PBIS Refresher 2015 handouts - · PDF fileCode of Conduct Social Responsibility Focus on...

Tier 1 and 2 PBIS Refresher

SD #73

Kent McIntoshUniversity of Oregon

The Foundations of PBIS Essential Elements of PBIS Introduction to Check-in Check-out A Tier 2 PBIS Practice

Team Action Planning for Next Steps

Today’s Topics

How long have you been implementing?PBISCICO

What have you seen with PBIS?

Who are you? Action Planhandout

Keep an ongoing action plan throughout the day

Rules, rules, rules…

Think of a “rule” you have seen lately Share your experience (briefly) with your

neighbourWhat was it?What was your reaction?

What do we want students to learn by the time they leave school? Academic skills… Social responsibility…No chewing gum?No hats?No running in the hallways?No fighting?No PDAs?

How do we react to problem behaviour? “Joseph, I’m taking your book away because you

obviously aren’t ready to learn. That’ll teach you a lesson.”

“Hsin, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.”

“You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.”

“Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

PRACTICES

SupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

PRACTICES

SupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic Achievement

Not specific practice orcurriculum…it’s ageneral approachto preventing

problem behaviour and encouraging

prosocial behaviour

Not limited to anyparticular group of

students…it’sfor all students

Not new…based ona long history of

effective educationalpractices & strategies

School-wide PBIS Goals

1. Build systems that make it easier to teach2. Create environments that encourage (rather

than discourage) prosocial behaviour3. Teach all students what is expected 4. Provide a continuum of behaviour support

to students who need more support to be successful

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Interventions:Specialized Group

Systems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

School-wide & Class-wide Systems1. Define school-wide expectations

(i.e., social competencies)2. Teach and practice expectations3. Monitor and acknowledge prosocial

behaviour4. Provide instructional consequences

for problem behaviour5. Collect information and use it for

decision-making

Code of Conduct

Social Responsibility

Focus on Bullying and Harassment

Restitution Self-Discipline

Academic Achievement

Responseto

Intervention

Safe, Caring and Orderly

Schools

Competing initiatives that can be addressed through PBIS Code of Conduct

PBIS as a way to teach students what is expected Social Responsibility

A way to teach prosocial behaviour A clear way to document school plan goals

Restitution Self-Discipline A way to fit effective restitution practices into a system of

student support Focus on Bullying and Harassment

Lessons on responses to all dangerous behaviour Academic Achievement/RTI

Create safe, predictable environments where effective instruction can take place and students can learn

School Climate and Academic AchievementCarmen GietzKent McIntoshGietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.

Do you know how your school expects students to behave?

At school, are you bullied, teased, or picked on?

Do you feel safe at school? Do you feel welcome at your school?

BC Student Satisfaction Survey (1042 schools in BC, over 250,000 students)




Significant Predictors of Reading Achievement: Grade 4




Significant Predictors of Reading Achievement: Grade 7

Does PBIS make a difference in Canada?Bissonnette & St-Georges (2014)Good, McIntosh, & Gietz (2011) Kelm & McIntosh (2011) Kelm, McIntosh, & Cooley (2014) McIntosh, Bennett, & Price (2011)McIntosh et al. (2014)Waterhouse & Chapman (2006)

Reductions in Serious Behaviour

Alberta reports that in schools using PBIS:70% reduction in office referrals40% reduction in out-of-school suspensions

and expulsions(Waterhouse & Chapman, 2006)

BC Elementary School Example:Office Discipline Referrals

What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary

Savings in School Staff time

(ODR = 15 min)

3,990 minutes 67 hours 8 8-hour days

Savings in Student Instructional time

(ODR = 30 min)

7,980 minutes 133 hours 17 6-hour school

daysGet the cost-benefit calculator at: www.pbismaryland.org!

BC Elementary School Example:Out of School Suspensions

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School District

% m

any

times

or a

ll of

the

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At school, are you bullied, teased or picked on?

