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RTI2-B Tier II Team Workbook
Day 2: Check-In/Check-OutSchool:
District:
Date:
Participants:
Activity #1: Program Logistics and Intervention Grid Answer the guiding questions below to start planning out your CICO program.
Program Logistics
What will we name the intervention in our school?
What will we call the Daily Progress Report?
Who will facilitate the intervention by providing daily check-in and check-out as CICO Mentors?
Can each of these in individuals have flexible schedules at the beginning and end of the day?Are these adults positive and well-liked by students? List CICO Mentors here:
Who will check students in and out if a CICO Mentor is absent?
Name at least one substitute for each identified CICO Mentor.
1= Add to Implementation Manual
Where will daily check-in and check-out occur?
What is our plan for students who ride the bus, arrive late to school, or leave school early?
What will be the maximum number of students each CICO Mentor may serve at one time?
(Adapted from MO-SW-PBS Tier II Workbook and MiBLSI Tier II CICO Workbook)
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Intervention GridComplete the Tier III Intervention Grid below for your school. Throughout training fill-in CICO information and add any additional Tier II interventions you plan to implement.
Support Logistics Data
Check-In/Check-Out
(CICO)
Description: Entry Criteria:
Progress Monitoring Source:
Exit Criteria:
Staff Roles: Student Characteristics:
Frequency of Intervention:
Description:brief overview of intervention
Entry Criteria:add any criteria in addition to the Tier II cut-off score grid components
Progress Monitoring Source:
Exit Criteria: specific exit should be provided or described in the manual of purchased interventions
Staff Roles:list intervention roles
Student Characteristics:describe who the intervention would fit best
Frequency of Intervention: number of times per week and/or length of sessions
Description: Entry Criteria:
Progress Monitoring Source:
Exit Criteria:
Staff Roles: Student Characteristics:
Frequency of Intervention:
3Adapted from: Lane, K.L., Kalberg, J.R., & Menzies, H.M. (2009). Developing schoolwide programs to prevent and manage problem behaviors a step-by-step approach. New York: Guildford Press.
Activity #2: DPR Scavenger Hunt Review the DPR examples in your binder to complete this activity. Write the number of your team’s favorite example DPR for each feature and determine if each feature is something your team plans to include on your DPR.
Feature to Look For Our Favorite Version
We Will Include This Feature on Our DPR
1. Student Name & Date Example Number: ______
Yes or No
2. Name of DPR Example Number: ______
Yes or No
3. Time Periods Example Number: ______
Yes or No
4. Behavioral Expectations Displayed Example Number: ______
Yes or No
5. Rating Scale Example Number: ______
Yes or No
6. Total Points Earned for the Day Example Number: ______
Yes or No
7. Daily Point Goal Example Number: ______
Yes or No
8. Total Points Earned for Each Time Period Example Number: ______
Yes or No
9. Indication if Daily Point Goal Met Example Number: ______
Yes or No
10. Description of What Each Rating Represents
Example Number: ______
Yes or No
11. Behavioral Expectations Defined Example Number: ______
Yes or No
12. Space for Positive Comments Example Number: ______
Yes or No
13. Caregiver Signature Example Number: ______
Yes or No
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Activity #3: Daily Progress ReportReview the DPR Considerations as you begin to develop your DPR, and then answer the guiding questions below.
Daily Progress Report (DPR) ConsiderationsFeature Check to IncludeSchool-wide Expectations
Include school-wide expectations Expectations should be positively stated 5 or fewer expectations should be listed Specifically define behaviors (optional)
Teacher Friendly and Easy to CompleteAllow for circling of ratings rather than narrative feedbackInclude a narrow range of scores
3-point system is recommended (1-3 or 0-2) Consider whether use of a “0” rating is age-appropriate or
fits the culture of your schoolInclude a ratings key on the DPR
Staff should clarify and agree upon the difference between ratings
Include a place for teachers to record “successes” rather than “comments”Make copies of DPRs readily available everyday
Design and ContentUse the same card for all students per grade levelAvoid calling the DPR a “behavior card” or “behavior plan”Make the DPR a half sheet if copying costs are a concernInclude only classroom settings
Non-classroom settings typically are not included (e.g., cafeteria, transitions, playground, etc.)
