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Targeted Behavior Interventions Data Driven Decision Making for Targeted Behavior Support. www.cenmi.org/miblsi. Page 30. Cohort 5 December 2009. Agenda. Welcome & Foundations for Targeted Behavior Support Leadership Team’s Role in Targeted Behavior Support Check-in/Check-out Introduction
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Targeted Behavior InterventionsData Driven Decision Making for Targeted Behavior Support www.cenmi.org/miblsi Page 30 Cohort 5 December 2009
Agenda • Welcome & Foundations for Targeted Behavior Support • Leadership Team’s Role in Targeted Behavior Support • Check-in/Check-out Introduction • Developing Systems • Data-Driven Decision Making for Targeted Behavior Support
Evaluating Outcomes within Targeted Support Examine the process and outcomes of both: • The entire system • Individual students Page 30
Problem Solving Systems • If the data indicates that < 80% of students are meeting the CICO goal… • Problem solving should focus on the overall system, rather than individual students Page 30
SWIS-CICO Page 31
Accessing SWIS-CICO Page 31 • CICO-SWIS must be obtained through your SWIS facilitator • Ensure readiness requirements are met • Sign a new licensure agreement. There is an additional $50 per year charge. • SWIS facilitator will provide a 1.5 hour orientation training
SWIS-CICO Data Entry Indicate whether the student was present, absent, no school, or no data for entire day Enter the number of points earned for each period
SWIS-CICO Readiness Must be implementing universal systems with fidelity Must have a defined number of check-in periods, school-wide expectations, and a 3-point rating scale
CICO-SWIS Requirements Number of school-wide expectations Number of periods
Evaluating the System High Score Number of students enrolled Low Score Mean Score
Evaluating Individual Student Outcomes CICO-SWIS includes reports that: • Graph daily progress of students (the percentage of points earned) • Display the average percentage of points by period
Individual Student Period Report Goal line Period
Evaluating Outcomes: Additional Tools Microsoft Excel database
Developing Data Rules Page 31 Must develop data rules for determining if a student is both: • Responding to the Intervention • Fading the intervention • Not responding to the Intervention
Example Rules: CICO Page 31 Responding • Earned an average of 80% of points during the past month • Met his/her goal 80% of the time during the past month • Received no major discipline referrals Fading • Met his/her goal for 30 consecutive days Not Responding • Has 3 consecutive data points below the goal (80%) • Plan is being implemented with fidelity
Page 32 Tier 2/3 Tracking Tool
Tier 2/3 Tracking Tool Page 32 5 12 42%
Team Time Monitoring Page 33 Create a plan for monitoring the process and outcomes of targeted support • How will we monitor fidelity of the system and individual students? • What data-decision rules will we create? • How will we monitor the effectiveness of targeted support (at the systems and individual student level)? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Page 35 Gather CICO Relation to Michigan’s Continuous Improvement Process Student Achievement Do Study Plan Adapted from the Michigan School Improvement Framework Page
Team Time Page 36 Please take a moment to review the Check-In/Check-Out Self-Assessment • How might you use this document to improve your implementation? • Are there items on this guide that need clarification? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Team Time Developing CICO System • Please complete the Check-In/ Check-Out Systems of Support Plan Page 41 Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Final Thoughts • Action Plan • Start Small • Meet often at beginning of implementation phase • Select staff who are positive and students trust • Provide support to BEP coordinators and coaches • Appoint and train a back up coordinator • Every school is unique • Careful selection students • Keeping students too long or not long enough
2009-2010 Expectations Page 2 Teams will implement the Check-in/Check out (CICO) intervention, including the following components: • Identification of CICO Coordinator • Process for Check-In/Check-Out • Creation of Daily Progress Report • Evaluation Process for CICO • At Least 5 Students Using CICO
Team Time Page 42 Wrapping it up: • Review your Follow Up Activities Checklist • Do you have a person assigned to each task? • Do you have a time frame assigned to each task? • Prioritize Activities • Make sure everyone on your team understands the next steps.