Data, Systems and Practices in CICO

1. Data, Systems and Practices in CICO ISTAC/IL PBIS NetworkAli Hearn, Technical Assistance Coordinator

2. Session Objectives: • Learn how to identify challenges in implementation that may be effecting CICO outcomes • Review tips and strategies other schools have used to overcome these common challenges • Understand how to coach school teams in effective implementation of CICO

3. WHERE ARE WE AT IN THE TRIANGLE? Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive • More intense as youth move up triangle (more teacher/family time, more data) • Available at all 3 tiers • Fidelity at Tier 1 improves Tiers 2/3 Students receive supports based on their response to intervention

4. Positive Behavior Interventions & Supports:A Multi-Tiered System of Support Model (MTSS) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in Check-out (CICO) Intervention Assessment Social/Academic InstructionalGroups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning(FBA/BIP) Individual Student Information System (ISIS) Complex or Multiple-domain FBA/BIP Person Centered Planning: Wraparound/RENEW Family Focus SIMEO Tools: HSC-T, SD-T, EI-T Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004

5. How intense is YOUR CICO?

6. Layering of Support

7. BEP Plan Weekly BEP Meeting 9 Week Graph Sent Morning Check-In Program Update Daily Teacher Evaluation Home Check-In EXIT Afternoon Check-In CICO (BEP) Cycle Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004

8. 10 Critical Features: Considerations- CICO • Continuously available for student participation • Each student’s participation should be time-limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention. • Implemented within 3 school days of determination that the student should receive the intervention • Youth can enter intervention at point of identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson. • Can be modified based on assessment/outcome data • Limit modifying actual intervention for individual students unless youth is at ‘individualized’ level of support • All staff, students, & families are informed of the details of the interventions

9. Do you know if what you are doing is working? Gathering Data

10. “Individualized Student Card for Mark”(After FBA/BIP) Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. “Social & Academic Instructional Groups”(sample academic skills group) Mark will count to 10 when feeling angry Walk to classKeep hands to self Mark will hold up a yellow card to indicate needing a break Use appropriate languageRaise hand to speak Mark will get his log-book signed by teacher at end of class Bring materials Fill out assignment notebook Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

12. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Meeting Secondary Systems Team Meeting Problem Solving Team Meeting Tertiary Systems Team Meeting Standing team; uses FBA/BIP process for one student at a time Uses process data; determines overall intervention effectiveness Uses process data; determines overall intervention effectiveness Plans schoolwide & classroom supports Check-In Check-Out Universal Support Complex FBA/BIP Wraparound Skills Groups Brief FBA/BIP Group w. individual feature Brief FBA/BIP Illinois PBIS Network Rev. 11.19.2012

13. What if what you are doing is NOT working? Troubleshooting

14. CICO what you need to knowFinding the challenges before they find you WHY? WHAT? WHO? WHERE?

15. CICO – what makes it workFinding the challenges before they find you • Make sure students, staff, families know why!The WHYwe do it/need it • Added layer of support for youth who need more • Take time during staff meetings, newsletters, etc. to explain the “why”(layering/triangle) • Do it now so you don’t need to reboost later! • Can help to compare academic and behavioral interventions – same 3 tiered philosophy • Not forever – no shaming or blaming

16. CICO – what makes it workFinding the challenges before they find you • Make sure students, staff, families know what (it is not)! • The Whatit 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

17. CICO – what makes it workFinding the challenges before they find you • The Whatit 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” • An intervention that should take less than 1 min. • An intervention that provides positive adult contact and direct feedback • Do practice sessions with staff and allow them to actually experience CICO with one another

18. CICO – what makes it workFinding the challenges before they find you • The WHOis this for • Consider students with internalizing characteristicswhen designing CICO • Nurses office visits, attendance, time with SW, 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

19. CICO – what makes it workFinding the challenges before they find you • The WHERE – will all of the SYSTEMS go?! • Where will kids check in • With who • Who will send letters home • Who does data entry • Who looks at the data • Who informs the staff of CICO updates • Who is looking at the fidelity of intervention • Who invites the youth • Who sets up graduation/celebrations

20. CICO – TIPS of the tradeA few of the biggest “hang-up” areas • Consider how, when, and who will train staff, families, and students • Think about location of check-ins • Consider who will be facilitating • Consider request (families, student, teacher) for entrance • Positive, positive, positive • All aboard! (including administration) • Some schools even have check-in times during class! • Knowledge is key to success. The more they know!

