Developing Targeted Interventions

1. Developing Targeted Interventions Adapted from many others: Horner, Sugai, Sprague, Walker, Colvin, Anderson, Todd, Lewis-Palmer�.. Presented by Mary Jean Knoll, Lane ESD and Anne W. Todd, University of Oregon March 2009

2. Acknowledgements Rob Horner, Leanne Hawken, Rob March, Annie Warberg, Carol Sadler, Doug Cheney Fern Ridge Middle School, Clear Lake Elementary, Templeton Elementary, Meadowlark Buena Vista, & the list goes on��.

3. Objectives Morning To understand the components necessary for developing effective targeted interventions To understand the critical components for documenting targeted interventions Preview examples of targeted interventions Complete Targeted Intervention Self Assessment Afternoon Preview what Check In Check Out looks like Complete Check In Check Out Self Assessment Begin an action plan for Check In Check Out development and implementation

6. Effective Targeted Interventions Build from School-Wide Foundation Focus on changing environments not children Adopt a �functional approach� Match type of support to level of challenge Academic skills and support Study Skills and support Organizational skills and support Social skills and support Comprehensive, wraparound support

7. Targeted Intervention Features An intervention with standard operating & reporting procedures, is known by all staff and students, is available for student participation at any time during the school day across the year, and uses data for decision-making & progress monitoring

8. Is it a targeted intervention? An elective Study Skills class teaches skills needed for using school planner, monitoring work completion & test taking yes no A CICO program where students use a variety of daily point cards to monitor progress through the day the point cards have varying # of goals, varying # of points possible and different check in procedures) yes no Social skills group where students drop in and out as desired to participate, sometimes an adult is present, sometimes not yes no Check in Check out, all students use same operating procedures, same format & rating scale for point card. A student can participate at anytime yes no Social skills group that focuses on self management & other specific content with a minimum of 6 week participation. All students follow same operating & self monitoring procedures. Weekly student ratings are entered and summarized for team yes no

9. Is it a targeted intervention? A breakfast club that is open to students before school. Students get breakfast and socialize before school starts Small reading group: different students each week, up to five per group Reading buddies: daily at 1:50, a class of 5th graders go to 1st grade for partner reading Ready to read group: students not meeting benchmark for reading three progress monitoring times go to ready to read group. The group meets three times a week for a months period of time, up ten students per group, the thirty minute session follows same sequence of activities; oral reading fluency every two weeks

10. Examples Schools coordinate, implement and evaluate interventions based on the data A primary targeted social intervention is CICO (typically) A primary targeted reading intervention is Title instruction, read naturally�. Design around function and student need Increased Adult Attention/ Organization Check In Check Out, BEP, HUG, Check & Connect) Increased Academic Support Study Skills (including test taking strategies, organizational help, self management, daily/ weekly planning Homework club Reading Connections Social Skills Lunch Mentors, breakfast club,

11. Document Intervention Procedures Purpose of Targeted Intervention and expected student outcomes Student screening and selection to program decision rules and procedures Procedures for participating in the targeted intervention What the staff do What the students do What the families do

12. Document Implementation Features Procedures for training staff, students, families, transportation, substitute staff, others Data system for monitoring student progress Decision making cycle and people responsible Student progress monitoring Fidelity and effectiveness of targeted intervention

14. Study Skills/Transformers Example Review example Discussion adaptations, your experiences, scheduling ideas

15. Breakfast Club Example Review example Discussion adaptations, your experiences, scheduling ideas

16. Three Levels of Instructional Support

18. Reading Template Using the targeted intervention template Think about a reading intervention in your school Begin to write down the answers to the questions Determine a plan for completing the documentation for this intervention for your school to use

20. How to get started Avoid interventions that work on isolated skills Organize 3-5 interventions well rather than 7-10 that have overlap in function and outcome Adult attention Prompts to stay organized Prompts to remember specific information Prompts for self evaluation Needed skill acquisition (academic, social, organizational)

21. Getting Started Assumption: Schools WILL need a handful of targeted interventions to support student needs Start with a Check In Check Out system Implement as a new student orientation for any student enrolling after first three weeks of school year Implement with students who show early signs of needing support: define your criteria & guidelines Adapt already existing materials and data systems Strengthen the academic support classes offered

23. Getting Started Use academic progress data ODR data homework completion data attendance data teacher and family reports for determining student needs Monitor progress weekly, at minimum, for student progress monitoring and preventing problem patterns from occurring

24. How do we know what we need?Use your data! Attendance Are at least 95% of students attending school? What are absentee patterns? absences per period, grade level, day of week, content area? Do we have students with multiple tardies? Do we have students with multiple absences? Academics Are at least 85 % of students meeting academic benchmarks?

25. How do we know what we need? Social Do we have 85% of our students with no more than one office discipline referral? Do we have problems with location, type of problem behavior, time of day? Do we have students receiving three or more minors or two or more major office discipline referrals? Who are the students needing targeted support? Progress Monitoring Determine decision rules for starting the intervention, for staying in the intervention, for fading the intervention, for needing more support Monitor student progress weekly, at minimum

26. Prerequisites Effective & proactive SW system in place with sustainability plan Team-based problem solving The right people Administrative authority Coordinator Data entry & data analyst Meeting facilitator Meeting recorder Accurate data for problem solving Time for: Data entry Program coordination (staff, students, families) Program implementation & monitoring Local (on-site) behavioral capacity Functional assessment-based behavior support planning Social skills programming Behavioral intervention implementation and progress monitoring Differentiated instruction and curricular adaptations

