Chris Borgmeier, PhD Portland State University Develop CICO System Referral process Initial meeting & Agreements/contract Check-In - procedures & personnel Check-Out procedures & personnel Develop Point Card Rewards menu & process Develop CICO Handbook Pilot Implementation Team Introductions Updates on progress developing & piloting CICO system Complete the CICO Self- Assessment & Identify Actions for improved implementation An effective Data System is CRITICAL Highly recommend CICO-SWIS Additional $100/year with SWIS account or $300 as stand alone account Cannot get CICO add-on without having SWIS account Alternative = managing excel spreadsheets Gets challenging with many students CICO Coordinator must have substantial expertise in Excel Identify who will enter the data daily CICO Coordinator or CICO Specialist Train in CICO-SWIS accordingly & provide w/ account passwords Can show student updated graph during check-out 11. Collecting, summarizing and using data Daily updates Coordinator does regular data checks to make sure data is being entered promptly & correctly Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined Provide an introduction to CICO and the referral process at a staff meeting Sample PowerPoint presentation available Communicate: Description of CICO Why it is important Roles & Responsibilities Rating the Point Card Importance of being positive School team Identify students who may benefit Monitor implementation Evaluate effects and modify/fade as needed Coordinator Facilitate morning and afternoon checks (in & out) Get signed form from students, give new form Maintain positive, constructive environment Acknowledge successes Teachers Obtain form from student each day Monitor student behavior and mark card accurately Provide feedback to student in positive and constructive manner Students Check in and out each day Give form to teacher Meet expectations Take form home and have parents sign, bring to school the next day 14. Provide training to all staff on CICO School-wide system = train ALL staff Rationale Roles & Responsibilities How to score the point card Identify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetings Provide ongoing updates to staff re: CICO implementation & outcome data Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff Fidelity Assess teacher commitment/enthusiasm Re-teach Teacher self monitoring Student wont carry card Student checks in and out Coordinator provides card to teacher and picks up Student continues to receive feedback from teacher Self monitoring Computerized system Student isnt checking in or out Determine reason Identify preferred person to check in/out with Is this component needed? Team will use data to monitor student progress Some students will graduate from the program Some students will require the support on a continuing basis Some students will not respond to the program & need more or something different Set up processes for: Fading students off of the program Escalating intensity of intervention Maintain & monitor The GOAL is always to Graduate students from our supports or Fade supports Do so gradually & Support the Transition 1)Increasing student responsibility Transition into a Self-Management/ Self-Monitoring program 2)Then, gradually removing or Fading components of the intervention Student monitors own behavior Student checks in with teacher to review self-ratings and receive feedback 1.Expected behaviors stay the same 2.Reinforcers stay the same 3.Student checks in same amount of times 4.Student monitors behavior using CICO card 5.Plan for teaching accuracy in monitoring 1. Student and teacher record separately 2. Compare records; reinforce accuracy 3. Over time, compare less often 4. Reinforce appropriate behavior only 5. Periodically reinforce accuracy Lucy has been on CICO for 3.5 months; she has earned 90% of points each week for the last 10 weeks Coordinator provides rationale for self monitoring to Lucy Coordinator teaches Lucy to self monitor using examples and non- examples When program begins, Lucys teacher goes over examples and non- examples First week: Lucy and teacher monitor and compare records Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time Second week Teacher monitors appx. 60% of time; feedback based on accuracy Feedback at other times based on Lucys monitoring of behavior Coordinator Feedback based on accuracy (with teacher records) When Lucy monitors independently, feedback based on behavior After Student is Successfully Self-Monitoring Can begin removing components of the program (removing staff responsibility) Gradually decrease # of check-ins during the day w/ teachers; Student Self Checks (keep check in and out) Fade from Daily check out to every other day then 1/week Remove check in Continue to monitor student behavior through discipline referrals & teacher report Celebrate continued success Some schools hold a monthly celebration for students who are maintaining success after Graduating from CICO Monthly Alumni Club Lunch 12. Fading Supports for Successful Students Transition to Self Management program Continued monitoring & celebrations for Grads 13. Substitute Teacher routine How to inform and orient new teachers Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials Develop CICO System Referral process Initial meeting & Agreements/contract Check-In - procedures & personnel Check-Out procedures & personnel Develop Point Card Rewards menu & process Data System & Data entry (training & personnel) Plan for fading/graduating Training for Staff Pilot Implementation Tier 2 Systems of SW-PBIS Chris Borgmeier PhD Portland State University SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of SW-PBIS Focus on: Efficiency = support several (e.g. small group/targeted) students at one time using few resources limited assessment & individualization school-wide programming Effectiveness = attaining desired student outcomes Using Research-based interventions with FIDELITY Early identification & intervention Progress Monitoring & data-based decision making for individual student & system Scaling = develop a system with capacity to have meaningful impact in school (serve 10% of total school enrollment) Tier 2 Systems System = more than an intervention 4 Questions for Implementing a Tier 2 System 1)Are you implementing a continuum of research- based intervention(s) with fidelity? 2)Is there a screening process to ensure early identification of students at-risk? 3)Are you using sensitive progress monitoring tools to inform decision making related to student progress and system efficacy? 4)Are you implementing at a scale that is making a meaningful impact (10 % of student population)? Tier 2 System v. an intervention Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Modified CICO Match to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Screening Progress Monitoring Student Screening & Identification Emphasize early identification Universal Screening Before the 1 st Day of School Review Data from last year Your school data And data on incoming students (if available) Identify students who had Behavior Support Plans in place per IEP (or otherwise) Prepare to implement BSP with necessary modifications from beginning of the school year Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year Previous Years Discipline data Who had FBA/BSPs last year? Which students moved on? Which are returning this year? Who needs to be on our radar from Day 1? Decision Rule Can we get data for our incoming class & new students? Continuing Screening through the Year I-PBS team reviews student referral data every 2 weeks at each meeting Many referrals might also go directly to the CICO manager Develop Decision Rules for continuing Student Identification through the year Example: Students receiving 3 rd referral or 2 nd in a month Team Tasks Universal Screening Develop a plan for Universal Screening to implement before Day 1 of the school year: Who will meet? when? & where? What data will you use to ID students for intervention? Develop DECISION RULES for identifying students: At the beginning of the year? On a continuing basis throughout the year Using your current data, which students do you want to target for intervention NOW & Next Fall? What interventions & activities will you implement to support these students from the beginning of the school year? CICO FBA/BSP Other? Tier 2 Continuum of Interventions Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Tweak/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment What constitutes a Tier 2 Intervention? EFFICIENCY & MAXIMIZING RESOURCES An intervention that: Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin implementation of the intervention with a student All school staff know about, understand their role with, and know the referral process for SYSTEMS NOTE: Resources Required: If program is not self-sufficient and requires significant organization by referring staff its not a Tier 2/ targeted intervention Questions about Tier 2 Interventions Systems Considerations CICO from Basic to Advanced Start with Basic CICO Should work for the majority of at-risk students Complete CICO Fidelity Assessment Once implementing CICO with fidelity & using data for decision making Data for student identification Data for student progress monitoring to ID responders/borderline/non-responders Start adding variations of CICO CICO: Advanced Applications Small Modifications or Tweaks Additional Tier 2 Interventions Remember focus on Efficiency in Progress Monitoring Meeting Minutes per Student Tweak or Small CICO Modification Alternate Tier 2 Intervention (Function-based) Escalate to Tier 3 Student Centered team Trust the Process Most difficult thing = not talking about a student before its time Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Intervention Assessment Borderline Initial CICO Data Small Changes Tweaks In Progress Monitoring meetings always weighing Minutes/Kid Tweaks to the plan for Borderline Responders should only take a couple of minutes Look at initial CICO data Not an extensive discussion Should have a menu of quick changes/ tweaks: Change CICO mentor Change incentives Change/individualize goals More frequent check-ins -- adding hair Borderline Responder Last 3 weeks of 16 days over 80%, but last 8 days -- 3 of 8 days over 80% just missing but downward trend Good Candidate for a Small Change/ Tweak In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR (d) more frequent check-ins Borderline Responder Look at Initial CICO data Quick Check: Anything we can do about Period 3? Ready to Make Quick Changes Readiness what needs to be ready to make these quick changes? Change/individualize goals Need alternate point card readily available to individualize Change CICO mentor Add Mid-Day Check-in & incentive Change incentives Individualize incentives for the student More frequent check-ins With teacher? With CICO Specialist? Need an adjusted point card? Individualized Point Card Fill in more specific behaviors Individualized Point Card RobbieOct. 