PBIS Tier 2: CICO Data-based Decisions

1. PBIS Tier 2: CICOData-based Decisions November 20/21, 2013 Michelle Coconate & Kristen McElligatt

2. Training Behavioral Expectations

3. Agenda • Announcements • Expectations • Celebrations/Sharing • Matching Game • Critical Features Activity • CICO Data Collection • Social/Academic Instructional Groups (SAIG) • Lunch from 11:00-12:00

4. Celebrations

5. Time to Share • Identifying & training facilitators • Data Rules: IN, ON, OUT • Daily Progress Report (DPR) • CICO Handbook • Staff Orientation • Student Orientation • Parent Communication • Logistics

6. 3-Tiered System of Support Teams UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

7. Goal & Expectation for 2013-2014

8. CICO Matching Game Let’s play the card game… “Who has…? I have…”

9. PBIS Tier 2: Critical Features Team Activity Is your CICO system aligned with the 10 critical features of effective Tier 2 interventions?

10. 10 Critical Features of Tier 2 Interventions • Intervention linked directly to school wide expectations and/or academic goals. • Intervention continuously available for student participation. • Intervention is implemented within 3 school days of determining the student is in need of the intervention • Intervention can be modified based on assessment and/or outcome data

11. Critical Features continued… • Intervention includes structured prompts for what to do in relevant situations. • Intervention results in students receiving positive and/or corrective feedback from staff. • Intervention includes a school-home communication exchange system at least weekly.

12. Critical Features continued… • Orientation process and introduction to materials is provided for students as they begin the intervention. • Orientation to and materials provided for staff/sub’s/volunteers who have students using the intervention. Ongoing information shared with staff. • Opportunities to practice new skills are provided daily.

13. CICO Data Collection

14. CICO Data Analysis Process

15. Overall Goals for CICO • Group Effectiveness: 65% or higher For the group to be successful on a given week, 80% of possible points must be earned for 65% of the days of that week. 80% is 4 out of 5 days, however, at a weekly criteria of 80% a student would have to meet the daily criteria 100% on a 4 day week • Individual Student Daily Goal: 80% or higher • Individual Student Overall Goal: 80% of points earned weekly for 4 consecutive weeks.

16. EFFECTIVENESS Of INTERVENTION

17. Group Success Questions… • Have 70% or more students within the group responded positively to the intervention? • How is the groups’ data trending? Look at the group graph that includes a trend line. Is it angled upwards or downwards, or is it flat?

18. Determining Group Success Analyze Data • Group Success – total opportunities met vs. total opportunities not met • Median percentage of success statement • Group trend data

21. INDIVIDUAL STUDENT RESPONSE TO CICO

22. Individual Progress Questions • Is each student meeting the goal of 80% of possible points for 4 consecutive weeks? • How is each student’s data trending? Look at the graph that includes a trend line. Is it angled upwards or downwards, or is it flat?

23. Individual Progress Analyze: • Individual Progress – days per week on/off target • Median percentage of success statement (must be filtered for “yes”) • Individual trend data

26. DATA DECISIONS

27. Data to consider: • CICO Data • Major & Minor Referral Data (Pinpoint) • Absence & Tardy Data • Suspension Data • Qualitative Data • Other

28. Data Decisions - Group

29. Data Decisions - Individual Student

30. CICO Data Collection Tool • www.measuredeffects.com • Files & Templates • Tier 2 Tools • Tier 2 Behavior-Small Group Intervention Template (CICO Template.xls) • Save spreadsheet onto your computer

31. Database Do’s and Don’ts Do • Save to your computer • Determine how you will organize data (by grade level, by facilitator…) • Enter data on a regular basis Don’t • Add cells, rows, or columns • Delete within a cell • Delete any cells • Change the formatting

32. Tier 2/3 Tracking Tool

34. Intervention Effectiveness 70% or better

35. Social/ Academic Instructional Groups (SAIG)

36. Social/Academic Instructional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic Behavior skills Skill groups can be facilitated by: Social Workers Counselors Psychologists Teachers Other staff Use the CICO Daily Progress Report for student support and data collection

37. Choosing or Designing Group Interventions • Choose & modify lessons from pre-packaged material based on the skill needed for the group and/or • Use already created universal behavior lesson plans or create lesson plans (Cool Tools) to directly teach replacement behaviors

38. Create Your Own Lesson Plans:Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify observable student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Reinforce appropriate behaviors

39. Examples of Packaged Instructional Groups • Second Step (Grades PreK-8) • Strong Start/Kids/Teens • Aggression Replacement Training • Skillstreaming • Tough Kids Social Skills (Grades 3-7) • I Can Problem Solve (Grades PreK-6) • Other All of above examples could be used to develop universal behavior lesson plans.

40. 3 Keys to Successful SAIG • Build SAIG on top of a strong Tier 1 System • Develop a group goal/plan using the Tier 2 Documentation Worksheet & Intervention Integrity Form • Collect and use data to problem solve

41. Academic Behavior Skills • Listening • Asking for Help • Saying Thank You • Bringing Materials to Class • Following Instructions • Completing Assignments • Contributing to Discussions • Offering Help to an Adult • Asking a Question • Ignoring Distractions • Making Corrections • Deciding on Something to Do • Setting a Goal Skills from Skillstreaming

42. Pro-Social Skills – Friendship From Skill Streaming • Introducing Yourself • Beginning a Conversation • Ending a Conversation • Joining In • Playing a Game • Asking a Favor • Offering Help to a Classmate • Giving a Compliment • Accepting a Compliment • Suggesting an Activity • Sharing • Apologizing From Strong Kids (Grades 3-5) • About My Feelings • Ways of Showing Feelings

43. Problem-Solving Skills • Knowing Your Feelings • Expressing Your Feelings • Recognizing Another's Feelings • Showing Understanding of Another's Feelings • Expressing Concern for Another • Dealing with Your Anger • Dealing with Another's Anger • Expressing Affection • Dealing with Fear • Rewarding Yourself • Using Self-Control • Asking Permission • Responding to Teasing • Avoiding Trouble • Staying Out of Fights • Problem Solving • Accepting Consequences • Dealing with an Accusation Skillls from Skillstreaming

44. Data Collection within SAIG

45. Data Collection for SAIG • Skill Focused Daily Progress Report (DPR) • CICO Data Also consider: • Major & Minor Referral Data (Pinpoint) • Absence & Tardy Data • Suspension Data • Qualitative Data • Other

46. Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

47. Daily Progress Report (DPR) Sample NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors. Social & Academic Instructional Groups • Walk to classKeep hands to self • Use appropriate languageRaise hand to speak • Bring materials Fill out assignment notebook Adapted from Grant Middle School STAR CLUB Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

48. District Expectations • Staff and Student Orientation/Training completed prior to winter break • Kick-off CICO after Winter Break • Parent Orientation and Communication (brochure) • Use CICO database from www.measuredeffects.com • Complete the Tier 2/3 Tracking Tool monthly (Jan – May 2014) • Hold monthly PBIS Tier 2 team problem-solving meetings to evaluate student and group progress and make intervention decisions. • Disseminate meeting agendas & minutes

49. For more information about CICO… Book Responding to Problem Behavior in Schools: The Behavior Education Program Crone, Horner, & Hawken (2004) Guilford Press DVD The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk Hawken, Pettersson, Mootz & Anderson (2005) Guilford Press Websites www.pbis.org www.pbisillinois.org