Embed Size (px)
Citation preview
Check In/Check OutCheck In/Check Out
July 17, 2008July 17, 2008
Susan BarrettSusan Barrett
[email protected]@pbismaryland.org
AgendaAgenda Overview & Essential Features CICOOverview & Essential Features CICO Example: Indian Head ElementaryExample: Indian Head Elementary Are you Ready?Are you Ready? Getting Started and Action PlanningGetting Started and Action Planning
– PersonnelPersonnel
– Referral ProcessReferral Process
– Daily Progress Report and Determining GoalsDaily Progress Report and Determining Goals
– Progress MonitoringProgress Monitoring
– Acknowledgement SystemAcknowledgement System
– In-service and ongoing communication for staff, parents, studentsIn-service and ongoing communication for staff, parents, students
AcknowledgementsAcknowledgements
Rob Horner, Leanne Hawken, Rob March, Anne Rob Horner, Leanne Hawken, Rob March, Anne ToddToddCharles County MD Indian Head, Matthew Charles County MD Indian Head, Matthew Henson MSHenson MSFern Ridge Middle SchoolFern Ridge Middle SchoolClear Lake ElementaryClear Lake ElementaryBohemia ElementaryBohemia ElementaryKennedy Middle SchoolKennedy Middle SchoolEffective Behavior Support Team- University of Effective Behavior Support Team- University of OregonOregon
Core featuresCore features
Behavioral Priming/ Behavioral MomentumBehavioral Priming/ Behavioral Momentum– Start school off positivelyStart school off positively– Start each class off positivelyStart each class off positively
Student recruitment of contingent adult Student recruitment of contingent adult attentionattention– Approach adults (teachers/ family)Approach adults (teachers/ family)
PredictabilityPredictability Self-managementSelf-management Data-based decision-makingData-based decision-making Excruciating EfficiencyExcruciating Efficiency
Research SupportResearch Support Pre schoolsPre schools
Sandy Chafouleas, et al 2007Sandy Chafouleas, et al 2007
Elementary SchoolsElementary Schools– Anne Todd et al in pressAnne Todd et al in press– Sarah Fairbanks et al, 2007Sarah Fairbanks et al, 2007– Amy Kauffman-Campbell, dissertationAmy Kauffman-Campbell, dissertation– Doug Cheney et al, 2006; 2007Doug Cheney et al, 2006; 2007– Leanne Hawken et al. 2007Leanne Hawken et al. 2007– Filter et al., 2007Filter et al., 2007
Middle SchoolsMiddle Schools– Leanne Hawken et al 2003Leanne Hawken et al 2003– Rob March et al 2002Rob March et al 2002
High SchoolsHigh Schools– Jessica Swain-Bradway, in progressJessica Swain-Bradway, in progress
CICO is an Evidence-Based
Practice
1.At least 5 peer reviewed studies
2.At least 3 different researchers/settings
3.At least 20 different participants
Core
Sup
port
Prog
ram
: Pr
ovid
ed to
all,
inte
nded
to re
ach
mos
t.
Continuum of SupportsContinuum of Supports
The required resources to address the
problem increases
The need to enhance
environmental structures increases
The frequency for collecting
and acting upon
information increases
As the magnitude of the problem increases….
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
~80% of Students
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Student Recommended for CICO
CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CICO CoordinatorSummarizes Data
For Decision Making
Weekly CICO Meetingto Assess Student
Progress
Exit Program
ReviseProgram
What is different about CICO?What is different about CICO?