2008

2009

Student Satisfaction Survey: Grade 4 FSA Results 2008-09: Grade 4

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% m

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Voices from Staff

PBIS “helps to create a school community where respect and responsibility are valued and education can be a focus.”

“The implementation of [PBIS] has given [this school] a positive feeling… Staff spend limited time dealing with negative behaviours and instead are able to teach children.”

Teaching Self-efficacy DefinitionThe extent to which teachers feel that they

can improve student outcomes Significantly higher in schools

implementing PBIS in Canada (Kelm & McIntosh, 2011) and the U.S. (Ross et al., 2006; 2012)

What about outcomes for teachers?

How do we implement PBIS?

Needs of PBIS

Staff Support 3-4 year commitment Proactive instructional approach

Resources Administrative leadership Time (FTE)

Monitoring Data systems

Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)

Agreements

Team

Data‐based Action Plan

ImplementationEvaluation

TypicalPBIS

Implementation Process Where can I learn

more about PBIS?

Resources

Websites: bcpbs.wordpress.compromisingpractices.research.educ.ubc.capbis.org

Making Connections ConferenceRichmond, BC Oct. 28 – 30, 2015

Essential Elements of PBISUsing the Team Implementation Checklist

(Latham, 1988)

261 schools implementing PBIS Predictors:School demographic variablesSchool variables School team actionsDistrict actions

What schools are more likely to sustain PBIS? (McIntosh et al., 2013)

The extent to which the critical features of the practice (e.g., PBIS) are implemented as intended

Helps team target next steps and areas for improvement

Helps us improve outcomes for students

What is… fidelity of implementation?

Why assess it?

Use research-based fidelity of implementation tools

Investigating our Fidelity

Team Implementation Checklist (TIC)Available and enterable at:www.pbisassessment.org

22 items Completed by school team (with coach) Used monthly or every other month

Purpose:Self-assessmentAction-planning

Team Implementation Checklist

00.20.40.60.8

11.21.41.6

1 2 3 4 5 6 7 8 9 10

TIC

%; O

DR

/100

/day

Schools

New Mexico 03-04 ODR and TIC r = -.698TIC % ODR/100/Day

Higher TIC scores are associated with lower ODRs

What is the process?1. The school team completes one checklist

together2. The team then reviews progress and creates

an action plan for implementing features3. The team completes the same form monthly

or quarterly until all features are in place

Team Implementation Checklist

1. Establish Commitment2. Establish and Maintain Team3. Self-assessment4. Establish School-wide Expectations:

Prevention Systems5. Classroom Behaviour Support Systems6. Establish Information System7. Build Capacity for Function-based

Support

Team Implementation Checklist:General Steps

New to the TIC?Complete one TIC together as a team

Returning Champions?Check back on your initial TIC scores

What changed in your evaluations? Why?

The TIC:The Roadmap for PBIS

TIC: Establish Commitment

Critical componentsAdministrator’s active supportAt least 80% staff supportPeople willing to serve on team

What does support mean?

Assessing Commitment

Complete (or review): Items 1 and 2

Decide on one score Add any needed items to your action plans

Take 5 minutes

Activity: Complete the TIC TIC: Establish & Maintain Team

Administrator Grade level representation General and special education Staff leaders and champions New staff

Who should be on aschool PBIS team/committee? TIC: Establish & Maintain Team

How do we get from problem to solution?

Problem

Solution

NormsRolesAgenda

1. Inform facilitator of absence/tardy before meeting

2. Avoid side talk3. Remind each other to stay focused

4. Start and end on time5. Be an active participant

Core rolesFacilitatorMinute takerData analystActive team memberAdministrator

Backup for each role

Define roles for effective meetings

Typically NOT the administrator

Celebrations/Successes (5 minutes) Review Implementation Data (10 minutes)Review implementation action planUpdate action plan with next steps

Data-based Problem Solving (15 minutes)Review student outcomes dataPlan school-wide interventions

Other Business (10 minutes) Items for next meeting

Generic Meeting Agenda

TIC: Establish & Maintain Team

“The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.”

Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

Juggling Competing Initiatives

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

School PlanGoal

Working Smarter Matrix

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Plan Goals.

Complete (or review): Items 3, 4 and 5


Take 5 minutes

Activity: Complete the TIC

TIC: Self-assessment

An Introduction to PBIS Assessment

www.pbisassessment.org

PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBIS decision making

And it’s free to use!

What is PBIS Assessment?

Team Implementation Checklist (TIC) PBIS Self-Assessment Survey (SAS) School-wide Evaluation Tool (SET) Benchmarks of Quality (BoQ) SWPBIS Tiered Fidelity Inventory (TFI) School Safety Survey (SSS)

What measures can be used with PBIS Assessment?

You can enter pen and paper surveys into the system or have respondents (staff, students, parents) complete surveys online

All you need to do is set up an account with your district coordinator, Chris Wood ([email protected]), and request survey completion times

How can I enter information?

Team Implementation Checklist Completed by: team Entered by: one enterer

Self-Assessment Survey Completed by: staff or team Entered by: individuals online or one enterer

School-wide Evaluation Tool Completed by: district team Entered by: local coordinator

Benchmarks of Quality Completed by: team and coach Entered by: coach

School Safety Survey Completed by: staff, students, parents, etc. Entered by: individuals online or one enterer

Assessment summary sheet

PBIS Self-Assessment Survey (PBIS Survey)

Available and enterable at:www.pbisasessment.org

What is it?A staff survey of features in place and priority for

implementation (FIDELITY) Who completes it?All school staff or school team members

How long does it take?20-30 minutes

PBIS Self-Assessment Survey

What is the process?1. Request a survey link from Chris2. The school team (or entire school) completes

the survey independently3. The team (or school) identifies areas that

have low implementation and high priority for its action plan

PBIS Self-Assessment Survey

1. Identify systems for focusCurrent status of “in place” is < 40%, andPriority for improvement is “high” for > 50%School-wide and Non-classroom are core

2. Identify specific features within the specific systemSelect smallest change that will make biggest

difference Incorporate into ACTION PLAN

Analyzing PBIS Survey Results

School-wide Benchmarks of Quality (BoQ)Available and enterable at:www.pbisasessment.org

What is it?A self-assessment and/or external rating scale

(FIDELITY) for advanced teams Who completes it?School team membersExternal coaches

How long does it take?Team: 20-30 minutesCoach: 20-30 minutes initially (then 15-20 min)

Benchmarks of Quality (BoQ) TIC: Self-assessment

Behaviour Profiler (www.profco.ca)Used in Ontario and Quebec

EzDiscipline (www.ezdiscipline.com)Used around BC

Incident Management Program (www.theimp.ca)Used in Northwest Territories and Kamloops

School-wide Information System (www.swis.org)Used in Chilliwack, Victoria, Saskatchewan

Use Data for Decision-making:Office Discipline Referral Systems

Tota

l Offi

ce D

isci

plin

e R

efer

rals

Total Office Discipline Referrals as of January 10

Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000

What

What Where

WhereWhen

When Who

WhoTIC: Self-assessment

What are our next steps for implementing? EstablishWHO will doWHAT byWHEN

Effective Action Plans



Take 5 minutes


TIC: Establish Expectations

…is an expression of what we as adults value

…is an invitation to an interaction

“Do NOT…”

Critical Features of EffectiveSchool-wide Expectations Small number2 to 5

BroadCover all expected behaviours

Memorable Positively stated

Be obedient.No fighting.No drugs or weapons on the property.Act responsibly.

