Year 2: Tier 2 Readiness, Screening & Beyond!

Check, Connect, & ExpectAn Effective Targeted Group

Intervention

Tricia Robles, patricia.robles@highlineschools.org & Joy Champion, joy.champion@highlineschools.org

Agenda for Tier 2 Training

• Introduction to Tier Two• Screening• Determining the Function of Behavior• Check, Connect, & Expect (CCE)

PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable– Outcome-based– Data-guided decision making– Evidence-based practices– Systems support for accurate & sustained implementation

Goal of Tier 2 InterventionsTo Make the Problem Behavior:

• Ineffective• Inefficient • Irrelevant • Unstable

* Some of this occurs through changes to the environment.

Tier 2 Interventions(Hawken, Vincent, & Schumann, 2008).

• Assumes a Tier 1 School wide PBIS is in place• Involves a problem-solving focused behavior support team• Screening to identify a % of students non responsive to Tier 1• Readily available and easily accessible• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry & exit criteria, with non-responders moving to Tier 3

Characteristics of Targeted Interventions

1) Explicitly teaching expected behavior to the student

2) Structured prompts for appropriate behavior 3) Opportunities to practice skills 4) Opportunities for positive feedback 5) Strategies for fading support as the student gains

new skills

6) System for communicating with parents 7) Regular Data for Monitoring student progress

Keys to

Ch

ang

ing

Beh

avior

C. Borgmeier, 2011

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

SYST

EMS

PRACTICES

DATASupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement

Tier 2 – Same Drivers as Tier 1

Factors that Place Children At-Risk

• Biology/physiology• Socioeconomic status• Family Conflict• Family Composition• Parenting Style

• Lack of health care• Poor nutrition• Frequent moves• Temperament• Academic failure

11

Focus on what we can change• We cannot prescribe medication

• We cannot change the students previous experiences• We often cannot change the parenting practices in the

home• Some venting is good, but too often it takes over leading

to less productive meetings, instruction & supports for students

There is a LOT we can do in the classroom to Change student problem behavior

But - Positive Evidence Demonstrates that:

Many techniques, strategies, are successful with these students– Clear and specific requests – Reinforcement (individual &

group)– Teaching social skills – Problem solving – Self-monitoring– Function-based intervention

What Can We Do?

• Use existing evidence based approaches to develop Tier 2 system supports across school &home– Create positive adult-student relationships– Teach desired social behavior– Monitor and supervise students closely– Reinforce, encourage, motivate students– Support students when problems occur

Moving to Tier Two

Discussion

• Think of a student you would consider needing Tier Two services. With a partner discuss:- How do you typically deal with such a student? How does the larger school try and serve this student’s needs?- Do you ever think how the behavior is handled may actually be maintaining the behavior?

10 Minutes

Are We Ready for Tier Two?• For Tier Two supports to

be most successful, basic components of Tier One should be in place.

• Time must be dedicated for Tier Two to be implemented.

• Support from staff and admin must be available.

• Professional development must occur.

Tier 2 Team

• May be part of the existing PBIS leadership team.

• May be an extension of the existing PBIS leadership team.

• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school -

SIT team, Care team, MDT team.

Tier 2 Team Members

• Tier 2 Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals

RTI/PBIS Team Structure

Developed by The School District of Osceola County

Derby Ridge Elementary Teaming Structure

Grade Level Teams

Discussion – Tier 2Teams

• With your table discuss possible Tier 2 team formats.- What are the benefits and drawbacks of the various structures?

• Who would be on your Tier 2 team?• When could this team meet?• What needs to happen to create a Tier 2 team?

* Add items to your action plan.

15 Minutes15 Minutes

10 Minute Break

We are Ready, So Now What?• Screen Students• Know the Function Behind the Behavior• Have Interventions in Place to Positively Serve the

Function and Teach Desired Social Behavior• Check for Classroom PBIS

Establish Entry Criteria

• A team agreed process should be established for how students enter Tier 2 programs. Common entry criteria:– Screening Results– Office Referrals– Teacher Nomination - Through Process– Counselor Nomination

Systematic Screening Approaches for Students in Tier 2/3

Interventions

How most schools determine student need for services

• Only 2% of schools screen all children for mental heath reasons (Romer & McIntosh, 2005)

• Office discipline referrals & Teacher/Staff referrals are commonly used

Office Discipline Referrals• Implemented widely in SWPBS where 2-5 ODR is

considered threshold for at-risk (Horner et al., 2005)• Issues with Consistent Use of ODR• May miss a number of students

– One study found that 35% of students who qualified as at risk on SSBD did not have multiple ODRs (Walker, Cheney, Stage, & Blum, 2005)

Office Referral Information

But Who Are We Missing?