Uses Systems LogicUses Systems Logic– Team approachTeam approach– Social marketingSocial marketing– Administration makes priorityAdministration makes priority– Easy for teachers to implement- teach staff Easy for teachers to implement- teach staff
the process to access helpthe process to access help Uses DataUses Data
– Tracks specific students- continuous Tracks specific students- continuous feedback- feedback-
– Feedback and celebrations with all staffFeedback and celebrations with all staff
How is CICO Different Than Other How is CICO Different Than Other “Behavior Card” Interventions“Behavior Card” Interventions
A Targeted Intervention Implemented Within a School-Wide A Targeted Intervention Implemented Within a School-Wide System of Behavior SupportSystem of Behavior Support– Behavior Cards typically classroom interventionsBehavior Cards typically classroom interventions
Implemented in all settings, throughout the school Implemented in all settings, throughout the school dayday
All teachers and staff are trainedAll teachers and staff are trained Students identified Students identified proactivelyproactively & receive support & receive support
quicklyquickly Team uses data for decision making to determine Team uses data for decision making to determine
progressprogress
Behavior Education Program Behavior Education Program (CICO)(CICO)
Features:Features: Students identified and receive support within a Students identified and receive support within a
weekweek Check-in and check-out daily with an adult at Check-in and check-out daily with an adult at
schoolschool Regular feedback and reinforcement from Regular feedback and reinforcement from
teachersteachers Family componentFamily component Daily performance data used to evaluate progressDaily performance data used to evaluate progress
Daily Progress ReportDaily 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 Hand & 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
CICO Process (cont.)CICO Process (cont.)
Weekly or Bi-weekly Principal Weekly or Bi-weekly Principal RecognitionRecognition– CICO coupon with graph attachedCICO coupon with graph attached
Data shared with all staff at least Data shared with all staff at least quarterlyquarterly
9-Week graph sent to parents9-Week graph sent to parents
Point SheetName:Date:
Morning Work Reading Math Afternoon
Keep my hands, Keep my hands, feet, body and feet, body and objects to objects to myself.myself.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Say nice things Say nice things or no things to or no things to other people.other people.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Follow adult Follow adult directs the first directs the first time.time.
3 2 3 2 11
3 2 3 2 11
3 2 3 2 11
3 2 13 2 1
Goal met?
= 2 points
= 1 point
= 0 points
POINT SHEET
Name:__________________
Date:______________
Points received________________Points possible________________Daily goal reached? YES NO
GOALS Morning Reading Math Afternoon
Keep my hands, feet, body, and objects to myself.
Say nice things or no things to other people.
Follow adult directions the first time.
The Response: The Response: Targeted InterventionsTargeted Interventions
““Targets” groups of students (>10) who:Targets” groups of students (>10) who: fail to respond to school-wide and classroom expectationsfail to respond to school-wide and classroom expectationsare not currently engaging in dangerous or extremely are not currently engaging in dangerous or extremely
disruptive behaviordisruptive behavior EfficientEfficient - Similar set of behavioral strategies are used - Similar set of behavioral strategies are used
across a group of students needing similar levels of across a group of students needing similar levels of supportsupport
EffectiveEffective – Decreasing problem behavior in classroom, – Decreasing problem behavior in classroom, increasing academic engagement, & decreasing office increasing academic engagement, & decreasing office discipline referralsdiscipline referrals ( Crone, Horner, & Hawken, in press; Hawken & Horner, in ( Crone, Horner, & Hawken, in press; Hawken & Horner, in
press; March & Horner, 2002)press; March & Horner, 2002)
Critical Features of CICOCritical Features of CICO Intervention is continuously availableIntervention is continuously available Rapid access to intervention (72 hr)Rapid access to intervention (72 hr) Very low effort by teachersVery low effort by teachers Positive System of SupportPositive System of Support
– Students agree to participateStudents agree to participate Implemented by all staff/faculty in a schoolImplemented by all staff/faculty in a school Flexible intervention based on assessmentFlexible intervention based on assessment
– Functional AssessmentFunctional Assessment Adequate resources allocated (admin, team)Adequate resources allocated (admin, team)
– weekly meeting, plus 10 hours a weekweekly meeting, plus 10 hours a week Continuous monitoring for decision-makingContinuous monitoring for decision-making
Why does the CICO work?Why does the CICO work?
