessment
Muscott & Mann (2007)
DATA
SYSTEMS
PRACTICES
5. Teacher Check, Connect, Expect
Universal Primary Prevention
SAU/District-wideAdministrative Team
1. Targeted Team and Processes
8. BehaviorSupport Planning
Secondary PreventionTargeted Approaches
A Function-BasedPerspective 4. Early Identification
and Referral ProcessesMuscott & Mann (2007)
DATASYSTEMS
PRACTICES
Determining Criteria for When Students Are Not Responding to School-Wide Supports: Assure
Universal Supports Have Occurred Mann (2008)
Prevention Practices: Response Continuum:
Consistent language Reminders, redirection and reteaching of positive behavior
Consistent processes for teaching expected behavior & responding to problem behavior
1:1 conference with student
Effective classroom management Team conference with student
Effective instruction practices Administrative conference
Common definitions for desired behaviors
Phone conversation with parent
Common definitions for problem behaviors
Conference with parent (promote engagement)
Detention and Suspension
Referral to Guidance
Procedure Outcomes for Referral to Secondary Supports
Primary supports implemented with fidelity. Student meets criteria for non-response. Staff know the types of concerns that are appropriate
to trigger secondary level supports. Staff know what informal/ formal steps to take prior to
referral. Staff know how to initiate the process and what to
expect when a student is referred. Staff know what information must be available at an
initial meeting.
Teacher Check, Connect and Expect is an efficient, early, & systematic response for students not responding to primary prevention systems of behavior support.
Occurs prior to implementing more sophisticated & less efficient secondary supports.
TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to ‘at-risk’ students for exhibiting expected classroom behaviors linked to school-wide expectations
TCCE allows for a systematic monitoring of student behavior using data-based decision-making.
Teacher Check, Connect and Expect Mann and Muscott (2007); Adapted from Cheney (2006)
Status of Teacher Check, Connect and Expect Implementationin PBIS-NH Schools in Fall 2008
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
IP (In Place) P (Partially in Place) N (Not In Place)
TCCE is a quickly accessible & low effort approach whereby teachers: Greet students at the beginning of class; Rate their behavior on a daily report card;
and, Provide feedback and encouragement at
the end of the day on student performance relative to pre-established criteria.
Teacher Check, Connect and Expect
The Potential Benefits of Teacher Check, Connect and Expect
1. Provides increased positive teacher-student contacts before relationship is damaged by repetitious conflict.
2. Provides increased recognition for when expectations are followed. a) Students can expect to be noticed for positive behavior.
3. Provides increased potential for positive home-school communication and partnership.
4. Provides an early, effective and efficient response to emerging problem behavior before it becomes chronic and ingrained.
5. For students who respond to adult attention, TCCE may provide sufficient recognition to increase likelihood of behavioral change.
The Potential Benefits of Teacher Check, Connect and Expect
6. Connects logically and easily to school-wide system of behavior support.
7. Provides easy and measurable assessment of progress that helps determine if interventions are working.
8. Is easily morphed to provide more specific behavioral feedback or self-monitoring.
9. Provides useful data even if the intervention is unsuccessful in producing behavioral change.
Teacher Check, Connect and Expect: Success Either Way
Either: Improves student behavior
OR Provides useful data with greater
precision to help Targeted Team with assessment of function
Student is Nominated for Teacher Check, Connect and Expect Meets a criterion for non-response to primary systems of support
Parental Permission/ Coach Assigned Review Meeting Date Set
Teacher(s) ‘Coached’ in Greeting, Feedback & ReviewTCCE Implemented
Classroom Teacher(s) provide feedback at set intervals
throughout day
TCCE Card with Behavioral Expectations
Provided in AM
TCCE CoachSummarizes Data
Keeps Targeted Team informed
TCCE Coach meets after 20 School Days with Student, Teacher, Parent
to Review Progress
Exit Program
ReviseProgram
One Minute Review at end of day with ‘Last’ Teacher or Lead Teacher
TCCE Card to Coach
Consider Different Support
Mann & Muscott (2007)
Adapted from Crone, Horner & Hawken (2004)
‘Teacher Check, Connect and Expect Process’
Quick Screen is performed by Integrated Screen-Team
(academic & behavioral sub-set of Targeted Team)
Teacher Check, Connect and Expect Procedures:Setting Up the Program
A ‘Coach’ (TCCE ‘Lead’) is assigned to oversee student progress and to support classroom teacher(s)
The coach is responsible for:
(a) initial training and on-going support to classroom teacher(s)
(b) supporting initial explanation of TCCE to students and families (if needed)
(c) summarizing & analyzing data provided by the classroom teacher(s)
(d) providing an interim check on progress between start of TCCE and 1st formal review meeting
(e) coordinating & facilitating review meetings
(f) Participates as member of an integrated screen team providing a brief student screen for TCCE prior to implementation
Prerequisites for Student Referral to TCCE are Identified
Determine what school-wide and classroom prevention and response supports, (including home-school partnership) must take place prior to referral (i.e. primary system supports).