Include a minimum of 4 rating periods and a maximum of 10 Correspond rating periods with natural transitions Rating periods should be less than 75 minutes
Include a column or place for teacher to initial ratings Include a line for caregiver signature and a place for them to record success Verify that data are easy to summarize
Include an area for total points earned Determine if percentage goal will be listed Consider providing goal range allowing student to circle
his/her goal (50%-80%)(Adapted from MO-SWPBS Tier II Team Workbook)
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Daily Progress Report (DPR)
What are the school-wide behavioral expectations listed on the DPR?
How many rating periods will be included on the DPR?
What range of scores will be listed for rating behavioral performance (e.g., 1-3, 0-2)?
What criteria will define how points are earned (e.g., never, sometimes, often)?
What adaptations need to be made so that the DPR is age appropriate for all students you serve?
Will the DPR include pictures?Will the DPR include start and end times for class periods?
How will the DPR data be provided to families?
Will the DPR be sent home or will there be a separate home communication sheet? How often will the DPR data be shared with families?
How will families respond to indicate they have seen and discussed DPR data with their child?
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Activity #4: Reinforcement SystemAnswer the guiding questions below.
Reinforcement System
What reinforcers are available for student participation when checking in?
What reinforcers will students receive for checking out and meeting their daily point goal?
How will you ensure students do not become bored with the reinforcers?
Will students complete a preference assessment?Will students have access to a reinforcement menu?
What if students are absent on a day they are supposed to earn reinforcement?
How will we offer a variety of reinforcers?
Will students earn daily, short-term, and/or long-term reinforcers?
Do we have any budget for our acknowledgment system?
How can our reinforcers be low-cost or no-cost?How can we secure additional funding?
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Activity #5: Identifying StudentsAnswer the guiding questions below. Remember to also include this information into your Tier II Intervention Grid for CICO.
Identifying StudentsWhat are the “data flags” or entrance criteria for identifying students for referral to the CICO intervention?
How will the Tier II team make decisions about enrolling students into the CICO intervention?What is the entrance criteria?
Who will develop the Teacher Nomination Form? Who gets it once it is completed?When will this be completed?When will this be shared?
If you use a universal behavior screener, what is the process for identifying students who transfer in after the screening period?
What is the process for determining whether students will begin the next school year in CICO?
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Activity #6: Progress Monitoring Tool Step-By-StepFollow along with the demonstration on how to use the Progress Monitoring Tool. This will be helpful to reference when your team begins using this spreadsheet to monitor CICO data.
Progress Monitoring Tool Step-By-StepQuestion Answer
Main Menu Page1. When opening the spreadsheet, always click: 2. How many students can be included on one
spreadsheet?3. Button on Main Menu to enter in a student’s name:
Student Information Page4. Always look for drop down menus first when entering
student information: True or False
5. It is ok to skip categories that aren’t relevant to the data your team collects:
True or False
6. Asking if the student has been taught the expectations and has received recognitions shows that the student is still a part of which Tier?
7. Where can the team find the problem behavior? 8. What is the goal? 9. What do you click on to get back to the main menu?
Main Menu Page10. The student we entered together is now listed as
student number: 11. What do you click on to get to each student’s DPR
data? Specific Student Data Page
12. Always start by entering what date? 13. What needs to be entered? 14. The spreadsheet automatically calculates what? 15. The red line showing the student’s goal is called the: 16. The black line which helps the team determine if the
student is responding positively or poorly to the intervention is called the:
17. Each time there is a change in the intervention (e.g., goal is changed, reinforcement is changed) then this dotted line needs to be placed on that date in the graph:
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18. Click this button to get back to the main page:
Activity #7: Data ManagementAnswer the guiding questions below. Remember to also include this information on your Tier II Meeting Foundations Form. That form can be found in your Tier II Day 1 Workbook.
