Logistics for Setting up a CICO program General Overview 1Student recommended for BEP by Teacher parent other school personnel 2Prior to BEP implementation meeting with Counselo ID: 851717
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\n\n \n\r\n Logistics for Setting up a CICO program General Overview 1.Student recommended for BEP by Teacher, parent, other school personnel? 2.Prior to BEP implementation- meeting with Counselor, parent and student Go over expectations for each party (parent, school, and student) Set goal Sometimes contract is signed 3. BEP Implemented 4. Mornin
2 g check-in What did you check for? Penc
g check-in What did you check for? Pencil, binder, agenda, BEP form from day before Gave students supplies if they did not have them to help them be successful BEP Daily progress report given (can flip to next slide to show) 5.Teacher Feedback Student carries card to teachers Teachers have been trained to provide some sort of positive interaction upon receiving the card Teach
3 ers have also been trained not to use th
ers have also been trained not to use the system as punishment- no nagging 6.Afternoon check-out BEP coordinator checks for goal Reinforcement for checking out (High 5) Bigger reinforcement for checking out and meeting goal (snack) 7.Parent Feedback Send home- student gets feedback from parent Student brings back form signed the next day 8.BEP Coordinator Summarizes Data for D
4 ecision Making Using Spread sheet progra
ecision Making Using Spread sheet program- graphs data 9.Weekly BEP Meeting ½ hour to assess progress who attends meeting decisions made in meeting 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 ki
5 ds in a school CICO typically works wi
ds in a school CICO typically works with 67% of students. CICO does NOT replace need for individualized supports. Team available \n\n \n\r\n Team leader CICO coordinator (morning, afternoon) Team (meets at least once every two weeks) School-wide PBS in place School-wide expectations defined and taught Reward system operating Clear and consisten
6 t consequences for problem behavior Pro
t consequences for problem behavior 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. Daily CICO progress report card Same expectations for all Common schedule All staff taught rules for accepting, completing and returning
7 the card. Home report process Can be
the card. Home report process Can be same as progress card Can be a unique reporting form Trading menu Reward for collecting and turning in daily progress card Reward for meeting daily goal Exchange system for points earned Collecting, summarizing and using data Daily updates Weekly review by team Referral to BISCC structure for individualized interventions. Morning
8 Check-in Routine Teaching students whe
Check-in Routine Teaching students when, where, how Teaching check-in coordinator Assess Reward Set-up or Redirect Teacher Check-in/Check-out Routine Teach students when, where, how Teaching staff/faculty Reward Set-up for success, positive momentum Evaluation Afternoon Check-out Routine \n\n \n\r\n Teach students when, where, how Teach CICO coo
9 rdinator data collection, acknowledge su
rdinator data collection, acknowledge success, encourage improvement. Consider self-recording system for older students Family Review Routine Teach students when, where, how Teach family only to acknowledge success, sign Trading Menu/ Process Reward for collecting and turning in daily progress report information Reward for meeting daily goal Exchange system for points
10 earned? \n\n \n\r\n
earned? \n\n \n\r\n \n\n \r \n \n \n \r\n \n \n \n \n \n \n\n \n \n\n \n\r\n \n \
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