Tier 2 New Team Member Training

PBIS RtI District Team

Part 1: Overview and CICO

How has your week been going?

•5- Great•4- Good•3- Okay•2- Not good•1- Bad•0- Horrible

Fist to Five

• Be Respectful– Listen to others– Take phone calls out of room

• Be Responsible– Take notes as needed– Go back to your school and implement

• Be Safe– Take care of yourself– Use the bathroom as needed

Expectations

• Learning Intention: Participants will be introduced to Tier 2 of PBIS; experience and discuss their role in their school's PBIS framework; and understand their school’s current fidelity with implementing PBIS Tier 2.

• Success Criteria: You know you are successful when you understand and can implement PBIS Tier 2 Interventions and best practices within your school.

Group/Partner Work

• Working in Families

• Duck, Goose

• Power Dating at 12:00, 3:00, and 6:00 • http://youtu.be/OO9oU86tI2Y

Starfish

• http://youtu.be/fPAqpojhZXw

With your family, share a time when your school community exhibited the “starfish effect”?

Tiered System of Support

• Tier 1: All Students

• Tier 2: One Adult/ Multiple Students

• Tier 3: Multiple Adults/ One Student

Screening

• Two stages

Family Discussion

•How can your school improve on identifying students for Tier 2 Interventions?

• Once students are determined to need a Tier 2 Intervention, communication home must occur

• Can use PASSIVE CONSENT– Can send home a letter, post card, etc– Describe system and intervention– Ensure parents understand this is a SUPPORT not

a punishment• Begin intervention as soon as possible

Tier 2 Interventions

• Check-In/ Check-Out (CICO)• Social Academic Instructional Group (SAIG)• Individualized CICO• Behavior Assessment / Intervention Plan (BAIP)

DATADATA

DATA

Tier Two interventions

All students first:

Pop Quiz

• Which Tier 2 Intervention should all students receive first?

1.The school can choose2.CICO3.SAIG4.Individualized CICO5.BAIP

CICO Daily Cycle• Check-in with assigned adult upon arrival to school

– Positively greet student– Review SW expectations (daily goals) – Pick-up new Daily Progress Report card– Provide materials (pencil etc.) if needed

• Meet with teacher in each class– Teacher provides behavioral feedback– Teacher completes DPR

• Check-out at end of day– Receive acknowledgement

CICO In Action

• Curtin Video– http://youtu.be/f8Jhy_LxWDk

• South Division Video– http://youtu.be/fXhODEenkyc

Why does CICO work?• Improved structure for student

– Prompts are provided throughout the day for correct behavior.– System for linking student with at least one positive adult.– Students know when and where to be

• Student is “set up for success”– First contact each morning is positive.– “Blow-out” days are pre-empted.– Interaction with adult each class period is positive, and sets up

successful behavioral momentum.

• Increase in contingent feedback– Feedback occurs more often.– Feedback is tied to student behavior.– Inappropriate behavior is less likely to be ignored or rewarded.– More opportunities for acknowledgement

School System• School has a CICO coordinator• CICO taught / reviewed to staff annually– Staff understands their role

• Process for identifying students (2 stages)• School has CICO Greeters– Each meet with multiple students – A location is set aside for check-in (if needed)

• Every student carries same DPR• Communication home occurs• Student receives an acknowledgement

Pop Quiz

• How long should it take to check-in with a single student in the morning?

1.1 minute2.2 minutes3.5 minutes4.10 minutes5.Way too long

Crucial Elements CICO• Morning Check-in

• Set location for all students• Set staff member(s) for all students• 1 minute in length

– Ensure student is mentally and physically prepared for day– Discuss challenges student may face– Discuss strategies to overcome challenges– Ensure student has an adult they trust in the building– Sheet “What to Say at Check In”

Checking-In with Greeter• All variations of CICO require a morning check-

in with a staff member• Meet with student for ONE MINUTE• Kilbourn Video– http://youtu.be/D1kx6gOdZTY

• SCTE Video– http://youtu.be/7rSNMC14Rq0

• How can you improve your morning check-in so each adult can meet with multiple students in a timely fashion?

