Chris Borgmeier PhD Portland State University cborgmeipdxedu wwwtier2pbispbworkscom CICO Resources CICO within Schoolwide PBIS All specialized interventions are more effective and more durable if they are done with schoolwide ID: 756551
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Slide1
Tier 2 InterventionsCheck-In/Check-Out (CICO)
Chris
Borgmeier
, PhD
Portland State University
cborgmei@pdx.eduSlide2
www.tier2pbis.pbworks.com
CICO ResourcesSlide3
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
behavior
SUPPORT
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
~15%
5
% Slide4
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 studentAll school staff know about, understand their roll with, and know the referral process forSYSTEMS 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 ConsiderationsSlide5
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 weekStudent chooses to participate
Continuous monitoring for decision-making
Major Features of Targeted InterventionsSlide6
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. 2007Filter et al., 2007Middle Schools
Leanne Hawken et al 2003Rob March et al 2002High Schools
Jessica Swain-Bradway, in progress
CICO is an Evidence-Based PracticeAt least 5 peer reviewed studies
At least 3 different researchers/settingsAt least 20 different participantsSlide7
Improved structurePrompts 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?Slide8
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 supportFor academic-based, escape-maintained problem behavior
incorporate academic supportLinking school and home supportProvide format for positive student/parent contact
Program is organized to morph into a self-management systemIncreased options for making choices
Increased ability to self-monitor performance/progress
Why does CICO Work?Slide9
Student
Referred for CICO
CICO
Plan/ Initial Meeting
Teach/Role Play Skills
CICO Coordinator
Summarizes Data
For Decision Making
Exit
Program
Bi-weekly
Progress Monitoring
Meeting
Parent
Feedback
Regular Teacher
Feedback
Afternoon
Check-out
Morning
Check-in
Revise
Program
BASIC CYCLE
Check
In Check Out (CICO)Slide10
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 supportCICO is designed to work with 10-12% of kids in a schoolCICO typically “works” (50% reduction) with 67% of students.
CICO does NOT replace need for individualized supports.
Activity 1
:
Assessment of need (ODR rates, staff assessment)
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?
Team to manage CICO
Administrator; CICO Coordinator; Check In/Out staff member(s),
behavior
Specialist (e.g. SPED/SPSY), TeacherSlide11
CICO Coordinator
Leading Systems ImplementationSlide12
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 weekCoordinator, Specialist, Sped faculty, Related ServicesAll staff commitment and trainingSimple data collection and reporting system.
Organization and Structure
WHAT FITS YOUR
SCHOOL?
Combining these roles/ responsibilities across multiple staff or not?Slide13
CICO Coordinator:
Selection Criteria and Considerations
Who would be a good coordinator?
What duties/responsibilities will he/she have?
Do we need to adjust schedules/time/ workload for this person?
How will we train the coordinator?
How will we evaluate the coordinators effectiveness?
Who will be our back-up coordinator?
What steps do we need to take to accomplish this?Slide14
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 caregiversProcess requests for assistance
Lead meetingsProblem-solveSlide15
CICO Coordinator
Examples
Social worker
Counselor
Special Education teacher
Paraprofessional
Non-Examples
Principal
Classroom teacher
Any individual responsible for disciplineSlide16
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 Slide17
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 positionSlide18
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” teachersSlide19
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 Slide20
CICO Coordinator
:
Ensuring “Best Fit” & Fidelity
The effectiveness of implementation should be examined on a regular basis
Evaluation Questions:
Does the coordinator establish positive rapport with students?
Does the coordinator display effective
behavior
management skills?
Does the coordinator’s position allow all tasks to be completed in a timely manner?
Is the coordinator implementing the intervention with fidelity?
CICO Self Assessment, Benchmarks of Advanced Tiers, etc.