21. TRAINING IS HALF THE BATTLE!

23. Coaching Model(Tier 3 and more) • PBIS Network • Do for • Do with • Cheer on • External Coach • Do for • Do with • Cheer on • Facilitators • Do for • Do with • Cheer on • Students & Families

24. Examples from the Field

25. The Changing Role of Clinicians In Support of Tier 2/3 Practices

26. Social Worker, 2006 • Daily Job Responsibilities: • Individual and Group Counseling • Crisis Intervention Work • FBA and BIP • Social Developmental Evaluations • Assessments • Consultation with teachers • Problem Solving Team Meetings (weekly) • Beyond the Limits: Projects Outside of Daily Duties • “Hero In The Hallway” • Red Ribbon Week Competition/Activities • Character Education Curriculum Development for 6th grade • Social Emotional Learning Grant / Planning

27. Social Worker, 2016 • Daily Job Responsibilities: • Tier 3 Meetings (weekly) • Tier 2 Meetings (weekly) • Student Support Programming Data Team Meeting(weekly) • Student Support Programming Team Meetings (weekly) • Train Facilitators in the Development of FBA and BIP • Lead Trainings for Classroom Teachers (social and emotional strategies) • Train Facilitators/Help Support Facilitators for SAIGs (weekly) • PBIS Interventions Facilitator – During Raider Time • Individual and Group Counseling • Crisis Intervention Work • Assessments

28. General Themes • Majority of work was 1 on 1 • Not reaching enough youth with social/emotional needs • Used discipline on youth which removed them from the environment that we wanted to keep them in • Youth who just needed a “nudge” had been over-serviced for years • Youth who needed “more” were unidentified and slipped through the cracks

29. Common Trends • Moving from reactive to preventative • Time efficient and least restrictive • Moving from Tier 1 to leading Tier 2/3 • Facilitating Tier 3 Interventions • Serving students needs vs. “labeled” populations • Systems approach • Intervention vs. Referral to Professional • Using data for decision making

30. HHS SW Time Study Daily Breakdown of Responsibilities Percentage of Time Spent Directly with Students per Contract Day

31. The PBIS Dream Team Miller Hearn Saul Sharkey

32. Updated: 2/15/2012 Huntley High School Map of Student Support Programming Systems Team: Systems Coordinators: Student/Parent Ambassadors: Building Administration, Academic/Behavioral Intervention Three to Five Representatives Coordinators, Tier 1/2/3 Coaches, District RTI/PBIS High Academic Intervention Coordinator:Kirsten Frederick Behavior Intervention Coordinator: Anne Sharkey Tier 3 Coaches—Christina Nichols/Danyce Saul RENEW* Saul IEP/SpEd* Nichols Level of Intensity FBA/BIPs* Szarszynski Tier 2 Making Connections* Konie S/AIGs* Zacharias ICICO* Henk Coaches—Jamie Meindl/Karen Miller Ten Mark (Math)* Kish Read 180* Frederick 9th Hour Writing* Conant AMP Meindl Check-In/ Check-Out* Henk Tier 1 Raider Aid Price CRISS* Swartzloff(s) Coaches—Angela Moyer/Joselyn Hummel/Jennifer Lang Core Curriculum* Team Leaders Guided Study Hall Peer Tutoring (NHS) Hummel 9th Grade Advisory (Link Crew) Zaleski, Grabner, Lindquist Rachel’s Challenge (Psych Club) Romanski The Raider Way Sharkey Low Area of Focus Academic Social/Emotional/Behavioral *- meets all PBIS/RTI criteria - Not Fully Implemented - Student-led Intervention Bold

33. Making CICO work for you And it can work….for all of you 

34. The New CardHuntley High School

35. The New CardStreamwood High School: U- 46

36. Linked to Expectations Continuously Available Quick Identification Modified based on Data Structured Prompts for Student Behavior Positive Feedback School-Home Contact Intervention Info for Student Intervention Info for Staff Practice New Skills Figure out your criteria and your program What CICO looks like at your school? Check-In Check-Out vs. Making Connections

37. Fidelity with Flexibility

38. Discussion/Reflection Questions • What’s one concrete thing you can take from today back to your practice? • How might you support or modify Tier 2 systems at your school/district? • How could modifying the role of clinicians in your school/district bring about better implementation of Tier 2 & Tier 3 practices?

39. OtherQuestions/Comments

40. Before you leave the session... • Take a moment to reflect on the session • Record your thoughts in the back of your program booklet • These notes will assist you in completing the online evaluation after the conference • Your comments are valued and assist in developing future conference sessions