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

Tier 2 PBIS: Check-In / Check-out

Kevin J. Filter, Ph.D.Minnesota State University, Mankato

IMPORTANT MESSAGE

So, don’t invest in Tier 2 until Tier 1 is solid

Tier 1 is the

FOUNDATION of

the PBIS triangle

What is Tier 2 really about?

It’s NOT just about INTERVENTIONS

It IS a way to support

students at-risk

It IS the SYSTEM that connects Tier 1 to Tier 3

Dichotomy or Continuum?

The difference here is NOT about

INTERVENTIONS, it’s about SYSTEMS

Decision rules

Screening processInterventions

Program manager

So, what are good

Tier 2 supports?

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.

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.

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…

Evaluating Your CURRENT Tier 2 Supports

• Criteria from PBIS.org• Evidence for effectiveness

– Published evidence– Shared evidence– Local evidence

• Re-evaluate ANNUALLY

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”

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

ACTIVITY / DEMONSTRATION: SWIS

STEP 1

• Find students with 2 to 5 ODRs

STEP 2

• Determine rule-out behaviors– Major

violence/aggression

• Investigate function of behaviors

OK, we’ve found them and they are in the program now – what comes next?

Keeping track of our Tier 2 students…

Using data…

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

PLANNING FOR SUCCESS

PLANNING FOR MORE SUPPORT

NEXT STEPS

• Develop criteria for moving between levels

• Develop a system to fade the Tier 2 intervention

PLANNING FOR SUCCESS

• 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

PLANNING FOR MORE SUPPORT

Some Tier 2 interventions are better than others…

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

Student Recommended for BEP

BEP Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-Out

Morning Check-In

BEP CoordinatorSummarizes Data

for Decision Making

Biweekly Meetingto Assess Student

Progress

Graduate Program

ReviseProgram

Behavior Education Program

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

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

BEP Check-In/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student Name

Paper Pencil Notebook DPR parent copy

BEP Score

Jason √ √ √ √ 90

Leanne √ √ 85Juan √ √ √ √ 60

Kiran √ √ 100

Alexa √ √ √ √ 95

Jacey √ √ √ 90

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

StudentCheck-Out% of Points Earned

Goal Check-In DeliveredContract

Signed Parent Copyof DPR

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

Date Jason Leanne Juan Kiran Alexa

1/16 85 95 100 80 65

1/17 100 100 100 75 77

1/18 77 0 100 85 63

1/19 45 75 95 92 85

1/20 88 89 77 89 90

1/23 79 0 100 95 95

1/24 95 67 85 100 78

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

Daily 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 Hands and 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

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

Work 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 _____________________________________________________

Materialsto Class

Worked and Let Others Work

Followed 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

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

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

BEP Check-In/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student Name

Paper Pencil Notebook DPR parent copy

BEP Score

Jason √ √ √ √ 90

Leanne √ √ 85Juan √ √ √ √ 60

Kiran √ √ 100

Alexa √ √ √ √ 95

Jacey √ √ √ 90

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

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

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

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

2005 by The Guilford Press

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

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

• 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

Kevin [email protected]

507-389-5828