Preparing for Advanced Tiers using CICO

Calvert County Returning Team Summer Institute

Cathy Shwaery, PBIS Marylandcshwaery@pbismaryland.org

Overview

• Understand the features of tiered interventions

• Identify current systems and practices in place

• Identify who will benefit from secondary interventions

• Identify data sources for monitoring and evaluating effectiveness of interventions

Participants will

3

in order to meet benchmarks.

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These students get these tiersof support

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Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

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PBIS: Creating the Conditions for Learning

Social Competence &Academic AchievementSystems Supporting

Staff Behavior• Team Approach• Administrator participation• Community of Practice (Skill development and performance feedback)

Data Supporting Decision Making• Office Discipline Referrals• Academic progress• Attendance, truancy• Direct observation• School improvement goal progress• Process tools (fidelity)Practices Supporting Student Behavior

• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration

SYST

EMS

PRACTICES

OUTCOMES

DATA

TIER I: Core, Universal

GOAL: 100% of students achieve

at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.

Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.

TIER II: Supplemental, Targeted

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Tier II For approx. 20% of

studentsCore

+ Supplemental

…to achieve benchmarks

Key Features Tier II Intervention is consistent with school-wide

expectations

Similar implementation across students

Continuous availability & quick access to the intervention

All school staff are trained on the intervention

Intervention is flexible based on functional assessment

Data are used continuously to monitor progress of the intervention

Tier III

Tier II

Tier I

Resource Mapping: Taking Inventory

Practices, Initiatives, Programs for a FEW

Practices, Initiatives, Programs for SOME

Practices, Initiatives, Programs for ALL

Resource Map: InventoryTiers What

practices are in place?

Who receives support?

Who are the providers?

How is progress

monitored?

How do students

enter & exit?

Tier I

Tier II

Tier III

Intervention Recommendations • A variety of interventions may be appropriate

for your school• Check-in/Check-out is recommended as a

place to start for targeted group intervention– Evidence-based

– Linked with the school-wide system

– Efficient; can support several students

– Cost-effective

– Can be easily adapted if needed

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

Who benefits from CICO?

• Students with multiple referrals (2-5 majors)

• Students who receive several “minor” referrals

• Students who receive referrals in multiple settings

• Problem behaviors are not dangerous or severe

• Students who find adult attention rewarding

Student Recommended for CICO

CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

CICO Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Progress Report

• Students receive feedback from teacher several times per day (point rating)

• Increased feedback on behavior• Increased praise • Increased teacher contact

Daily Progress Report consistent with SW Expectations

Student Recommended for CICO

CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

CICO Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Student Recommended for CICO

CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

CICO Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Monitoring

Collaborative Team-Based Process

• A team of individuals reviews the students progress on a regular basis

• Data is collected on an on-going basis

• Data is used to make decisions about the interventions success (or lack there of)

Monitoring for Effectiveness

Why does CICO work?• 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

1. Obtain your most recent SET, TIC, and/or BOQ score.

a. If < 1 yr old, use your most recent score.b. If > 1 yr old or if major changes have occurred

regarding PBIS implementation in your school, administer the SET, TIC, and/or BOQ.

2. Proceed if you meet 1 or more of the following criteria:

a. >80% on TICb. >70% on BOQc. > 80%/80% on SET

STOP

If Tier I practices and systems are not

firmly in place, reconsider

implementation of Tier II practices and

systems at this time

Is your school ready?

Have commitments & agreements been secured?

1. Has the principal agreed to establish Tier II practices & supports?

2. Has the principal agreed to attend training meetings?3. Has the principal agreed to direct financial & personnel

resources toward implementation?4. Has the school established a behavior support team?5. Have faculty members (>80%) agreed to implement Tier

I practices & systems to support Tier II implementation?6. Have faculty members (>80%) agreed to participate in

Tier II implementation as needed?

STOP

If commitments haven’t been confirmed

(6 “yes”), reconsider implementation of

Tier II practices and systems

Summary

• Resource Mapping- inventory of current condition

• Tier I is in place schoolwide and in classrooms• Readiness and Buy-in: LAYERS of Support-

attached to tiered framework• Teaming Structure• Decision Rules for Access & Exiting• Start with one: Check In/Check Out

References

• www.pbismaryland.org

• Crone, D.A., Hawken, L. S., Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program (2nd ed.). New York: Guilford Press.

Thank you!