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Tier II Interventions Check-In Check-Out Overview & Review. Presented by : Todd Nicholson, MS, NCSP Positive Behavior Intervention Specialist . Today ’ s Objectives. . . . Define the logic and core features of targeted interventions (Tier II). - PowerPoint PPT Presentation
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Tier II InterventionsCheck-In Check-OutOverview & Review
Presented by:
Todd Nicholson, MS, NCSPPositive Behavior Intervention Specialist
Today’s Objectives. . . .
• Define the logic and core features of targeted interventions (Tier II).
• Review some team processes for matching students to interventions.
• Review the 8 essential elements and the specifics of a Check-in/Check-out (CICO) approach.
• Self-assess if CICO is appropriate for your school.• Build an action plan for CICO implementation.
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
Individualized*Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Primary Prevention:School-wide/Classroom/
Non-classroom Systems forAll Students,
Staff, & Settings
Secondary Prevention:Targeted
Systems for Students with At-Risk Behavior
Tertiary Prevention:Individualized
Systems for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Today’s focus
Critical Features of Targeted Tier II Interventions
• Intervention is continuously available• Rapid access to intervention (72 hr.)• Consistent with school-wide expectations• Consistent implementation by all staff/faculty
– Teacher involvement• Flexible intervention based on function of
behavior– Functional Assessment/thinking
Critical Features (cont.)Targeted Interventions
• Adequate resources (admin, team)– regular meeting, plus 10 hours a week for
coordination• Continuous progress monitoring for decision-
making• Very low effort by teachers• Home/school linkage• Student motivated to participate• Ongoing improvement of intervention
What is Check In/Check Out? (CICO)
CICO is a highly effective, evidence-based intervention that helps students and staff
develop positive connections while teaching social and self-management skills to at-risk
students
Function of CICO
The primary function of CICO is to improve the overall efficiency of the school-wide
procedures, while reducing the number of individualized interventions that are
needed.
CICO Within School-Wide PBIS
All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.
Check-in Check-out Cycle
Data Tracking
Team Review
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Typical Decision Process
• Student nominated for CICO• How students are entered into CICO will vary
depending on school’s process• Gathering baseline data/contracts• Implementation• Review & improve
CICO RecordName: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total pointsComments:
Example
Why does CICO work?• Improved structure
– Prompts are provided throughout the day for correct behavior.
– System for linking student with at least one positive adult.
– Student chooses to participate.
• Student is “set up for success”– First contact each morning is positive.– “Blow-out” days are pre-empted.– First contact each class period (or activity period) is
positive, and sets up successful behavioral momentum.
Why does CICO work?
• Increase in contingent feedback– Feedback occurs more often.– Feedback is tied to student behavior.– Inappropriate behavior is less likely to be ignored or
rewarded.
• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a
supervisor)
Why does CICO work?
• Elevated reward for appropriate behavior– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day
• Linking behavior support and academic support
– For academic-based, escape-maintained problem behavior incorporate academic support
Why does CICO Work?
• Increased opportunity for linking school and home support
– Provide format for positive student/parent contact
• Program is organized to morph into a self-management system
– Increased options for making choices– Increased ability to self-monitor
performance/progress
Not Today. . . . .
Is CICO anEvidence Based Practices??
• Define behavioral expectations• Teach the expectations• Provide frequent feedback & reinforcement• Regular cycle of positive adult contact• Use of DPR to evaluate intervention
effectiveness
School Readiness for CICO
Is your school ready to implement Check-In/Check-Out? Prior to implementation, it is recommended that certain critical features
of Tier I are in place.
Please review and complete the implementation readiness questionnaire.
Caution
If the necessary groundwork for any intervention has not been laid it will likely result
in an unsatisfactory outcome
Once an intervention has been tried and has failed, it can be very challenging to convince teachers and staff to give it a second chance.
Turn & Talk
• Work time 8 min• Handout/readiness checklist
The 8 Essential Elements of CICO
1. Faculty & staff commitment2. Dedicated CICO coordinator with team3. SWPBIS in Place4. Well- articulated process for identifying students in
need of Tier II supports5. Daily progress report card6. Home report (option)7. Reinforcement/reward system8. Robust data system for decision making
8 Essentials in Setting up a CICO program
1. Faculty and staff commitment• Is problem behavior a major concern?• Are staff willing to commit 5 min per day?• Is CICO a reasonable option for us?
