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Tier 2 PBIS: Check-In / Check-out

Tier 2 PBIS: Check-In / Check-out. Kevin J. Filter, Ph.D. Minnesota State University, Mankato. IMPORTANT MESSAGE. Tier 1 is the FOUNDATION of the PBIS triangle. So, don’t invest in Tier 2 until Tier 1 is solid. What is Tier 2 really about?. It IS a way to support students at-risk.

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Tier 2 PBIS: Check-In / Check-out

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  1. Tier 2 PBIS: Check-In / Check-out Kevin J. Filter, Ph.D. Minnesota State University, Mankato

  2. IMPORTANT MESSAGE Tier 1 is the FOUNDATION of the PBIS triangle So, don’t invest in Tier 2 until Tier 1 is solid

  3. What is Tier 2 really about? It IS a way to support students at-risk It’s NOT just about INTERVENTIONS It IS the SYSTEM that connects Tier 1 to Tier 3

  4. Dichotomy or Continuum? The difference here is NOT about INTERVENTIONS, it’s about SYSTEMS Decision rules Screening process Interventions Program manager

  5. So, what are good Tier 2 supports?

  6. Tier 2 Criteria from PBIS.org • Continuous availability. • Rapid access (72 hr). • Very low effort by teachers. • Consistent with school-wide expectations. • Implemented by all staff/faculty in a school. • Flexible intervention based on assessment.

  7. Criteria from PBIS.org(cont’d) • Functional assessment. • Adequate resources (admin, team), weekly meeting, plus 10 hours a week. • Student chooses to participate. • Continuous monitoring of student behavior for decision-making.

  8. Are you already doing some of this? • Most schools have some supports available for students at risk • However, they often haven’t been systematically reviewed and connected • So, here’s what we should be considering…

  9. Evaluating Your CURRENT Tier 2 Supports • Criteria from PBIS.org • Evidence for effectiveness • Published evidence • Shared evidence • Local evidence • Re-evaluate ANNUALLY

  10. Let’s Evaluate • Take five minutes to review the programs available in your school for Tier 2 using the form “Evaluating Tier 2 Interventions in School”

  11. SELECTING STUDENTS Office Discipline Referrals: Using existing data • Rule of Thumb = 2 to 5 ODRs • Not an immediate danger to self or others • What are the problem behaviors? • Matching behavior function to intervention

  12. STEP 1 Find students with 2 to 5 ODRs STEP 2 Determine rule-out behaviors Major violence/aggression Investigate function of behaviors ACTIVITY / DEMONSTRATION: SWIS

  13. OK, we’ve found them and they are in the program now – what comes next? Keeping track of our Tier 2 students… Using data…

  14. Records and Decisions • Keep records of who is participating in each program • Name • Progress • Decision • KIDS DON’T STAY IN THE PROGRAM INDEFINITELY!!! • Follow-up AFTER they are removed from program

  15. NEXT STEPS PLANNING FOR SUCCESS PLANNING FOR MORE SUPPORT

  16. PLANNING FOR SUCCESS • Develop criteria for moving between levels • Develop a system to fade the Tier 2 intervention

  17. PLANNING FOR MORE SUPPORT • If Tier 2 intervention and modified Tier 2 intervention do not lead to improvements for children, then the Tier 3 process should be initiated • Tier 3 = FBA that leads to individual behavior support plan

  18. Some Tier 2 interventions are better than others… Check-In / Check-out

  19. Check-in / Check-out • Strong evidence-base • Over a dozen published studies • Works for 67% to 75% of ALL kids • Best for attention function but can be modified • Designed as a Tier 2 intervention • Can be purchased from Guilford Press as book and/or DVD

  20. Student Recommended for BEP Behavior Education Program BEP Implemented BEP Coordinator Summarizes Data for Decision Making Morning Check-In Parent Feedback Regular Teacher Feedback Biweekly Meeting to Assess Student Progress Afternoon Check-Out Revise Program Graduate Program

  21. Critical Features • Morning check-in • Daily Progress Report (point card) • Teacher feedback throughout the day • Afternoon check-out • Home component • Team management and decision-making • Training • Teachers • Students • Parent

  22. Morning Check-In • Students check-in with CICO manager • Signed card from home is returned • New card is delivered • Point goal is reviewed • Ensure student is ready for the day • Materials, homework

  23. BEP Check-In/Check-Out Record Date:__________________ BEP Coordinator:_________________ Check-In Check-Out

  24. Check-In, Check-Out Form: Elementary School Version

  25. Tracking Student BEP Progress(number = % of total daily points)

  26. Daily Progress Report • One form used by all students • Not individualized • Connected to 3-5 positively stated PBIS behavior expectations • Points are assigned for each behavior on a 0-2 scale

  27. Daily Progress Report

  28. HAWK Report Date ________ Student _______________Teacher___________________

  29. KENNEDY CARD

  30. Teacher Feedback Throughout the Day • Student is rated on behaviors during naturally-occurring transitions • Feedback is brief • Verbal • Reward success and remind how score can improve if not scored as a 2 • By using same card for all kids, teachers don’t have to “individualize” things

  31. Afternoon Check-Out • Check-out with CICO manager • Review points earned relative to goal • Deliver rewards • Daily? Progress toward larger goals? • CICO manager records points in database

  32. BEP Check-In/Check-Out Record Date:__________________ BEP Coordinator:_________________ Check-In Check-Out

  33. Home Component • Daily Progress Report goes home to parent • Parent verbally rewards success • Avoid using as a punishment • Parent signs card and gives it back to student to return to school next day

  34. Team Management and Decision-Making • Team meets biweekly to review CICO program • CICO Program Manager organizes data for meeting • Discuss students who are not succeeding • Plan for graduation for successful student • Fading

  35. Decision-Making Cont’d: Importance of Baseline Data • Why? • So we know if the intervention helped • How to do it • Collect at least 3 to 5 days of data BEFORE the intervention begins • Teachers score behavior but don’t provide feedback to student

  36. Training • Teachers • Explain program to all teachers • Once they know how to rate behavior they can work with any kid • Students • Once student starts program, schedule a meeting to review program with student • Parents • When a student is being considered for program, talk to parents about what the program is for and how to manage signature and home feedback process

  37. How Is BEP 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 and receive support quickly • Team uses data for decision making to determine progress 2005 by The Guilford Press

  38. CICO Self-Assessment • Review what’s involved with doing a check in/ check out (CICO) program • If you choose to invest in CICO/BEP, then this document will help with action planning

  39. BIG IDEAS • Tier 2 is a SYSTEM that connects Tier 1 to Tier 3 • Not all schools that are interested in Tier 2 supports are ready • Invest in Tier 1! • Select Tier 2 programs based on evidence • Monitor progress of all students in Tier 2

  40. Kevin Filter Kevin.filter@mnsu.edu 507-389-5828

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