Data, Systems and Practices in CICO ISTAC/IL PBIS Network Ali Hearn, Technical Assistance Coordinator
Dec 30, 2015
Data, Systems and Practices in CICO
ISTAC/IL PBIS NetworkAli Hearn, Technical Assistance Coordinator
Session Objectives:
• Learn how to identify challenges in implementation that may be effecting CICO outcomes
• Review tips and strategies other schools have used to overcome these common challenges
• Understand how to coach school teams in effective implementation of CICO
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
WHERE ARE WE AT IN THE TRIANGLE?
Academic Systems Behavioral Systems
Students receive supports based on their response to intervention
- More intense as youth move up triangle (more teacher/family time, more data)
- Available at all 3 tiers- Fidelity at Tier 1 improves
Tiers 2/3
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, SD-T, EI-T
Check-in Check-out (CICO)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEWFamily Focus
ODRs,Credits, 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 Multi-Tiered System of Support Model (MTSS)
Illinois PBIS Network, Revised Aug. 2013 Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Individual Student Information System (ISIS)
This is a presentation of the IL PBIS Network. All rights reserved.
How intense is YOUR CICO?
Layering of Support
CICO (BEP) Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004
10 Critical Features: Considerations- CICO
Continuously available for student participationo Each student’s participation should be time-
limited. Ex. After 6 weeks, either exit from intervention or progress to higher level intervention.
Implemented within 3 school days of determination that the student should receive the interventiono Youth can enter intervention at point of
identification. No waiting for the ‘beginning’ of a group. Each session is a stand-alone behavioral lesson.
Can be modified based on assessment/outcome datao Limit modifying actual intervention for
individual students unless youth is at ‘individualized’ level of support
All staff, students, & families are informed of the details of the interventions
This is a presentation of the IL PBIS Network. All rights reserved.
Do you know if what you are doing is working?
Gathering Data
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.
EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block
Be Safe 2 1 0 2 1 0 2 1 0 2 1 0
Be Respectful 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
Total Points
Teacher Initials
Adapted from Grant Middle School STAR CLUB
Mark will count to 10 when feeling angry
Mark will hold up a yellow card to indicate needing a
break
Mark will get his log-book signed by
teacher at end of class
“Social & Academic Instructional
Groups”(sample academic skills group)
“Individualized Student Card for
Mark” (After FBA/BIP)
Walk to classKeep hands to self
Use appropriate language
Raise hand to speak
Bring materials Fill out assignment
notebook
3-Tiered System of Support
Necessary Conversations (Teams)
Check-In Check-Out
Skills Groups
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team Meeting
Tertiary Systems Team Meeting
Brief
FBA/BIP
Brief FBA/BIP
Wraparound
Secondary Systems Team
Meeting
Plans schoolwide &
classroom supports
Uses process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one student at a time
Uses process data; determines overall
intervention effectiveness
Rev. 11.19.2012
UniversalTeam
Meeting
Universal Support
Illinois PBIS Network
This is a presentation of the IL PBIS Network. All rights reserved.
What if what you are doing is NOT working?
Troubleshooting
CICO what you need to know
Finding the challenges before they find you
WHY?WHAT?WHO?
WHERE?
CICO – what makes it work
Finding the challenges before they find youMake sure students, staff, families
know why!
The WHY we do it/need it• Added layer of support for youth who need
more• Take time during staff meetings, newsletters,
etc. to explain the “why” (layering/triangle)• Do it now so you don’t need to reboost later!
• Can help to compare academic and behavioral interventions – same 3 tiered philosophy
• Not forever – no shaming or blaming
CICO – what makes it work
Finding the challenges before they find youMake sure students, staff,
families know what (it is not)!
• The What it is NOT• Not a Tier 3 intervention• Not an intervention to tell the naughty
kids more about why they are naughty• Not an opportunity for staff to point out
why students are irresponsible, disrespectful, and unsafe
• Another thing that teachers HAVE to do
CICO – what makes it work
Finding the challenges before they find you• The What it IS
• An extension of Tier 1• Able to help support about 10% of your school• A re-boost of Tier 1 messages• Opportunity for staff to communicate with
youth who “need a little bit more”• An intervention that should take less than 1
min.• An intervention that provides positive adult
contact and direct feedback
Do practice sessions with staff and allow them to actually experience CICO with one another
CICO – what makes it work
Finding the challenges before they find you• The WHO is this for
• Consider students with internalizing characteristics when designing CICO
• Nurses office visits, attendance, time with SW, etc.
• Once staff learn that “check-ins” and “point sheets” are for “naughty kids”, hard to change that mindset
• Make sure to integrate internalizing characteristics into your matrix
• Students who need a little “nudge”• Consider what “at-risk” means in your
building
CICO – what makes it work
Finding the challenges before they find you• The WHERE – will all of the SYSTEMS
go?!• Where will kids check in• With who• Who will send letters home• Who does data entry• Who looks at the data• Who informs the staff of CICO updates• Who is looking at the fidelity of intervention• Who invites the youth• Who sets up graduation/celebrations
CICO – TIPS of the tradeA few of the biggest “hang-up” areas
• Consider how, when, and who will train staff, families, and students
• Think about location of check-ins• Consider who will be facilitating• Consider request (families, student, teacher)
for entrance• Positive, positive, positive• All aboard! (including administration)
• Some schools even have check-in times during class!
• Knowledge is key to success. The more they know!
TRAINING IS HALF THE BATTLE!