Improved structureImproved structure Prompts throughout the day for correct behaviorPrompts throughout the day for correct behavior System for linking student with at least one adultSystem for linking student with at least one adult
Increase in contingent feedbackIncrease in contingent feedback Feedback occurs more often and is tied to student Feedback occurs more often and is tied to student
behaviorbehavior Inappropriate behavior is less likely to be rewardedInappropriate behavior is less likely to be rewarded
Elevated reward for appropriate behaviorElevated reward for appropriate behavior Adult and peer attentionAdult and peer attention
Linking school and home supportLinking school and home support Organized to morph into a self-management Organized to morph into a self-management
systemsystem
Indian Head Indian Head ElementaryElementary
Charles CountyCharles County
PBIS Exemplar School PBIS Exemplar School 20052005
Targeted Team Nomination Targeted Team Nomination 20052005
SETSET
The Systems-wide Evaluation Tool The Systems-wide Evaluation Tool (SET) is designed to assess and (SET) is designed to assess and evaluate the critical features of evaluate the critical features of school-wide PBIS across each school-wide PBIS across each academic school yearacademic school year..
Indian Head received Exemplar Status Indian Head received Exemplar Status for ST 2004-05for ST 2004-05
SET Score 85% SET Score 85%
Indian Head ES
100
50
83
75
100
88
100
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
BehavioralExpectations
Taught
On-GoingReward System
System forResponding to
BehavioralViolations
Monitioring andDecision Making
Leadership District-LevelSupport
Sco
re
2004-05
Targeted TeamTargeted Team
Identification and Training of TeamIdentification and Training of Team PBIS Summer Institute 2005 –PBIS Summer Institute 2005 – Dr. Leanne HawkenDr. Leanne Hawken Identified 2 BEP CoordinatorsIdentified 2 BEP Coordinators Staff trained August 2005Staff trained August 2005 BEP initiated with 25 studentsBEP initiated with 25 students BEP-Fidelity of Implementation BEP-Fidelity of Implementation
Measure 88%Measure 88%
Total Referrals by YearTotal Referrals by YearSeptember-NovemberSeptember-November
63
202
0
50
100
150
200
250
2004-05 2005-06
69% decrease
Average Referrals Average Referrals September- NovemberSeptember- November
2004-05 SY = 3.5 referrals/day2004-05 SY = 3.5 referrals/day
2005-06 SY = 1 referral/day2005-06 SY = 1 referral/day
Referrals by LocationReferrals by Location
Referrals by StudentReferrals by Student2004-052004-05
Referrals by Student Referrals by Student 2005-062005-06
69% decrease
Referrals by Problem BehaviorReferrals by Problem Behavior
75% DecreaseIn Number of Physical Contacts
89% decrease in number of incidents of Bullying and Harassment
Out of School SuspensionsOut of School SuspensionsSeptember- NovemberSeptember- November
41
5
0
5
10
15
20
25
30
35
40
45
2004-05 2005-06
86% decrease
Cost BenefitCost Benefit
Referrals decreased by 139Referrals decreased by 139 If administrators spent 15 minutes If administrators spent 15 minutes
processing each referral then processing each referral then administrators recovered 285 administrators recovered 285 minutes.minutes.
If students miss 45 minutes of If students miss 45 minutes of instructional time for each referral, instructional time for each referral, then 6,255 minutes of instruction then 6,255 minutes of instruction have been regained. have been regained.
Cost BenefitCost Benefit
If administrators spend 3 hours to If administrators spend 3 hours to process each suspension, then process each suspension, then administrators have recovered 18 administrators have recovered 18 days of time.days of time.
If students miss 6 hours for each If students miss 6 hours for each suspension, students have recovered suspension, students have recovered 36 days of instruction!!!!36 days of instruction!!!!
Getting the CICO Getting the CICO Started In Your SchoolStarted In Your School
Things to Consider First…Things to Consider First…
Establishment of a Universal System Establishment of a Universal System (School-Wide) Does Not Guarantee (School-Wide) Does Not Guarantee Individual Teachers are Individual Teachers are Implementing with High IntegrityImplementing with High Integrity
Students Who Appear “At-Risk” May Students Who Appear “At-Risk” May Benefit More When Teacher Improves Benefit More When Teacher Improves Skills in Behavior Management Then Skills in Behavior Management Then Participate in Targeted InterventionsParticipate in Targeted Interventions
Is It Really Resistance For Is It Really Resistance For Intervention?Intervention?
Before Implementing a Secondary Before Implementing a Secondary Intervention, You Must Ask:Intervention, You Must Ask:
Is the Student Receiving Is the Student Receiving an Adequate “DOSE” of the an Adequate “DOSE” of the Universal Intervention?Universal Intervention?
