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