Check In/Check Out

Patti Hershfeldt, Ed.D.phershfe@jhsph.edu

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

home

Student Recommended for CICO

CICO is Implemented

•RFA•ODR (SWPBS Team)

•Parent recommendation•Administrator recommendation

•CICO Coordinator

• Morning Check-in– Student comes to coordinator– Coordinator

• Reviews home note• Gives point card• Reviews expectations• Sets positive tone• Provides missing materials if

needed

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

home

Teacher Feedback Set schedule for feedback Student gives card to teacher at

start of class End of class

Teacher provides points based on behavioral expectations

Provides verbal positive feedback

Afternoon check-out Student comes to coordinator Coordinator

Reviews point card Provides

feedback/acknowledgements Prepares home report Records points for day

Parent Feedback Parent report goes home Parents provide positive/

neutral feedback Parents sign report

card

Student Recommended for CICO

CICO is Implemented

CICO Coordinatorsummarizes data

for decision making

Exit program

Bi-weekly coordination Meeting to assess student

progress

Parentfeedback

Regular teacher feedback

Afternooncheck-out

Morning check-in

Reviseprogram

•RFA•ODR (SWPBS Team)

•Parent recommendation•Administrator recommendation

•CICO Coordinator

home

Critical Features of CICO• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Positive System of Support

– Students agree to participate

• Implemented by all staff/faculty in a school• Flexible intervention based on assessment

– Functional Assessment

• Adequate resources allocated (admin, team)– weekly meeting, plus 10 hours a week

• Continuous monitoring for decision-making

Why does the CICO work?

• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one adult

• Increase in contingent feedback• Feedback occurs more often and is tied to student

behavior• Inappropriate behavior is less likely to be rewarded

• Elevated reward for appropriate behavior• Adult and peer attention

• Linking school and home support• Organized to morph into a self-management

system

Research Support• Pre schools

Sandy Chafouleas, et al 2007

• Elementary Schools– Anne Todd et al in press– Sarah Fairbanks et al, 2007– Amy Kauffman-Campbell, dissertation– Doug Cheney et al, 2006; 2007– Leanne Hawken et al. 2007– Filter et al., 2007

• Middle Schools– Leanne Hawken et al 2003– Rob March et al 2002

• High Schools– Jessica Swain-Bradway, in progress

CICO is an Evidence-Based Practice

1.At least 5 peer reviewed studies

2.At least 3 different researchers/settings

3.At least 20 different participants

What is different about CICO?

• Uses Systems Logic– Team approach– Social marketing– Administration makes priority– Easy for teachers to implement- teach staff the

process to access help• Uses Data

– Tracks specific students- continuous feedback- – Feedback and celebrations with all staff

How is CICO 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 & receive support

quickly• Team uses data for decision making to

determine progress

CICOFeatures: • Students identified and receive support within

a week• Check-in and check-out daily with an adult at

school• Regular feedback and reinforcement from

teachers• Family component• Daily performance data used to evaluate

progress

Daily Progress ReportDaily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

CICO Process (cont.)• Weekly or Bi-weekly Principal Recognition

– CICO coupon with graph attached

• Data shared with all staff at least quarterly• 9-Week graph sent to parents

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

Point SheetName:Date:

Morning Work Reading Math Afternoon

Keep my hands, Keep my hands, feet, body and feet, body and objects to objects to myself.myself.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Say nice things Say nice things or no things to or no things to other people.other people.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Follow adult Follow adult directs the first directs the first time.time.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Goal met?

= 2 points

= 1 point

= 0 points

POINT SHEET

Name:__________________

Date:______________

Points received________________Points possible________________Daily goal reached? YES NO

GOALS Morning Reading Math Afternoon

Keep my hands, feet, body, and objects to myself.

Say nice things or no things to other people.

Follow adult directions the first time.

Indian Head ElementaryCharles County

SET

The Systems-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide PBIS across each academic school year.