Components often overlooked:Components often overlooked:
Positive Parent ContactPositive Parent Contact Random Reinforcement StrategiesRandom Reinforcement Strategies Positive Public PostingPositive Public Posting Continuous Behavioral Feedback for Continuous Behavioral Feedback for
StudentsStudents Data on Positive ReinforcementData on Positive Reinforcement Other Enhancements…Other Enhancements…
Tracking the PositiveTracking the Positive
Analysis of number of positive Analysis of number of positive behavior tickets to discipline tickets behavior tickets to discipline tickets to insure maintenance of at least 4:1 to insure maintenance of at least 4:1 ratioratio
Analysis of number of positive Analysis of number of positive behavior tickets by group (e.g., at-behavior tickets by group (e.g., at-risk & high risk groups)risk & high risk groups)
Analysis of number of positive Analysis of number of positive behavior tickets by teacherbehavior tickets by teacher
Keep a Positive RatioKeep a Positive Ratio
0100200300400500600700
800900
1000
Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr
Tiger Bucks
ODRs
Is My School Ready to Implement a Is My School Ready to Implement a CICO System? CICO System?
(see CICO Self Assessment Questionnaire)(see CICO Self Assessment Questionnaire) School-wide system of behavior support in School-wide system of behavior support in
place (SET Score 80% or higher)place (SET Score 80% or higher) Staff buy-in for implementation of the CICOStaff buy-in for implementation of the CICO Administrative supportAdministrative support
– Time & money allocatedTime & money allocated No major changes in school climateNo major changes in school climate
– e.g. teacher strikes, administrative turnover, major e.g. teacher strikes, administrative turnover, major changes in fundingchanges in funding
CICO implementation a top priority CICO implementation a top priority
How Do You Build Student and How Do You Build Student and Staff “buy-in” for the CICO?Staff “buy-in” for the CICO?
Give CICO program a high profile in Give CICO program a high profile in your schoolyour school
Promote CICO as Promote CICO as positive positive support not support not punishmentpunishment
Collaboratively involve referring Collaboratively involve referring teachers in CICO processteachers in CICO process
Provide regular feedback to staff, Provide regular feedback to staff, students, and familiesstudents, and families
Personnel: CICO CoordinatorPersonnel: CICO Coordinator Take care of CICO requests for assistanceTake care of CICO requests for assistance Lead morning check-in/ afternoon check-Lead morning check-in/ afternoon check-
outout Enter CICO data on spreadsheet – dailyEnter CICO data on spreadsheet – daily Organize and maintain recordsOrganize and maintain records Create graphs for CICO meetingsCreate graphs for CICO meetings Gather supplemental information for CICO Gather supplemental information for CICO
meetingsmeetings Prioritize CICO students for team Prioritize CICO students for team
meetingsmeetings
Characteristics of an effective Characteristics of an effective CICO coordinatorCICO coordinator
Flexibility within job responsibility Flexibility within job responsibility (e.g., (e.g., educational assistant, counselor, behavior health educational assistant, counselor, behavior health aide)aide)
Positive and enthusiasticPositive and enthusiasticSomeone the students enjoy and trustSomeone the students enjoy and trustOrganized and dependableOrganized and dependableWorks at school every dayWorks at school every day
Personnel: CICO TeamPersonnel: CICO Team Attend weekly or bi-weekly meetingsAttend weekly or bi-weekly meetings Contribute to decision making for CICO Contribute to decision making for CICO
studentsstudents Help conduct “Orientation to CICO” Help conduct “Orientation to CICO”
meetingsmeetings Gather supplemental information Gather supplemental information Contribute to student/staff development Contribute to student/staff development
workshopsworkshops Contribute to feedback sessionsContribute to feedback sessions Complete any assigned tasks from CICO Complete any assigned tasks from CICO
meetingmeeting
Resources: Time and MoneyResources: Time and Money
8-10 hours per week for CICO 8-10 hours per week for CICO
coordinatorcoordinator
CICO forms on NCR paperCICO forms on NCR paper
School supplies for CICO participantsSchool supplies for CICO participants
Reinforcements for CICO participantsReinforcements for CICO participants
What’s in a Name?What’s in a Name?