Screening for “At-risk” Students

Why Universal Screening benefits schools

• Establishes a schools risk level and allows for monitoring of responsiveness through shifts in this risk level (Lane, Kalberg, Bruhn, Mahoney & Driscoll, 2008)

• Informs the use of Tier 2 & 3 interventions - where to target limited funds

• Preventative supports reduce the need for more intensive supports later (Cheney & Stage, in press; Walker, Cheney, Stage, & Blum, 2005)

• Monitor overall effectiveness of the three-tiered model

• Promotes early intervention in place of “wait to fail” (Glover & Albers, 2007);– Of the 20% of school-aged children who experience

mental health difficulties, only 30% receive services (US Public Health Service, 2000).

– 65% of students identified for EBD are 12 years or older (US Dept of Ed, 2001)

• A reduction in over-representation of children of color– African American students are twice as likely to be

identified as EBD than White students (Alliance for Excellence Education, 2009)

• Addresses the issue of under-identifying girls and students with internalizing issues (Hosp & Reschly, 2004)

Why Universal Screening benefits students.

Choosing A Universal Screener

• Choose a Screener that:1. Is appropriate for its intended use and that is

contextually and developmentally appropriate and sensitive to issue of diversity

2. Has Technical Adequacy3. Useable - efficient, feasible, easy to manage

- Calderella,Young, Richardson & Young, 2008

Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)

• Originally normed K-6, recently normed for middle and Jr High (Calderella,Young, Richardson & Young, 2008)

• Multiple gating procedures following mental health & PBS model

• Externalizing and Internalizing dimensions• Evidence of efficiency, effectiveness, & cost benefits• Exemplary, evidence-based practice

• US Office of Special Education, Council for Children with Behavior Disorders, National Diffusion Network

Multiple Gating Procedure (Severson et al. 2007)

Teachers Rank Order 3 Ext. & 3 Int. Students

Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales

Gate 1

Gate 2

Pass Gate 1

Classroom & Playground Observations

Gate 3Pass Gate 2

Tier 2,3Intervention

Tier 3 Intervention or Special Ed. Referral

Screening

Internalizing Behaviors• Examples

– Not talking w other children– Acting in a fearful manner– Not participating– Avoiding or withdrawing– Not standing up for one’s self

• Non-examples– Initiating social interactions– Having conversations– Joining in with others

Externalizing Behaviors• Examples

– Displaying aggression – Arguing– Defying the teacher– Being out of seat– Disturbing others

• Non-examples– Cooperating– Sharing– Working on tasks

SSBD: Sample Questions

• Critical Events (Behavioral Earthquakes):– Sets Fires, – Vomits after eating, – Exhibits painful shyness

• Maladaptive Behavior– Requires punishment before s/he will terminate behavior.– Child tests teacher imposed limits.

• Adaptive Behavior– Is considerate of the feelings of others.– Is socially perceptive.

Student Risk Screening Scale (Drummond, 1994)

• Originally normed at elementary level, recently normed at middle and high school (Lane, Kalberg, Parks, & Carter, 2008)

– Classroom teacher evaluates and assigns a frequency-based, Likert rating to each student in the class in relation to seven behavioral criteria

– Score indicates the level of risk (low, medium, high)

• Scores predict both negative academic and behavioral outcomes

• Effective, Efficient and Free

Student Risk Screening Scale (Drummond, 1994)

– lies, – cheats, – sneaks, – steals, – behavior problems, – peer rejections, – low achievement, – negative attitude, – Aggressive.

– Rates on a Likert scale of 0 never to 3 frequently

SRSS

Student Internalizing Behavior Screener (SIBS)

• Nervous or Fearful• Bullied by Peers• Spends Time Alone• Clings to Adults• Withdrawn• Seems Sad or Unhappy• Complains About Being Sick or Hurt

Rates on a Likert scale of 0 never to 3 frequently

Integrating Screening into RTI/PBS Initiatives

How is it done?