Data ManagementHow will student data be stored and graphed for review (e.g., Progress Monitoring Tool Excel Spreadsheet or Google Sheet)?
Who will examine student data and how often will it be reviewed?Student data should be reviewed at least twice per month.
Who will summarize student data and bring it to the team meeting?
How frequently will data be shared with families, participating classroom teachers, and the full staff?
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Activity #8: After watching the video clip of the Tier II team discussing Sally Smith, as a whole group, review the Progress Monitoring Flowchart and circle the decisions that they team made.
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Activity #9: As a group, review the attached packet and look at the additional information below. Then, complete steps 1-4 of the CICO Problem Solving and Action Planning Grid. Finally, as a team complete steps 5-8, creating a plan of action for the student.
Additional Information: Dominique is a 2nd grader with an IEP. She has only met her goal of 65% of points one day in the past 4 weeks. The CICO Mentor completed a DPR Review and Reinforcement Survey two weeks into the intervention and realized that Dominique was not checking in with her CICO Mentor each morning, so the location was changed to the library where she starts her day. They she enjoyed earning her reinforcement of extra 1:1 time with the teacher. Her teachers report that her behavior has improved, but not consistently (Don’t forget to update the student’s CICO Student Information Form too!)
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CICO Problem Solving & Action PlanningPossible problems: fidelity, intervention/function mismatch, intervention needs to be modified, reinforcer needs to be modifiedPossible decisions: meet with teacher, change intervention, change reinforcer
Student(Step 1)
Grade(Step 2)
IEP (Y/N)(Step 3)
Identified Problems &
Supporting Data(Step 4)
Response Actions & Next Steps
(Step 5)
Who?(Step 6)
By When?(Step 7)
Goal & Timeline
(Step 8)
Fidelity of Imp.(Step 9)
Outcomes/Updates
(Step 10)
Activity #10: Evaluate Intervention Outcomes Answer the guiding questions below. Remember to also include this information into your Tier II Intervention Grid for CICO.
Evaluate Intervention Outcomes
How will we be monitoring fidelity?
How will we track and monitor student progress? How will we track the number of students who participated?How will we track the number of students who graduated?How will we track the number of students who required more intensive support?
What are our criteria for success for students displaying positive response to CICO?
What are our criteria for intensifying the intervention for students whose data suggest they are not responding to the intervention?
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Activity #11: After watching the video clip of the Tier II team discussing Ty Davis, as a whole group, review the Progress Monitoring Flowchart and circle the decisions that they team made.
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Activity #12: Tier II Team MeetingObserve a Tier II Team Meeting and follow along with the Meeting Minutes Form below. Check off each section as it occurs and note any items missed or questions that you have while viewing the Tier II meeting.
Meetings: Date/Time: Team Lead: Recorder: Data Analyst: Communicator: Time Keeper: CICO Coordinator:
Today’s Meeting
Next Meeting
Tier II Team Members (Place “X” to left of name if present)
Today’s Agenda (Place “X” to left of item after completed) Agenda Items for Next Meeting:Review Agenda (2 min) Data Analyst Report (5 min) Celebrations (3 min) Problem Solving/Action Planning (15 min)Review previous meeting’s tasks (5 min) Fading and Graduation (5 min)Administrative/ General Issues (10 mins) New Referrals to Tier II (10 mins)
Administrative/General Information and IssuesIssue/Information Discussion/Decision/Task Who? By When?
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Tier II Intervention SummaryNumber of students enrolled in Tier II:Number of students enrolled in CICO: Number of students enrolled in CICO who are meeting their daily goal:Number of students enrolled in CICO who are not meeting their daily goal:
CICO Problem Solving & Action PlanningPossible problems: fidelity, intervention/function mismatch, intervention needs to be modified, reinforcer needs to be modifiedPossible decisions: meet with teacher, change intervention, change reinforcer
Student Grade IEP (Y/N)
Identified Problems & Supporting Data
Response Actions & Next Steps Who? By When? Goal &
TimelineFidelity of
Imp.Outcomes/
Updates
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CICO Self-Management/Fading/Graduation Possible decisions: continue with intervention with current goal, continue with the goal increased, teach self-management strategies, or fade intervention components
Student Grade IEP (Y/N) Supporting Data Fade or Graduate Response Actions & Next Steps Who? By When?