Behavior Education ProgramBehavior Education Program– Daily Progress ReportDaily Progress Report
Kennedy Card ProgramKennedy Card Program– Kennedy CardKennedy Card
Hello, Update, & Goodbye (HUG program)Hello, Update, & Goodbye (HUG program)– Hug CardHug Card
Check and ConnectCheck and Connect
*Caution with Using “Behavior Card” or *Caution with Using “Behavior Card” or “Behavior Plan”“Behavior Plan”
For Whom is the CICO For Whom is the CICO Appropriate?Appropriate?
APPROPRIATEAPPROPRIATE– Low-level problem Low-level problem
behavior (not severe)behavior (not severe)– 3-7 referrals3-7 referrals– Behavior occurs across Behavior occurs across
multiple locationsmultiple locations– ExamplesExamples
• talking outtalking out
• minor disruptionminor disruption
• work completionwork completion
INAPPROPRIATEINAPPROPRIATE– Serious or violent behaviors/ Serious or violent behaviors/
infractionsinfractions– Extreme chronic behavior Extreme chronic behavior
(8-10+ referrals)(8-10+ referrals)– Require more individualized Require more individualized
supportsupport• Functional Assessment Functional Assessment • Wrap Around ServicesWrap Around Services
How will students be identified?How will students be identified? Everyone is informed about intervention Everyone is informed about intervention
and referral procedure!!and referral procedure!!
Referral Procedures- Referral Procedures- What does the form look like?What does the form look like?Who gets the form once completed?Who gets the form once completed?
– Decision Rules about ODRDecision Rules about ODR– Nurse or Counselor referralNurse or Counselor referral– Teacher ReferralTeacher Referral– Parent ReferralParent Referral
How to identify students for How to identify students for CICOCICO
Other Data to ConsiderOther Data to Consider– Absences & TardiesAbsences & Tardies– In school detentions (lunch-time or after In school detentions (lunch-time or after
school) school) – OtherOther
Designing Daily Progress ReportsDesigning Daily Progress Reports Determine behavioral expectationsDetermine behavioral expectations
– School-wide expectationsSchool-wide expectations– Academic vs. behavioral expectationsAcademic vs. behavioral expectations
Expectations stated positivelyExpectations stated positively Range of scores vs. dichotomous scoringRange of scores vs. dichotomous scoring
– Rating scales should be age appropriateRating scales should be age appropriate
Teacher friendlyTeacher friendly– circling versus writing & place for teacher initialscircling versus writing & place for teacher initials– consistent expectations versus individual expectationsconsistent expectations versus individual expectations
Data easy to summarize and determine if goal is metData easy to summarize and determine if goal is met
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
Working 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 _____________________________________________________
Materials
To Class
Worked and Let Others Work
Follow 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
Progress MonitoringProgress Monitoring
CICO Check-in/Check-Out Record
Date:__________________ CICO Coordinator:_________________
Check-In Check-Out
Student NameStudent Name
PaperPaper PencilPencil NotebookNotebook CICO CICO parent parent copycopy
CICO ScoreCICO Score
JasonJason √√ √√ √√ √√ 9090
LeanneLeanne √√ √√ 8585JuanJuan √√ √√ √√ √√ 6060
KiranKiran √√ √√ 100100
AlexaAlexa √√ √√ √√ √√ 9595
JaceyJacey √√ √√ √√ 9090
Tracking Student CICO ProgressTracking Student CICO Progress
(number = % of total daily points)(number = % of total daily points)
DateDate JasonJason LeanneLeanne JuanJuan KiranKiran AlexaAlexa
1/16/031/16/03 8585 9595 100100 8080 6565
1/17/031/17/03 100100 100100 100100 7575 7777
1/18/031/18/03 7777 00 100100 8585 6363
1/19/031/19/03 4545 7575 9595 9292 8585
1/20/031/20/03 8888 8989 7777 8989 9090
1/23/031/23/03 7979 00 100100 9595 9595
1/24/031/24/03 9595 6767 8585 100100 7878
0
20
40
60
80
100
Perc
enta
ge o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14Date
Ryan's BEP Performance
2000-2001
Daily Data Used for Decision MakingDaily Data Used for Decision Making
Daily Data Used for Decision MakingDaily Data Used for Decision Making
20
40
60
80
100
Perc
enta
ge o
f P
oin
ts
02/05 02/08 02/13 02/20 02/23
Date
Rachelle's BEP Performance
2000-2001
Decision Rules Decision Rules
Rapid ResponderRapid Responder Honeymoon ResponderHoneymoon Responder Slow and Steady ResponderSlow and Steady Responder
What will be the General Decision What will be the General Decision Rules around rates kids will respond?Rules around rates kids will respond?