Indian Head received Exemplar StatusSET Score 85%

Indian Head ES

100

50

83

75

100

88

100

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingReward System

System forResponding to

BehavioralViolations

Monitioring andDecision Making

Leadership District-LevelSupport

Sco

re

2004-05

Sustaining

Targeted Team

• Identification and Training of Team• PBIS Summer Institute 2005 – Dr. Leanne Hawken• Identified 2 BEP Coordinators• Staff trained August 2005• BEP initiated with 25 students• BEP-Fidelity of Implementation Measure 88%

Total Referrals by YearSeptember-November

63

202

0

50

100

150

200

250

2004-05 2005-06

69% decrease

Average Referrals September- November

• 2004-05 SY = 3.5 referrals/day

• 2005-06 SY = 1 referral/day

Referrals by Location

Referrals by Student2004-05

Referrals by Student 2005-06

69% decrease

Referrals by Problem Behavior

75% DecreaseIn Number of Physical Contacts

89% decrease in number of incidents of Bullying and Harassment

Out of School SuspensionsSeptember- November

41

5

0

5

10

15

20

25

30

35

40

45

2004-05 2005-06

86% decrease

Cost Benefit

• Referrals decreased by 139• If administrators spent 15 minutes processing

each referral then administrators recovered 285 minutes.

• If students miss 45 minutes of instructional time for each referral, then 6,255 minutes of instruction have been regained.

Cost Benefit

• If administrators spend 3 hours to process each suspension, then administrators have recovered 18 days of time.

• If students miss 6 hours for each suspension, students have recovered 36 days of instruction!!!!

Getting the CICO Started In Your School

Is My School Ready to Implement a CICO System?

• School-wide system of behavior support in place (SET Score 80% or higher)

• Staff buy-in for implementation of the CICO

• Administrative support– Time & money allocated

• No major changes in school climate– e.g. teacher strikes, administrative turnover,

major changes in funding

• CICO implementation a top priority

How Do You Build Student and Staff “buy-in” for CICO?

• Give CICO program a high profile in your school

• Promote CICO as positive support not punishment

• Collaboratively involve referring teachers in CICO process

• Provide regular feedback to staff, students, and families

1. Coordinator Identified• Considerations: Who? Teacher assistant, behavior specialist,

SRO One or Two people? How will time be allocated?

Personnel: CICO Coordinator• Take care of CICO requests for assistance• Lead morning check-in/ afternoon check-

out• Enter CICO data on spreadsheet – daily• Organize and maintain records• Create graphs for CICO meetings• Gather supplemental information for CICO

meetings• Prioritize CICO students for team

meetings

Characteristics of an effective CICO coordinator

• Flexibility within job responsibility (e.g., educational assistant, counselor, behavior health aide)

• Positive and enthusiastic• Someone the students enjoy and trust• Organized and dependable• Works at school every day

Personnel: CICO Team• Attend weekly or bi-weekly meetings• Contribute to decision making for CICO students• Help conduct “Orientation to CICO” meetings• Gather supplemental information • Contribute to student/staff development

workshops• Contribute to feedback sessions• Complete any assigned tasks from CICO meeting

Resources: Time and Money

• 8-10 hours per week for CICO

coordinator

• CICO forms on NCR paper

• School supplies for CICO participants

• Reinforcements for CICO participants

2. CICO Routine• Considerations: Do students check in and out at different

places? Or same place?Do students need to come early and leave last

class early?Develop Name, manual with teacher

expectations

What’s in a Name?• Behavior Education Program

– Daily Progress Report• Kennedy Card Program

– Kennedy Card• Hello, Update, & Goodbye (HUG program)

– Hug Card• Student Leadership Academy-

– Leadership Skills Training

*Caution with Using “Behavior Card” or “Behavior Plan”Instructional Support Card

3. Point Card and System• Considerations:Refer to SWIS CICO readiness – Assessment

Tools* Up to 10 check in periods* Up to 5 expectations* A three point rating scaleSame card for all students, use SW expectations,

age appropriate, positively stated, teach friendly

Designing Daily Progress Reports

• Determine behavioral expectations– School-wide expectations– Academic vs. behavioral expectations

• Expectations stated positively• Range of scores vs. dichotomous scoring

– Rating scales should be age appropriate

• Teacher friendly– circling versus writing & place for teacher initials– consistent expectations versus individual expectations

• Data easy to summarize and determine if goal is met

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

= 2 points

= 1 point

= 0 points

POINT SHEET

Name:__________________

Date:______________

Points received________________Points possible________________Daily goal reached? YES NO

GOALS Morning Reading Math Afternoon

Keep my hands, feet, body, and objects to myself.

