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Tier 2 Team Training2 day Training

DAY ONE

Midwest PBIS Network

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EXPECTATION

BEHAVIOR

Be Responsi

ble

Make yourself comfortable Take care of your needs (water,

food, restroom, etc.) Share your questions with the

group

Be Respectf

ul

Turn cell phones off or to “vibrate” Listen to others attentively by

staying quiet while they are speaking

Follow up, and complete assigned tasks

Be Engaged

Ask what you need to know to understand and contribute

Contribute to the team by sharing relevant information and ideas

Learning Expectations

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Agenda Day 1

Understanding Tier 2 Systems Layering of support

Teaming at Tier 2

Other systems for consideration

Shifting roles of educational professionals

Critical Features of Tier 2 Interventions

Check-In Check-Out Identify CICO cycle and features

Understanding Positive Corrective Feedback

Be able to identify and apply the 10 critical features of

secondary interventions

Begin identifying who, what, when, where, why for

implementation of CICO

Tips and Troubleshooting

Wrap up & Time to Work

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Agenda Day 2

Data Using the DPR Card to layer up interventions

Digitalized Tier 2/3 Tracking Tool

Tiered Fidelity Index

Social Academic Instructional Groups

Groups with Individualized Features-

CICO w/ind. Features and Mentoring

Identify key features

Be able to identify and apply the 10 critical features of secondary

interventions

Begin identifying who, what, when, where, why for implementation

Tips and Troubleshooting

Wrap up

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Day 1 Objectives Create a Tier 2 System Team

Team members' roles and responsibilities   

Use Data for decision making and on-going progress monitoring 

Understand the 10 critical features of secondary interventions and apply the 10 Critical Features of simple Tier 2 interventions to Check-In Check-Out

Understand the components of Check-in Check-out (CICO)

Share Guiding Questions with CICO planning completed

Action Plan: Teams will plan and begin installation of Check-in Check-out

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Introductions and Networking

Introduce yourself: Name District & School PBIS role and role in the building

What is currently working well? Tier/Data/Systems/Practices (Brag!)

What are you currently working on? Briefly discuss any current roadblocks?

(Ask for help!)

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Tier 2

… is not for the faint-hearted

VIDEO

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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions

• Individual students• Assessment-based• Intense, durable

proceduresTier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

5-15 Tier 2/Secondary Interventions

• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

WHERE ARE WE AT IN THE TRIANGLE?

Academic Systems Behavioral Systems

80- 90% Tier 1/Universal Interventions

• All settings, all students

• Preventive, proactive

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Time to Chat!

What new ideas/messages from your experiences/learning at Tier 1 do you think you can bring into the work at Tier 2?

How do you see Tier 1 and Tier 2 effectively working together?

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Do not pass GO, do not collect $200

(without considering…)

3-5 clearly defined behavioral expectations Matrix developed with plan for daily/weekly teaching Acknowledgement system established and

implemented with fidelity (short term, intermittent, and long term schedules)

Data system established, data entered daily, analyzed at least monthly

Utilizing problem solving process to make continuous improvements based on data

Communication in place to key stakeholders 4 subcommittees on your Universal team that cover

a) data, b) teaching, c) acknowledgments, d) communication

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SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

SYST

EMS

PRACTICES

DATA

OUTCOMES

Social Competence &

Academic Achievement

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm

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SYSTEMSTier 2

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Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools:

HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g. Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound / RENEW

ODRs, credits Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and

Academic Goals)

Competing Behavior Pathway, Functional

Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

A Multi-Tiered System of Support for Behavior

Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

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Tier 1

Tier 2

Tier 3

Layering of SupportMore individualization as student needs increase/intensify

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CICOCheck In Check Out

SAIGsSocial / Academic

Instructional Groups

Groups with Individualized

Features

Layering of SupportMore individualization as student needs increase/intensify

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Who can do what?