Coaching Model(Tier 3 and more)
• PBIS Network• Do for• Do with• Cheer on
• External Coach• Do for• Do with• Cheer on
• Facilitators• Do for• Do with• Cheer on
• Students & Families
This is a presentation of the IL PBIS Network. All rights reserved.
Examples from the Field
The Changing Role of Clinicians
In Support of Tier 2/3 Practices
Social Worker, 2006 •Daily Job Responsibilities:
-Individual and Group Counseling-Crisis Intervention Work -FBA and BIP-Social Developmental Evaluations-Assessments-Consultation with teachers-Problem Solving Team Meetings (weekly)
•Beyond the Limits: Projects Outside of Daily Duties
-“Hero In The Hallway”-Red Ribbon Week Competition/Activities-Character Education Curriculum Development for 6th grade-Social Emotional Learning Grant / Planning
Social Worker, 2016• Daily Job Responsibilities:
- Tier 3 Meetings (weekly)
- Tier 2 Meetings (weekly)
- Student Support Programming Data Team Meeting(weekly)
- Student Support Programming Team Meetings (weekly)
- Train Facilitators in the Development of FBA and BIP
- Lead Trainings for Classroom Teachers (social and emotional
strategies)
- Train Facilitators/Help Support Facilitators for SAIGs (weekly)
- PBIS Interventions Facilitator – During Raider Time
- Individual and Group Counseling
- Crisis Intervention Work
- Assessments
General Themes
• Majority of work was 1 on 1• Not reaching enough youth with
social/emotional needs
• Used discipline on youth which removed them from the environment that we wanted to keep them in
• Youth who just needed a “nudge” had been over-serviced for years
• Youth who needed “more” were unidentified and slipped through the cracks
Common Trends
• Moving from reactive to preventative• Time efficient and least restrictive• Moving from Tier 1 to leading Tier 2/3• Facilitating Tier 3 Interventions• Serving students needs vs. “labeled”
populations• Systems approach• Intervention vs. Referral to Professional• Using data for decision making
HHS SW Time Study
Daily Breakdown of Responsibilities
Gen Ed Special Ed Direct Service
Students(Individual Sessions, Group Sessions,
Testing for Initial/Re-evaluations) 3.0% 41.5% 44.5%
Crisis 8.0%
Interdisciplinary Meetings 11.0%
Total: 63.5%
Percentage of Time Spent Directly with Students per Contract Day
Students
PaperworkProgram
DevelopmentTeams Lunch Total
(Hours Per Day)Direct Indirect
Hours Per Day 5 1.9 1.8 0.6 0.65 0.05 9.35
The PBIS Dream Team
SharkeyHearn Saul Miller
Huntley High School Map of Student Support ProgrammingHuntley High School Map of Student Support Programming
Area of FocusAcademic Social/Emotional/Behavioral
Leve
l of
Inte
nsity
Lo wH
igh
*- meets all PBIS/RTI criteria - Not Fully Implemented - Student-led InterventionBold
Systems Team:Systems Coordinators: Student/Parent Ambassadors:Building Administration, Academic/Behavioral Intervention Three to Five RepresentativesCoordinators, Tier 1/2/3 Coaches, District RTI/PBIS
Tier 3Tier 3
Tier 2Tier 2
Tier 1Tier 1
Updated: 2/15/2012
FBA/BIPs*Szarszynski
RENEW*Saul
IEP/SpEd*Nichols
S/AIGs*Zacharias
ICICO*Henk
Making Connections*
Konie
Check-In/ Check-Out*
Henk
AMPMeindl
Writing*Conant
9th HourTen Mark (Math)*
Kish
Read 180*Frederick
CRISS*Swartzloff(s)
Raider AidPrice
Rachel’s Challenge (Psych Club)
Romanski
The Raider Way
Sharkey
9th Grade Advisory (Link Crew)
Zaleski, Grabner, Lindquist
Peer Tutoring (NHS)Hummel
Guided Study Hall
Core Curriculum*
Team Leaders
Behavior Intervention Coordinator: Anne Sharkey
Academic Intervention Coordinator:
Kirsten Frederick
Coaches—Angela Moyer/Joselyn Hummel/Jennifer Lang
Coaches—Jamie Meindl/Karen Miller
Coaches—Christina Nichols/Danyce Saul
This is a presentation of the IL PBIS Network. All rights reserved.
Making CICO work for you
And it can work….for all of you
The New CardHuntley High School
The New CardStreamwood High School: U- 46
Figure out your criteria and your program
• Linked to Expectations• Continuously Available• Quick Identification• Modified based on Data• Structured Prompts for
Student Behavior
• Positive Feedback• School-Home Contact• Intervention Info for
Student• Intervention Info for
Staff• Practice New Skills
What CICO looks like at your school?
Check-In Check-Out vs. Making Connections
Fidelity with Flexibility
Check-In Check-Out
Making Connections
Entry Criteria ✔ ✔
Daily Check In ✔ ✔
Assigned Mentor ✔
Daily Points Sheet ✔
Weekly Log Sheet ✔
Progress Monitoring ✔ ✔
Exit Criteria ✔ ✔
Discussion/Reflection Questions
• What’s one concrete thing you can take from today back to your practice?
• How might you support or modify Tier 2 systems at your school/district?
• How could modifying the role of clinicians in your school/district bring about better implementation of Tier 2 & Tier 3 practices?
OtherQuestions/Comments
Before you leave the session...
• Take a moment to reflect on the session
• Record your thoughts in the back of your program booklet
• These notes will assist you in completing the online evaluation after the conference
• Your comments are valued and assist in developing future conference sessions