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Tier 2 InterventionsCheck-In/Check-Out (CICO)
Chris Borgmeier, PhDPortland State University
CICO within School-wide PBIS All specialized interventions are more
effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.
SCHOOL-WIDE POSITIVE behaviorSUPPORT
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
5%
What constitutes a Tier 2 Intervention?◦ An intervention that:
Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time
Students can get started with almost immediately upon referral
Requires almost no legwork from referring staff to begin implementation of the intervention with a student
All school staff know about, understand their roll with, and know the referral process for
◦SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires
significant organization by referring staff… it’s not a targeted intervention
Questions about Tier 2 InterventionsSystems Considerations
Intervention is continuously available Rapid access to intervention (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
◦ Functional Assessment Adequate resources (admin, team)
◦ weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making
Major Features of Targeted Interventions
Check-In/Check-OutResearch Support
Pre schools Sandy Chafouleas, et al 2007
Elementary Schools◦ Anne Todd et al in press◦ Sarah Fairbanks et al, 2007◦ Amy Kauffman-Campbell, dissertation◦ Doug Cheney et al, 2006; 2007◦ Leanne Hawken et al. 2007◦ Filter et al., 2007
Middle Schools◦ Leanne Hawken et al 2003◦ Rob March et al 2002
High Schools◦ Jessica 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
Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support For academic-based, escape-maintained problem behavior
incorporate academic support Linking school and home support
Provide format for positive student/parent contact Program is organized to morph into a self-management
system Increased options for making choices Increased ability to self-monitor performance/progress
Why does CICO Work?
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Progress Monitoring
Meeting
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
BASIC CYCLE
Check In Check Out (CICO)
Logistics for Setting up a CICO program
1. Faculty and staff commitment Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?
More than 5 students need extra support CICO is designed to work with 10-12% of kids in a school CICO typically “works” (50% reduction) with 67% of
students. CICO does NOT replace need for individualized supports.
Activity 1:a) Assessment of need (ODR rates, staff
assessment)b) Readiness:
Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80)Is there faculty commitment to work with tougher kids?Are in-school resources available to implement?Are district resources available to support start-up?
c) Team to manage CICO• Administrator; CICO Coordinator; Check In/Out staff
member(s), behavior Specialist (e.g. SPED/SPSY), Teacher
CICO CoordinatorLeading Systems Implementation
Coordinator Chair CICO meetings, faculty contact, improvement
Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk
Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services
All staff commitment and training Simple data collection and reporting system.
Organization and Structure
WHAT FITS YOUR
SCHOOL?
Combining these roles/
responsibilities across
multiple staff or not?
CICO Coordinator: Selection Criteria and Considerations
1. Who would be a good coordinator?2. What duties/responsibilities will he/she
have?3. Do we need to adjust schedules/time/
workload for this person?4. How will we train the coordinator?5. How will we evaluate the coordinators
effectiveness?6. Who will be our back-up coordinator?7. What steps do we need to take to
accomplish this?
CICO Coordinator Responsibilities
Establish rapport with students Provide training to all students before they begin
CICO Coordinate check-in and check-out
◦ Possibly do Check-in & check-outs
Enter data daily (or monitor daily data entry) Organize and summarize student data for
meetings Contact person for caregivers Process requests for assistance Lead meetings Problem-solve
CICO Coordinator
Examples Social worker Counselor Special Education
teacher Paraprofessional
Non-Examples Principal Classroom teacher Any individual
responsible for discipline
Coordinator: Training
The coordinator should receive training in the systems, practices, and the use of data in the CICO program.
Connect w/ your District & Regional Coaches
Be sure to train a “back-up” coordinator
CICO Coordinator: Planning for Sustainability
Plan for turn-over in the coordinator position Increasing sustainability
◦Document all procedures◦Active management from the leadership team
◦Write coordinator duties into a job description
◦Devote FTE to the coordinator position
Getting Creative: CICO Specialists
These individuals only do check-in/check-outs w/ students only (data and organization is the CICO Coordinator’s responsibility)
- School custodian- School office staff members- “Specials” teachers
Checking In & Checking Out:A good candidate is. . .
