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Quick Sort Matrix

Quick Sort Matrix. *Design reinforcement strategy that allows for escape/avoidance. Steps to Implementation. Student Identification Consider program design for your school Develop a daily progress report (DPR) Design a reinforcement system Select a system for managing daily data

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Quick Sort Matrix

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  1. Quick Sort Matrix *Design reinforcement strategy that allows for escape/avoidance

  2. Steps to Implementation Student Identification Consider program design for your school Develop a daily progress report (DPR) Design a reinforcement system Select a system for managing daily data Establish plans for fading Create staff training materials and time Provide information for students and parents

  3. Evaluating Your CICO SystemSteps to Implementation

  4. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

  5. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

  6. Evaluating the System of CICO SYSTEMS MODIFICATION • Determine response: • systems modification or individual change?

  7. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

  8. Daily Points by Student: CICO SYSTEMS MODIFICATION • Determine response: • systems modification or individual change?

  9. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

  10. Evaluating Your CICO SystemSteps to Implementation

  11. System Modifications:Why is it Happening? • Are we implementing with fidelity? • Organizational assistance needed for students in managing DPR • Staff retraining for consistent DPR completion • Overall goals set too high/too low • Reassess student incentive plans for participating in CICO • Staff retraining on specific, positive praise when completing DPR

  12. Implementation Script: Teacher

  13. Team Time:Systems Assessment for Check-in/ Check-out • Go to: http://www2.smsd.org/cico/default.aspx • Analyze School-wide graph/Analyze Daily Points by Student Graph • As a team score the elements of the CICO Self-Assessment • 2-In place; 1-In progress; 0-Not in place • For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? • Update your Action Plan

  14. Progress MonitoringCICO Systems Data • http://www2.smsd.org/cico/default.aspx

  15. Evaluating the System of CICO ??? • Determine response: systems modification or individual change?

  16. Progress Monitoring Individual Student Data • http://www2.smsd.org/cico/default.aspx

  17. Daily Points by Student: CICO Individual Change • Determine response: systems modification or individual change?

  18. Data Decision Rules • What are data decision rules? • Decision rules for guiding data analysis and interventions • Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose. (Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. , 2004).

  19. Progress Monitor • If data indicate adequate response to the intervention • Continue or Fade • If 3-4 consecutive data points are below the goal line • Modify or Intensify Is the intervention being implemented with integrity? Does the intervention match the function of student behavior? Is the student making adequate progress in relation to the goal?

  20. Student Progress Graph: CICODaily CONTINUE • Determine intervention plan: continue/fade/modify/intensify?

  21. Student Progress Graph: CICODaily FADE • Determine intervention plan: continue/fade/modify/intensify?

  22. Fading Procedures:Move Towards Self-Monitoring • Increase the amount of time between feedback: am check/pm check • Eliminate AM Check-In or Eliminate PM Check-Out • Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

  23. Student Progress Graph: CICODaily MODIFY • Determine intervention plan: continue/fade/modify/intensify?

  24. Student Progress Graph: CICODaily INTENSIFY • Determine intervention plan: continue/fade/modify/intensify?

  25. Student Progress Graph: CICOWeekly INTENSIFY • Determine intervention plan: continue/fade/modify/intensify?

  26. Team Activity:Evaluating Individual Progress • Analyze individual student graphs for students enrolled in CICO • Apply Data Decision Rules • Determine intervention plan: continue/fade/modify/intensify

  27. Customizing Tier 2 Interventions:When Tier 2 interventions do not appear to be effective

  28. Student Progress Graph: CICOWeekly INTENSIFY

  29. Strengths/Concerns Identified What’s the problem? Should we keep or change the intervention? How will we know if it’s working? Why is it happening? What could we do about it? Problem-Solving Process Collect and Use Data

  30. Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible) Strength Area(s): Need Area(s): *Facilitator check for understanding Problem Analysis/Intervention Selection We are using _____________ to address the skill areas. Match function? (Intervention) We use it _______ per week for ________ minutes per day. Sufficient and Consistent? *Facilitator check for understanding Evaluation When looking at behavior over time changes in skills are: Additional data are necessary to know what to change? *Facilitator check for understanding

  31. Individual ModificationWhy is it Happening? • Matching the function to need • Creating student buy-in • Particular class or time of day • Matching the intervention to the intensity of the behavior

  32. Function-based Individualized Student Plans Behavior increases…. • To obtain something (attention, items) • To escape from something (people, activities)

  33. Student Progress Graph: CICODaily

  34. Intervention Summary Name: Tommy Talksalot Grade: 2 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

  35. Additional Comments: The team will review Tommy’s progress in two weeks.

  36. Intervention Summary Name: Suzy Snippy Grade: 6 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

  37. Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.

  38. Now You Try!

  39. Intervention Summary Name: Fred Flipsalot Grade: 3 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

  40. Additional Comments:

  41. Team Activity:Customizing the Intervention • Identify a student whose data led you to the decision to modify the intervention. • Use the intervention elements sheet to lead your team to a customized intervention: • Student Strengths and Needs learned to date. • Evaluate each element and determine areas that would make sense to customize. • Determine if additional information is necessary before implementing.

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