School-wide Behaviour ExpectationsNonexample:


Family Teaching

Matrix

SETTING

At home Morning Routine Homework Meal

Times In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

1. Write behaviour expectations across top2. List settings/contexts down left side3. Provide at least two positively stated,

observable student actions in each box (use the “dead person rule”) The best example of behaviour The positive alternative to the most common

error

Create a School-wide Expectations Matrix


Teach social and emotional skills just like academic skills

Use positive & negative examplesGoal is for students to identify the line

between acceptable and not acceptable Regular practice is needed to build skills Provide performance feedback Monitor progress in skills If students have trouble, reteach and provide

practice

Tell

Show

PracticeFeedback

Reteach

Teaching Academics & Behaviours

Behaviourchange is an instructional

process

Behaviours are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills:For a child to learn something new, it needs to

be repeated on average of ___ times Adults average ____ - Joyce & Showers, 2006

For a child to unlearn an old behaviour and replace with a new behaviour, the new behaviourmust be repeated on average ___ times (Harry Wong)

Why Develop a System forTeaching Behaviour?

…in the washrooms

…in the cafeteria

Teach in Context

Elementary School example: http://vimeo.com/20955727

Secondary School example: http://www.youtube.com/watch?v=5C-Wyy_lPNk

Using Instructional Videos to Teach Expectations

Teaching Schedule Example: Cultus Lake Community School

September = RespectfulOctober = ResponsibleNovember = Ready(then recycle as needed)

Theme of The Month Identify times, places, and expectations

that require reteaching for multiple students

OptionsReteach with same lessonsVideosGames (Expectations Jeopardy)Embed into curricula

Use Booster Lessons as Needed Throughout the Year


All students, regardless of age, need some level of teacher attention.

Good behaviour, expected behaviour, is GUARANTEED to obtain teacher attention.

Bad behaviour, serious problem behaviour, is GUARANTEED to obtain teacher attention.

Let’s do an exercise with this …

(Colvin, 2010)

On-going Acknowledgement of Appropriate Behaviour

Every faculty and staff member acknowledges appropriate behaviour

5 to 1 ratio of positive to negative contacts

System that makes acknowledgement easy and simple for students and staff

Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)

Summit PositiveBehaviourSlip

Examinations of continued use of skills and ratings of personal interest

Verbal rewardsStrong positive effects and very few

detrimental effects Tangible rewardsMost studies show strong positive effectsSome detrimental effects in some

circumstances

Results of 40 Years of Research into Motivation

Preschool students were observed in a drawing activity of initial intrinsic interest

Two conditions No reward Expected reward

Students were observed again in same activity, measuring percent of time on task

Students who received the expected reward spent less time drawing in subsequent free time

Lepper et al., 1973

Rewards are expected Rewards are given only once, and then

stopped Rewards are given for activities with high

intrinsic interest Rewards are delivered to coerce future

behavior

Tangible rewards may decreaseintrinsic motivation when:

Tangible rewards may increaseintrinsic motivation when: Rewards are unexpected Rewards are given intermittently Rewards are given for activities with low

initial intrinsic interest


Clear set of definitions for all categories on the office discipline referral form exists

Once behaviours are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

130

Appropriate Definitions of Problem Behaviours

TARDY

T-ChartStaff Managed

BehavioursOffice Managed

Behaviours

Summit Behaviour Slip

When you see it…Label it (using language of expectations)Reinforce it

When you don’t…Use a signal (that has been taught)Label and reinforce appropriate behaviour

Look continuously for appropriate behaviour

Acknowledge other students’ use of desired behaviour

Wait for appropriate behaviour, then…ReinforcePrompt expected behavior and reinforce

Look to reinforce future appropriate behaviour

When minor, non-interfering problem behaviour occurs…

Use proximity but approach at eye level from side

Ask the student to self-assess their behaviour Ask the student what would be appropriate

behaviorRemind/model as needed

Disengage and provide time to choose Have the student practice appropriate behavior Positively reinforce Look to reinforce future appropriate behaviour

When minor, interfering problem behaviour occurs…

Follow school procedures Use a professional teaching voice Remain calm Be consistent

When major problem behaviouroccurs…

Identify what triggers problem behaviourCreate plan to prevent it

Identify what reinforces problem behaviourTake care not to reinforce it

Identify a more appropriate way for student to meet her/his needsTeach and practice it

When repeated problem behaviour occurs…

Teach the right wayModeling, asking, progressive time delayJumping in to solve problem may not teachKeep it brief

Use positive practiceMildly aversiveActual practice in

the skill

How do we make our responses more instructional?

