Implementing Check, Connect, and Expect, Erin Matheson

Implementing Check, Connect,
and Expect
Joy Champion and Erin Matheson
Highline Public Schools
About Us
• Who We Are
– CC & E Coach
– School Counselor
• Our School
Free/Reduced
Lunch
92%
Native
American
.7%
Asian
8.6%
Pacific Islander 7.3%
Black
16.9.%
Hispanic
54.8%
White
6.8%
Multi-Racial
4.9%
PBIS objective….
Redesign & support teaching & learning
environments that are effective,
efficient, relevant, & durable
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Outcome-based
Data-guided decision making
Evidence-based practices
Systems support for accurate & sustained implementation
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Factors that Place Children At-Risk
• Biology/physiology
• Lack of health care
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Socioeconomic status
Family Conflict
Family Composition
Parenting Style
Poor nutrition
Frequent moves
Temperament
Academic failure
Goal of Tier 2 Interventions
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To Make the Problem Behavior:
Ineffective
Inefficient
Irrelevant
Unstable
* Some of this occurs through changes to
the environment.
Tier 2 Interventions
(Hawken, Vincent, & Schumann, 2008).
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Assumes a Tier 1 School wide PBIS is in place
Involves a problem-solving focused behavior support team
Screening to identify a % of students non responsive to Tier 1
Readily available and easily accessible
Uses efficient, available evidence based practices
Includes data-based progress monitoring & decisions
Have an entry & exit criteria, with non-responders moving to Tier 3
But - Positive Evidence Demonstrates
that:
Many techniques, strategies, are
successful with these
students
– Clear and specific requests
– Reinforcement (individual &
group)
– Teaching social skills
– Problem solving
– Self-monitoring
– Function-based intervention
What Can We Do?
• Use existing evidence based approaches to develop Tier 2
system supports across school &home
– Create positive adult-student relationships
– Teach desired social behavior
– Monitor and supervise students closely
– Reinforce, encourage, motivate students
– Support students when problems occur
Are We Ready for Tier Two?
• For Tier Two supports to
be most successful, basic
components of Tier One
should be in place.
• Time must be dedicated
for Tier Two to be
implemented.
• Support from staff and
admin must be available.
• Professional development
must occur.
Tier 1 PBIS in the Classroom
• Classroom-wide positive expectations
taught & encouraged
• Teaching classroom routines & cues taught
& encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Training
• Raising staff awareness about what Tier 2
interventions are
• Basic understanding of behavior
• Staff PD on Check, Connect and Expect
– Given that the staff has been trained on SW-PBIS
and SW-PBIS has been implemented
ABC’s of Understanding Behavior
• What happens before (A or antecedent) the
behavior occurs?
• What is the behavior (B)?
• What happens after (C or consequence) the
behavior occurs?
- Setting Events  A  B  C
Tier 2 Team Members
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Tier 2 Coach
PBIS Coordinator
Counselor
Psychologist
Teachers
Administrator
Other Para-professionals
We are Ready, So Now What?
• Screen Students
• Know the Function Behind the Behavior
• Have Interventions in Place to Positively Serve the
Function and Teach Desired Social Behavior
• Check for Classroom PBIS
Screeners and Decisions
• Explain why we use screeners at Madrona
• Examples
– SSBD
– SRSS/SIBS
• Other data to use when not screened in
– SWIS
– Teacher nom.
– Not responsive to clsrm interventions
Choosing A
Universal Screener
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Choose a Screener that:
1. Is appropriate for its intended use and that is
contextually and developmentally appropriate
and sensitive to issue of diversity
2. Has Technical Adequacy
3. Useable - efficient, feasible, easy to manage
- Calderella,Young, Richardson & Young, 2008
Screening
Internalizing Behaviors
Externalizing Behaviors
• Examples
• Examples
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Not talking w other children
Acting in a fearful manner
Not participating
Avoiding or withdrawing
Not standing up for one’s self
• Non-examples
– Initiating social interactions
– Having conversations
– Joining in with others
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Displaying aggression
Arguing
Defying the teacher
Being out of seat
Disturbing others
• Non-examples
– Cooperating
– Sharing
– Working on tasks
Establish Entry Criteria
• A team agreed process should be established
for how students enter Tier 2 programs.