New Referrals To Tier II TeamPossible sources: ODR data, teacher nomination, attendance, academic progress, screening tools
Student Grade IEP (Y/N) Teacher Referral Source & Relevant
InformationResponse Actions & Next
Steps Who? By When?
Evaluation of Team Meeting (Mark your ratings with an “X”) Our RatingYes So-So No
1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?
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Activity #13: Plans for Self-Management, Fading, and Graduation Answer the guiding questions below. Remember to also include this information into your Tier II Intervention Grid for CICO.
Plans for Self-Management, Fading, and Graduation
What are the criteria for students to begin the self-management phase?
Who will create a flowchart that describes plans for gradually fading out of the intervention?
Will it include how to begin self-management?Will it include phases that slowly reduce the intervention components?
What are the exit criteria for graduation from the program?
How will graduations be celebrated?
What supports will be in place for students after graduation from the intervention?
How often and what types of student data will be monitored after the DPR is no longer being implemented?
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Activity #14: Scenarios for Corrective Feedback and Behavior-Specific Praise Form two lines facing each other. After each scenario is read to the group, respond to your partner as if you are their teacher. Then switch, and have your partner respond to you as if they are your teacher. Wait for the presenter to read the next scenario before continuing.
Corrective Feedback Scenarios:1. Student arrives to class without notebook and homework. 2. Student forgets to show you their DPR at the end of class.3. Student earned a score of “0” for each of the DPR expectations.
Behavior-Specific Praise Scenarios:4. Student arrives to class with all required materials. 5. Student remembers to bring you their DPR at the end of class.6. Student earns a “2” for each of the DPR expectations.
(Adapted from Midwest PBIS)
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Activity #15: Training Stakeholders Answer the guiding questions below for training staff, students, and families.
Training Staff to Implement the Program
Who will provide instruction to classroom and specialist teachers for implementing the intervention?Be sure to include: Family role in the CICO program Eligibility for participation Baseline data collection procedures Providing positive and corrective feedback Awarding points Completing the DPR Initiating interactions with students Response to major or minor referrals Self-management, fading, and graduation
Who will provide teachers with coaching and implementation feedback?
How will re-teaching be provided for components that are not implemented correctly?
Who will provide booster sessions for staff about the purpose and key features of implementing the program? How often will booster sessions occur?
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Training Students to Implement the Program
Who will provide instruction about the program to students who are identified for participation?Be sure to include: Purposes of the intervention (e.g., positive, time-
limited, goal of self-management) When and where to check-in Behavioral expectations Earning points and point goals Entering class and handing the DPR to teachers Getting feedback from teachers Role play for accepting positive and corrective
feedback When and where to check-out Reinforcers How to handle disappointment if goal is not met Plans for self-management, fading, and
graduation
Consider whether information will be provided to other students about the intervention program. If so, who will provide the information and what will be said?
Training Families to Implement the ProgramWho will provide instruction about the program to caregivers of students who are identified for participation?
Be sure to include: Purposes of the intervention Expectations for student’s daily participation Reviewing and signing the DPR Consideration of reinforcers provided at
home for meeting goals Self-management, fading, and graduation
Who will provide reteaching if caregiver participation is low?
What is the criteria for low participation (e.g., 3 or fewer DPRs returned in a week/month)?
Who will be assigned to act as a pseudo-parent by providing feedback and encouragement to students when family involvement is low?List names here:
Activity #16: Tier II & CICO Calendar
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Complete this calendar to show when your team will implement your Tier II system and elements of your CICO program. Be sure to include who is responsible for each item and remember your team roles. If your school is implementing any other Tier II Interventions, then add them to this calendar as well.