2009 Bridget Walker, Ph.D.

Kdg A Sam Spade

Kdg B Frederico Latica Charles Brown

Grade 1 A Lina Ruis Char Beyer Rana Wilcox Renny Linquist

Grade 1 B Jack Jonson

Grade 2 A Kim Signorelli Mike Majewski

Grade 2 B Lin Wu Monico Leon

Grade 3 A Howard Muscott Doug Cheney

Grade 3 B Peggy Hunt Pat Harrington

Grade 4 B Tim Leary Peppermint Patty

Grade 5 A Scott Stage

Grade 5 B Kelli Jane Paula Seabright

Grade 6 A Alex Tapps Shin Ji Lauren Anderson Dave Drobek Jerome Garcia

Grade 6 B Robert Weir Chris Norman Kate Davis Dennis Chipp Rashan Lincoln

Names listed in blue are students who have passed Gate 2 of SSBD. Names listed in red are students who have been identified with academic issues Names in green are students who have been identified by both academic screening & SSBD. The Support team is meeting to determine appropriate supports for each group

Sample List of Students Identified Through Schoolwide Screening

How could this information help you determine where your limited support resources should focus?

Bridget Walker, Ph.D.

Discussion

• With a partner(s) discuss what screening process might be most appropriate for your school.

10 Minutes

We Have Screened, so Now What?

Considering Function of Behavior

Acknowledgement to Dr. Leanne Hawken, University of Utah

Function Serves a Purpose

Three Functions:• Obtain something

desirable• Avoid something

unpleasant • Self-stimulation

Why is it important to identify the function of a behavior?

It is empirically validated as best practice.

Not Reinforced

Redirected to stay at reading activity

Student hits to escape reading

ReinforcedPlaced in “time out”

Not Reinforced

Redirected to stay at reading activity

Student hits to escape reading

ReinforcedPlaced in “time out”

48

Form and Function?

Form

what does the behavior look like?

Function

what is the purpose of the behavior from the student’s perspective?

49

ABC’s of Understanding Behavior

• What happens before (A or antecedent) the

behavior occurs?

• What is the behavior (B)?

• What happens after (C or consequence) the

behavior occurs?

- Setting Events A B C

Examples of Setting Events

Missing breakfast Crowding in the cafeteria Having a fight on the way to school Bad grade on a test Substitute teacher Forgetting to take allergy medication

Matching Function With Available Resources

• Resources– Anger Management– CCE– Friendship Skills– Lunch Bunch

• Functions– Obtain Adult Attention

– Obtain Peer Attention

– Escape Aversive Task

– Escape Aversive Social

Discussion

• With a partner(s) think about a student with a repeated behavior problem. – What function is the behavior serving? – How could this function be meet more

appropriately? – What type of intervention might best serve this

function?

10 Minutes

Monitoring Effectiveness and Fidelity of Tier 2 Interventions

Fidelity Checklist

Monitoring Progress In Tier 2

• Each Student Should Be Monitored at Least Twice Monthly to Determine :– If they are responding to the intervention– If the intervention is the correct intervention– If the intervention needs to be adjusted– If the student is ready to exit

Monitoring Student Progress• For your Tier 2 interventions, who will be

monitoring the fidelity of each intervention?

• Who will be looking at the student response data?

• What will be the exit criteria?

Monitoring All Interventions

Monitoring Individual Interventions

Monitoring Tier 2 Progress

• Look over the Tier 2/3 Tracking Tool and Systems-Response Tool.

• How is the larger systems response currently monitored?

• What might your team discuss if many students are unresponsive to an intervention?

Activity

• PBIS provides great tools to help you assess and plan at each Tier.

• Take a moment and look over the Tier 2 Action Plan Checklist.

• What are some of the action steps your school may need to take to prepare for Tier 2?

10 Minutes

Entry Task

• Think about a favorite coach, counselor, teacher, or other adult that inspired or mentored you

• Jot down the characteristics this person possessed?

• Talk with a person at your table about this person

Goals for Today• What is Check, Connect, & Expect (CC&E)?• What are the readiness steps & tools for

implementing CC&E?• What are the roles and responsibilities of

CC&E?• How are parents involved in CC&E?• How do schools evaluate the effectiveness

of CC&E?• Troubleshooting with CC&E

Building the Airplane While Flying It

Reviewing Tier 1 & Moving Into Tier 2: Honor Where You Are At

PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable– Outcome-based– Data-guided decision making– Evidence-based practices– Systems support for accurate & sustained

implementation

Goal of Tier 2 InterventionsTo Make the Problem Behavior:

• Ineffective• Inefficient • Irrelevant • Unstable

* Some of this occurs through changes to the environment.