– More than 5 students need extra support– CICO is designed to work with 10-12% of kids in a school– CICO typically “works” with 67% of identified students.– CICO does NOT replace need for individualized supports.
2. Team available • Team leader• CICO coordinator (morning, afternoon)• Team (ideally meets at least once every two weeks)
Faculty & Staff Commitment
A common misperception is that Tier II strategies will ‘fix’ students with problem
behaviors and the teacher does not need to be an active participant in the intervention . . .
It is important to stress that this intervention will require a high level of involvement among
ALL staff within the school building (Lewis, 2009)
CICO Coordinator Characteristics
• Fluent with CICO procedures• Respected as a positive adult by students• Effective communication skills with students,
school staff and parents• Consistent, organized with follow-through
activity completion• Effective in using data for decision making
with regard to student progress and implementation fidelity
Action Planning
• Faculty & Staff Commitment– What is needed to secure staff ownership of the
process• Establish Team
– In your setting, who will be on the team– Who would make a good CICO coordinator– Who would be the back-up– What is needed to give it the appropriate amount
of staff time
8 Essentials in Setting up a CICO program (cont.)
3. School-wide PBIS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior
4. Process for identifying a student who may be appropriate for CICO
• Student is not responding to SWPBS expectations– Request for Assistance
• Student finds adult attention rewarding• Student is NOT in crisis.
Action Planning
• Are your school-wide behavioral expectations being taught everywhere? What needs to be tightened up and how and when can this be done?
• What is the status of the SW recognition system?
• Student identification process– How will CICO be folded-in to the current process?
School Problem-Solving Process
What is the current process in place at your school for teachers to receive support with students?
• What is the process for behavior concerns?• What is the process for academic concerns?
Student Problem-Solving Team
Data Functions•Examines groups of student data: ODR’s Attendance, nurse visits•Receives teacher nominations/requests
– Decides if Tier II– Decides if SST is needed
•Assesses efficacy of Tier II interventions
Student Study Functions• Examines individual
students• Function-based assessment• Design Tier III interventions• Assess individual student
progress• Determine when to move
on evaluation planning
Teacher Nomination Process
• Data Driven• Includes:
– File review– Priority behaviors– Description of classroom interventions tried– Frequency, intensity, duration– Record of parent contact as appropriate– Reflection/Implementation Plan– Connect/Motivation Plan
Decision Process for Identifying Studentsfor Tier II or Tier III
• Teacher nomination• Student data consideration
– Attendance– ODR– Academics
• Functional Analysis• Intervention Planning• Review/Revise
8 Essentials in Setting up a CICO program (cont.)
5. Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and
returning the card.
6. Home report process• Can be same as progress card• Can be a unique reporting form
Check-In / Check-Out - DAILY PROGRESS REPORT FORM
Student name: Day: Date: Checked-in by: Checked-out by: Parent Signature: Daily Points Possible: 20 Daily Goal: Points Received: Notes:
Have a great day! We know that you can do it. GOAL
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Check-in Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
TOTAL POINTS
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Teacher’s Initials:
Check-out Teacher’s Initials:
DAILY GOAL REACHED? YES or NO
HAWK ReportDate ________ Student _______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Decide if this is appropriate for every student .
Action Planning
• Selecting DPM• Home/school interface
8 Essentials for Setting up a CICO program (cont.)
7. Point Trading/reward menu & schedule• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned
28
Point Trading/Rewards“The Why”
• Helps students visualize and understand his/her behaviors
• Helps students see behavior through others eyes
• Helps students (in a tangible way) know that adults are close attention
• Teaches goal setting and progress monitoring to students
Point Trading/Rewards“The How”
• Keep it Simple• Tie to SW recognition system as much as
possible• Consider daily vs. weekly reinforcement• ‘Time’ rewards
Action Planning
Point Trading/Rewards
Guiding question here. . . .
8 Essentials for Setting up a CICO program (cont.)
8. Collecting, summarizing and using data• Determine how to manage data collection• Daily updates• Weekly (scheduled) review by team• Referral to BSC structure for individualized
interventions.