Evidence that student is not responding to school-wide program is available. School criteria pre-determined
Possible Categories to Address for Non-Response Criteria (Benchmarks)Mann & Muscott, 2008
Possible Category Consider Non-Response CriteriaODR Disruption Disrespect/ Non-comply Language
#, Time Frame, Teacher/ Admin response continuum, parent partnership
3 Majors – 1st month of school3 Majors/ repeated minors - no improvement after steps on response continuum (includes parent connection)
Nurse Visits #, Time Frame, Reason, Nurse response process
4 visits to nurses office in 1st month w/ soft signs of illness, followed nurse primary response procedures
Attendance or Tardies #, Time Frame, Admin Response Process
4 absences in 1st month of school; 8 overall; SW response process in place
Homework Completion #, Time Frame, Teacher Response Process, TGI
Not complete 2/6 assignments; 2 per wk; team response process; ref to HW club
Hygiene #, time frame, intensity, response and support process, TGI
Continued occurrence following parent contact, teacher conference, nurse consult & referral to guidanceAddress frequency and intensity criteria, referral social skill club
Other Behavioral Concerns: Includes retreat/ withdrawal/ internalizing (Teacher initiated or addressed through Systematic Behavior Screening)
Behavior(s), teacher response, school system response (guidance, family worker), parent partnership
Continued occurrence following parent contact, observation & refer to guidanceAddress frequency & intensity criteria
Antrim Elementary School Referral Processand
Referral Form
Teacher Check, Connect and Expect Procedures: Referral
Students of concern are referred for participation based on criteria designed and ratified at your school.
All students who meet a non-response criterion pass through a ‘quick screen’ by an integrated (academic and behavioral representation) screening team that briefly screens all students prior to TCCE to determine if a different support is more appropriate.
Teacher Check, Connect and Expect: Setting Up the Program
Develop a file for each student
Include referral info, data, and communications and a simple form to log information and record major decisions.
Teacher Check, Connect and Expect : Referral Form
A simple referral form is completed by teacher(s). Includes: Parent Contact information Strengths/Interests Evidence of non-response to primary systems of support Description of concerning behaviors Possible contexts in which these behaviors are more likely
‘Predictors’ (i.e. antecedents; maintaining consequences)
Possible ‘function’/ behavioral motivators (what is student getting or avoiding as result of the behavior)?
What would signify success or progress?
Teacher Check, Connect and Expect Procedures:TCCE Coach-Teacher Meeting
Once Integrated Team has done a quick screen and given the ‘OK’ for TCCE, Coach and classroom teacher(s) hold a meeting to review program, procedures & forms -- and address any specific concerns the teacher(s) has about the program per the student nominee.
Teacher(s) practices providing greeting, giving feedback and providing end-of-day review.
Parent permission is then addressed.
Teacher Check, Connect and Expect Procedures: ‘Active’ or ‘Passive’ Parent Permission
School decision is made for whether ‘active’ or ‘passive’ parent permission is required for TCCE participation. Key outcome is that parent is
informed and home-school partnership is nurtured.
Teacher Check, Connect and Expect Procedures: Setting Up the Program
‘Active’ or ‘Passive’ Parent Permission
If ‘active’ permission is required, coach or teacher (preferably teacher) contacts parent & they decide together whether to discuss the program over the phone or in a face-to-face meeting.
If by phone, teacher reviews program & potential benefits. Once the parent approves (determine whether verbal or written agreement required), the program can begin the following day.