Common entry criteria:
– Screening Results
– Office Referrals
– Teacher Nomination - Through Process
– Counselor Nomination
We Have Screened,
so Now What?
Considering Function of Behavior
Acknowledgement to Dr. Leanne Hawken, University of Utah
Tier 2 – Same Drivers as Tier 1
OUTCOMES
SYSTEMS
DATA
PRACTICES
Characteristics of Targeted Interventions
6) System for communicating with parents
7) Regular Data for Monitoring student progress
C. Borgmeier, 2011
Keys to Changing Behavior
1) Explicitly teaching expected behavior to the
student
2) Structured prompts for appropriate behavior
3) Opportunities to practice skills
4) Opportunities for positive feedback
5) Strategies for fading support as the student gains
new skills
The Yellow Zone Response :
Targeted Intervention
• “Targets” at-risk students who:
• fail to respond to school-wide and classroom expectations
• are not currently engaging in dangerous or extremely
disruptive behavior
• Efficient - similar set of behavioral strategies are used across a group
of students needing similar levels of support
• Effective - decrease problem behavior in classroom, increase
academic engagement, & decrease office discipline referrals
• Builds from School-wide PBIS - “second dose”
• Explicitly teach how to: Be Respectful, Be Responsible, Be Safe
Check Connect, & Expect
Goals for Today
• What is Check, Connect, & Expect (CC&E)?
• What are the readiness steps & tools for
implementing CC&E?
• What are the roles and responsibilities of
CC&E?
• How are parents involved in CC&E?
• How do schools evaluate the effectiveness
of CC&E?
• Troubleshooting with CC&E
Our Approach - CCE
• Based on fifteen years of research and practice
• Check and Connect (C&C, Sinclair, Christenson,
Evelo, & Hurley, 1998), U. Minnesota
• The Behavior Education Programs (BEP, Crone,
Horner, & Hawken, 2004) U. Oregon/Utah
• Both rely on
– a positive caring adult
– daily positive interactions with adults
– supervision and monitoring of students
– reinforcement/acknowledgement for success
Check, Connect, & Expect (CC&E)
Program
• Secondary-level intervention (Expanded CICO)
implemented by a paraprofessional.
• Includes five program phases:
– Basic
– Self-Monitoring
– Graduates
– Basic Plus (Social Skills & Problem Solving)
Our Approach - CCE
• Students:
– Check in and out with Coach
– Receive systematic daily feedback from teachers
– Receive daily reinforcement for performance
– Receive social skills and problem solving lessons as
needed
– Receive academic tutoring as needed
• Coaches:
– Serve as positive role models
– Monitor all progress of students
– Connect with student and all adults
– Support teachers in implementing DPR effectively
Factors that Influence Positive
Relationship Building
• Building trust
– Hesitance/resistance- not changed overnight
– Repeated interactions
– Consistency
• Time with student
• Age appropriateness of talk and activities
• Believe in student strengths (positive regard)
• Most effective adults- trustworthy, attentive,
empathetic, available, positive, respectful, and
virtuous
Student Meets CC&E Criteria
Via SSBD Screening, ODRs,Teacher Nomination
Program Phases
Daily Program Routine
Basic Program
Morning
Check-in
Basic Plus Program
(as needed)
Self-Monitoring
Graduation
Teacher
Feedback
Parent
Feedback
Afternoon
Check-out
CC&E Intervention & Timeline
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Screening & Identification
Parent Permission
Student Orientation
Student Begins CC&E
Basic CC&E Intervention 6-8 weeks
Progress Monitoring every 2 wks
Self-Monitoring 1 & 2
Graduation or Increase Interventions
CCE: Key Players
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Student
Coach
Teacher
PBIS Leadership Team
Counselor
Parent/Guardian
At the Heart of Success:
The CCE Coach
Coach Role
• Serve as a positive role model
• Monitor progress of students with the Daily
Progress Report
• Inform parents of student progress
• Complete daily data entry
• Provide social skills instruction, problem
solving instruction, and academic support as
needed
• Review student progress with school
coordinator
Coaches Daily Priorities
• Complete the Check in and out