Points Points RequiredRequired
Wants attentionWants attention Wants Wants item/activityitem/activity
Wants to escape Wants to escape attentionattention
Wants to avoid Wants to avoid somethingsomething
100 pts100 pts Take note to Take note to office/teacheroffice/teacherAsk a peer to Ask a peer to play/read/drawplay/read/drawBe a leaderBe a leaderPrinciples Principles recessrecess
Trip to Trip to treasure chesttreasure chestChoose a Choose a snacksnackChoose a 5 Choose a 5 min. activitymin. activitySchool wide School wide stickerstickerPrinciples Principles recessrecess
Computer time Computer time by selfby self
Short breakShort breakAlternative Alternative activityactivity
250 pts250 pts Computer with Computer with a frienda friendExtra sharing Extra sharing timetime
More time for More time for selected selected activityactivityFree ticket to Free ticket to sporting eventsporting event
Time aloneTime aloneIndependent Independent work spacework space
Alternative Alternative assignmentassignment
400 pts400 pts Out to lunch Out to lunch with with TBA TBA Class recess, Class recess, free time, or free time, or popcorn partypopcorn party
New school New school /art supplies/art supplies
Get out of Get out of school earlyschool early
CICO Trading Post
Modifying CICOModifying CICO Peer attention: Provide peer attention for Peer attention: Provide peer attention for
meeting expectationsmeeting expectations– Check out with friendCheck out with friend– Sit with friend(s) at lunchSit with friend(s) at lunch– Brief free time with friend at end or classBrief free time with friend at end or class
Task avoidance: Task avoidance: – breaks, shorten work requirementbreaks, shorten work requirement– Access to assistance Access to assistance – Preferred work modality (e.g., groups)Preferred work modality (e.g., groups)
Schedule of reinforcementSchedule of reinforcement– More frequent check-insMore frequent check-ins– Highly preferred coordinatorHighly preferred coordinator– Pair attention with other rewardsPair attention with other rewards
Training Teachers on Training Teachers on CICO SystemCICO System
In-service on the “spirit” of programIn-service on the “spirit” of program– supportive, not punitivesupportive, not punitive
– immediate feedback on behavior (type immediate feedback on behavior (type of statements, what the ratings mean, of statements, what the ratings mean, examples of feedback)examples of feedback)
– follow-up forum to express concernsfollow-up forum to express concerns
– individual coachingindividual coaching
– boosters needed at least yearlyboosters needed at least yearly
Training Students on Training Students on CICO SystemCICO System
Meet with parents and studentsMeet with parents and students
Modeling and PracticeModeling and Practice
Accepting FeedbackAccepting Feedback
Decision-Making Decision-Making – GoalGoal
Ongoing CommunicationOngoing Communication
Staff, ParentsStaff, Parents– Remember Indian HeadRemember Indian Head– New staff, students, parentsNew staff, students, parents
– Sustaining CICO Sustaining CICO
Frequently Asked Questions Frequently Asked Questions Regarding CICO Implementation Regarding CICO Implementation
What if the student does not check-in in the What if the student does not check-in in the morning?morning?
What if the student is not checking-out in the What if the student is not checking-out in the afternoon? afternoon?
What if a student is What if a student is consistentlyconsistently not checking in not checking in and/or checking out?and/or checking out?
What if the student loses his/her CICO Card?What if the student loses his/her CICO Card? What if the student is consistently participating in What if the student is consistently participating in
the CICO and his/her behavior gets worse?the CICO and his/her behavior gets worse?