Integrate CICO implementation fidelity within a district evaluation planSlide21
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 & Responsibilities
CICO Coordinator
CICO Specialist(s)
Who is doing daily Check-ins & Check-outs?
behavior: Individual Student Systems Data Team meetings
Training Day 2Slide22
Referral Process & Student SelectionSlide23
Student
Referred for CICO
CICO
Plan/ Initial Meeting
Teach/Role Play Skills
CICO Coordinator
Summarizes Data
For Decision Making
Exit
Program
Bi-weekly
Progress Monitoring
Meeting
Parent
Feedback
Regular Teacher
Feedback
Afternoon
Check-out
Morning
Check-in
Revise
Program
BASIC CYCLE
Check
In Check Out (CICO)
Request for Assistance
ODR Level
Family or Student request
CICO Coordinator
behavior
support teamSlide24
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 Assistanceby parentTime
to action:30 min to 7 days (goal is < 72 hours)
Identification and ReferralSlide25
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 rewardingSlide26
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 seatSlide27
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 aversiveSlide28
Pick Your Candidate…
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
John
5 referrals
2 from classroom, 2 from hall, 1 from bus
Disruption, defiance, tardy, harassmentSlide29
SWIS: Referrals by Student
Start the year by reviewing last years data
:
CICO can help to start the year off on the right footSlide30
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
2
nd
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.)Slide31
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 efficientSlide32
Teacher Referral Process: ExampleSlide33
Referral Form: ExampleSlide34
CICO Referral Process Considerations
How will we examine ODRs?
How will we integrate academic data?
How often?
Is there other data that we will use for screening?
What criteria will be use to determine if the student is appropriate for CICO?
What will happen after we determine a student is identified as needing CICO?Slide35
CICO Teacher Referrals:
Guiding Questions
How will teachers refer students (form, email, etc.) & who will the referral go to?
What data is needed after the referral is received & who will gather it?
How will we determine if a student is appropriate for CICO?
How will we inform teachers of this process?
What is our anticipated time frame for examining and acting upon referrals?
What will we do if a student does not appear to be a good fit?Slide36
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
:
Develop a Request for assistance process defined.
Define criterion for CICO support (Decision Rules)Slide37
Initial Meeting Agreements/Contract Slide38
Student
Referred for CICO
CICO
Plan/ Initial Meeting
Teach/Role Play Skills
CICO Coordinator
Summarizes Data
For Decision Making
Exit
Program
Bi-weekly
Progress Monitoring
Meeting
Parent
Feedback
Regular Teacher
Feedback
Afternoon
Check-out
Morning
Check-in
Revise
Program
BASIC CYCLE
Check
In Check Out (CICO)
Initial Meeting/ Agreements
-Roles & Responsibilities
-TeachingSlide39
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 AgreementsSlide40Slide41
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 environmentAcknowledge successes
TeachersObtain form from student each dayMonitor student
behavior and mark card accuratelyProvide feedback to student in positive and constructive manner
StudentsCheck in and out each dayGive form to teacher
Meet expectationsTake form home and have parents sign, bring to school the next daySlide42
Be interested, encouraging & supportiveIdentify 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 goalif you do your child will not continue with the program… or will not bring reports home to parentsJust encourage your child: “Too bad today, but if you try hard you’ll do better tomorrow!”Before SchoolTry 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 & ResponsibilitiesSlide43
Agreement to succeedStudent:
Student chooses to participate
Parent
CICO
coordinator
Teachers
Contract
may be written or verbalBetter if writtenContract/AgreementSlide44Slide45
Teach program logisticsResponsibilities: Student, Teacher, CoordinatorWhere & with Whom to Check-in & Check-out
Teach Desired
behaviors
Teach Point Card & Rating
What
behaviors
= 0/1/2Role Play w/ studentHave student be teacher & score your
behavioral examplesTeaching CICO to StudentSlide46
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 Card
Activity 4
:
Develop a plan for communicating agreements, roles & responsibilities w/ parent & student
Will you hold an initial meeting? Develop a contract?
Identify how student will be taught program logistics &
behavioral ExpectationsSlide47
Check In & Check Out: Planning Logistics
http://www.youtube.com/watch?v=UqMdy5-OSlQSlide48
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 feedbackSlide49
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 RoutineTeaching staff/facultyReward
Set-up for success, positive momentumEvaluation
Activity 5
:
Identify Check-in staff & location
Define Check-in routine & how to train check-in staff
Teacher check-in/check-out routine definedSlide50
Developing a Point CardSlide51
Use a School name, mascot, mottoSunshine ClubHawk 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 ownSlide52
Try to use 1 card for the programUse 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 Slide53Slide54Slide55
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 promptsSlide56
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 4
2.