Tier 2 Interventions(Hawken, Vincent, & Schumann, 2008).

• Assumes a Tier 1 School wide PBIS is in place• Involves a problem-solving focused behavior support

team• Screening to identify a % of students non responsive to

Tier 1• Readily available and easily accessible• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry & exit criteria, with non-responders

moving to Tier 3

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Tier 1 PBIS in the Classroom

Characteristics of Targeted Interventions

1) Explicitly teaching expected behavior to the student

2) Structured prompts for appropriate behavior 3) Opportunities to practice skills 4) Opportunities for positive feedback 5) Strategies for fading support as the student gains

new skills

6) System for communicating with parents 7) Regular Data for Monitoring student progress

Keys to

Ch

ang

ing

Beh

avior

C. Borgmeier, 2011

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

The Yellow Zone Response : Targeted Intervention

• “Targets” at-risk students who: • fail to respond to school-wide and classroom expectations• are not currently engaging in dangerous or extremely disruptive

behavior• Efficient - similar set of behavioral strategies are used across a group

of students needing similar levels of support• Effective - decrease problem behavior in classroom, increase

academic engagement, & decrease office discipline referrals

• Builds from School-wide PBIS - “second dose”• Explicitly teach how to: Be Respectful, Be Responsible, Be Safe

Check Connect, & Expect

SYST

EMS

PRACTICES

DATASupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement

Tier 2 – Same Drivers as Tier 1

Factors that Place Children At-Risk

• Biology/physiology• Socioeconomic status• Family Conflict• Family Composition• Parenting Style

• Lack of health care• Poor nutrition• Frequent moves• Temperament• Academic failure

Intervening with our children at-risk of school failure?

• Children with emotional or behavior problems (EBP) have great difficulty succeeding in public education– Variable social relationships – Low grades and fail more courses – Drop out of school at higher rates– Unlikely to attend college– Low employment rates as teenagers and

adults.

Moving to Tier Two

76

Focus on what we can change• We cannot prescribe medication

• We cannot change the students previous experiences• We often cannot change the parenting practices in the

home• Some venting is good, but too often it takes over leading

to less productive meetings, instruction & supports for students

There is a LOT we can do in the classroom to change student problem behavior

And… Positive Evidence Demonstrates that:

Many techniques, strategies, are successful with these students– Clear and specific requests – Reinforcement (individual &

group)– Teaching social skills – Problem solving – Self-monitoring– Function-based intervention

Screening for “At-risk” Students

Office Referral Information

But Who Are We Missing?

Screening

Internalizing Behaviors• Examples

– Not talking w other children– Acting in a fearful manner– Not participating– Avoiding or withdrawing– Not standing up for one’s self

• Non-examples– Initiating social interactions– Having conversations– Joining in with others

Externalizing Behaviors• Examples

– Displaying aggression – Arguing– Defying the teacher– Being out of seat– Disturbing others

• Non-examples– Cooperating– Sharing– Working on tasks

We are Ready, So Now What?

• Screen Students• Know the Function Behind the Behavior• Have Interventions in Place to Positively

Serve the Function and Teach Desired Social Behavior

• Check for Classroom PBIS

Check, Connect and Expect

A Tier 2 Intervention

Graduation

 

Self-Monitoring

Basic Plus Program (as needed)

Program Phases Daily Program Routine

Student Meets CC&E CriteriaVia SSBD Screening, ODRs,Teacher Nomination

Morning Check-in

ParentFeedback

Basic Program

Teacher Feedback

AfternoonCheck-out

Cascade Cougar Report

Check, Connect, & Expect (CC&E) Program

• Secondary-level intervention (Expanded CICO) implemented by a paraprofessional.