Say nice things or no things to other people.

Follow adult directions the first time.

HAWK ReportDate ________ Student _______________Teacher___________________

0 = No1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

KENNEDY CARD

Name _____________________________________________________

Materials

To Class

Worked and Let Others Work

Follow Directions the First

Time

Teacher Parent

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

= _____ Goal = 36

4. Point Trading System• Metric – 3 point rating scale and number of

check in periods will determine total number of points students may earn each day.

• Points may be accumulated and used at the “Trading Post”

• When will trading occur? Variety of rewards with social focus, what happens if a student misses “Trading post day?”

Points Points RequiredRequired

Wants attentionWants attention Wants Wants item/activityitem/activity

Wants to escape Wants to escape attentionattention

Wants to avoid Wants to avoid somethingsomething

100 pts100 pts Take note to Take note to office/teacheroffice/teacherAsk a peer to Ask a peer to play/read/drawplay/read/drawBe a leaderBe a leaderPrincipals Principals recessrecessTeacher Teacher HelperHelper

Choose HWChoose HWChoose a 5 Choose a 5 min. activitymin. activitySchool wide School wide stickerstickerPrincipals Principals recessrecess

Computer time Computer time by selfby self

Short breakShort breakAlternative Alternative activityactivity

250 pts250 pts Computer with Computer with a frienda friendExtra sharing Extra sharing timetime

More time for More time for selected selected activityactivityFree ticket to Free ticket to sporting eventsporting event

Time aloneTime aloneIndependent Independent work spacework space

Alternative Alternative assignmentassignment

400 pts400 pts Out to lunch Out to lunch with with TBA TBA Class recess, Class recess, free time, or free time, or popcorn partypopcorn party

New school New school /art supplies/art supplies

Get out of Get out of school earlyschool early

CICO Trading Post- Focus on Building Relationships- “School Connectedness”

5. Student Identification• Considerations:How will students be identified? What are the

decision rules? Students should be able to access support in multiple ways.

How will students be identified?• Everyone is informed about intervention and referral

procedure!!

• Referral Procedures- What does the form look like?Who gets the form once completed?

– Decision Rules about ODR– Nurse or Counselor referral– Teacher Referral– Parent Referral

Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then

we can prevent it from happening)

• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:

How to identify students for CICO

• Other Data to Consider– Absences & Tardies– In school detentions (lunch-time or after school) – Other

6. Family Partnerships• ConsiderationsHow will all parents be informed? When?How are parents encouraged to participate/ refer

their child if needed?For parents whose child is referred, how are

parents informed and involved? Individual meeting vs cohort meeting?

Develop home reportWhat happens if parent don’t want/ can not be

involved?

CICO Home Report

Name: _____________________________ Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was: _______________________

Something I will work on tomorrow is: ______________________Comments:

Parent/Guardian Signature: ____________________________Comments:

7. Staff Training• Considerations:Will staff be trained all at once or in increments?How will team get initial buy in?How will staff provide feedback?How will impact be shared with staff, school

system and community?What is the plan for teaching new staff,

substitutes?

Training Teachers on CICO System

In-service on the “spirit” of program– supportive, not punitive– immediate feedback on behavior (type

of statements, what the ratings mean, examples of feedback)

– follow-up forum to express concerns– individual coaching– boosters needed at least yearly

8. Coordination Team• Who is on your team? • How often will you meet?• What is your timeline for implementation?• Marketing plan for getting started?• Meeting agenda

Id roles and responsibilities• How many kids will start?

9. Informing Students

• Training all students• Will students be involved in planning name,

point card, development of program?

10. Data Monitoring• Will your team use CICO SWIS?• If not, how will data be collected, analyzed?• Identify person to be “data manager”• Develop schedule for summarizing data• Develop schedule for sharing data with team,

students, staff, parents• Determine length of time students on CICO

Check-in Check-out EmbeddedWithin SWIS

Decision Rules

• Rapid Responder• Honeymoon Responder• Slow and Steady Responder

• What will be the General Decision Rules around rates kids will respond?

• What will be considered a success?