If face-to-face, a meeting is scheduled with parent, classroom or TCCE coach. During the meeting, teacher reviews potential benefits. Once the parent approves, the program can begin the following day.
Teacher Check, Connect and Expect Procedures: Setting Up the Program
‘Active’ or ‘Passive’ Parent Permission
If ‘passive’ permission is required, teacher sends a letter to parent that briefly describes TCCE with a proposed start day and with request that teacher be contacted if parent has concerns. If parent contacts teacher with concerns, TCCE is put on hold until parent provides ‘active’ permission.Once Parent ‘OK’ is in place, student preparation occurs.
Teacher Check, Connect and Expect Procedures:Preparing the Student
Teacher (a ‘lead’ teacher in MS) meets with the student to discuss the program & staff/student responsibilities (coach may participate to provide support for teacher)Determine if student will bring his card to his/her teacher(s) at designated times or if teacher will go to student’s desk to complete the card (NOTE: this decision should be about what is most likely to succeed & may be individualized).Procedure for carrying the card to specials or departmentalized classes is determined.Student is made aware of an initial ‘point’ goal (e.g., 80% of possible points). Student practices the desired behaviors and all procedures, & the teacher answers any questions.TCCE Coach can support teacher when necessary.
Teacher Check, Connect and Expect Procedures:
Schedule Review Meeting
TCCE Coach coordinates date and time for an initial review meeting and confirms with all parties (parent, student, teacher). The meeting should occur approximately 3 or 4 weeks (15 or 20 school days) following the first day on the program.The decision regarding whether the student should attend the meeting is a team decision (encouraged in most cases).
Teacher Check, Connect and Expect Procedures:Implementing the Program – AM Greeting
In middle or high school, lead teacher or 1st Period Teacher greets the student upon arrival to school with positive regard, shows him or her the TCCE card, pointing out expected behaviors. In elementary school, classroom teacher performs tasks as above. The Teacher is optimistic about the student’s ability to meet the daily goal. Discussion takes <1 minute. Teacher gives the student the card to take to class.
Teacher Check, Connect and Expect Procedures:Implementing the Program – AM Greeting
Greeting Example:
(Smile; fist-bump; high five; be ‘present’ with student) “Morning, Bill. How are you today? I know you can be safe, responsible & respectful today and meet goal of 28 points. Is there anything I can do to help or anything you need? Here’s your card; have a great day.”
Teacher Check, Connect and Expect Procedures:Class Greeting
Middle or high school student brings TCCE Card to each teacher at beginning of each period throughout the day. Teacher is optimistic about the student’s ability to meet the daily goal for the class. Greeting takes 5 seconds. The teacher keeps the card for the period or student keeps the card (pre-determined).
Elementary teacher performs greeting whenever student returns from outside activities (specialty area teachers participate in TCCE per school decision).
Sample Card for ECE
Teacher Check, Connect and Expect Procedures:Class Greeting
Class Greeting Example (MS or HS):
“Hi Bill - Good to see you (smile; present with student)! Remember – I’m hoping to see strengths in Safe, Responsible and Respectful today – can you give me an example of respectful? Great! Is there anything I can do to help today? Have a great day.”
Teacher Check, Connect and Expect Procedures:Class by Class Feedback
At the end of each period (MS or HS) or time interval/subject (ES), the teacher rates each behavioral expectation on the card using a 4 point scale (3, 2, 1, 0). Teacher shares the information with the student in a 30 second feedback meeting.
In middle & high schools, the student takes the card to the next period class.
Teacher Check, Connect and Expect Procedures:Providing Feedback
The teacher rating process is BRIEF (20-30 seconds). Teacher provides verbal acknowledgement for behaviors
that demonstrate behavioral expectations (i.e. positive behavior).
It is not recommended that a reprimand go along with a ‘1’ or ‘0’ as this is not likely to increase expected behavior. A calm & specific reminder of desired behavior with
encouragement (followed by a pre-correction for tomorrow) are likely to work better.
The student is likely to have been reprimanded repeatedly in the past for exhibiting the behavior (he has not responded to reprimands w/ improved behavior).