• Includes five program phases:– Basic – Self-Monitoring– Graduates– Basic Plus (Social Skills & Problem Solving)

Our Approach - CCE• Based on fifteen years of research and practice • Check and Connect (C&C, Sinclair, Christenson,

Evelo, & Hurley, 1998), U. Minnesota • The Behavior Education Programs (BEP, Crone,

Horner, & Hawken, 2004) U. Oregon/Utah• Both rely on

– a positive caring adult – daily positive interactions with adults – supervision and monitoring of students – reinforcement/acknowledgement for success

Our Approach - CCE• Students:

– Check in and out with Coach– Receive systematic daily feedback from teachers– Receive daily reinforcement for performance– Receive social skills and problem solving lessons as

needed– Receive academic tutoring as needed

• Coaches:– Serve as positive role models– Monitor all progress of students– Connect with student and all adults– Support teachers in implementing DPR effectively

Coaches Build Positive Relationships

Factors that Influence Positive Relationship Building

• Building trust– Hesitance/resistance- not changed overnight– Repeated interactions– Consistency

• Time with student• Age appropriateness of talk and activities• Believe in student strengths (positive regard)• Most effective adults- trustworthy, attentive,

empathetic, available, positive, respectful, and virtuous

BEP DVD

Check, Connect, & Expect is based on the Behavior Education Program

CC&E Intervention & Timeline

• Screening & Identification• Parent Permission• Student Orientation• Student Begins CC&E• Basic CC&E Intervention 6-8 weeks• Progress Monitoring every 2 wks• Self-Monitoring 1 & 2• Graduation or Increase Interventions

CCE: Key Players

• Student• Coach• Teacher• PBIS Leadership Team• Counselor• Parent/Guardian

At the Heart of Success: The CCE Coach

Coach Role

• Serve as a positive role model• Monitor progress of students with the Daily

Progress Report • Inform parents of student progress • Complete daily data entry • Provide social skills instruction, problem

solving instruction, and academic support as needed

• Review student progress with school coordinator

Coaches Daily Priorities

• Complete the Check in and out• Hold Problem Solving Sessions• Hold scheduled sessions of Basic Plus

based on Student Case Reviews • Complete all daily data collection and entry• Visit Classrooms and contact teachers or

parents as necessary• Have informal interactions CCE students

and school staff

Coach Daily Schedule

8:45-9:15 Check-in

9:15-9:45 Data entry or Problem Solving

9:45-11:00 Learning Support

11:00-12:00 Problem Solving

12:00-12:30 Lunch

12:30-2:45 Library Assistant

2:45-3:15 Check Out

3:15-3:45 Data entry & Prep

Coaches Daily Schedule8:45– 9:15 Check-in 9:15 – 9:45 Data entry/collection9:45-10:15 Class visits/ Parent Communication10:15 –10:30 Recess = Teacher Comm./ Preparation

time10:30 – 10:45 Break10:45-12:00 Academic Tutoring/Social Skills/Prob.

Solving12:00-12:30 Lunch 1:00-2:00 Academic Tutoring/Social Skills/Prob. Solving2:00 – 2:15 Recess: Informal Connection, observations2:15-2:45 Classroom Visits/Teacher/Parent Contacts2:45 – 3:15 Check Out3:15- 3:45 Data summary and entry

PBIS School Coordinator Role

• Schedule and facilitate monthly PBIS Team Meetings• Review CC&E Data with Tier 2 Team every two weeks• Share updates, data, and recommendations from

Team Meetings with Staff at least 4 times per year• Work with Team to Schedule an Annual SET ensure

SWPBIS efforts are Sustained• Work with Coach and District Specialist on

systematically screening October-November• Be an ambassador for PBIS work and assist with PBIS

Training and Fidelity of Implementation

Basic Program

• Student check-in and check-out• Teacher Feedback/Daily Progress Report• Problem solving if needed• Parent communication• Reinforcement & Criterion Shift for non-

responders

Basic CCE: Check-in• Convenient location; consistent routine; efficient• Students receive the DPR with a goal• Coach collects signed DPR• Coach and students review expectations• Materials/Homework Check• Receive reinforcement for check-in• Positive Relationship building with students• Provide reminders of expectations, social skills, and problem solving

skills

Checking In95% of 14,000 times Success

Basic CCE: Check-out

• Convenient location; consistent routine; efficient

• Positive end to the school day• Coach gives behavioral feedback• Coach totals DPR ratings• Coach collects DPR copy and sends one copy

home• Coach provides praise & reinforcement for

meeting goal

Checking out92% oftime Terrific

The Daily Progress Report (DPR): The Core Tool in CCE

• Takes the Schoolwide Tier 1 Expectations and Makes Them Increasingly Visible for Students and Teachers

Secondary Version of Daily Progress Report Card

Student:___________________ Date:____________ Goal:_________

Reading Math

Way to Go! (4): Met expectations with positive behavior. DAILY TOTAL_______Good (3): Met expectations with only 1 reminder or correction. OK (2): Needed 2-3 reminders or corrections.Tough Time (1): Needed 4 or more reminders or corrections.