Tier II & CICO Calendar Components Who Date(s)
Meet to Complete Unfinished Training Workbook Activities
Transfer Workbook Activities into Tier II Implementation Manual
RTI2-B Tier II School Team Meetings-Review Teacher Nominations-Review entrance criteria to identify students-Use Progress Monitoring Flowchart to discuss adaptations -Use Progress Monitoring Flowchart to discuss fading-Review exit criteria to discuss graduation
Bi-weekly to Monthly
Initial Session to Teach Components of CICO to Staff
Booster Sessions to Teach Components of CICO to Staff
Identify Initial Pilot Students for CICO
Explain CICO Process to Stakeholders-Discuss with Students and Families-Train CICO Mentors-Remind Teachers of Participation
CICO Coordinator
Begin Piloting CICO
Review Student Data-Use Progress Monitoring Tool (spreadsheet)-Prioritize Students to Discuss with Team
CICO Coordinator Weekly to Bi-Weekly
Evaluate Intervention Data -DPR Reviews-CICO Fidelity Checklists
CICO Coordinator Monthly
Begin Full CICO Implementation
Other Intervention Information:
Tier II Implementation Checklist
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Use this checklist to determine what your team needs to complete prior to implementing Tier II. This checklist outlines which workbook activities will be transferred into your school’s Implementation Manual for Tier II and CICO, as well as specific CICO materials to finalize before your school begins piloting the CICO intervention.
Tier II Implementation Checklist Finalize Tier II Implementation Manual
Combine with Tier I Implementation Manual so everything is in one place Tier II Team Meeting Foundations Form Organizing Your Numbers Identifying Students at Your School Teacher Nomination Form Teacher Nomination Process Tier II Intervention Grid
Finalize Check-In/Check-Out Implementation Manual Materials Program Logistics Tier II & CICO Calendar Daily Progress Report Copy of our Daily Progress Report (DPR) Reinforcement System Identifying Students Data Management Evaluate Intervention Outcomes Plans for Self-Management, Fading, and Graduation Copy of Our Self-Management, Fading, and Graduation Flowchart Training Stakeholders
Finalize Tier II Materials to Share with Staff Staff Presentation (e.g., what interventions are offered, how students are identified,
teacher nomination process) Train CICO Mentors (e.g., completing DPR, feedback, procedures) Provide Implementation Manual to All Staff Members
Train staff on Tier II and CICO Pilot CICO with a small group of students Plan for Full CICO Implementation Send all finalized materials to TBSP at [email protected], your county’s
educational consultant, OR upload documents to tennessebsp.org
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Tier II Training – Action Planning Form Day 2School: ________________________________________ Date Completed: ________________________________
Instructions: Throughout the day, as a team, complete each section with items that need to be completed after training.
Day
2 W
orkb
ook
Description What work needs to be completed?Who
completes the work?
When will work be
completed?Program Logistics Activity #1: Program Logistics &
Intervention Grid Activity #16: Tier II & CICO Calendar
TFI Items:2.5 – Options for Tier II Interventions2.8 – Access to Tier I SupportsDaily Progress Report Activity #3: Daily Progress Report
TFI Items:2.6 – Tier II Critical Features
Reinforcement System Activity #4: Reinforcement System
TFI Items:2.6 – Options for Tier II Interventions2.8 – Access to Tier I Supports
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Day
2 W
orkb
ook
Identifying Students Activity #5: Identifying Students
TFI Items:2.3 - Screening2.4 – Request for Assistance
Data Management Activity #7: Data Management
TFI Items:2.11 – Student Performance DataEvaluate Intervention Outcomes Activity #10: Evaluate Intervention
Outcomes
TFI Items:2.11 – Student Performance Data2.12 – Fidelity DataPlans for Self-Management, Fading & Graduation Activity #13: Plans for Self-Management,
Fading & Graduation
TFI Items:2.11 – Student Performance DataTraining Stakeholders Activity #15: Training Stakeholders
TFI Items:2.9 – Professional Development
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