Activity:Activity: Designing Daily Progress Reports (DPR) for Designing Daily Progress Reports (DPR) for
your schoolyour school
Questions to think about:Questions to think about:– What will the behavioral expectations beWhat will the behavioral expectations be
Consistent with school-wide expectations?Consistent with school-wide expectations?
– Consistent across students or individualized?Consistent across students or individualized?– Expectations positively stated?Expectations positively stated?– Is the DPR teacher friendly?Is the DPR teacher friendly?– Age appropriate and include a range of Age appropriate and include a range of
scores?scores?– Data easy to summarize?Data easy to summarize?
Implementing CICO with Individual Implementing CICO with Individual StudentsStudents
Effective School–Wide System in Place
Student not responding to school-wide Expectations
Implement Basic CICO•Increased structure, check-in, checkout•Frequent feedback•Connection with key adult
Implement Basic CICO
IsIs the Basic CICO Working?
•Continue with Basic CICO
• Transition to self- management
Yes
No
Conduct Brief Functional Assessment•What is the problem behavior?
•Where does the problem behavior occur/not occur?
•Why does the problem behavior keep happening?
Building on Efficiency: Building on Efficiency: “Simple FBA”“Simple FBA”
Full FBAs:Full FBAs:– Record review, interviews, observationsRecord review, interviews, observations– Specify problem behavior and contingencies Specify problem behavior and contingencies
within routines within routines for purpose of individualized for purpose of individualized intervention designintervention design
Simple FBAs:Simple FBAs:– InterviewsInterviews– Specify problem behavior, routines surrounding Specify problem behavior, routines surrounding
problem behavior, and function of behavior problem behavior, and function of behavior for for purpose of selecting type of CICOpurpose of selecting type of CICO
Matching CICO to Student Matching CICO to Student NeedsNeeds
Basic CICOBasic CICO:: goals related to cooperative, goals related to cooperative, respectful behavior; reinforced through respectful behavior; reinforced through daily positive adult contact (attention-daily positive adult contact (attention-related)related)
CICO + Academic SupportCICO + Academic Support:: goals, goals, prompts, and encouragement for prompts, and encouragement for organizational and routine-following organizational and routine-following behaviors or increase in academic supportbehaviors or increase in academic support
Escape CICOEscape CICO:: goals related to goals related to cooperative, respectful behavior: students cooperative, respectful behavior: students reinforced through chance to earn a break reinforced through chance to earn a break from aversive activity or aversive social from aversive activity or aversive social contactcontact
Conduct Brief Functional Assessment
Is the behavior maintained by escape
from social interaction?
Is the behavior related to lack of academic skills?
Is the behavior severe, complex,
intensive?
Escape Motivated CICO
•Reduce adult interaction
•Use escape as a reinforcer
CICO + Academic Support
•Increase Academic support
Intensive,
Individualized Behavior Support
(e.g., Full FBA-BSP
Initiative, Initiative, Project, Project,
CommitteeCommittee
PurposePurpose OutcomeOutcome Target Target GroupGroup
Staff Staff InvolvedInvolved
CICO TeamCICO Team
Character Character EducationEducation
Safety Safety CommitteeCommittee
School Spirit School Spirit CommitteeCommittee
Discipline Discipline CommitteeCommittee
DARE DARE CommitteeCommittee
Attendance Attendance CommitteeCommittee
Working Smarter- Not Harder
Evaluating CICO Progress: Evaluating CICO Progress: Sample Agenda FormSample Agenda Form
CICO Team Meeting AgendaCICO Team Meeting AgendaDate:____________Date:____________ Note taker:___________Note taker:___________Team Members Present:___________________________Team Members Present:___________________________
List of Priority Students:List of Priority Students:
1) 1) Discuss Priority StudentsDiscuss Priority Students
2)2) Discuss New ReferralsDiscuss New Referrals
3) Identify Students to Receive Additional 3) Identify Students to Receive Additional Reinforcer by PrincipalReinforcer by Principal
4)4) Other CICO Issues or StudentsOther CICO Issues or Students
CICO elementCICO element Variations/ optionsVariations/ options ConsiderationsConsiderations
1. Coordinator(s)1. Coordinator(s)Educational/instructional assistantEducational/instructional assistantSchool counselorSchool counselorHigh school mentorHigh school mentor
ConsistencyConsistencyEfficiencyEfficiencyOne person or two One person or two Freeing up time for person to do the job Freeing up time for person to do the job wellwell
2. Check in/out 2. Check in/out routineroutine
Come to school earlyCome to school earlyLeave class earlyLeave class earlySame location/different locationsSame location/different locationsWhat about tardy students?What about tardy students?