Parent Signature:______________________Comments:

Teacher: ___________ Comments:

Checked in Yes No

Checked out Yes No

Parent Signature Yes No

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Social Studies/Science/Art SpecialistExpectation Tough

TimeOK Good Way to

Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Expectation Tough Time

OK Good Way to Go!

BeSafe

1 2 3 4

ShowRespect

1 2 3 4

BeResponsible

1 2 3 4

Teacher’s Role• Score Students On The Daily Progress Report Card

At Designated Times• Give Student Behavioral Reminders about

Expected Behavior When Misbehavior Occurred• Reminders Linked to Expectation, with a

Description of the Problem Behavior and Desired Behavior.

• Give Positive And Corrective Feedback To Students At Each Scoring Period

• Work With Coach to Schedule Services

CC&E Teacher InterventionGiving Effective Feedback on

Daily Progress Report (DPR)

• Consistent time and motivational language• Quick but clear – 1-3 minutes• Positive tone of voice• Explicitly tells the student what they did well• Provides specific replacement behaviors or

suggestions for improvement• Links to classroom/school expectations & ratings• Attentive and responsive; use proximity

10 Minute Break

Parent Participation•Orientation and introduction for parents

•Review DPR with child

•Provide positive feedback for success

•Discuss plans for meeting expectations in future

•Sign DPR and send with student in morning

•Communicate with Coach about CCE Program

•Surrogate parent can be used if needed

Acknowledge Success

Activity• Read over the scenarios

• Score one of the students using the

• Jot down some dialog you’d use when discussing the report with the student.

• Take turns with a partner giving feedback on the report you scored, then switch roles

• Going through this activity, what questions and observations do you have?

15 Minutes

DPR Scoring Activity• Period 1 – During the social studies activity, Suzy glued her hand to her desk and the

teacher said “Suzy you are not meeting the expectation of being respectful because you are respecting property, the glue is only for the paper.”

• Period 2 – Suzy tapped her pencil loudly on the desk during silent reading time. The teacher said “ you are not meeting the expectation of being respectful, because tapping your pencil is not respectful to the learning of others, and you need to practice still hands while reading.” When the bell was about to ring for lunch, she shouted out “Lunch!” and the teacher said “Suzy you need to show respect for the learning environment by having your voice off, you are not meeting the expectation of being respectful”.

• Period 3 – During math time, Suzy tipped back in her chair. The teacher said “Suzy you are not being safe when you tip back, I need all four chair legs should be on the ground.” Ten minutes later, she tipped back again and this time the teacher said “Suzy, you are again not being safe by not keeping all four chair legs on the ground, please show me what all four chair legs down looks like.”

• Period 4 – Suzy got out of her seat 5 times without permission, but the teacher never said anything to Suzy about it.

10 Minutes

Schedule of Reinforcement

• Daily - daily goal• 5 day - meets daily goal 5 times• 15 day - meets daily goal 15 times• Graduate celebrations - at graduation from

the program

Periodic Celebrations

• Small party for CCE students who:– met their 15-day goals– had a positive adjustment made to their program– eligible for graduation

• Specific acknowledgement• Name the event• No more than once per month • Teacher permission (extra time out of class)

Success In Basic!

Now What?

Self-monitoring (SM)• 6-8 weeks in Basic meeting criteria 80% of the time• SM can be faded across 2-5 weeks• Students check-in and out and receive DPR

feedback from teacher• Students rate their own behavior on DPR• Teachers rate behavior on DPR• Coach determines partial agreement (80%)• Coach reviews SM purpose with teachers prior to

starting

Success in SM• 10 out of 15 days with at least 80% partial agreement and

meets criteria• Partial agreement means within one rating• Example: 16 opportunities for ratings (4 expectations, 4

periods). Must have 13 partial agreements to be counted as agreement

• If the student is not successful, the Coach problem solves with the student

• May be motivating for students to graph their own progress

What if a student is not successful in SM?