• Hold Problem Solving Sessions
• Hold scheduled sessions of Basic Plus
based on Student Case Reviews
• Complete all daily data collection and
entry
• Visit Classrooms and contact teachers or
parents as necessary
• Have informal interactions CCE students
and school staff
Joy’s Schedule
Monday-Thursday
8:15-8:40 Checkin
8:40-9:00 Roam
9:00-10:15 1 Reading
10:15-11:00 4 Mth Intv
11:00-11:20 Roam
11:20-11:50 (Lunch)
11:50-12:50 Recess
12:50-1:25 Roam
1:25-2:15 6 Support
2:15-2:30 (Break)
2:30-3:10 Checkout
3:10-3:30 Data
Fridays
8:15-9:00 Checkin
9:00-10:15 CC&E
10:20-11:10 Roam
11:15-11:45 (Lunch)
11:45-12:50 Recess
12:50-1:10 Roam
1:10-1:40 Checkout
1:45-3:30 Data
PBIS School Coordinator Role
• Schedule and facilitate monthly PBIS Team Meetings
• Review CC&E Data with Tier 2 Team every two weeks
• Share updates, data, and recommendations from
Team Meetings with Staff at least 4 times per year
• Work with Team to Schedule an Annual SET ensure
SWPBIS efforts are Sustained
• Work with Coach and District Specialist on
systematically screening October-November
• Be an ambassador for PBIS work and assist with PBIS
Training and Fidelity of Implementation
Basic Program
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Student check-in and check-out
Teacher Feedback/Daily Progress Report
Problem solving if needed
Parent communication
Reinforcement & Criterion Shift for nonresponders
Basic CCE: Check-in
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Convenient location; consistent routine; efficient
Students receive the DPR with a goal
Coach collects signed DPR
Coach and students review expectations
Materials/Homework Check
Receive reinforcement for check-in
Positive Relationship building with students
Provide reminders of expectations, social skills, and problem solving
skills
Madrona DPR
Basic CCE: Check-out
• Convenient location; consistent routine;
efficient
• Positive end to the school day
• Coach gives behavioral feedback
• Coach totals DPR ratings
• Coach collects DPR copy and sends one copy
home
• Coach provides praise & reinforcement for
meeting goal
Teacher’s Role
• Score Students On The Daily Progress Report Card
At Designated Times
• Give Student Behavioral Reminders about
Expected Behavior When Misbehavior Occurred
• Reminders Linked to Expectation, with a
Description of the Problem Behavior and Desired
Behavior.
• Give Positive And Corrective Feedback To
Students At Each Scoring Period
• Work With Coach to Schedule Services
CC&E Teacher Intervention
Giving Effective Feedback on
Daily Progress Report (DPR)
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Consistent time and motivational language
Quick but clear – 1-3 minutes
Positive tone of voice
Explicitly tells the student what they did well
Provides specific replacement behaviors or
suggestions for improvement
• Links to classroom/school expectations & ratings
• Attentive and responsive; use proximity
Parent Participation
•Orientation and introduction for parents
•Review DPR with child
•Provide positive feedback for success
•Discuss plans for meeting expectations in future
•Sign DPR and send with student in morning
•Communicate with Coach about CCE Program
•Surrogate parent can be used if needed
Acknowledge Success
Variable or Unsuccessful at Meeting Goal
• Problem Solve
• Change Reinforcement
• Change Criteria to 5% above current
average
– Across 3 weeks Cecilia averages 55%, so her goal will
be set at 60%. After 5 days of success at 60% her goal
can be raised in 5-10% increments.
* BIG IDEA - Get Student to Experience Success!
Schedule of Reinforcement
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Daily - daily goal
5 day - meets daily goal 5 times
15 day - meets daily goal 15 times
Graduate celebrations - at graduation from
the program
Periodic Celebrations
• Small party for CCE students who:
– met their 15-day goals
– had a positive adjustment made to their program
– eligible for graduation
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Specific acknowledgement
Name the event
No more than once per month
Teacher permission (extra time out of class)
Success In Basic!
Now What?