1. Tell me what happened2. What you were thinking at the time?3. What do you think about it now?4. Who did this affect?5. What do you need to do about it?6. How can we make sure this doesn't

happen again?7. What I can do to help you?

The “Restorative Chat”(for administrators after ODRs)

Create a flow chart to guide student behaviour management

Keep it as simple as possible

Keep it as clear as possible

Develop a Process Flow Chart

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Reports

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Reports

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Complete (or review): Items 9 through 14


Take 15 minutes!


TIC: Classroom Systems

MatrixSETTING

All Settings Hallways Playground Cafeteria

Library/Computer

LabAssembly Classroom

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Expe

ctations

Classroom Routines Matrix

Routine What do you expect?

What is the signal?

1

2

3

Complete (or review): Items 15 and 16


Take 5 minutes


Use Data for Decision-making Sifton Elementary School Office Discipline Referrals

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60

October November

Tota

l ODR

s

PlaygroundClassroom

Sifton Playground Challenge



Take 5 minutes


TIC: Function-based Support








~80% of Students

~15%

~5%



SUPPORT

Efficient, ongoing programs for multiple students who need some additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students

Tier 2 Practices Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for

success (and recognition) Academic assistance

Examples: Sensory Room, Rule School, Contracting, Social Skills Groups, Grief/Friendship Groups, Mentoring…








~80% of Students

~15%

~5%



SUPPORT

Intensive Individual Interventions

Individualized, function-based behaviour support

Identify what basic need students are trying to meet with problem behaviourTeach adaptive, prosocial skills to meet those

needsChange environments to make problem

behaviour less likelyStop inadvertently making problem behaviour

worse



Take 5 minutes


Putting It All Together

Description of PBIS Mission Statement, PBIS Team Members Expectations & Rules Lesson Plans Description of Acknowledgement System Referral Process (flow chart) Referral forms (Major & Minor) Definitions of Problem Behaviours Suggestions for Effective Consequences

What goes in a School PBIS Handbook?

When should training occur?

Who should attend?

How long should it last?

Who should conduct the training?

Teaching Staff about the PBIS Systems

Complete all remaining items Review your school’s progress

1. Celebrate your successes Identify 2 strengths (“achieved” or “in progress”)

2. Identify steps for action planning Identify 2 next steps (“in progress” or “not in

place”) Use your action plan

Activity: Finish the TIC

Introduction to Check-in Check-outA Tier 2 PBIS Practice

Resources:http://kentmcintosh.wordpress.com

Tier 1 SystemsFor all students

(prevent challenges)

The Three Tier Model

Tier 3 SystemsFor students with

significant challenges

Tier 2 SystemsFor students at risk

for challenges

A program to add:Mentoring by an adult in the school who looks

out for the studentStructured process of feedback and

recognition to a school day Instruction in needed skills School-home communicationBuilt-in monitoring of student progress

Check-in Check-out (CICO)(aka the Behaviour Education Program)

Public schools with typical resources No “hired guns”

Implemented from Pre-K to Secondary School Rated by teachers and students as efficient,

effective, and acceptable Results for most students (Grades PK to 12):

Reductions in problem behaviour Increases in academic engagement Reduced ratings of problem behaviour Increased ratings of prosocial behaviour

Research on CICO to date:Over 20 published studies 1. Improved structure in all locations

Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

Why does CICO work?

