Tier II: Targeted Group Interventions and Check In Check Out (CICO)

1. Tier II: Targeted Group Interventions and Check In Check Out (CICO)

2. Michael Lombardo Director Interagency Facilitation mlombardo@placercoe.k12.ca.us Rainbow Crane Behavior RtI Coordinator rcrane@placercoe.k12.ca.us Celeste Rossetto-Dickey Student Support Practitioner crossetto-dickey@placercoe.k12.ca.us Kerri Fulton Student Support Practitioner kfulton@placercoe.k12.ca.us

3. Training Behavior Expectation

4. Training Objectives • Define your sites targeted group interventions • Develop CICO System • CICO team • Referral process/ Universal Screening • Initial meeting & Agreements/contract • Develop Point Card • Rewards menu & process • Plan for fading/graduating • CICO-SWIS readiness • Refer to Worksheet 9

5. Intensive Individualized Interventions: Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behavior ~15% School-/Classroom- Wide Interventions: All Students, Staff, & Settings ~80% of Students

6. Major Features of Targeted Interventions • Assumes a Tier 1 School wide PBIS is in place • Involves a problem-solving focused behavior support team • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Screening to identify a % of students non responsive to Tier 1 • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • Bi-weekly meeting • Student chooses to participate • Uses efficient, available evidence based practices • Includes data-based progress monitoring & decisions • Have an entry & exit criteria, with non-responders moving to Tier 3

7. Characteristics of Targeted Interventions Keys to Changing Behavior • Explicit teaching • Structured prompts • Opportunities to practice • Opportunities for positive feedback • Strategies for fading support • Communication with parents • Regularly reviewing data to monitor student progress C. Borgmeier, 2011

8. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

9. Team Task • Identify Tier II Targeted Group Interventions within your district and site. • Review Handout 4 and Complete Worksheet 9: Tier II Intervention Inventory

10. Check In Check Out (CICO)

11. Check-In/Check-OutResearch Support • Pre schools • Sandy Chafouleas, et al 2007 • Elementary Schools • Amy Kauffman-Campbell, 2011 • Kent McIntosh, et al, 2009 • Anne Todd et al, 2008 • Sarah Fairbanks et al, 2007 • Doug Cheney et al, 2006; 2007 • Leanne Hawken et al. 2007 • Filter et al., 2007 • Middle Schools • Jessica Turturra, 2013 • Leanne Hawken et al 2003 • Rob March et al 2002 • High Schools • Jessica Swain-Bradway, 2009 • Residential • Swoszowski, Nicole Cain, et al, 2012

12. 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 • Increase in contingent feedback • Feedback occurs more often • Feedback is tied to student behavior • Inappropriate behavior is less likely to be ignored or rewarded

13. Why does CICO Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • 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 • Linking school and home support • Provide format for positive student/parent contact • Program is organized to move towards a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

14. BASIC CYCLE Check In Check Out (CICO) Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Student Referred for CICO CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator Summarizes Data For Decision Making Exit Program

15. Is the CICO System Appropriate for you? Are there more than 10-15% of students with chronic patterns of problem behavior? Is a Tier I PBIS system in place? Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up?

16. Team Task 1. Readiness: PBIS Tier I in place Review your TIC and SET results (80%)? Year 1 task completion in place? CICO Worksheet 1 What do you need in place to make this happen? 2. Review your school SWIS Data by Student

17. CICO Team Leading Systems Implementation

18. Next Steps • Identify CICO Team to build CICO system & materials • Administrator • CICO Coordinator • Check In/Out Specialist(s) • Behavior Specialist (e.g. SPED/SPSY) • PBIS (& CICO sub-team) will present CICO system to staff

19. Organization and Structure WHAT FITS YOUR SCHOOL? Combining these roles/ responsibilities across multiple staff or not? • Coordinator • Chair CICO meetings, staff contact, improvement • Specialist • Check-in, check-out, meeting, data entry, graphs • Meeting 1 hour bi-weekly or 30 min. per week • Coordinator, Specialist, Administrator, Sped faculty • All staff commitment and training • Simple data collection and reporting system

20. CICO Coordinator Responsibilities • Establish rapport with students • Provide training to all students before they begin CICO • Coordinate check-in and check-out • Possibly do check-in & check-outs • Enter data daily (or monitor daily data entry) • Organize and summarize student data for meetings • Be the contact person for caregivers • Process requests for assistance • Lead meetings • Problem-solve

21. Coordinator: Training • The coordinator should receive training in the systems, practices, and the use of data in the CICO program. • Connect w/ your District & Regional Coaches • Be sure to train a “back-up” coordinator

22. CICO Coordinator: Planning for Sustainability • Increasing sustainability • Document all procedures • Active participation from site administration • Write coordinator duties into a job description • Plan for turn-over in the coordinator position

23. CICO Coordinator: Selection Criteria and Considerations • Who would be a good coordinator? • What other duties/responsibilities will he/she have? • Do we need to adjust schedules/time/ workload for this person? • How will we train the coordinator? • Does the coordinator display effective behavior management skills? • Who will be our back-up coordinator? • What steps do we need to take to accomplish this?