Training Students on CICO System

• Meet with parents and students

• Modeling and Practice

• Accepting Feedback

• Decision-Making – Goal

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Matching CICO to Student Needs• Basic CICO: goals related to cooperative, respectful

behavior; reinforced through daily positive adult contact (attention-related)

• Basic CICO + Peer Leadership: goals, prompts and encouragement to model appropriate social skills, develop leadership and peer mentoring

• CICO + Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support

• Escape CICO: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact

Student Leadership Skills Training

Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on)

Level 2-Student Mentor Group- fade to 2/day “co -leads” morning and afternoon time with staff) Leadership Skill Training 200

Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits)

Tier 2- Basic Using CICO as the “Organizer”

Outcomes:

•Intervention •Screening Tool•Data Collection•Teacher Support•Formal Documentation

Home Rr.

1st 2nd 3rd 4th 5th 6th 7th

Hands to self

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Raised hand

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

In seat 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

1st 2nd 3rd 4th 5th 6th 7th

Touch others’ property

2 0-1 time1 2-4 times0 + 5 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Spoke out of turn

2 0-2 times1 3-6 times0 + 7 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Out of seat 2 0-2 times1 3-4 times0 + 4 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

(n/a if n o opportunity)

1st 2nd 3rd 4th 5th 6th 7th

Cooperated with others

2 0-1 time1 2-4 times0 + 5 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Used AMT Skills when needed(Look Cool, Walk Away)

2 0-2 times1 3-6 times0 + 7 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Asked adults for help appropriately

2 0-2 times1 3-4 times0 + 4 times

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Anger Management Training DPR

Phase 1: Provide Adequate Instruction, Fidelity Check, Decision Rule for Access

Phase 2:Gather information, Use CICO Basic

Phase 3:Review Baseline, Fidelity Check,Decision Rules for next steps

Phase 4:Evaluate Outcomes & Make Decisions

Academic Support(s)Academic Support(s)

Peer LeadershipPeer Leadership

Pro social skill ?Pro social skill ?

Problem Solving?Problem Solving?

Targeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication systemTargeted Skill Development Interventions will have coordinator, progress monitoring, follow along activities, communication system

Avoid Tasks?Avoid Tasks?

Skill Building?Skill Building?

Skill Deficit?Skill Deficit?

Step 2: Tier 2 Team synthesize data to 1) continue CICO Basic or 2.) Modify CICO- add skill developmentStep 2: Tier 2 Team synthesize data to 1) continue CICO Basic or 2.) Modify CICO- add skill development

Step 1: CICO started with 2 week observation time to collect baseline Step 1: CICO started with 2 week observation time to collect baseline

Teacher/Parent Nomination Teacher/Parent Nomination

Data Decision RulesData Decision Rules

Universal Screening InstrumentUniversal Screening Instrument

Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?

Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable?

–Classroom System –Nonclassroom System–Schoolwide System

–Classroom System –Nonclassroom System–Schoolwide System

Tier 1 implemented with fidelity?

Tier 1 implemented with fidelity?

If Yes, then

Analysis and/or Full Assessment Analysis and/or Full Assessment

Obtain Attention?Obtain Attention?

Tier 1/Universal School-Wide AssessmentSchool-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

n

Assessm

en

t

Tier 2/Tier 3 Interventions Tracking Tool:Examples of

Data-based Decision-rules for Defining Response

1. Responding to CICO: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

2. Responding to Social/Academic instructional groups: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC): Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

4. Responding to Brief Function-Based Interventions: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

5. Responding to Complex Function-based Interventions: Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

6. Responding to Wraparound Plans Youth received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs.

Moving beyond CICOT2 Basic

Conversation Starters …around the following topicsWhat do we have in place?What teams exist in our school?Do our teams work effectively and efficiently as they

could?

Do we have tools that let us know we are doing well and it is making an impact on student outcomes?

ReadinessAre you ready?

• 70% or higher on BOQ• No major changes in school • Administrator is attending 90% of the PBIS

meetings• PBIS meets regularly and using data to guide

implementation

ReadinessAre you willing?

Administration and core group of staff who have:

• Willingness to study existing system, meeting structure and effectiveness of current programming

• Willingness to use progress monitoring tools to track fidelity of program and impact on student behavior/skill acquisition

For Administrators…• Do you have flexibility to change

forms/process/agenda

Other considerations as we talk today….• What are your school improvement goals? How will

you know when your goals are met? (evidence-DATA!) • What would you consider success for your school? • Reflect on your relationship with your teaching staff?