• Student may not be successful because– SM scores are declining or not completed– Teacher reports problem behavior in class– Student may not want to graduate

• If student is unsuccessful – Conduct problem solving– Review student performance & consider more

frequent DPR or basic booster

Graduation

• Celebrate each graduation• Continue quarterly events• Collect & enter monthly

self-report DPR• Consider Graduates as

program assistants

Activity

What person(s) might serve in the role of the coach?

Considering who might serve in the role of the coach, what type of schedule could this person have?

Where would Check-in and Check-out occur?

What logistics will you have to consider?

15 Minutes

Variable or Unsuccessful at Meeting Goal

• Problem Solve• Change Reinforcement• Change Criteria to 5% above current

average– Across 3 weeks Cecilia averages 55%, so her goal will

be set at 60%. After 5 days of success at 60% her goal can be raised in 5-10% increments.

* BIG IDEA - Get Student to Experience Success!

Non-Response to Basic

About 15%-20% of Students Will Need to Move to Basic Plus

Basic Plus• Continue daily check-in and check-out• Criteria adjusted to 5 points above current

average• Weekly problem solving and social skills

sessions• Possible classroom support for times that

trigger behavior• Reinforcement may be adjusted

Additional CCE Supports

Problem Solving

• Format for problem solving used• Help students to solve emerging problems and

effectively apply existing social skills• Preventive & Responsive• In Basic Phase, PS should occur no more than

weekly• In Basic Plus more frequent PS may occur• Teacher request, data, ODR or student request

Social Skills Instruction• Scheduled lesson(s) using a program such as the “Stop and

Think Program” by Howard Knoff or Skillstreaming by Goldstein & McGinnis.

• Specific lessons identified based on DPR data and teacher feedback.

• When possible integrate language of lessons into classroom.

• Instruction in prosocial skills.• Interpersonal, classroom, and conflict resolution

• Teaches/ reinforces the social code other students pick up naturally.

Activity: Reinforcement

1) What types of reinforcement tracking system might you use? Handprint? Bar Chart? Other ideas?

2) Share ideas for 5 day reinforcement? 15 day reinforcement? Tangible ideas? Social ideas?(Get ideas from teachers and always follow school protocol for reinforcement)

10 Minutes

Monitoring Progress in Basic

Reviewing Data

• Data reviewed on each student by the coach and shared with Tier 2 team every 2 weeks.

• If student is not meeting criteria for 8 out of 10 data points:– Hold a problem-solving session– Adjust criteria to 5%-10% above average.– Adjust reinforcement

Case Review Process

• Set up dates every 2 weeks to do CC&E Case Reviews and monitor effectiveness of targeted intervention

• Use summary reports to identify responders & non-responders

• Use individual student reports & SWIS data to analyze where, when, and what are the problems keeping the student from success

• Never let a student fail for more than 2 weeks or 10 data points without responding with problem solving, shift in criteria, or reinforcement change

Entering & Tracking Data: Two Options

Excel Format

SWIS/CICO Program - contact Lori Lynass, lynassl@gmail.com

Example Chart from CICO-SWIS

Example Chart from CICO-SWIS

Fidelity of The Intervention• Coach Adherence

– Check-in and Check-out– Providing Services– Following the Data

• Teacher Adherence and Feedback– DPR Score linked to anchors and expectations– Teacher feedback follows guidelines

Problems Outside Classroom

• For recurrent behavior problems at recess, in specials, or transitions, a “Travel Card” is developed using the same anchors and expectations as DPR.– Determined in case review with Teacher, Coach,

Behavior Specialist.– Additional staff trained to provide feedback.– Supported by individual behavior contract with

Coach.

What if it is not working?

• Analyze the following:– Are Tier One Supports being implemented with fidelity?

• How do you know?

– Are Tier Two systems implemented with fidelity?• How do you know?

– Are “Components of a Successful Classroom” in place?• How do you know?

– Tier Two data and make adjustments

* If all options have been tried, consider a move to Tier 3.

Some Students Just Need A Little More Support

Upcoming PBIS Trainings/Events

• 10th Annual NWPBIS Network Conference – Feb 29th- Mar 2nd Portland– Skill Building and General Sessions on a variety of PBIS/RTI Topics

• www.pbisnetwork.org