1. Improved structure in all locations Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides

momentum3. Increase in performance feedback and recognition

Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)

Why does CICO work?1. Improved structure in all locations

Links student with multiple adults in the school Prompts are provided throughout the day for correct behaviour

2. Student is set up for success First contact each morning is positive “Blow-out” days are pre-empted First contact each class period is positive and provides

momentum3. Increase in performance feedback and recognition

Feedback occurs more often and is tied to student behaviour Feedback is encouraging Mentor recognition at end of day (tangible optional)

4. Linking school and home support Provide format for positive student/parent contact

5. The ultimate goal is student self-regulation Gives skills to self-monitor and manage their performance

Why does CICO work?

Connecting students with caring and supportive adults

Connecting students and teachers through meaningful performance feedback

Connecting home and school through increased communication

CICO is about CONNECTING:

What does CICO look like?

Student Recommended for CICO

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SBT Meetingto Assess Student

Progress

Fade Program

ReviseProgram

Check-in Check-out System

ContinueProgram

1. Student checks in with mentor at arrival to schoolAcknowledge student for checking inPrepare student for day

Do they have materials? Do they need neutralizing activity?

Turn in previous day’s signed cardPick up day’s cardReview/reteach daily goalsPrecorrections for appropriate behaviour

CICO Daily Cycle

2. At each class periodStudent brings card to teacherTeacher acknowledges student for checking inTeacher rates & provides feedback

3. Check out with mentor at end of dayReview day’s points & goalsMentor acknowledges and/or encouragesTake successful card home for parent signature

CICO Daily Cycle

4. Give successful card to parent/ Parent acknowledges/recognizes successes Acknowledgement Encouragement for next time

Parent signs card

5. Student returns signed card next day

6. Coordinator enters daily point data

CICO Daily Cycle

Sample CICO CardName: ____________________________ Date: ______________

0 = Needs work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Morning Work 0 1 2 0 1 2 0 1 2

Reading 0 1 2 0 1 2 0 1 2

Lunch/Recess 0 1 2 0 1 2 0 1 2

Math 0 1 2 0 1 2 0 1 2

PE/Music/Block 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

CICO Self-Monitoring CardName: ____________________________ Date: _____________

3 = Great 2 = Okay 1 = Hard Time + = Accurate - = Not accurate

Safe Kind Responsible

Homeroom 3 2 1 3 2 1 3 2 1

English 3 2 1 3 2 1 3 2 1

Math 3 2 1 3 2 1 3 2 1

History 3 2 1 3 2 1 3 2 1

Elective 3 2 1 3 2 1 3 2 1

Today’s goal: Today’s total points:

Today’s Accuracy Goal: Today’s Accuracy Total:

Use a single card with school-wide expectationsCard needs to be quick & easy for staff to

completeOk to vary cards developmentally

i.e., primary vs. intermediate

A Critical Feature of Effective Point Cards

Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

How do we implement CICO?

School-wide (“green zone”) behaviour support system in place

Staff buy-in for implementing CICOCICO implementation a top priority

Administrative supportTime and money allocated

CICO Readiness Checklist (Crone, Hawken, & Horner, 2010)

Form online

CICO Self-Assessment and Action Planning Form

Handouts: http://kentmcintosh.wordpress.com

1. Create a CICO team2. Identify and train CICO Coordinator3. Create a daily CICO card4. Develop a nomination system5. Create a data system6. Create a plan to train teachers, students,

and parents

CICO Implementation Steps

Representative team (could be SBT) Teachers, staff, administrator CICO Coordinator CICO Mentor(s)

Access to resources Meeting time at least every two weeks

1. Create a CICO team

Coordinator Chair CICO meetings, faculty contact,

improvement Mentor(s)Check-in, check-out, meeting, data entry

Together (Coordinator + Mentor) = about 10 hours/wk

All staff need to know about the program and their roles

Organization and Structure

WHAT FITS YOUR

SCHOOL?

