An Evidence-based Intervention for Tier II Supports

Check In,Check Out

Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon.

ECS focuses on the development and implementation of practices that result in positive, durable, and scientifically substantiated change in the lives of individuals.

Federal and state funded projects support research, teaching, dissemination, and technical assistance.

PBIS Applications is a series of educational tools created within ECS and related to the implementation of multi-tiered systems of support (MTSS).

The PBIS Application tools have been utilized in 25,000+ schools both domestically and internationally.

Educational and Community Supports

Session IntentionsMulti-Tiered Systems of Support (MTSS)

Multi-Tiered Systems of Support and Prevention

Varying intensities of instruction and intervention

Focus of Tier II

Critical Features of Tier II Supports

Coordinating TeamUniversal ScreeningAssessment for Intervention SelectionProgress MonitoringFidelity of Implementation

Check In, Check Out (CICO)

Research and support

Core features

Progress monitoring

Essential Components of RTIResponse to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems.

--National Center on Response to Intervention

The intent of RTI is to improve outcomes for all students while providing immediate supplemental supports for students at risk for poor learning outcomes.

Multi-Tiered Systems of SupportTertiary—intensive, individualized

Secondary—targeted, small group

Universal—primary prevention

The triangle does not represent the overall RTI or SWPBIS framework; it only represents one component, the multi-tiered system of support and prevention.

This component represents three levels of prevention. In an effective system, we would expect:

Universal Level = at least 80% If less than 80%, consider focusing school improvement efforts on improving

core instruction and curriculum.

Secondary Level = 10-15% Tertiary Level = 1-5%

Multi-Tiered Systems of Support (MTSS)

Multi-Tiered Support & PreventionEssential Question:Is the student successful at this level of support?

Students themselves do not fit into a tier of supports; instead, their needs are addressed at the tiers provided.

Intensity is a two-way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods.

Math

Reading

Social-Emotional

Writing

Secondary Support Level Focus = students identified through screening as being at-risk

for poor learning outcomes; students unresponsive to the core curriculum

Instruction = targeted, supplemental instruction delivered to small groups

Setting = general environment Assessments = continuous progress monitoring, diagnostic

Secondary (Tier II) Systems of Support

The goal of secondary supports is to provide efficient supports for a large number of students with similar needs.

Efficiency is achieved by using ongoing, generic interventions. Programming should be applicable to large numbers of

students in the same way, with little to no individualization. Secondary interventions should provide:

Additional instruction/time for student skill development Additional structure/predictability Increased opportunity for feedback

Secondary (Tier II) Systems of Support

RTI and SWPBIS

SYSTEMS

PRACTICES

DATA

• Improved student outcomes in social competence and academic achievement.

• Systems support staff behavior.

• Practices support student behavior.

• Data support decision making.

OUTCOMES

Response to Intervention

School-wide PBIS

Systems, Data, and Practices

SYSTEMS

PRACTICES

DATA

OUTCOMESImproved Outcomes• Social Competence & Academic Achievement

Systems to Support Staff Behavior• Administrative support, team-based leadership,

data-based decision making systems

Practices to Support Student Behavior• Define & teach procedures, Daily Progress Report

for progress monitoring, sharing of progress reports with home, acknowledgement of appropriate behaviors, systematic correction of behavior errors, data-based decision making

Data• Data entry, report generation, data-based decision

making

Fundamentals of Tier II Support SystemsTeamUniversal ScreeningAssessment for Intervention SelectionProgress MonitoringFidelity of Implementation

Team Secondary supports are often overseen by a team charged with:

Pre-referral consultation Screening Assessment Progress Monitoring Intervention Implementation

Tier II teams need individuals with specific skill sets (i.e., behavior expertise, administrative authority) and perspectives (i.e., knowledge about school operations) to implement with success.

Universal Screening Not all students will respond to universal systems. The purpose of screening is to identify those students

who are at risk for poor learning outcomes. The focus is on all students, not just those students

that teachers believe are at risk. It is a brief, reliable, valid assessment used to identify

which students may need additional assessments or additional instructional support.

Brief assessment to determine students’ current level of performance

Collect information on all students at least twice a year After the first 6 weeks of the new school year and 6 weeks after the return from winter

break Use data-decision rules for decision making:

For behavior, common screening measures include office discipline referrals (ODRs; Sugai, Sprague, Horner, & Walker, 2000).

ODRs are not valid indicators of “internalizing” problem behavior, such as anxiety and depression (McIntosh, Campbell, Carter, & Zumbo, 2009).

Universal Screening

 Green zone = 0-1 ODRs  Yellow zone = 2-5 ODRs  Red zone = 6+ ODRs

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Cum

ulat

ive

Mea

n OD

Rs

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Cum

ulat

ive

Mea

n OD

Rs

Additional information is often required to select the appropriate intervention, described as diagnostic testing (Salvia, Ysseldyke, & Bolt, 2009).

Diagnostic testing refers to assessment of problem analysis and function of behavior, with a focus on variables that can be changed (Christ, 2008; Tilly 2008).

Function-based Problem Solving vs. Functional Behavior Assessment (FBA)

Assessment for Intervention Selection

Alignment with core curriculum 3-5 behavioral expectations

Evidence-based Interventions Interventions for which data from scientific, rigorous research designs have

demonstrated (or empirically validated) the efficacy of the intervention. Big Idea: the intervention has shown to improve the results for students

who receive the intervention

Research-based Curricula May incorporate design features that have been research generally;

however, the curriculum or program as a whole has not been studied using a rigorous research design.

