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Tier II Interventions Check-In Check-Out Overview & Review PowerPoint Presentation
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Tier II Interventions Check-In Check-Out Overview & Review

Tier II Interventions Check-In Check-Out Overview & Review

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Tier II Interventions Check-In Check-Out Overview & Review

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  1. Tier II InterventionsCheck-In Check-OutOverview & Review Presented by: Todd Nicholson, MS, NCSP Positive Behavior Intervention Specialist

  2. Today’s Objectives. . . . • Define the logic and core features of targeted interventions (Tier II). • Review some team processes for matching students to interventions. • Review the 8 essential elements and the specifics of a Check-in/Check-out (CICO) approach. • Self-assess if CICO is appropriate for your school. • Build an action plan for CICO implementation.

  3. Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior ~15% Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  4. Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Targeted Systems for Students with At-Risk Behavior ~15% Today’s focus Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All Students, Staff, & Settings ~80% of Students

  5. Critical Features of Targeted Tier II Interventions • Intervention is continuously available • Rapid access to intervention (72 hr.) • Consistent with school-wide expectations • Consistent implementation by all staff/faculty • Teacher involvement • Flexible intervention based on function of behavior • Functional Assessment/thinking

  6. Critical Features (cont.)Targeted Interventions • Adequate resources (admin, team) • regular meeting, plus 10 hours a week for coordination • Continuous progress monitoring for decision-making • Very low effort by teachers • Home/school linkage • Student motivated to participate • Ongoing improvement of intervention

  7. What is Check In/Check Out? (CICO) CICO is a highly effective, evidence-based intervention that helps students and staff develop positive connections while teaching social and self-management skills to at-risk students

  8. Function of CICO The primary function of CICO is to improve the overall efficiency of the school-wide procedures, while reducing the number of individualized interventions that are needed.

  9. CICO Within School-Wide PBIS All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

  10. CICO Plan Data Tracking Team Review Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out Check-in Check-out Cycle Class Check out TeacherChecks Class Check in

  11. Typical Decision Process • Student nominated for CICO • How students are entered into CICO will vary depending on school’s process • Gathering baseline data/contracts • Implementation • Review & improve

  12. CICO Record Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Comments:

  13. Example

  14. Why does CICO work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive, and sets up successful behavioral momentum.

  15. Why does CICO work? • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded. • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor)

  16. Why does CICO work? • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support

  17. Why does CICO Work? • Increased opportunity for linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress Not Today. . . . .

  18. Is CICO anEvidence Based Practices?? • Define behavioral expectations • Teach the expectations • Provide frequent feedback & reinforcement • Regular cycle of positive adult contact • Use of DPR to evaluate intervention effectiveness

  19. School Readiness for CICO Is your school ready to implement Check-In/Check-Out? Prior to implementation, it is recommended that certain critical features of Tier I are in place. Please review and complete the implementation readiness questionnaire.

  20. Caution If the necessary groundwork for any intervention has not been laid it will likely result in an unsatisfactory outcome Once an intervention has been tried and has failed, it can be very challenging to convince teachers and staff to give it a second chance.

  21. Turn & Talk • Work time 8 min • Handout/readiness checklist

  22. The 8 Essential Elements of CICO • Faculty & staff commitment • Dedicated CICO coordinator with team • SWPBIS in Place • Well- articulated process for identifying students in need of Tier II supports • Daily progress report card • Home report (option) • Reinforcement/reward system • Robust data system for decision making

  23. 8 Essentials in Setting up a CICO program 1. Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? • More than 5 students need extra support • CICO is designed to work with 10-12% of kids in a school • CICO typically “works” with 67% of identified students. • CICO does NOT replace need for individualized supports. 2. Team available • Team leader • CICO coordinator (morning, afternoon) • Team (ideally meets at least once every two weeks)