14 th 20-- More Frequent Check-Ins CICO Hair Club for Kids Teacher gives more frequent feedback by applying hair then uses hair to inform overall score for period Another Alternative Create alternate card which breaks day into smaller intervals Team Work Time What tweaks do you want to develop to be ready for borderline responders? Revise or develop the materials required to make tweaks readily available and accessible? Remember, in the meeting decisions regarding small intervention changes or tweaks should occur in less then 2 minutes of discussion on the student Non-Responders Modified (Function-Based) CICO Tier 2 Assessment & Intervention Universal School-Wide Assessment School-Wide Prevention Systems Intensive Targeted Student Referral Data (ODRs) Tweak/ Small change to CICO Basic CICO Modified CICO Matched to Function Intervention Assessment Borderline Initial CICO Data Non-Responder Preliminary FBA Non-Responder Typical Reasons CICO may not be working for an individual student 1) Low fidelity of implementation 2) The student needs more instruction on how to use the program 3) The rewards are not powerful or desirable for the student 4) The program does not match the function of the problem behavior 5) The student requires more intensive, individualized support Address Implementation Issue Individualize Tier 2 Escalate to Tier 3 Support Behavioral Explanations for Why Dont forget - From students perspective, problem behavior serves a purpose, such as Gaining attention Gaining access to activities or tangible items Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks) Using Function of Behavior to Inform CICO Modifications Individual Student Planning Can use Function of Behavior to match students to appropriate version of CICO Function-Based Assessment might include: Data from ODRs Possible Motivation Or Preliminary/Brief FBA Minor Uh-Oh Preliminary FBA Use existing data for preliminary FBA ODR data Identify function/motivation Identify antecedents time/location/persons involved, etc. CICO data Identify antecedents time/location Non-Responder Preliminary FBA Does this tell us anything about when/ where/ who is involved (antecedents)? Preliminary FBA Discipline Referral Summaries Suspensions, detentions, office referrals Look for patterns Triggers/Antecedents Day of the week, Time of Day, Location, Students Involved Behavior Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision Student Referral Report - SWIS DateStaffTimeLocation Prolem Behavior Motivation Others Involved Admin Decision 102/08/ :15PMPlygdAgg/Fight Unknown mot Peers Out-sch susp 201/28/ :30PMClassDisresptAvoid TaskTeacherDetention 301/10/ :30AMClassDisresptAvoid TaskTeacherDetention 412/18/ :30AMClassDisresptAvoid TaskTeacherDetention 512/08/ :00AMClassDisresptAvoid TaskPeerDetention 612/08/ :15AMClassDisresptAvoid TaskTeacherParent 711/20/ :30PMClassDisresptAvoid TaskTeacherParent Does this tell us anything about the function of student behavior? How about when/ where/ who (Antecedents)? Team Work Time Plan how to integrate discussion of FUNCTION into Tier 2 Intervention meetings Remember decisions regarding small intervention changes should occur in less then 2-3 minutes of discussion. What will it take to be efficient and Ready to Go with these discussions of function in the meeting Advanced Tier 2 So what Tier 2 Interventions or CICO Modifications should we implement? Use your school data on Function of Behavior (Possible Motivations) to help prioritize Take inventory of other interventions you have in place in the school Social Skills Instruction, Homework Club, etc. SYSTEMS PLANNING What might this School-wide data tell us about the needs for Tier 2 interventions in this school? Middle School: Students w/ 2 + referrals CIC O ? Targeted Interventions Reference Guide Challenge of Many Interventions Identified as Tier 2 Supports Cant determine implementation Fidelity because intervention is not well-defined or studied What are the critical features of Lunch Buddies? Homework Club? Social Skills Group? Anger Management Group? Limited research supporting school implementation Challenge of Many Interventions Identified as Tier 2 Supports Interventions not set up a systems for efficient implementation Difficult to implement at a scale that is meaningful (serving 2-4% of students) Most often there is not a system for measuring outcomes and monitoring student progress linked to interventions must be sensitive to change; ODRs may not be very sensitive to change Tier 2 Intervention: Critical Features a) Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e.g. daily progress report) Social Skills Groups Traditional Model Meet every Friday in small group of at- risk students Practice skills in counselors office during group Follow published curriculum Teach & Hope Limited prompts or attention to support social skill use in school environment Limited feedback for real-world implementation Modified Model Meet more regularly (every day for 7 days) Focus on