In the building everyday Available at the beginning and end of
each day Someone students like and enjoy being
around Enthusiastic Organized Positive
CICO Coordinator: Ensuring “Best Fit” & Fidelity
The effectiveness of implementation should be examined on a regular basis
Evaluation Questions:
1. Does the coordinator establish positive rapport with students?
2. Does the coordinator display effective behavior management skills?
3. Does the coordinator’s position allow all tasks to be completed in a timely manner?
4. Is the coordinator implementing the intervention with fidelity?
◦ CICO Self Assessment, Benchmarks of Advanced Tiers, etc.
◦ Integrate CICO implementation fidelity within a district evaluation plan
Roles & Responsibilities
2. Team available / Coordinator available
CICO Coordinator CICO Specialists (checking in & out w/ students
daily) Team (meets at least once every two weeks)Activity 2:
Plan CICO Roles & Responsibilitiesa) CICO Coordinatorb) CICO Specialist(s)
• Who is doing daily Check-ins & Check-outs?
c) behavior: Individual Student Systems Data Team meetings
• Training Day 2
Referral Process & Student Selection
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Progress Monitoring
Meeting
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
BASIC CYCLE
Check In Check Out (CICO)
Request for AssistanceODR LevelFamily or Student request
CICO Coordinatorbehavior support team
Multiple office referrals◦ ID at-risk students at beginning of school year based on previous
years data◦ ID students based on cumulative ODR in school year
Referral◦ by teacher
Teacher Request for Assistance
◦ by parent
Time to action:◦ 30 min to 7 days (goal is < 72 hours)
Identification and Referral
CICO: Who Qualifies
More than a minimum number of referrals
Across several different settings
Not dangerous to self/others
Several minor referrals
Adult attention is rewarding
Example behaviors
◦Disruptive
◦Talks out
◦Unprepared
◦Talks back to teacher
◦Uses inappropriate language
◦Tardy
◦Defiant
◦Refuses to do work
◦Difficulty taking turns
◦Refuses to share
◦Out of seat
Do Not Include:
Dangerous/violent students Students who bring a weapon to school Students who injure/may injure themselves Students with a high number of referrals Students with referrals from only one setting,
teacher, or time Students who find adult attention aversive
Pick Your Candidate…George
• 17 referrals
• From multiple classrooms, cafeteria, hall, and bus
• Disruption, defiance, fighting
• Caught with box opener
George
• 17 referrals
• From multiple classrooms, cafeteria, hall, and bus
• Disruption, defiance, fighting
• Caught with box opener
Richard
• 5 referrals
• From playground
• Defiance, inappropriate language
Richard
• 5 referrals
• From playground
• Defiance, inappropriate language
John
• 5 referrals
• 2 from classroom, 2 from hall, 1 from bus
• Disruption, defiance, tardy, harassment
John
• 5 referrals
• 2 from classroom, 2 from hall, 1 from bus
• Disruption, defiance, tardy, harassment
SWIS: Referrals by Student
Start the year by reviewing last years data:
CICO can help to start the year off on the right foot
Referral Process
Office Discipline Referrals
- Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc.)
- Set Decision Rules- Students with 2nd referral = TEAM REVIEW
- MS & Elem may have different criterion
- Print out an individual student report (SWIS) for each identified student to examine patterns (location, time, problem behavior, etc.)
Teacher Referral Process
Develop a system Teach staff how to use the system Provide verbal and written instructions on
the referral system Respond to referrals in a timely manner System must be efficient
Teacher Referral Process: Example
Referral Form: Example
CICO Referral Process Considerations
1. How will we examine ODRs?2. How will we integrate academic data?3. How often?4. Is there other data that we will use for
screening?5. What criteria will be use to determine if the
student is appropriate for CICO?6. What will happen after we determine a student
is identified as needing CICO?
CICO Teacher Referrals:Guiding Questions
1. How will teachers refer students (form, email, etc.) & who will the referral go to?
2. What data is needed after the referral is received & who will gather it?
3. How will we determine if a student is appropriate for CICO?
4. How will we inform teachers of this process?
5. What is our anticipated time frame for examining and acting upon referrals?
6. What will we do if a student does not appear to be a good fit?
Student Screening & Request for Assistance
3. Process for identifying a student who may be appropriate for CICO
Student is not responding to SWPBS expectations Request for Assistance
Student finds adult attention rewarding Student is NOT in crisis.
