quick sort matrix

Quick Sort Matrix

1

Check-InCheck-Out

Check & Connect Social Skills Group

Organizational Skills

Newcomers Club

Adult Attention X X X X X

Peer Attention X X

Choice of alternatives/activities

* X

Teach replacement behavior

X X X X

Teach problem-solving skills

X X

Increase precorrects and prompts for behavior expectations

X X X

*Design reinforcement strategy that allows for escape/avoidance

Steps to Implementation

Student IdentificationConsider program design for your schoolDevelop a daily progress report (DPR)Design a reinforcement systemSelect a system for managing daily dataEstablish plans for fadingCreate staff training materials and timeProvide information for students and parents

Evaluating Your CICO SystemSteps to Implementation

Problem-Solving Process

Strengths/Concerns Identified

What’s the problem?

Why is it happening?

What could we do about it?

How will we know ifit’s working?

Should we keep orchange the intervention?

Collect and Use

Data

Progress MonitoringCICO Systems Data

• http://www2.smsd.org/cico/default.aspx

http://www2.smsd.org/cico/default.aspx

Evaluating the System of CICO

Determine response: systems modification or individual change?

SYSTEMS MODIFICATION

8

Daily Points by Student: CICO

STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%

5%

10%

15%

20%

25%

30%

35%

40%

Chart Title

Series1

SYSTEMS MODIFICATION









Collect and Use

Data

Evaluating Your CICO SystemSteps to Implementation

System Modifications:Why is it Happening?

• Are we implementing with fidelity? – Organizational assistance needed for students in

managing DPR– Staff retraining for consistent DPR completion– Overall goals set too high/too low– Reassess student incentive plans for participating

in CICO– Staff retraining on specific, positive praise when

completing DPR

Implementation Script: Teacher

Component & Features Regular Teacher Feedback

Prompt student to come to chart (if necessary).

Y N NA

Provide a comment about whether expectations were or were not met for that activity.

Y N

Award a sticker/points if expectations were met OR tell student what to do differently if expectation not met.

Y N

Use a positive tone throughout interaction.

Y N

Total Number of Y Circled =

Percent Implemented (total Y / total number of features x 100) =

Team Time:Systems Assessment for

Check-in/ Check-out

• Go to: http://www2.smsd.org/cico/default.aspx• Analyze School-wide graph/Analyze Daily Points by

Student Graph• As a team score the elements of the CICO Self-Assessment

• 2-In place; 1-In progress; 0-Not in place

• For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when?

• Update your Action Plan


Monday Tuesday WednesdayThursday Friday0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

School-Wide Report

School-Wide Report

Evaluating the System of CICO


???

Progress Monitoring Individual Student Data



17

Daily Points by Student: CICO

STUDENT A STUDENT B STUDENT C STUDENT D STUDENT E STUDENT F0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Chart Title

Series1


Individual Change

Data Decision Rules

• What are data decision rules?

– Decision rules for guiding data analysis and interventions

– Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose.

(Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. , 2004).

Progress Monitor

• If data indicate adequate response to the intervention– Continue or Fade

• If 3-4 consecutive data points are below the goal line

– Modify or Intensify

Is the intervention being implemented with integrity? Does the intervention match the function of student behavior?Is the student making adequate progress in relation to the goal?

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Student Progress Graph: CICODaily

Determine intervention plan: continue/fade/modify/intensify?

CONTINUE



FADE

Fading Procedures:Move Towards Self-Monitoring

• Increase the amount of time between feedback: am check/pm check

• Eliminate AM Check-In or Eliminate PM Check-Out

• Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

MODIFY





INTENSIFY

Student Progress Graph: CICOWeekly


INTENSIFY

Team Activity:Evaluating Individual Progress

• Analyze individual student graphs for students enrolled in CICO

• Apply Data Decision Rules• Determine intervention plan:

continue/fade/modify/intensify

Customizing Tier 2 Interventions:

When Tier 2 interventions do not appear to be effective

Student Progress Graph: CICOWeekly

INTENSIFY








Collect and Use

Data

Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible)

Strength Area(s):

Need Area(s):

*Facilitator check for understandingProblem Analysis/Intervention Selection

We are using _____________ to address the skill areas. Match function? (Intervention)

We use it _______ per week for ________ minutes per day. Sufficient and Consistent?

*Facilitator check for understanding

Evaluation When looking at behavior over time changes in skills are:

Additional data are necessary to know what to change?

*Facilitator check for understanding

Individual ModificationWhy is it Happening?

• Matching the function to need• Creating student buy-in• Particular class or time of day• Matching the intervention to the intensity of

the behavior

Function-based Individualized Student Plans

Behavior increases….

• To obtain something (attention, items)

• To escape from something (people, activities)

36

41


Strengths: Peer and adult relations Needs: Morning check-in, task completion, attention to task, raise hand

Intervention Summary

Name: Tommy TalksalotGrade: 2Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

Elements CustomizationMorning check-in

Mr. Checkinout will go to Tommy’s class if he doesn’t check in. They will review a check-off card created for the increase in task completion and set a goal for the day

Put sheet in folder/notebook/planner

The check-in/out sheet will be stapled in Tommy’s folder

Give sheet to each teacher

The teacher will meet Tommy at the door in the morning and he will hand her the folder

Hourly feedback from each teacher Afternoon check-out

Tommy will be released 5 min. early from class to check out with Mr. Checkinout. They will then review his task completion check-off card and goals for the day. If Tommy made his goal, he will receive a reward from the teachers list.

Take feedback sheet home

Tommy will put his feedback sheet in his red take home folder

Additional Comments: The team will review Tommy’s progress in two weeks.

Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers


Name: Suzy SnippyGrade: 6Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker


Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process



The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand.

Hourly feedback from each teacher

Afternoon check-out

Suzy will discuss the progress of her day with Mr. Checkinout by reviewing the check-in/out sheet and the strategy card.


Suzy will put her feedback sheet in her red take home folder.

Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.

Now You Try!

Strengths: Good sense of humor, academics, wants to please adults Needs: Impulsive, talks out in class, makes noises, out of seat a lot, peer relations


Name: Fred FlipsalotGrade: 3Intervention: Check in/check outTeam Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker




Hourly feedback from each teacher

Afternoon check-out


Additional Comments:

Team Activity:Customizing the Intervention

• Identify a student whose data led you to the decision to modify the intervention.

• Use the intervention elements sheet to lead your team to a customized intervention:• Student Strengths and Needs learned to date.• Evaluate each element and determine areas that would make

sense to customize.• Determine if additional information is necessary before

implementing.

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