Crucial Elements of CICO• The DPR– Set times

• Subject Matters, Exact Times, Natural Breaks– School wide expectations– Receives a 1,2, or 3– Staff member signs– The DPR is NOT the intervention– Interaction with adult is the intervention– Daily goal with input from student

• Teacher Holds– Teacher holds DPR and turns in, still meet with student

regularly• Survey Monkey– Each student has a survey (same link everyday) that the

teacher completes online, still meet with student regularly• Electronic Excel– Each student has an Excel document on shared drive completed by teacher, still meet with student regularly

Adapt to your needs

Reflection

• Does your DPR:– Have times/ blocks on it– Use 1,2,3– Have school-wide expectations listed– Same for each student– Do students carry it? Do teachers complete it with

student?

Crucial Elements of CICO• Teacher Check-in Routine

• At pre-determined times on DPR– Every class in Middle and High School

• Teacher meets with student for 1 minute– Goes over areas of their behavior student excelled in– Provide corrective feedback to students in areas of behavior they

struggled with – Occurs while other students engaged in academics

• Scores DPR in each area• Is not a punishment, is an intervention• How are substitute teachers involved?

• Example video– http://youtu.be/TXzuH5XUxA0

Adult Role

• The intervention is the regular, positive interaction with the adult.

• The adult must meet with the student regularly and discuss the positives the student did around their behavior and then provide CORRECTIVE FEEDBACK around areas they can improve.– Don’t just focus on the negative, every student

has something they are doing positive.

All adults are involved in the actual intervention, it is not just the support staff.

Let’s focus on the Positives

• The Power of Words

• http://youtu.be/Hzgzim5m7oU

How can we rephrase what we are saying to kids to say the same thing but use different words?

Discussion

How can you show staff their role in the actual intervention and have staff buy into the intervention?

What are some obstacles you will face?

Ideas• Students can still receive negatives/

punishments but also must receive regular positive feedback.

• Practice scenarios with the staff at meetings• Top down: have administrators and all staff

members focus on the positives with each other, publicize positives, set positive goals, etc

• “Act the way you want to feel.”

Critical Elements of CICO• Afternoon Check-out Routine

• Students meet with same greeter• Acknowledge student success• Discuss obstacles and struggles• Collect DPR (have system for organizing data)

• Communicate to families• Can send a photocopy of DPR home• Can send a summary home• Can create carbon copies of DPR• Other ways to communicate to home

Discuss

• How do you communicate progress to families and how can you improve and/or revise this communication?

Critical Elements of CICO• Acknowledge

• At first- Acknowledgement for turning in DPR• Eventually- Acknowledgement for meeting daily goal• System for points earned, spinning a wheel, receive Tier 1

acknowledgement, etc

• Collecting, summarizing and using data• Daily scores• Put on Exceed weekly• Review by team• Success Criteria

Discuss

What acknowledgement system can you use to encourage participation in CICO (for students

and for staff)?

CICO Success Criteria• Daily goal is a 80%– Can build up to this goal

• Students earn an 80% for 80% of the time (4 out of 5 days) for 4 consecutive weeks

• Can be transitioned off CICO– More information during day 3

REVIEW

• Tier 2 is for those students that need “a little more” around reaching the expectations

• Entrance Criteria– Data Based• 1 ODRs in 20 school days for K-5th Grade• 3 ODRs in 20 school days for 6th- 12th Grade

– Teacher, parent, student referral for support

Review

• CICO Basic Framework– Check-in with assigned adult upon arrival to school– Carry a DPR to progress monitor– Meet with teacher in each class– Check-out at end of day– Monitor student’s progress

• Goal is to receive an 80% on their DPR for 80% of the time for 4 consecutive weeks

Resources

• MPS RtI Website– http://www5.milwaukee.k12.wi.us/dept/rti/

• MPS PBIS YouTube Channel– http://youtube.com/mpspbis

• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/

• Monthly Newsletter (available on RtI Website)• Contact your External Coach

MPS Board of School DirectorsMichael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior TeamDarienne B. Driver, Ed.D., SuperintendentErbert Johnson, CPA, Chief of StaffTina Flood, Chief Academic OfficerKaren R. Jackson, Ph.D., Chief Human Capital OfficerRuth Maegli, Acting Chief Innovation OfficerMichelle Nate, CPA, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerSue Saller, Executive Coordinator, Superintendent’s Initiatives