Mo/Year Mar-12
Standard 80%
Points Earned Daily %
30 0.7530 0.7538 0.95
Standard0 80%1 80%
Sage Nicholson
Sage is working very hard at meeting her goal.
Data Entry Section
Daily Check In Check Out Data Summary
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
18-Mar 19-Mar 20-Mar
Daily Percentage of Points Earned
CICO points earnedTrevor
02040
6080
100
1 3 5 7 9 11 13 15 17 19 21 23 25
days
% o
f pos
sibl
e pt
s
CICO daily points Chad
02040
6080
100
1 2 3 4 5 6 7 8 9 10 11 12 13
days%
of p
ossi
ble
pts
0
20
40
60
80
100
Perc
enta
ge o
f Poi
nts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance2000-2001
Daily Data Used for Decision MakingRyan’s CICO Performance
2010-2012
Daily Data Used for Decision Making
0
20
40
60
80
100
Perc
enta
ge o
f Poi
nts
02/05 02/08 02/13 02/20 02/23Date
Rachelle's BEP Performance2000-2001
Rachelle’s CICO Performance2010-2012
BEP/Check-in Check-out Cycle
Data Tracking
Team Review
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Building the Basic Cycles
• Morning Check-in Routine• Teaching students when, when, how• Teaching check-in coordinator
» Assess» Reward» Set-up or Redirect
• Teacher Check-in/Check-out Routine• Teach students when, when, how• Teaching staff/faculty
» Reward» Set-up for success, positive momentum» Evaluation
Building the Basic Cycles
• Afternoon Check-out Routine• Teach students when, where, how• Teach CICO coordinator data collection, acknowledge
success, encourage improvement.• Consider self-recording system for older students
• Family Review Routine• Consider appropriateness of family involvement• Teach students when, where, how• Teach family only to acknowledge success, sign
Building the Basic Cycles
• Trading Menu/ Process– Reward for collecting and turning in daily progress
report information– Reward for meeting daily goal– Exchange system for points earned?– Consistency, Consistency, Consistency!– Back-up plan for when staff are absent
Protocols & Meeting ChecklistCheck-In/Check-Out Program
Initial Meeting Checklist Student: Date: School: BICM: Explanation of Program: A program designed to provide support and monitoring for students at-risk of developing serious or chronic behavior problems. The components of the program are:
a. Clearly defined goals and expectations for the student, which are monitored daily with a point card
b. Instruction on behavioral expectations and appropriate social skills c. Daily Check-in and Check-out at the beginning and end of the school day with a
positive adult mentor d. Increased recognition and incentives for following expectations through regular
check-in with teachers throughout the day to complete the point card e. A data system to monitor student progress and collect information about trends in
student behavior Setting up the Program: Task Who By When Completed 1. Program explained to student, parents, & team and present CICO contract
Y N
2. Identify expected behaviors for student to work on
Y N
3. Teach student expected behavior through modeling, role play, and opportunities to practice
Y N
4. Mentor assigned to check-in with student in beginning and end of day
Y N
5. Check-in process explained to student Y N 6. Point card developed and taught to student Y N 7. Point card explained to staff Y N 8. Data sheet developed to monitor student progress
Y N
Follow-up Meeting Scheduled for
Considerations for Selecting Students for Targeted Interventions
• The best way to identify students for targeted interventions is to have a system in place for regularly tracking discipline referrals.
• Function-Based considerations are the most reliable and efficient means of selecting which intervention to use
CICO is appropriate for. . .
• “At-Risk” for developing more serious behaviors. – Talk out– Unprepared/unorganized– Mild-moderate disruption– Engage in behavior for adult attention– Tardy/truancy
CICO is NOT typically appropriate for. . .
• Work avoidance• Students who have occasional behavior
disruptions • Students who have serious/dangerous
behaviors• Students who need a highly individual plan
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Assumed FBA Summary Statement When CICO is used
UnknownAn array
Of situations(In class,
Given work,On playground
Talk out,Out of seat
TeaseMake Noise,
Etc.