Teacher Check, Connect and Expect Procedures: Excel Scoring and Feedback: A ‘3’ indicates a ‘Strength’
A ‘3’ indicates a ‘strength’ in this expectation for this day. A strength means that there were displays of positive behavior related to the expectation (e.g. the student displayed ‘safe’ behavior throughout the class) and no instances of problem behavior associated with the expectation
Specific positive behaviors should be verbally acknowledged:
“You showed a strength in being respectful today by speaking quietly during group work, Bill. I really appreciate it and you are getting a ‘3’ in Respect”
Teacher Check, Connect and Expect Procedures: Scoring and Feedback: A ‘2’ indicates both ‘Strength’ and ‘Need’
(or, did well with a couple of glitches)
A ‘2’ indicates a combination of positive & minor problem behavior were displayed but, on balance, the positive side ‘outperformed’ the problem side. The student was responsive to redirection when ‘minors’ were addressed. Teacher should strongly verbally acknowledge the positive behaviors and provide light feedback on the problem behaviors (the key message to send is that most attention will be paid to positive behavior). “You really showed strength in ‘Doing the Right Thing’ by completing all your work today – I appreciate that! There was some minor talking out during reading -- so there’s a ‘need’ to be more ‘Respectful’ tomorrow.”
Teacher Check, Connect and Expect Procedures: Excel Scoring and Feedback: A ‘1’ indicates a ‘Need’
A ‘1’ indicates that although no ‘Major’ problem behaviors occurred, on balance, the problem side outperformed the positive side for this expectation this day. Little or no positive behavior can be found when a student receives a ‘1’ .
When providing feedback for a 1, minimize dwelling on the negative: “Tommy, there is a ‘need’ to be more safe and respectful in the classroom which you can show me tomorrow by respecting personal space”.
Remind that he has the power to turn this into a strength tomorrow:“You’ll have a chance later (or tomorrow). to turn this into a strength by respecting personal space – and I will be sure to notice when you do!”
Minimize attention to / additional commentary about the problem behavior (short and sweet; calm; aware of non-verbal disapproval as it is unnecessary)
Note: Repeated 1’s should result in a more comprehensive plan to address the need directly
Teacher Check, Connect and Expect Procedures: Scoring and Feedback: A ‘0’ is used when a
‘Major’ Problem Behavior is Displayed
A ‘0’ on a TCCE card indicates that a ‘Major’ problem behavior has occurred.
Response to a ‘Major’ should follow typical school procedures and reported/recorded as for any other student.
Student is subject to administrative responses as for any other student unless otherwise determined through an existing individualized support plan.
Learning Zone Progress Card for Excel ProgramBe Safe, Considerate and Do the Right Thing!3 = Strength 2 = Showed Mostly Strength/ Some Need 1 = Need 0 = Major Office
Referral
Period or Subject Safe Considerate Do the Right Thing
Total points HomeDate: _____
Total Checks:___/ 54 = ___%
Goal Met: __ Yes __ No
Goal: __ points
A
___/9B
___/9C
___/9D
___/9E
___/9F
___/9Total ___/54
___%
Teacher Check, Connect and Expect Procedures:End of Day Review
At the end of each day, the last period teacher or Lead Teacher (MS or HS) or classroom teacher (ES) meets with the student to conduct a brief <1 minute meeting.
Teacher Check, Connect and Expect Procedures: Steps for End of Day Review
1) Quick review add-up of points.2) Write the total number/% achieved for the day.3) Discuss the total and whether the daily goal was met.
1) If the student achieved the daily goal, teacher should provide verbal acknowledgement.
2) If goal was not achieved, teacher should verbally acknowledge any strengths achieved and encourage turning the needs into strengths for tomorrow.
4) If TCCE information goes home daily, write the total/percentage in the ‘For Home’ column so that the student can report progress to his/her parents (optional).a) Teacher rips off the ‘For Home’ part of the Card and
gives it to the student (optional).
Teacher Check, Connect and Expect Procedures:Storing the data
Each day, the teacher puts the completed card(s) in coaches’ mailbox (or designated place) so data is collected in a common place to be entered into a data-base that can easily produce graphic displays of progress.
Teacher Check, Connect and Expect: Assessing Progress
A review meeting with parent should occur 3 or 4 weeks (15 or 20 school days) after start of the program.
During the meeting, data is shared regarding goals and determination of next steps is made.
