tier 2 pbis: check-in / check-out kevin j. filter, ph.d. minnesota state university, mankato
TRANSCRIPT
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