ObtainPeer orAdult
Attention
Note: CICO was designed on the assumption that problem behavior is being maintainedby attention. And a KEY ASSUMPTION is that attention from at least some adults
is highly valued.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:Would you expect CICO to be Effective?
Just return from recess
Request to do seat work alone
Whine, fall out of seat, break pencil
Maintain teacher attention
Jane: Third Grader
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:
Would you expect CICO to be Effective?
Lunch time Eating lunch with peers
Loud noises, rude comments, swearing
Peer attention
Fourth Grader who Finds Adult Attention Very Rewarding
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
FBA Summary Statement:Would you expect CICO to be Effective?
Conflict at home prior to coming to school
Request to do very difficult instructional tasks
Non-compliance, rudeness, disrespect, swearing
Avoid work
Fourth Grader who is very isolated, and does not interact with adults unless required to do so.
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Think of Two Students & Write an FBA Summary Statement
Provide Two Hypotheses: One that is a “fit” for CICO and one that is not a “fit”
Other Considerations. . . .• Planning for success
• How does student move off CICO?• Adding self-management options to CICO
• Moving from CICO to individualized behavior support.• Functional behavioral assessment• Comprehensive behavior support
• Substitute Teacher use of CICO• How will substitutes learn about CICO routine?
• Extending CICO to playground, cafeteria, bus area
Plan for the future:
• Embed self-management strategies as driven by the data– Use natural signals for monitoring as much as possible– Self-monitor – Self-record, check for accuracy– Fewer check points during the day
• Maintain AM and PM times for awhile – Manage own CICO account
• More on self management in the future…..
School Readiness for CICO
Is your school ready to implement Check-In/Check-Out? Prior to implementation, it is recommended that certain critical features
of Tier I are in place.
Please review and complete the implementation readiness questionnaire.
Check-in/Check-out Self-Assessment
• Individually score the elements of the CICO Self-Assessment
• In place; In progress; Not in place• As a team review your ratings, and agree on a single
summary for the school• For elements not scored as “in place” define the actions
that will move you toward implementation. Who will do what, when?
• Define a schedule for meeting to review progress and implement your CICO plan.
Tier II Summary
• Targeted interventions– Highly Efficient, structured support
• CICO is one option– Assess for whom it will work– Enlist whole faculty involvement
• CICO will still need supplement from tier III, Function-based support system
Resources
• School-Wide Tier II Interventions: Checking Check-Out Getting Started Workbook; available at pbis.org
• Tier 2 System of Support: University of Missouri Center for SW-PBS website
• Responding to Problem Behavior in Schools: The Behavior Education Program (2010) Crone, Horner, Hawken
WHAT ELSE?
Review Critical Features
• Continuously available• Rapid access• Low teacher effort• Consistent with school Expectations• Data utilized for:
– Identification– Monitoring– Decision-making
More Critical Features…
• Implemented by all staff• Adequate resources (fte?)• Student engagement• Associated with function of misbehavior
and/or demonstrated skill deficits
Structured Recess
• Tier 1 could:– Teach playground games, one at a time– Assign supervision to support taught games
• Tier 2 could:– Assign students to supervised playgroup– Teach general playground behavior– Teach rules and etiquette for particular games– Teach social interaction– Monitor data in any of these areas
For…
• Universal application (All students): to support access and enjoyment of recess activities – reducing negative behaviors
• Students getting referrals from recess• Students demonstrating skill deficits in:
– Understanding game protocols– Social problem-solving on playground– Accessing attention on playground
Academic Assistance
Beyond differentiation:• Homework club• Peer tutoring groups• Academic behavior skill building• Academic CICO
For
• Students demonstrating need for supports beyond differentiated instruction:– Homework help– Study skills / assignment management– Encouragement / success – Additional content support
Meaningful Work
• Shares elements with variety of interventions• Provides:
– adult attention / mentoring– skill building– status– activity breaks
For
• Students demonstrating a need for:– Adult attention– Increase in social status– Movement or activity breaks– Success in the school environment
Targeted Social Skills Groups
• Ongoing, accessible groups providing skill development and support in:– Friendship – Cooperation– Assertiveness– Empathy– Self-control / anger management– School / classroom skills
What else?
• School-based Mentoring• Organizational Check-up• New-to-School Group