specific skills (asking peers to share a toy; appropriate greetings w/ adults) w/ clear link to real world application Practice in real world scenarios Link w/ Daily Progress Report specifically targeting instructed social skills for regular feedback Daily check-in & check-out w/ promtps CRITICAL FEATURES OF TIER 2 INTERVENTIONS a)Additional Structure/time for instruction/skill development b)Additional Structure/predictability c)Increased opportunity for feedback (e.g. daily progress report) HOW ARE WE DOING W/ THE CRITICAL FEATURES? How could we modify Social Skills to incorporate Critical Features? Homework Club What are the critical features of effective Homework Clubs? What is it at your school? What is the goal of the Tier 2 intervention? What are the behavioral outcomes desired? What are the academic outcomes desired? How can you evaluate progress toward this goal in an observable/measurable way? What would you measure to determine student success in Homework Club? -for behavior? -for academic outcomes? Be Safe Be Responsible -turned in Homework Be Respectful -on task, approp lang Team Task Review Your Interventions, Do they provide: a) Additional Structure/time for instruction/skill development b) Additional Structure/predictability c) Increased opportunity for feedback (e.g. daily progress report) Can you make modifications so they incorporate the above? Team Task Log on to PBIS Apps Complete the Tiered Fidelity Inventory & Action Plan for Tier 2 Complete the Targeted Interventions Reference Guide for your School Identify areas of strength and areas of need when comparing with student need Advanced Applications of CICO Function-Based Modifications of CICO Breaks Are Better Function = Escape Task (elem) Justin Boyd University of Oregon Logic Guiding Breaks are Better Children may benefit from taking small, appropriate breaks If breaks are available, students may: Engage in less escape-maintained problem behavior Request breaks less often than escape-maintained problem behavior occurred Increased reinforcement for: Asking for assistance Taking a break appropriately CICO Modification Elementary Escape Academic Task Explicitly teach an alternative/replacement behavior (i.e., break requests) Promote self-management by teaching students to keep track of their breaks Establish & Teach teachers (and students) how this will look in the classroom Make it feasible and sustainable for classroom teachers to implement Breaks are Better Modifications Prior to intervention: Child & teacher identify appropriate break activities Student is taught: How to request a break How to take a break How to return to work Points earned for: Meeting academic-specific expectations Asking for break appropriately or not needing a break Weekly point total tied to reinforcers Sample Break Options & Rewards Break Options Move to separate desk for quiet activity Quiet activity at desk Drawing Doodle on notebook Stretch in backroom Run errand for teacher Weekly Rewards Computer time Extra Recess Coupon for bonus points on assignments Coupons for buddy work Coupon to make assignment shorter or easier Library pass Breaks are Better Card Taking a Break in the Classroom Team Task Discuss need & application of Breaks Are Better in your school Steps to Develop/Implement Assign a BrB Coordinator (same or different than existing CICO coordinator?) Develop materials & process for BrB BrB card CICO procedures (coordinate w/ CICO?) Develop processes for training Breads Are Better to: Staff (What, Why, How?) Students once referred (What, Why How?) Identify referral process, data & decision rules for accessing BrB ABC: Academic Behavior CICO Function = Escape Task (MS) Jessica Turtura University of Oregon Logic Guiding ABC Students benefit from organizational structure More frequent and tangible reinforcement for: Recording assignments Completing in-class work & participating Asking for help Completing homework Parental structure for homework completion: Parents are aware of assignments Parents check for completion Academic focused CICO (Escape Tasks) Middle School Morning Check-in Students check-in with counselor All homework completed? Prepared for the school day with all necessary materials? Opportunity to complete unfinished homework and to gather materials Daily point card and Homework tracker Receive feedback each period about behavior during class (participation, staying on- task, completing work) Record assignments on homework tracker Afternoon Check-out Check-out with counselor Review point card and homework tracker Does student know what is due tomorrow? Have all materials needed to complete assignments? Home Component Parents review daily feedback with student Sign card to indicate if student has completed all homework ABC Modifications Prior to intervention coordinator meets w/ parents Morning Check-In: Assess & give bonus pts for: Materials Ready & Homework Completed Afternoon check-out: Check Tracker Expectations focus on Academic Behaviors + Addl Expectation of completing Tracker Parent signature with focus on Homework Completion ABC Point Card -- Front ABC Point Card -- Back Team Task Identify any modified CICO interventions you would like to develop Suggest using SW data on non-responders to guide decision making Develop materials for modified interventions Peer Attention Avoid Adults Escape Tasks