Coordinator• Organizes and/or

oversees the specific interventions such as CICO, S/AIG & Group with Individual Features

• Roles include: scheduling meetings, review & collect data to share during team meetings, etc…

Facilitator• Directly provides

intervention support services to youth/families

• Roles include: meeting with students for CICO, running groups

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PBIS 3 Tiered System of Support

(Model #1- LARGE number of resources)

CICO Intervention Coordinator

SAIG Intervention Coordinator

Mentoring Intervention Coordinator

CICO Facilitator

CICO Facilitator

CICO Facilitator

SAIG Facilitator

SAIG Facilitator

SAIG Facilitator

Mentoring Facilitator

Mentoring Facilitator

Tier 2 School-Based Coach

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3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

Group w.

individual

feature

Complex

FBA/BIP

Brief Function-Based Problem Solving Team

Tertiary Systems

Team

Brief

FBA/BIP

Brief FBA/BI

P

WRAPRENEW

Secondary Systems

TeamPlans SW & Class-wide supports

Uses Process data; determines

overall intervention effectiveness

Standing team; uses FBA/BIP

process for one youth at a time

Uses Process data; determines

overall intervention effectiveness

Universal

Team

Universal

Support

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Teaming at Tier 2

• Secondary Systems Planning ‘conversation’ Monitors effectiveness of CICO, S/AIG,

Mentoring, and Brief FBA/BIP supports Review data to make decisions on

improvements to the interventions Individual students are NOT discussed

• Problem Solving Team ‘conversation’ Develops plans for one student at a time Every school has this type of meeting Teachers and family are typically invited

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Secondary Systems Team RolesMeet at least monthly for maximum of 1 hour

• Team Leader: responsible for agenda & facilitation of meeting

• Intervention Coordinators (CICO, S/AIG community agencies who may be providing or facilitating interventions, etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)

• Action Plan Recorder: a.k.a. note taker

• Time Keeper: keeps team on topic and manages time per topic

• Family Representative: provide family voice on modifying interventions, need for additional interventions, and improving family involvement with interventions

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Tier 2 Team Roles

Roles Needed: Team leader CICO coordinator Action plan recorder Time keeper Family Representative Community partner

Who can fill these roles? General Education

Teachers Special Education

Teachers Paraprofessionals Special teachers

(music, PE, librarian, etc)

Social worker, school psychologist, guidance counselor

Etc.

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Clinicians- moving from being the only response to identified social emotional

needs, to being social emotional leaders of the building.

TO

Helping to build the capacity of the rest of the

staff

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We want to systematize the way we…

Communicate Do Discipline Include Student Voice Team Hold Meetings Create Data Driven Decision Rules Etc.

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Time to Chat!

How are decisions made about when to give a youth MORE support? When s/he will be supported by the

Clinician? What does that process look like? If it is decided that a youth needs more

support, how does s/he get that support? Would you say that these processes are

systematized, or are they subjectively decided each time (meaning, a conversation is had in order to make a decision)?

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PRACTICESReview of Tier 1

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Consider what is in place at Tier 1 as you move forward

(There may be holes that need to be repaired)

3-5 clearly defined behavioral expectations Matrix developed with plan for daily/weekly teaching Teaching system established and teaching taking place

at least monthly (ideally weekly or every other week) Data system established, data entered daily, analyzed at

least monthly Acknowledgement system established and implemented

with fidelity (short term, intermittent, and long term schedules)

Utilizing problem solving process to make continuous improvements based on data

Communication in place to key stakeholders Subcommittees on your Universal team that cover a)

data, b) teaching, c) acknowledgments, d) communication

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Critical Features of Tier 2 Interventions

1. Intervention linked directly to school wide expectations and/or academic goals.

2. Intervention continuously available for student participation.

3. Intervention is implemented within 3 school days of determining the student is in need of the intervention

4. Intervention can be modified based on assessment and/or outcome data

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Critical Features continued

5. Intervention includes structured prompts for what to do in relevant situations.

6. Intervention results in students receiving positive and/or corrective feedback from staff.

7. Intervention includes a school-home communication exchange system at least weekly.

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Critical Features continued

8. Orientation process and introduction to materials is provided for students as they begin the intervention

9. Orientation to and materials provided for staff/ sub’s/volunteers who have students using the intervention. Ongoing information shared with staff.