Assessment for Intervention Selection

--National Center on Response to Intervention

Big “I” Intervention

s vs. Little “i”

Interventions

Intervention is continuously available Intervention is continuously available Rapid access to intervention (3 days) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention matched to function of behavior

Major Features of Secondary Interventions

Progress Monitoring Allows practitioners to answer critical questions:

Are students making progress at an acceptable rate? Quantify student rates of improvement or responsiveness to instruction

Are students meeting short-term goals necessary for achieving long-term goals?

Identify students who are not making adequate progress Does the instruction need to be adjusted or changed?

Evaluate instructional effectiveness.

Continuous Progress Monitoring to confirm risk status and monitor progress of at-risk students

Collection of data on a monthly, weekly, daily rate Use of data for decision making

Progress Monitoring

Data-Based Decision Making Utility and value: Instruction

Who needs assistance? What type of instruction or assistance is needed? Is the duration and intensity sufficient?

Movement within the Multiple Levels When are students moved to something more/less intensive? Who is responding and/or not responding?

Disability Identification When do you refer for special education evaluation? How does this student compare to his/her peers? What appropriate instruction received by the student?

Without considering fidelity of implementation, it is unknown:

whether students fail to respond to secondary supports. if staff have failed to provide adequate supports.

Meeting time devoted to monitoring and improving fidelity of implementation may seem like time better spent discussing student progress, but is a valuable and critical investment of resources for all students.

Fidelity of Implementation

Evidence-based intervention Evidence that schools can successfully implement Evidence of decreased problem behavior Evidence of effectiveness for 60-75% of students in need of

secondary supports(Crone, Horner, & Hawken, 2004)

Check In, Check Out (CICO)

More effective with students with attention-maintained problem behavior

(March & Horner, 2002; McIntosh, et. al., 2009; Campbell & Anderson, 2008)

Effective across behavioral functions(Hawken, O’Neill, & MacLeod, 2011)

Students who do not respond to CICO may benefit from function-based, individualized interventions

(Fairbanks, et. al., 2007; March & Horner, 2002; Macleod, Hawken, & O’Neill, 2010)

CICO Research

Behavioral Priming/Behavioral Momentum Start each school day positively Start each class positively

Student recruitment of contingent adult attention Predictability Self-management Data-based Decision Making High level of efficiency

Check In, Check Out (CICO)

Increased Structure Prompts for correct behavior throughout the day Systematic linking of a student with at least one positive adult

Increased opportunity for feedback Performance feedback related to student behavior High rates of adult attention Inappropriate behavior is less likely to be ignored or reinforced

CICO Intervention Overview

Increased Predictability Each day begins with a positive contact Each class/period begins with a positive contact Student is continuously set up for success

Systematic communication between school and home

Increased time for student skill development Increased ability to self-monitor progress/performance Organized to fade into a self-management system

CICO Intervention Overview

Elevated recognition for appropriate behavior Adult attention delivered at the start and end of the day Adult attention delivered during each targeted period

Program can be applied in all supervised locations

Classroom and non-classroom settings

CICO Intervention Overview

CICO CycleStudent Identified for CICO

CICO Implemented

CICO Coordinator summarizes data for

decision making

Frequently scheduled meetings to analyze

student progressRevise Progra

m

ExitProgra

mContinue Program

RegularTeacher

Feedback

FamilyFeedback

Morning Check In

Afternoon Check

Out

Morning Check In Start school day positively Check student “status” Check Daily Progress Report (DPR) that was sent home Provide new DPR for the current day

Regular Teacher Feedback Start each class positively Complete DPR Provide feedback to student at the end of period in relation to CICO

goals

Cycle of Feedback

Afternoon Check Out End school day positively and encourage for tomorrow Review the completed Daily Progress Report Record points in CICO-SWIS Send communication home to family regarding the CICO day

Parent Feedback Student shares DPR with parent/family Parent provides positive feedback and encouragement Parent communicates with school

Example: signed DPR

Cycle of Feedback

Daily Progress Report

Team Meeting Review student progress Adjust support plan if no improvement within one week Build self-management steps when appropriate Exit when appropriate Report to school-wide team, administration, and whole faculty

Team Meeting and Progress Monitoring

CICO Progress Monitoring

How is each student doing in relation to the school-wide goal?

CICO Progress Monitoring

What is one student’s pattern over time?

CICO Progress Monitoring

What does one student’s average day look like?

CICO Progress Monitoring

What is one student’s pattern over time in a single period?

For More Information

Effective school-wide and classroom-wide behavior support is linked to increased academic engagement.

Improved academic engagement with effective instruction is linked to improved academic outcomes.

The systems needed to implement effective academic supports and effective behavior supports are very similar:

Clear Goals and Expected Outcomes Appropriate Instruction Feedback and Encouragement Error Correction Monitoring

Linking Academic and Behavior Supports

Session IntentionsMulti-Tiered Systems of Support (MTSS)

Multi-Tiered Systems of Support and Prevention

Varying intensities of instruction and intervention

Focus of Tier II

Critical Features of Tier II Supports

Coordinating TeamUniversal ScreeningAssessment for Intervention SelectionProgress MonitoringFidelity of Implementation

Check In, Check Out (CICO)

Research and support

Core features

Progress monitoring

Questions, Answers, Discussion