  24. Faculty & Staff Commitment A common misperception is that Tier II strategies will ‘fix’ students with problem behaviors and the teacher does not need to be an active participant in the intervention . . . It is important to stress that this intervention will require a high level of involvement among ALL staff within the school building (Lewis, 2009)

  25. CICO Coordinator Characteristics • Fluent with CICO procedures • Respected as a positive adult by students • Effective communication skills with students, school staff and parents • Consistent, organized with follow-through activity completion • Effective in using data for decision making with regard to student progress and implementation fidelity

  26. Action Planning • Faculty & Staff Commitment • What is needed to secure staff ownership of the process • Establish Team • In your setting, who will be on the team • Who would make a good CICO coordinator • Who would be the back-up • What is needed to give it the appropriate amount of staff time

  27. 8 Essentials in Setting up a CICO program (cont.) 3. School-wide PBIS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior 4. Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations • Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.

  28. Action Planning • Are your school-wide behavioral expectations being taught everywhere? What needs to be tightened up and how and when can this be done? • What is the status of the SW recognition system? • Student identification process • How will CICO be folded-in to the current process?

  29. School Problem-Solving Process What is the current process in place at your school for teachers to receive support with students? • What is the process for behavior concerns? • What is the process for academic concerns?

  30. Student Problem-Solving Team Data Functions • Examines groups of student data: ODR’s Attendance, nurse visits • Receives teacher nominations/requests • Decides if Tier II • Decides if SST is needed • Assesses efficacy of Tier II interventions Student Study Functions • Examines individual students • Function-based assessment • Design Tier III interventions • Assess individual student progress • Determine when to move on evaluation planning

  31. Teacher Nomination Process • Data Driven • Includes: • File review • Priority behaviors • Description of classroom interventions tried • Frequency, intensity, duration • Record of parent contact as appropriate • Reflection/Implementation Plan • Connect/Motivation Plan

  32. Decision Process for Identifying Studentsfor Tier II or Tier III • Teacher nomination • Student data consideration • Attendance • ODR • Academics • Functional Analysis • Intervention Planning • Review/Revise

  33. 8 Essentials in Setting up a CICO program (cont.) 5. Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. 6. Home report process • Can be same as progress card • Can be a unique reporting form

  34. HAWK Report Date ________ Student _______________Teacher___________________

  35. Daily Progress Report

  36. 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: Decide if this is appropriate for every student . Parent/Guardian Signature: ________________________________________________________ Comments:

  37. Action Planning • Selecting DPM • Home/school interface

  38. 8 Essentials for Setting up a CICO program (cont.) 7. Point Trading/reward menu & schedule • Reward for collecting and turning in daily progress card • Reward for meeting daily goal • Exchange system for points earned 28

  39. Point Trading/Rewards“The Why” • Helps students visualize and understand his/her behaviors • Helps students see behavior through others eyes • Helps students (in a tangible way) know that adults are close attention • Teaches goal setting and progress monitoring to students

  40. Point Trading/Rewards“The How” • Keep it Simple • Tie to SW recognition system as much as possible • Consider daily vs. weekly reinforcement • ‘Time’ rewards

  41. Action Planning Point Trading/Rewards Guiding question here. . . .

  42. 8 Essentials for Setting up a CICO program (cont.) 8. Collecting, summarizing and using data • Determine how to manage data collection • Daily updates • Weekly (scheduled) review by team • Referral to BSC structure for individualized interventions.

  43. Daily Data Used for Decision Making Ryan’s CICO Performance 2010-2012

  44. Daily Data Used for Decision Making Rachelle’s CICO Performance 2010-2012

  45. BEP Plan Data Tracking Team Review Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out BEP/Check-in Check-out Cycle Class Check out TeacherChecks Class Check in

  46. Building the Basic Cycles • Morning Check-in Routine • Teaching students when, when, how • Teaching check-in coordinator • Assess • Reward • Set-up or Redirect • Teacher Check-in/Check-out Routine • Teach students when, when, how • Teaching staff/faculty • Reward • Set-up for success, positive momentum • Evaluation