27. Who is Appropriate for Intervention? APPROPRIATE Low-level problem behavior (not severe) 3-7 referrals Behavior occurs across multiple locations Examples talking out minor disruption work completion INAPPROPRIATE Serious or violent behaviors/ infractions Extreme chronic behavior (8-10+ referrals) Require more individualized support FBA-BIP Wrap Around Services

28. Which Schools Would Benefit From a Targeted Intervention? How many students does your school have in the range of 3-7 referrals? If > 10 students- may be appropriate If < 10 students- implement individualized interventions The plan should be able to reasonably maintain 15-30 students/year

29. Examples of decision rules For starting Three data points below benchmark in academics Absences and tardies 2-5 office discipline referrals New to the school Parent request For reviewing Three data points below goal line For fading/exiting 10 days at or above goal line No more than one tardy every two weeks

30. Referrals per Student

33. Working with your School to Develop Targeted Interventions Organize for CICO Use your data to determine needs for other targeted interventions Complete targeted intervention template Provide Overview to Behavior Team Provide Overview to all staff Faculty vote/ consensus Provide Overview to Families/ volunteers Hold 1-2 Coached Professional Development days for behavior team to develop and document the intervention to fit school culture After development, gather feedback from all staff on format/structure Teach students and staff the procedures Provide ongoing coaching and feedback to team, staff, families, students Post procedures on school website Revise documentation of intervention

34. Obstacles to Implementation Administrator not on the team develops the targeted intervention and looks at data for decision making Targeted intervention is used as punishment rather than prevention program Targeted intervention coordinator lacks skills to implement the program (e.g., behavior intervention, computer) Schools expecting targeted intervention to solve all behavior problems Fitting targeted intervention data evaluation into existing teams

35. Practical use of scarce resources(strengthen what you have) Efficient system of identification, support planning, implementation & monitoring Use your data to determine who needs extra support Train a team member to be a data analyst who brings data summaries to meetings on a defined schedule Technical competence CICO is a common targeted intervention that many schools are adopting Train three staff about basic function-based assessment & support plan design Information collection and interpretation Build on available resources, do as little as possible, but do it well Team-based Is there an existing team to manage this effort?

37. Team Activity Brainstorm the program options available for students in your school Assess the components included in the targeted intervention? increased structure & prompts, instruction on skills, increased regular feedback, and continuously available Standard operating procedures and data collection procedures CICO Assessment & Action Planning

38. Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting

39. Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting

40. CICO (Check-In/Check-Out) Designed for Students with moderate problem behaviors Most appropriate when problem behaviors are maintained by adult/peer attention Students �check-in� with an adult at the start of each school day Students �check-out� with an adult at the conclusion of each school day Students get feedback from teachers throughout the day

41. Check-In/Check-Out Needed: An adult who can spend 30 - 45 minutes at the beginning and end of each school day to Check In and Check Out with students on CICO Capacity: 10-15 students can be on CICO assuming we have identified an adult who can devote the required time It is preferable but not essential to have the same adult each day Have a back up plan in anticipation of staff absences

42. Check-In/Check-Out Students establish 3-5 goals with the CICO adult Goals are based on the school wide expectations Students on CICO have a point card they pick up at the beginning of each day from the CICO adult Students take the point card to the agreed upon settings (classroom; recess; PE; music; etc.) throughout the day Adults in each setting award the student 1-3 points for appropriate behavior during the period Students return the CICO card to the CICO check-out adult at the end of the school day

43. Check-In/Check-Out Students earn rewards once they have earned enough points. Points needed to earn specific rewards are negotiated with the CICO coordinator Students take a CICO Home Report home each night Parents sign the Home Report and return it to school with the student the next morning Parents are asked to provide acknowledgement and praise when the student has a good day Parents are asked not to punish or scold the student after an unsuccessful day

46. Video example

47. Getting Organized for CICO CICO Report Card Home report Trading menu Embed small, medium, large cost Embed things that facilitate access to peer & adult attention, preferred activities and breaks from normal routine, escape from a poor grade Monitoring of student data Who will teach teachers, families, students? Who will substitute for morning & afternoon people? How will substitute teachers know about CICO & if one of their students is one the program?

52. Benefits of point card prompts For staff Reminder for specific feedback to student For student Reminder of schedule for day Reminder of specific behavioral expectations and goals for the day A �ticket� for self-recruiting feedback from teachers and parents Progress monitoring tool For school Provides data for data entry for student monitoring and program monitoring

56. Results (Average =45% reduction; N = 17)

59. CICO-SWIS CICO data collection and reporting application Must have a SWIS account Will cost additional $50 annually for CICO-SWIS Free of charge until August 1, 2008 Must have a compatible data entry point card Up to five expectations A three point rating scale Up to ten check in periods per day

63. Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting Student recommended for BEP by Teacher, parent, other school personnel? Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed (I don�t know if you this was ever used Kelly) 3) BEP Implemented 4) Morning check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card -Teachers have also been trained not to use the system as punishment- no nagging Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day BEP Coordinator Summarizes Data for Decision Making Using Quattro pro Spread sheet program- graphs data Weekly BEP Meeting � hour to assess progress who attends meeting decisions made in meeting

64. Big Ideas Schools need different systems to deal with different levels of problem behavior in schools. Targeted group interventions are efficient systems for supporting students at-risk for more severe forms of problem behavior. Up to 30 students (depending on school size/resources) can be served using a targeted group intervention. Some students are going to need more intensive support than the plan can provide.

65. Small Ideas For students wanting peer/adult attention and activities Double points toward class goal Pass around materials Lead announcements Choose a friend to be co-line leader Choice of activity For students wanting to avoid activities, adults/peers Work alone Alternative activity Use a basket rather than a hand to turn in work Curricular adaptations to make task easier or challenging