Activity 3:a) Develop a Request for assistance
process defined.b) Define criterion for CICO support
(Decision Rules)
Initial Meeting Agreements/Contract
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
CICO CoordinatorSummarizes Data
For Decision Making
Exit Program
Bi-weekly Progress Monitoring
Meeting
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
ReviseProgram
BASIC CYCLE
Check In Check Out (CICO)
Initial Meeting/ Agreements -Roles & Responsibilities -Teaching
How do you want to accomplish this?◦ Formal meeting? – other communication?
Needs before starting the program◦ Parental permission◦ Student agreement◦ Clear understanding of the program & agreement to
individual Roles/ Responsibilities Parents Student CICO Coordinator or Specialist(s) Teacher/Staff?
Initial “Meeting” / Communicating Agreements
Roles & Responsibilities School team
◦ Identify students who may benefit
◦ Monitor implementation
◦ Evaluate effects and modify/fade as needed
Coordinator
◦ Facilitate morning and afternoon checks (in & out)
◦ Get signed form from students, give new form
◦ Maintain positive, constructive environment
◦ Acknowledge successes
Teachers
◦ Obtain form from student each day
◦ Monitor student behavior and mark card accurately
◦ Provide feedback to student in positive and constructive manner
Students
◦ Check in and out each day
◦ Give form to teacher
◦ Meet expectations
◦ Take form home and have parents sign, bring to school the next day
Be interested, encouraging & supportive
Identify Incentives your child can earn at home for performing well on CICO (daily &/or weekly)◦ Incentives need to be reasonable and something parents can regularly deliver
VERY IMPORTANT!!! Do NOT use punishers if your child does not meet his/her goal◦ if you do your child will not continue with the program… or will not bring
reports home to parents
◦ Just encourage your child: “Too bad today, but if you try hard you’ll do better tomorrow!”
Before School◦ Try to reduce “Tough Mornings” before school◦ Encourage & Support behavior & School Readiness
After School – ◦ Request to see student’s home report!◦ Provide incentives (if the student has earned it), or encouragement
Parent: Role & Responsibilities
Agreement to succeed◦ Student: Student chooses to participate◦ Parent◦ CICO coordinator◦ Teachers
Contract may be written or verbal◦ Better if written
Contract/Agreement
Teach program logistics◦ Responsibilities: Student, Teacher, Coordinator◦ Where & with Whom to Check-in & Check-out
Teach Desired behaviors
Teach Point Card & Rating◦ What behaviors = 0/1/2◦ Role Play w/ student◦ Have student be teacher & score your behavioral
examples
Teaching CICO to Student
Agreements & Teaching Student Program and Expectations
4. Establishing Agreements & Communicating Roles & Responsibilities
Permission to Participate Communicating Roles & Responsibilities
Parent, Student Teaching Student Program Logistics Teaching Student Expected behaviors & Point CardActivity 4:
a) Develop a plan for communicating agreements, roles & responsibilities w/ parent & student• Will you hold an initial meeting? Develop a
contract?b) Identify how student will be taught program
logistics & behavioral Expectations
Check In & Check Out: Planning
Logistics
http://www.youtube.com/watch?v=UqMdy5-OSlQ
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO Morning Check-In
•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise
Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback
Logistics: Check-In 5. Morning Check-in Routine
Teaching students when, when, how Teaching check-in coordinator
Assess Reward provided for checking-in; breakfast treat, etc. Set-up or Redirect
6. Teacher Check-in/Check-out Routine Teaching staff/faculty
Reward Set-up for success, positive momentum Evaluation
Activity 5:a) Identify Check-in staff & locationb) Define Check-in routine & how to train check-in
staffc) Teacher check-in/check-out routine defined
Developing a Point Card
Use a School name, mascot, motto
◦ Sunshine Club◦ Hawk Report ◦ HUG – Hello, Update, Goodbye◦ CnC – Check-n-Connect◦ CICO – Check-In/Check-Out◦ BEP – behavior Education Program
Fit your Context:Make the program/card your own
Try to use 1 card for the program◦ Use common schedule if possible ◦ Use School-wide Rules
Keep it simple◦ Card needs to be quick & easy for staff to
complete◦ Card needs to be small (half sheet) & easy to
carry around
Point Card Guidelines
Name: Date:
Safety Organization
Achievement
Respect
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
Name: Safety Organization
Achievement
Respect
Date: Keep hands to self
Turn in homework
Do my own work
Raise hand to talk
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
Individualize this way, if you need to provide specific prompts
Name:Date: Block 1 Block 2 Block 3 Block 4
Safety 0 1 2 0 1 2 0 1 2 0 1 2
Organization 0 1 2 0 1 2 0 1 2 0 1 2
Achievement 0 1 2 0 1 2 0 1 2 0 1 2
Respect 0 1 2 0 1 2 0 1 2 0 1 2
Name:Date:
Pencil sharpened
Homework completed
Raise hand to talk
Be on time Keep hands to self
1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
4. PE on T TH
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Too individualized
CICO Record
Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
HAWK Report Date ________ Student _______________Teacher___________________
0 = Not Yet1= 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 ______________%
Daily Progress Report Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
Example Middle School Point Card
Modifying CICO Younger children (K-1st grade)
◦ Less words, more pictures◦ More frequent checks during day◦ Earn rewards more often
CICO Home Report
Name: _____________________ Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Developing the Daily Progress Report Card
7. Daily CICO progress report card Same expectations for all Common schedule All staff taught rules for accepting, completing and
returning the card.