Can folks be honest about current status? Have you cultivated a professional learning community?

Teaming at Tier 2

Secondary Systems Planning ‘conversation’– Monitors effectiveness of CICO, S/AIG, Mentoring, and

Brief FBA/BIP supports– Review data in aggregate to make decisions on

improvements to the interventions themselves

– Students are NOT discussed

Problem Solving Team (‘conversation’)– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited

81

Team Model: Effective Instructional and Team Model: Effective Instructional and Behavioral and Support ?Behavioral and Support ?

Problem-SolvingProblem-SolvingTeamTeam

SW-PBSLeadership Team

Teacher Teams(PLC/Grade Level)

Individual Student Team

On-going Assessment of Students’ Academic/Social-Emotional Skills

Workgroup/

Committee/

Team

Outcome/Link to

SIP

Who do we

serve?

What is the ticket

in?

Names of Staff

Non-negotiabl

e

District Mandate?

How do we measure impact?

Overlap?

Modify?

Attendance Committee

students Junebug, Leo, Tom

yes Attendance records

Yes-fold to SW PBS

SW PBS Team Students

staff

Ben, Tom, Lou

no Office Referrals

Attend, MIR,

Nursing log ,climate

Yes- continue

Safety Committee

Students

staff

Toni, Barb,Tom

no Office

Referrals

BIG 5, climate

Yes-fold into SW PBS

School Spirit Committee

students Tom no No Yes-fold into SW PBS

Discipline Committee

students Tom, Lou no Office

Referrals

Yes-fold into SW pbs

Student Support Team/Problem Solving Team

students Steve, Sue,Jon,

Tom

yes Discipline,

DIBELS,

FACTS…

No- continue

School Improvement

1,2,3 Bill, Jon, Lou, Tom

yes All of the above

Yes- continue

Working Smarter- Systems / Staff Support

Guiding Questions

Outcome: How is the practice linked to overall outcome outlined in your school improvement plan?

Systems/Process:Teaming Structure – What are your current Service Delivery Teams (i.e. Leadership

Team, Student Services Team, Problem Solving Team)What are roles and responsibilities of each team? RFA process How do teachers and support staff access these supports? Request for

Assistance? How long does it take to get supports in placeCommunication: How do your academic and behavior teams communicate with

each other ?Coaching and Staff Support: What are the structures that support skill development

for staff? Structures that support follow along activities?What are the structures that support fidelity, on going teacher support and

performance feedback? (Coaching)

Data: Decision Rules about how students get access? What tools to measure fidelity and

progress monitoring tools used to measure effectiveness-How do you know the practice makes the impact?

•Tier 1: Guide implementation•Ensure new programs are embedded/fit•Progress monitor implementation•Modify based on data•Monitor fidelity•Train new staff•Guide training•Progress monitor Tiers II•and III•Match students to interventions•Develop intervention systems•Conduct staff training•Monitor fidelity of implementation

•Conduct individualized assessment•Build intervention•Develop monitoring plan•Train staff

Problem-SolvingProblem-SolvingTeamTeam

SW-PBSLeadership Team

Teacher Teams(PLC/Grade Level)

Individual Student Team

Grade Level Teams Staff Support Team•Easy to implement, gather data•Build skills with teachers- “Cool Tools”•Performance Feedback and Coaching

Decision Rules for Access to Advanced Tiers (and decision rules for prevention-if we can predict the trajectories , then

we can prevent it from happening)

• Youth has 2 Major ODRs• Youth has 1 Suspension• Youth experiences more than ? minutes out of instruction • Youth misses more than ? days unexcused absences• Youth drops GPA by more than ??• Youth – benchmark testing- McIntosh • Youth- incomplete class work/homework• Attendance (look at predictors for drop-out and school completion)• Admin Referral• Teacher/Staff Referral• Family Referral• Other:

Tier 2/3 Tracking Tool

• Structured to follow 6 levels/types of interventions from Secondary through Tertiary

• Increases accountability – Schools have to count # of kids in interventions – Data-based decision-rules are necessary (Identify,

Progress-monitor, Exit)– Must define ‘response’ to each intervention type/level– Shows % of kids who responded to each intervention

• …..the tool assesses the success rate, or effectiveness of the interventions themselves

• Connects each level of intervention to the next level