Teacher Check, Connect and Expect: Assessing Progress
Decision is made as to next steps based on data. Options may include: A.Discontinue TCCE based on repeated success and belief that the support is no longer needed (address how teacher attention might continue)B.Continue TCCE as is C.Morph TCCE:
Add behavioral specificity (i.e. target a specific behavior such as ‘completed classwork’ under ‘Responsible’)
Morph to Self-MonitoringD.Continue TCCE, but add an additional support (e.g., TGI)E.Discontinue TCCE and refer to secondary support team (according to school process) to assess ‘function of behavior’ and access group or individualized supportsF.Discontinue TCCE with no additional support – monitor progress
NH CEBIS Excel Program
CICO-SWIS
Brief overview of CICO programreadiness requirements
reporting and data entry
Complements of Ann Toddwww.swis.org
CICO-SWIS Readiness
1. School has a SWIS Facilitator, a SWIS Account and a signed CICO-SWIS License Agreement.
2. School is implementing school-wide PBS as indicated by SET (>80) TIC (> 80) or BoQ (>80) scores.
3. School has access to a PBS coach and/or trainer coordinating implementation of CICO procedures.
CICO-SWIS Readiness
4. School is implementing CICO with the following features in place: Description of program CICO Coordinator Process for identifying students for CICO Process/materials for training adults,
students and families
CICO-SWIS Readiness
5. School has a standard Daily Progress Report/ CICO point card with the following information: Defined # of check-in periods (up to ten) Defined # of expectations/goals (up to five) A three point rating scale
CICO-SWIS Readiness
6. A 90 minute Swift at SWIS CICO-SWIS training session is scheduled for the CICO-SWIS users (2-3 people) and Coach, conducted by the SWIS Facilitator.
7. CICO-SWIS data entry person and data entry time are defined.
CICO-SWIS Readiness
8. Schedule and assignments for CICO report generation are defined.
9. The Universal Team and Individual Student Support Teams have scheduled meetings to use the CICO-SWIS data for problem solving and decision making. CICO Coordinator, Coach/SWIS Facilitator are scheduled to work with teams for at least three follow up meetings.
Maximum # of school days in reporting period
Number of days student has data for each period of report period
Period #
60
Absent 3rd period on 3/13, got a major ODR during the day
Number of students with CICO data on a day
Top of vertical bar is highest % of points one of the students got, bottom of vertical bar is the lowest % points one of the students got. The horizontal (whisker) is the average points for all students on a specific day
61
Resistance to TCCE
What if there is student resistance? Not handing form to teachers or consistently loses
form? Option for TCCE with higher teacher support? End TCCE and move to next level (T-Team Assess)
Teacher resistance? Work to gain staff buy-in prior to implementation
(prevention) Address in advance how you’ll respond if staff
members are not participating (response)
When TCCE Does Not Result in Behavioral Change
If student is unwilling to participate or TCCE is unsuccessful in providing effective support, move to next phase of support continuum.
1. Non-Response to Primary Prevention Supports
2. Non-Response to TCCE
3. Targeted Team referral process is activated:
i. T-Team Referral Forms Completed
ii. T-Team assesses available data (referral information, ODR reports, TCCE data, etc)
iii. Team constructs a Behavior Pathway and determines if a reliable hypothesis of function (quick FBA) may be determined
Setting Events
TriggeringAntecedents
ProblemBehavior
Testable Hypothesis:Simple Behavior Pathway
MaintainingConsequence
Function?
When TCCE Does Not Result in Behavioral Change
4. If a ‘Quick FBA’ can be achieved (i.e. reliable hypothesis), then T-Team assigns to Targeted Group Intervention if appropriate intervention exists. iv. If not appropriate TGI – construct individualized
function-based Behavior Support Plan
5. If data is insufficient to determine reliable predictors of behavior and identify a hypothesis of ‘function’, T-Team generates plan for higher level of data gathering (intermediate FBA)
PBIS Secondary Processes Implemented with Fidelity
Efficient Initial Intervention ImplementedEffective with Many At-Risk Students
PBIS-NH Secondary Systems Logic ModelMuscott (2008)
Targeted Group Interventions ImplementedEffective with Additional At-Risk Students
PBIS Primary Prevention System Implemented w/ FidelityVast Majority of Students Respond
FBA & Behavior Support PlansEffective with Additional At-Risk Students
Early Identification of At-Risk Students