24. Checking In & Checking Out Specialist: A good candidate is. . . In the building every day Available at the beginning and end of each day Someone students like and enjoy being around Enthusiastic Organized Positive

25. Getting Creative: CICO Specialists Consider these individuals to do check in check outs w/ students • School custodian • School office staff • Campus supervisors • Teachers • Counselor

26. Team Task Identify CICO staff: Administrator, Coordinator, Specialists, Behavior Specialist (e.g. SPED/SPSY), other school staff CICO Worksheet 10

27. Referral Process & Student Selection

28. What Factors put students at-risk • Biology/physiology • Socioeconomic status • Family Conflict • Family Composition • Parenting Style • Lack of health care • Poor nutrition • Frequent moves • Temperament • Academic failure • School culture • Peer Influence

29. We cannot… • Prescribe medication • Change the students previous experiences • Change the parenting practices in the home There is a LOT we can do in the classroom to change student problem behavior

30. Many techniques, strategies, are successful with these students Clear and specific requests Reinforcement (individual & group) Teaching social skills Problem solving Self-monitoring Function-based intervention Positive Evidence Demonstrates that:

31. What Can We Do? • Use existing evidence based approaches to develop Tier 2 system supports across school & home • Create positive adult-student relationships • Teach desired social behavior • Monitor and supervise students closely • Reinforce, encourage, motivate students • Support students when problems occur

32. Identification and Referral 1. Multiple office referrals • ID at-risk students at beginning of school year based on previous year data • ID students based on cumulative ODR in school year And/Or 2. Request for Assistance • by teacher • by parent • by student • Time to action: • 30 min to 7 days (goal is < 72 hours)

33. Bi-weekly Progress Monitoring Meeting Student Referred for CICO CICO staff request for assistance ODR Level Family or Student request BASIC CYCLE Check In Check Out (CICO) CICO Plan/ Initial Meeting Teach/Role Play Skills CICO Coordinator CICO team CICO Coordinator Summarizes Data For Decision Making

34. CICO: Students who Benefit More than a minimum number of referrals Across several different settings Not dangerous to self/others Adult attention is rewarding

35. SWIS: Referrals by Student

36. Example Behaviors Disruptive Talks out Unprepared Talks back to teacher Uses inappropriate language Tardy Defiant Refuses to do work Difficulty taking turns Refuses to share Out of seat

37. Students who may need other Interventions Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of referrals Students with referrals from only one setting, teacher, or time Students who find adult attention aversive

38. Pick Your Candidate… George • 17 referrals • From multiple classrooms, cafeteria, hall, and bus • Disruption, defiance, fighting • Caught with box opener Richard • 5 referrals • From playground • Defiance, inappropriate language John • 5 referrals • 2 from classroom, 2 from hall, 1 from bus • Disruption, defiance, tardy, harassment

39. SWIS Data Referral Process Office Discipline Referrals - Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc.) • Set Decision Rules • Students with 2nd major referral = TEAM REVIEW • Elem., MS and HS may have different criterion • Review individual student SWIS data for each identified student to examine patterns (location, time, problem behavior, etc.)

40. Staff Request for Assistance Process Develop a system Teach staff how to use the system Provide verbal and written instructions on the request for assistance system Respond to requests in a timely manner (72 hr.) System must be efficient

41. CICO Request for Assistance Process Considerations • How will we examine ODRs? • How will we integrate academic data? • Is there other data that we will use for screening? • What criteria will be used to determine if the student is appropriate for CICO? • What will happen after we determine a student is identified as needing CICO? Time frame?

42. CICO Request for Assistance:Guiding Questions • How will teachers refer students (form, email, etc.) & who will the referral go to? • How will we inform teachers of this process? • What is the student’s baseline? • What will we do if a student does not appear to be a good fit?

43. Team Task • Define your school’s criterion for CICO support. • Develop a CICO request for assistance process and form. CICO Worksheet 3, CICO Worksheet 9.1 & CICO Worksheet 9.2

44. Morning Check-In

45. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out Check-in Check-out Cycle Student Recommended for CICO • Morning Check-In • Check student “status” • Review home card • Provide Daily Point Card • Greet and praise Class Check out Teacher Checks Class Check in

47. Teacher Checks

48. CICO Plan Weekly CICO Meeting 9 Week Graph Sent Morning Check-In Program Update Home Check-In EXIT Afternoon Check-out Check-in Check-out Cycle Student Recommended for CICO Class Check out • Teacher Checks • Student give card to teacher • Greet and praise • Teacher praise/ prime • Complete Daily Point Card • End of class feedback Teacher Checks Class Check in

49. Show Teacher Checks

50. Afternoon Check Out