Preparing for Advanced Tiers using CICO

1. Preparing for Advanced Tiers using CICO Overview Calvert County Returning Team Summer Institute Cathy Shwaery, PBIS Maryland cshwaery@pbismaryland.org

2. Participants will • Understand the features of tiered interventions • Identify current systems and practices in place • Identify who will benefit from secondary interventions • Identify data sources for monitoring and evaluating effectiveness of interventions

3. get these tiers of support in order to meet benchmarks. These students + = Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling.

4. PBIS: Creating the Conditions for Learning Social Competence & Academic Achievement OUTCOMES Systems Supporting Staff Behavior • Team Approach • Administrator • participation • Community of • Practice (Skill • development and • performance • feedback) • Data Supporting Decision Making • Office Discipline • Referrals • Academic progress • Attendance, truancy • Direct observation • School improvement • goal progress • Process tools • (fidelity) DATA SYSTEMS PRACTICES Practices Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Correct behaviors • Consensus/collaboration

5. TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.

6. TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks 6

7. Key Features Tier II • Intervention is consistent with school-wide expectations • Similar implementation across students • Continuous availability & quick access to the intervention • All school staff are trained on the intervention • Intervention is flexible based on functional assessment • Data are used continuously to monitor progress of the intervention

8. Resource Mapping: Taking Inventory Tier III Practices, Initiatives, Programs for a FEW Tier II Practices, Initiatives, Programs for SOME Tier I Practices, Initiatives, Programs for ALL

9. Resource Map: Inventory

10. Intervention Recommendations • A variety of interventions may be appropriate for your school • Check-in/Check-out is recommended as a place to start for targeted group intervention • Evidence-based • Linked with the school-wide system • Efficient; can support several students • Cost-effective • Can be easily adapted if needed

11. How is CICO different than other “Behavior Card” interventions? • A Targeted Intervention Implemented Within a School-Wide System of Behavior Support • Behavior Cards typically classroom interventions • Implemented in all settings, throughout the school day • All teachers and staff are trained • Students identified proactively & receive support quickly • Team uses data for decision making to determine progress

12. Who benefits from CICO? • Students with multiple referrals (2-5 majors) • Students who receive several “minor” referrals • Students who receive referrals in multiple settings • Problem behaviors are not dangerous or severe • Students who find adult attention rewarding

13. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

14. Daily Progress Report • Students receive feedback from teacher several times per day (point rating) • Increased feedback on behavior • Increased praise • Increased teacher contact

15. Daily Progress Report consistent with SW Expectations

16. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

17. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback CICO Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

18. Daily Monitoring

19. Collaborative Team-Based Process • A team of individuals reviews the students progress on a regular basis • Data is collected on an on-going basis • Data is used to make decisions about the interventions success (or lack there of)

20. Monitoring for Effectiveness

22. Why does CICO work? • Structure • Prompts throughout the day for correct behavior • System for linking student with at least one adult • Increase in contingent feedback • Feedback occurs more often and is tied to student behavior • Inappropriate behavior is less likely to be rewarded • Elevated reward for appropriate behavior • Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

23. Is your school ready? • Obtain your most recent SET, TIC, and/or BOQ score. • If < 1 yr old, use your most recent score. • If > 1 yr old or if major changes have occurred regarding PBIS implementation in your school, administer the SET, TIC, and/or BOQ. • Proceed if you meet 1 or more of the following criteria: • >80% on TIC • >70% on BOQ • > 80%/80% on SET If Tier I practices and systems are not firmly in place, reconsider implementation of Tier II practices and systems at this time STOP

24. Have commitments & agreements been secured? • Has the principal agreed to establish Tier II practices & supports? • Has the principal agreed to attend training meetings? • Has the principal agreed to direct financial & personnel resources toward implementation? • Has the school established a behavior support team? • Have faculty members (>80%) agreed to implement Tier I practices & systems to support Tier II implementation? • Have faculty members (>80%) agreed to participate in Tier II implementation as needed? If commitments haven’t been confirmed (6 “yes”), reconsider implementation of Tier II practices and systems STOP

25. Summary • Resource Mapping- inventory of current condition • Tier I is in place schoolwide and in classrooms • Readiness and Buy-in: LAYERS of Support- attached to tiered framework • Teaming Structure • Decision Rules for Access & Exiting • Start with one: Check In/Check Out

26. References • www.pbismaryland.org • Crone, D.A., Hawken, L. S., Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program (2nd ed.). New York: Guilford Press.

27. Thank you!