Combining these roles/

responsibilities across multiple

staff or not?

CICO Coordinator vs. MentorCoordinator Facilitates the CICO

system Runs the meeting Enrols students

Training

Contact for staff and families

Organizes and summarizes data for meetings

May also be Mentor

Mentor Check-in at start of day Check-out at end of day Attends CICO meetings May enter daily CICO

data

Lead morning check-in & afternoon check-out Enter CICO data daily Organize and maintain records Process CICO nominations Create graphs for CICO meetings Gather supplemental information for CICO

meetings Prioritize CICO students for team meetings

2. Identify/train CICO Coordinator and Mentors

Identify the behavioural expectations for ratings Consistent with school-wide expectations

Fixed or variable

Positively stated

Identify how often teachers rate the students’ behaviour

Ensure the card is age-appropriate

Ensure the card is teacher-friendly and easy to use

Decide if a different card will be used for home notes

3. Create a daily CICO card

CICO Card:Dufferin

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:

Identify criteria for placing students on CICOTeacher nominationAutomatic referral (multiple behaviour

incidents) Create a parental consent/notification form Create decision rules for CICO graduation

4. Develop a nomination system CICO Parent Consent Form:Dufferin

1. School team identifies student Teacher nomination form Multiple office referrals/behaviour log entries

2. Student must choose to participate3. Teach routines to students, teachers, & parents4. Establish school & home recognition system

CICO Startup Process

Leanne Hawken’s typical teaching plan for elementary school students onlineExplain CICO in generalWalk through the card

Have student show/describe expected behavior Explain points process and goals

Teach process for: Check-in with mentor Check-in and out with teacher(s) Check-out with mentor Taking card home

Sample Student Lesson Plan


Identify/create a computer program to enter and graph data

Identify:Who will enter dataWho will create graphs for team meetings

Create guidelines/timelines for: Sharing graphs with the whole staff Sharing graphs with parents

See Excel sheet at: kentmcintosh.wordpress.com

5. Create a data system

Team meetings at least every other week Evaluate point data for current studentsCoordinator provides graphs for all studentsTroubleshoot students not making progressConsider graduation for successful students

Evaluating CICO Progress

CICO-SWIS (www.pbisapps.org) Excel graph online

Evaluating CICO Progress:Options


CICO Team Meeting AgendaDate:____________ Note Taker:___________Team Members Present:___________________________

List of Priority Students:1) Evaluate Current Student Progress (priority students)2) Discuss New Referrals3) Identify Students to Receive Extra Acknowledgment4) Other CICO Issues or Students

Evaluating CICO Progress: Sample Agenda

Design lesson plans to train students Checking in and out with mentor and teacher Accepting feedback appropriately

Create plan to train parents on how to provide feedback at home Positive or encouraging

All staff taught rules for accepting, completing, and returning the card Positive first interaction

Encouragement and precorrection Specific feedback (“parent safe”)

6. Create a plan to train teachers, students, and parents

Monitoring progress with CICO

Collect PLEP by rating student without training student to use card

Set initial objective as 10% of points above baseline

Revise based on data

Creating IEP Goals and Objectives using Daily Point Report Cards

Using CICO data for decision making

A

DC

B

Decisions to make:

1. Is the student experiencing more success?

2. CONTINUE – REVISE – FADE ?

Manual on How to Implement Check-in Check-out

Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2nd ed.). New York: Guilford Press.

Team Action Planning for Next Steps

1. Brainstorm a list of possible next steps for your school

2. Prioritize them for the next few months Smallest change biggest effect

3. Develop the details WHAT, WHO, WHEN, HOW KNOW?

4. Hint: use the TIC!1. Identify strengths2. Identify next steps in implementation

Action Planning Contact Information Kent McIntosh

Special Education ProgramUniversity of [email protected]

@_kentmc


Cannon Beach, Oregon © GoPictures, 2010

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