Missing instruction timeMissing instruction timeHow does it work for busers, walkers, car How does it work for busers, walkers, car riders?riders?
3. Point system and 3. Point system and daily report carddaily report card
Numbers/words/smiley facesNumbers/words/smiley faces0, 1, 20, 1, 21, 2, 31, 2, 3great, OK, bad (difficult time)great, OK, bad (difficult time)
Age appropriateAge appropriateI get a point for being honest/ trying (1, 2 , I get a point for being honest/ trying (1, 2 , 3)3)
4. Report home4. Report home Meet with parents individually as Meet with parents individually as part of the CICO trainingpart of the CICO trainingProvide ideas for comments to Provide ideas for comments to write back, things to say to write back, things to say to student, how to deal with a bad student, how to deal with a bad daydayStaff mentor signs off if family Staff mentor signs off if family can’tcan’t
Parents might correct student againParents might correct student againStudent may forge parent signatureStudent may forge parent signature
5. Identifying 5. Identifying students to students to participateparticipate
Final recommendation by TATFinal recommendation by TATReview of ODRs, teacher concern, Review of ODRs, teacher concern, family request, student request, family request, student request, administrator requestadministrator request
Avoid making this a ‘punishment’Avoid making this a ‘punishment’
6. Staff training6. Staff training A few at a time (start small to A few at a time (start small to build routine & success)build routine & success)All at onceAll at once
Efficiency in teaching timeEfficiency in teaching timeWon’t remember unless using CICOWon’t remember unless using CICOWhat happens when a student gets an What happens when a student gets an office discipline referral?office discipline referral?
7. Student training7. Student training As a groupAs a groupIndividuallyIndividuallyDaily prompts for routine the first Daily prompts for routine the first five daysfive daysWhat to do if staff/teacher isn’t What to do if staff/teacher isn’t availableavailable
Teach students to remind staff/teachers to Teach students to remind staff/teachers to use programuse programLoss of card during the dayLoss of card during the day
8. Substitute staff8. Substitute staff Train a back up check in and Train a back up check in and check out personcheck out personRotate roles so many people can Rotate roles so many people can contribute as neededcontribute as neededAdministratorAdministratorFront office staff for tardy Front office staff for tardy studentsstudentsCICO cheat sheet for substitute CICO cheat sheet for substitute teacher folderteacher folder
Lack of opportunity to maintain fluency, Lack of opportunity to maintain fluency, positive practice, consistencypositive practice, consistencyPrevent punitive approachPrevent punitive approach
9. Point trading 9. Point trading systemsystem
Spending scheduleSpending scheduleNeed a variation of Need a variation of items/activities to fit many items/activities to fit many situationssituationsDiscounted school activities work Discounted school activities work really wellreally wellPrizes/activities for whole class Prizes/activities for whole class are great for kids who like peer are great for kids who like peer attentionattention
Too oftenToo oftenNot often enoughNot often enoughStudent absent on spending dayStudent absent on spending dayFinancial costs for rewardsFinancial costs for rewardsTime costs for staff who are ‘earned’Time costs for staff who are ‘earned’
10. Team meeting to 10. Team meeting to review student review student progressprogress
Weekly data review, call a Weekly data review, call a meeting as neededmeeting as neededEmail check in with Email check in with teachers/familiesteachers/families
Coordinator not available/ no meeting… no Coordinator not available/ no meeting… no meeting/ no data review…. No data meeting/ no data review…. No data review.. program and/or kid get a bad review.. program and/or kid get a bad name if it doesn’t workname if it doesn’t work
CICO elementCICO element Variations/ optionsVariations/ options ConsiderationsConsiderations