10. Opportunities to practice new skills are provided daily.

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CHECK IN CHECK OUT

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Data-Based Decision MakingNumbers to Keep in Mind

80-90%: Percent of total population whose needs will be met by Tier1 alone

5-15%: Percent of total population expected to need and be supported by Tier 2 interventions 7 -12% could be supported in CICO

1-5%: Percent of total population expected to need and be supported by Tier 3 interventions

70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

Data-based Decision-Rules for ‘determining response’must be definedData sources defining response are efficientEx: Daily Progress Report (DPR) cards: Studentmaintains an 80% average on DPR for 4 weeks

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Why do you want 7-12% on CICO?

Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support

All teachers will expect that every day they will have kids cross their threshold who need higher rate of positive contact

Quicker/easier to support kids who need Tier 3

Structure to build transference and generalizing from Social Skills instructional groups and function-based behavior plans

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Data-Based Decision-Rules: Sample to Consider

a) Identification for CICO (IN): Youth is identified by Universal Screener, has 2 or

more ODRs, 10% out of class time, open referralb) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT): Youth received a total of 80% of DPR points

averaged per day/week for 4 weeks and has had no new ODRs or attendance concerns. Youth will be transitioned into being a CICO student mentor.

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Other Student Outcome Data Sources

Classes passed, credits earned, grades Attendance- classes and days Behavior problems- (SWIS) Employment, internships, clubs Community participation Other activities that relate to post-school goals

(College visits or applications, driver’s license, etc.) Tracking performance on assignments, quizzes, tests,

homework (check in/check out) Behavior problems Employment, internships, vocational programs Housing, relationships at home What the student needs

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Development of Data-Based Decision Rules

All staff need to know how students are eligible for the intervention.

All staff need to know how progress is monitored.

All staff need to know how students exit the intervention.

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How intense is YOUR CICO?

What does “at risk” look like in your building?

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Check-in-Check-out (CICO)

Merely an extension of Tier 1 Some get high frequency scheduled

positive contact with adults Low effort for teachers if built on strong,

already existing Tier 1 Need to have 7-12% accessing if it is to

become a routine in your school(s) If you only have 1-2% on CICO, those

are likely to be kids who need more higher levels of support

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Targeted Groups for CICO

New students entering building mid-year (like orientation to the building)

Children with low-level problem behavior (identified by # of ODRs, teacher referral based on classroom management charts, etc.)

Children who are internalizers (identified by visits to nurses office, sits alone at lunch, etc.)

As part of a more complex/individualized plan for a youth (as one layer of intervention)

CICO (BEP*) CycleBehavior Education Program

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

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CICO Daily Cycle (March & Horner, 1998)

1. Check-in with assigned adult upon arrival to school* Adult positively greets student* Review School-wide expectations (daily goals) * Students pick up new Daily Progress Report card* Provide materials (pencil etc.) if needed* Turn in previous day’s signed form (optional)* Provide reinforcer for check-in (optional)

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CICO Daily Cycle continued…

2. At each class:* Teacher provides positive and/or corrective

behavioral feedback* Teacher completes DPR or* Student completes self-monitoring DPR/teacher checks and initials card (self-monitoring normally happens as students

begin to successfully exit the intervention)

3. Check-out at end of day:* Review points & goals* Reinforce youth for checking-out

(token/recognition optional, think beyond school-wide token)* Receive reinforcer if goal met (optional, but good

idea)* Take DPR card home (optional)

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CICO Daily Cycle continued…

4. Give DPR to parent (optional)* Receive reinforcer from parent* Have parent sign card* Students are not “punished” if

their parents don’t cooperate

5. Return signed card next day – celebrate (if not returned, simply go on)

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VIDEO: Check-In, Check-Out clipfrom You Tube on the BEP (Behavior Education

Program) by Leann Hawken

http://www.youtube.com/watch?v=AKwMbLNl_zI 

References in video: BEP (Behavior Education Program) Coordinator aka

CICO coordinator

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POSITIVE CORRECTIVE FEEDBACK

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A bit of research… Without formal feedback to encourage desired behavior, other forms of

feedback shape undesired behaviors

More positive reinforcement for appropriate school behaviors is needed

Students needing additional support benefit from clear, salient, formal feedback

Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors and fosters a positive school climate

Reduces the need for engaging in time consuming disciplinary measures

Creates positive interactions and rapport with students

Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!

(Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)

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Rationale

Contingent praise is associated with increases in a variety of behavioral and academic skills.

(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)

Behavior specific praise has an impact in both special and general education settings..

(Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)

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Positive Corrective Feedback

POSITIVE specific FEEDBACK

IDENTIFY specific behavior & INTERVENE

END with ENCOURAGEMENT

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Tie your Pie TO

SCHOOL-WIDE EXPECTATIONS

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How will you teach your staff Positive Corrective Feedback

1. Ideas of how you will teach Positive Corrective Feedback

2. How will you provide opportunities to practice

3. How will you acknowledge people are using positive corrective feedback

4. How will you maintain/sustain

5. How will you support staff who have Tier2/Tier 3 needs related to positive corrective feedback

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Other Considerations

Staff

Students

Families

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Staff Training and Overview

• Tier 2 Systems and CICO Training for ALL staff

• Comprehensive understanding for all• Leanne Hawken video great resource• Video alone is not enough…• Building must add their own description of

how the Tier 2 system will operate Data used to identify students Referral/Request for Assistance Reverse Request for Assistance

• Must also introduce your CICO DPR and detailed explanation of how the intervention will work Precorrect: what to do when a student is

unhappy with their score (corrective vs. negative feedback and other prompts for teachers based on common student reactions…)

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Student Orientation

• For all youth about intervention...'some kids may have a card sometimes’

• For kids on intervention Who, what, when, where Pre-correct: Teach students what to do

when they disagree with a score

• For youth who become CICO mentors/facilitators

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Family Orientation

• All families...what is CICO Inform during registration process Address at open house, through

newsletters, newspaper and other…• Families of kids on CICO...process for

explaining/consent Best if phone call is made directly to

family Followed by letter Consent: check with your district’s

decision makers

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TIPS AND TROUBLESHOOTING

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Training is half the battle… if

not more!

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Tier II- CICOTips & thoughts to remember

Data from Tier 1 constantly analyzed to identify youth in need (making sure “at risk” means “as risk” in your building”

System set up for students to be able to enter within 3 days and be oriented to the intervention

A consistent, happy face in the morning to positively greet students and help set the stage for the day

DPR card established based on 3-5 expectations and used daily at set intervals (used as a data gathering tool)

POSITIVE and/or corrective feedback is given in life time (less than 1 min)

What “most important” component would you choose/or add?

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Remember

Ideally same person in the morning and same person in the afternoon

Interactions in the morning and in classes are less than 1min. (be careful: if it’s taking longer, might be entering the “mentoring” zone)

Students with internalizing characteristics and externalizing characteristics can be successful on the intervention

Consider what “at risk” means in your building

Can be referred by student, staff, family, etc. (multiple entry points)

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CICO – what makes it workFinding the challenges before they find you

Make sure students, staff, families know what it is (and what it is not)!

The What it is NOT: Not a Tier 3 intervention Not an intervention to tell the naughty

kids more about why they are naughty Not an opportunity for staff to point out

why students are irresponsible, disrespectful, and unsafe

Another thing that teachers HAVE to do

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CICO – what makes it workFinding the challenges before they find you

The What it IS An extension of Tier 1 Able to help support about 10% of your school A re-boost of Tier 1 messages Opportunity for staff to communicate with youth

who “need a little bit more”: “nudge students” An intervention that should take less than 1 min. An intervention that provides positive adult

contact and direct feedback/learning opportunities

Do practice sessions with staff and allow them to actually experience CICO with one another

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CICO – what makes it workFinding the challenges before they find you

The WHO is this for: Consider students with internalizing

characteristics when designing CICO Nurses office visits, attendance, time with SW,

time out of class, etc. Once staff learn that “check-ins” and “point

sheets” are for “naughty kids”, hard to change that mindset

Make sure to integrate internalizing characteristics into your matrix

Students who need a little “nudge” Consider what “at-risk” means in your

building

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ACTION PLANNING• Use your Guiding Questions

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Guiding Questions

Spend some time reviewing the guiding questions and working on Action Planning

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WRAP UPQuestions, Follow-up, Final Comments