Self-monitoring (SM)
• 6-8 weeks in Basic meeting criteria 80% of the time
• SM can be faded across 2-5 weeks
• Students check-in and out and receive DPR
feedback from teacher
• Students rate their own behavior on DPR
• Teachers rate behavior on DPR
• Coach determines partial agreement (80%)
• Coach reviews SM purpose with teachers prior to
starting
Success in SM
• 10 out of 15 days with at least 80% partial agreement and
meets criteria
• Partial agreement means within one rating
• Example: 16 opportunities for ratings (4 expectations, 4
periods). Must have 13 partial agreements to be counted as
agreement
• If the student is not successful, the Coach problem solves with
the student
• May be motivating for students to graph their own progress
What if a student is not successful in
SM?
• Student may not be successful because
– SM scores are declining or not completed
– Teacher reports problem behavior in class
– Student may not want to graduate
• If student is unsuccessful
– Conduct problem solving
– Review student performance & consider more
frequent DPR or basic booster
Graduation
• Celebrate each graduation
• Continue quarterly events
• Collect & enter monthly
self-report DPR
• Consider Graduates as
program assistants
Non-Response to Basic
About 15%-20% of Students Will
Need to Move to Basic Plus
Basic Plus
• Continue daily check-in and check-out
• Criteria adjusted to 5 points above current
average
• Weekly problem solving and social skills
sessions
• Possible classroom support for times that
trigger behavior
• Reinforcement may be adjusted
Problem Solving
• Format for problem solving used
• Help students to solve emerging problems and
effectively apply existing social skills
• Preventive & Responsive
• In Basic Phase, PS should occur no more than
weekly
• In Basic Plus more frequent PS may occur
• Teacher request, data, ODR or student request
Social Skills Instruction
• Scheduled lesson(s) using a program such as the “Stop and
Think Program” by Howard Knoff or Skillstreaming by
Goldstein & McGinnis.
• Specific lessons identified based on DPR data and teacher
feedback.
• When possible integrate language of lessons into
classroom.
• Instruction in prosocial skills.
• Interpersonal, classroom, and conflict resolution
• Teaches/ reinforces the social code other students pick up
naturally.
Monitoring Progress in Basic
Monitoring Student Progress
• For your Tier 2 interventions, who will be
monitoring the fidelity of each intervention?
• Who will be looking at the student response
data?
• What will be the exit criteria?
Monitoring Progress In Tier 2
• Each Student Should Be Monitored at Least
Twice Monthly to Determine :
– If they are responding to the intervention
– If the intervention is the correct intervention
– If the intervention needs to be adjusted
– If the student is ready to exit
Example Chart from CICO-SWIS
Case Review Process
• Set up dates every 2 weeks to do CC&E Case Reviews and
monitor effectiveness of targeted intervention
• Use summary reports to identify responders & nonresponders
• Use individual student reports & SWIS data to analyze
where, when, and what are the problems keeping the
student from success
• Never let a student fail for more than 2 weeks or 10 data
points without responding with problem solving, shift in
criteria, or reinforcement change
Monitoring Effectiveness and
Fidelity of Tier 2 Interventions
Fidelity Checklist
Fidelity of The Intervention
• Coach Adherence
– Check-in and Check-out
– Providing Services
– Following the Data
• Teacher Adherence and Feedback
– DPR Score linked to anchors and expectations
– Teacher feedback follows guidelines
Reviewing Data
• Data reviewed on each student by the coach
and shared with Tier 2 team every 2 weeks.
• If student is not meeting criteria for 8 out of
10 data points:
– Hold a problem-solving session
– Adjust criteria to 5%-10% above average.
– Adjust reinforcement
What if it is not working?
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Analyze the following:
– Are Tier One Supports being implemented with fidelity?
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Are Tier Two systems implemented with fidelity?
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How do you know?
Are “Components of a Successful Classroom” in place?
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How do you know?
How do you know?
Tier Two data and make adjustments
* If all options have been tried, consider a move to Tier 3.
Questions
• What questions do you have?
Thank you!
• Feel free to contact either of us about ANY
PBIS topic!
Joy Champion:
[email protected]
Erin Matheson:
[email protected]