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
3. 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 4
6. Lunch
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
7. Recess
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
8.
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
9. 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 4
11. Research projects
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Too individualizedSlide57
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
Before
Recess
0 1 2
0 1 2
0 1 2
Before
Lunch
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:Slide58Slide59
HAWK
Report
Date
________
Student
_______________
Teacher___________________
0 = Not Yet
1= Good
2= 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 ______________%Slide60
Daily Progress ReportSlide61
Example Middle School Point CardSlide62
Modifying CICO
Younger children (K-1
st
grade)
Less words, more pictures
More frequent checks during day
Earn rewards more oftenSlide63
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:Slide64
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
:
Daily Progress Report developed
Home report routine developed
Define how families will be informed of processSlide65
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 signsSlide66
Levels of Rewards: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 & valuedMight start with daily rewards for success… then fade to turning in points earned
RewardsSlide67
Points Required
Wants attention
Wants item/activity
Wants to escape attention
Wants to avoid something
100 pts
Take note to office/teacher
Ask a peer to play/read/draw
Be a leader
Principles recess
Trip to treasure chest
Choose a snack
Choose a 5 min. activity
School wide sticker
Principles recess
Computer time by self
Short break
Alternative activity
250 pts
Computer with a friend
Extra sharing time
More time for selected activity
Free ticket to sporting event
Time alone
Independent 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
PostSlide68
Maintaining Consequence
Wants Attention
Wants something
Wants to escape attention
Wants to avoid something
100 pts
Complete 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 PostSlide69
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 goalExchange system for points earned
Activity 7
:
End of day check-out routine, location, staff defined.
b) Plan Rewards for: Check-in & out; meeting goal, etc.Slide70
Data Systems & Tracking ProgressSlide71
An effective Data System is CRITICALHighly 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-SWISSlide72
Identify who will enter the data dailyCICO Coordinator or CICO SpecialistTrain in CICO-SWIS accordingly & provide w/ account passwords
Can show student updated graph during check-out
Daily Data EntrySlide73
SWIS-CICO Report
Daily Points GraphSlide74
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
:
Process for collecting, entering, summarizing and reporting data is definedSlide75
What happens after they are on CICO?Slide76
Team will use data to monitor student progressSome students will “graduate” from the programSome 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 & monitorSlide77
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
Increasing student responsibility
Transition into a Self-Management/ Self-Monitoring program
Then, gradually removing or “Fading” components of the interventionSlide78
Self Monitoring After CICO
Student monitors own
behavior
Student “checks in” with teacher to review self-ratings and receive feedback
Expected
behaviors
stay the same
Reinforcers stay the sameStudent checks in same amount of timesStudent monitors behavior using CICO cardPlan for teaching accuracy in monitoringSlide79
Transition to Self Monitoring
Student and teacher record separately
Compare records; reinforce accuracy
Over time, compare less often
Reinforce appropriate
behavior
only
Periodically reinforce accuracySlide80
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 behaviorCoordinator
Feedback based on accuracy (with teacher records)When Lucy monitors independently, feedback based on behaviorSlide81
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 inSlide82
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 CICOSlide83
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
:
Define self-management process.
Use card, but no teacher review
No, card, but still check in
b) Substitute teacher orientation materialsSlide84
All Staff Orientation to CICOSlide85
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 positiveSlide86
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 environmentAcknowledge successes
TeachersObtain form from student each dayMonitor student
behavior and mark card accuratelyProvide feedback to student in positive and constructive manner
StudentsCheck in and out each dayGive form to teacher
Meet expectationsTake form home and have parents sign, bring to school the next daySlide87
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 meetingsProvide ongoing updates to staff re: CICO implementation & outcome data
Activity 10
:
Develop Staff Training/Orientation to CICO
Develop a plan for training assistants & duty staffSlide88
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 teacherSelf monitoringComputerized system
Student isn’t checking in or outDetermine reason
Identify preferred person to check in/out withIs this component needed?Slide89
Develop CICO SystemReferral processInitial meeting & Agreements/contractCheck-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 StaffPilot Implementation
Tasks