8. Home report process Can be same as progress card or a separate reporting
form
Activity 6:a) Daily Progress Report developedb) Home report routine developedc) Define how families will be informed of
process
BEP/Check-in Check-out Cycle
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
Student Recommended for CICO
Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS•Provide incentive if earned
Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs
Levels of Rewards:o Reward student for:
• Checking-In positive adult interaction & a breakfast snack?
• Checking-out & turning in daily progress card positive adult interaction & bonus point on card or a piece of licorice?
◦ Earning points & making goal Make sure rewards are feasible & valued Might start with daily rewards for success… then
fade to turning in points earned
Rewards
Points Required
Wants attention Wants item/activity
Wants to escape attention
Wants to avoid something
100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess
Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess
Computer time by self
Short breakAlternative activity
250 pts Computer with a friendExtra sharing time
More time for selected activityFree ticket to sporting event
Time aloneIndependent work space
Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party
New school /art supplies
Get out of school early
CICO Trading Post
Maintaining Consequence
Wants Attention Wants something Wants to escape attention
Wants to avoid something
100 ptsComplete assignment with a peer
Chose order of class activities
Choose a snack / tangible
Choose a 5 min. activity
School wide reward card
Computer time by self
Work in separate part of room
Short break
Alternative activity
250 pts Class teaching assistant for a period.
More time for selected activity
Free ticket to sporting event / dance / etc.
Time alone
Independent work space
Alternative assignment
400 pts Lunch for peer and student for FREE
Class reward: free time, or pizza party
New school /art supplies
Get out of school early
CICO Trading Post
Logistics: Check-Out
9. Afternoon Check-out Routine Identify Check-out Staff, Location & How to Check-out Teach Check-out staff to collect data, acknowledge
success, encourage improvement. Consider self-recording system for older students
10. Trading menu Reward for collecting and turning in daily progress
card Reward for meeting daily goal Exchange system for points earned
Activity 7:a) End of day check-out routine, location, staff
defined.b) Plan Rewards for: Check-in & out; meeting goal, etc.
Data Systems & Tracking Progress
An effective Data System is CRITICAL
Highly recommend CICO-SWIS◦ www.swis.org◦ Additional $50/year with SWIS account◦ Cannot get CICO add-on without having SWIS account
Alternative = managing excel spreadsheets◦ Gets challenging with many students◦ CICO Coordinator must have substantial expertise in
Excel
Data System CICO-SWIS
Identify who will enter the data daily◦ CICO Coordinator or CICO Specialist◦ Train in CICO-SWIS accordingly & provide w/
account passwords
Can show student updated graph during check-out
Daily Data Entry
SWIS-CICO ReportDaily Points Graph
Logistics for Setting up a CICO program
11. Collecting, summarizing and using data
Daily updates Coordinator does regular data checks to make sure
data is being entered promptly & correctly
Activity 8:a) Process for collecting, entering, summarizing
and reporting data is defined
What happens after they are on CICO?
Team will use data to monitor student progress◦ Some students will “graduate” from the program◦ Some students will require the support on a
continuing basis◦ Some students will not respond to the program &
need more or something different
Set up processes for:◦ Fading students off of the program◦ Escalating intensity of intervention◦ Maintain & monitor
Things Are Going Well… What Now? The GOAL is always to “Graduate” students
from our supports or Fade supports◦ Do so gradually & Support the Transition
1) Increasing student responsibility Transition into a Self-Management/ Self-Monitoring
program
2) Then, gradually removing or “Fading” components of the intervention
Self Monitoring After CICO Student monitors own behavior Student “checks in” with teacher to review
self-ratings and receive feedback
1. Expected behaviors stay the same2. Reinforcers stay the same3. Student checks in same amount of times4. Student monitors behavior using CICO card5. Plan for teaching accuracy in monitoring
Transition to Self Monitoring
1. Student and teacher record separately2. Compare records; reinforce accuracy3. Over time, compare less often4. Reinforce appropriate behavior only5. Periodically reinforce accuracy
Example: Lucy Lucy has been on CICO for 3.5 months; she has earned 90%
of points each week for the last 10 weeks
Coordinator provides rationale for self monitoring to Lucy◦ Coordinator teaches Lucy to self monitor using examples and non-
examples◦ When program begins, Lucy’s teacher goes over examples and non-
examples
◦ First week: Lucy and teacher monitor and compare records Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time
◦ Second week Teacher monitors appx. 60% of time; feedback based on accuracy Feedback at other times based on Lucy’s monitoring of behavior
◦ Coordinator Feedback based on accuracy (with teacher records) When Lucy monitors independently, feedback based on behavior
Removing Components of CICO After Student is Successfully Self-Monitoring
Can begin removing components of the program (removing staff responsibility)◦ Gradually decrease # of check-ins during the day
w/ teachers; Student Self Checks (keep check in and out)
◦ Fade from Daily check out to every other day then 1/week
◦ Remove check in
Continue to monitor student behavior through discipline referrals & teacher report
Celebrate continued success◦ Some schools hold a monthly celebration for
students who are maintaining success after Graduating from CICO Monthly “Alumni Club” Lunch
After “Graduation” from CICO
CICO: Fading Supports
12. Fading Supports for Successful Students◦ Transition to Self Management program◦ Continued monitoring & celebrations for “Grads”
13. Substitute Teacher routine◦ How to inform and orient new teachers
Activity 9:a) Define self-management process.
• Use card, but no teacher review• No, card, but still check in
b) Substitute teacher orientation materials
All Staff Orientation to CICO
Communicating with Staff Provide an introduction to CICO and the
referral process at a staff meeting Sample PowerPoint presentation
available Communicate:
◦Description of CICO◦Why it is important◦Roles & Responsibilities◦Rating the Point Card◦Importance of being positive
Roles & Responsibilities School team
◦ Identify students who may benefit
◦ Monitor implementation
◦ Evaluate effects and modify/fade as needed
Coordinator
◦ Facilitate morning and afternoon checks (in & out)
◦ Get signed form from students, give new form
◦ Maintain positive, constructive environment
◦ Acknowledge successes
Teachers
◦ Obtain form from student each day
◦ Monitor student behavior and mark card accurately
◦ Provide feedback to student in positive and constructive manner
Students
◦ Check in and out each day
◦ Give form to teacher
◦ Meet expectations
◦ Take form home and have parents sign, bring to school the next day
CICO: Staff-wide Training/ Orientation
14. Provide training to all staff on CICO◦ School-wide system = train ALL staff
Rationale Roles & Responsibilities How to score the point card
◦ Identify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetings
◦ Provide ongoing updates to staff re: CICO implementation & outcome dataActivity 10:
a) Develop Staff Training/Orientation to CICOb) Develop a plan for training assistants &
duty staff
Potential Pitfalls Fidelity
◦ Assess teacher commitment/enthusiasm◦ Re-teach◦ Teacher self monitoring
Student won’t carry card◦ Student checks in and out◦ Coordinator provides card to teacher and picks
up Student continues to receive feedback from teacher
◦ Self monitoring◦ Computerized system
Student isn’t checking in or out◦ Determine reason◦ Identify preferred person to check in/out with◦ Is this component needed?
Develop CICO System◦ Referral process◦ Initial meeting & Agreements/contract◦ Check-In - procedures & personnel◦ Check-Out – procedures & personnel◦ Develop Point Card◦ Rewards menu & process◦ Data System & Data entry (training & personnel)◦ Plan for fading/graduating◦ Training for Staff
Pilot Implementation
Tasks
