Development Tier 2 Secondary Interventions Gap Analysis Chart

Development

Tier 2/Secondary Interventions Gap Analysis Chart Tier 2 Interventions/ Programs (Targeted Groups) Reading (academic failure/ escape) CICO X Wilson Self Management/ Self Monitoring (self regulation, attention/ positive reinforcement) Social Skills/ Making Choices/ Chemical Dependency (relationships, positive reinforcement, social competence) Study Skills/ Organizational Skills X Earobics Math (academic failure/ escape) X Second Step X X X X Tutoring X X X Mentoring X X X Adapted from Todd & R. Horner (2002)

POINTS TO CONSIDER 1. At risk students benefit from (a) clearly defined expectations, (b) frequent & immediate feedback, (c) consistency, and (d) contingent, positive reinforcement. 2. Problem behavior and academic behavior are often linked. 3. Behavior support BEGINS with development of effective adult – student interactions.

CSH Coordinator / School Nurse Phys. Health Nutrition Mental Health Literacy/ Reading Coach Mathematics Coach Reading/ Literacy Intervention Math Intervention School Psy. / Behavior Specialist/ Counselor Study/ Organization Skills Inter. School Psy. / Behavior Specialist/ Counselor Social Skills CICO Intervention Coordinato r Check-In/ Check-out Tier 1 Team Targeted Group x Location

Check In - Check Out (CICO) v Focuses on students who are not responding to primary, preventive school-wide interventions v Focuses on students who are at risk for developing serious or chronic problem behavior (not already there!) v Provides daily support and monitoring for groups of students v Systematized self-monitoring for a large number of students at one time v Allows for a strong family component v Core principles include increased predictability, consistency in routine, and positive adult interaction

How is CICO Different Than Other “Behavior Card” Interventions • A Targeted Intervention Implemented Within a School-Wide System of Behavior Support – Behavior Cards typically classroom interventions • Implemented in all settings, throughout the school day • All teachers and staff are trained • Students identified proactively & receive support quickly • Team uses data for decision making to determine progress

Identification of Students for CICO APPROPRIATE q Low-level problem behavior (not severe) q 3 -7 referrals q Behavior occurs across multiple locations q Examples – talking out – minor disruption – work completion INAPPROPRIATE q Serious or violent behaviors/ infractions q Extreme chronic behavior (8 -10+ referrals) q Require more individualized support • Functional Assessment • Wrap Around Services

Major Features of CICO 2 Is available for student participation at any time during the school day across the year 2 Rapid access to intervention (within 5 days) 2 Known by all staff and students 2 Links academic and behavioral support 2 Consistent with school-wide expectations 2 Uses data for decision-making and progress monitoring 2 Student chooses to participate (optional)

Student Recommended for CICO Check In Check Out CICO is Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly SST Meeting to Assess Student Progress Afternoon Check-out Revise Program Exit Program

Student recommended for CICO (Behavior Education Program) Variations/ Options Issues of Concern • Recommendation by Avoid reacting teacher assistance team to make this a • Review of ODRs. ‘punishment’ • Teacher request • Family request • Student request • Administrator request

Referrals per Student

Brian Bender SWIS Report generated 3/10

Winder School Permission for CICO Date ______ Student ________________Grade _____ Teacher ___________________ Parent / Guardian _______________ I would like to include your child in our Check-In/Check-Out Program. A report will be filled out daily by the teacher(s) and checked at the end of the day by our coordinator, Mrs. Williams. Students will need to pick up their report every morning between 8: 45 and 9: 00 a. m. and then return to Mrs. Williams between 3: 45 and 4: 00 p. m. The student will be able to earn incentives and rewards for appropriate behavior. As parents, you are responsible for making sure your child arrives on time each day for check-in and that you review and sign the daily progress report. Together, we can make this a positive experience for your child. _____ I do give consent for my student to participate. _____ I do not give consent for my student to participate. Date _______Parent / Guardian ____________ For further information, please call Sabrina Williams at 555 -7525 or call __________________.

Parent/Guardian Agreement Much of your student’s success in Wild Card depends on you. The Wild Card Parent/Guardian Agreement is designed to ensure that you understand your role in Wild Card. Carefully read each statement. For your student to succeed in Wild Card, we ask that you fulfill the Wild Card parent/guardian requirements. We are striving for this to be a positive experience for the students both at school and at home. Please initial each requirement to indicate that you have read and understood it. A copy will be made for your records. ____My student will attend school regularly. ____Each day after school, I will review and sign my student’s tracker, focusing on the positive results. ____I will help my student complete homework. ____I will respond to contacts made by the Wild Card team, teachers, counselors, and administrators by phone or email within 72 hours. ____I will meet with the team at a mutually agreed on time. ____I will support the Wild Card teachers; and I will contact the coordinator if I have any problems or concerns. I understand the Wild Card requirements and consent to my child’s participation. Parent Signature_______________ I decline my permission for my student to participate in the Wild Card program. Parent Signature_______________

Once students have been identified… Ø Ø Ø Student, teacher(s), and parents meet Engage student’s interest in system Develop student expectations Set up the student’s DPR Establish rewards for earning daily rewards Sign contract

Student recommended for CICO (Behavior Education Program) CICO System Developed CICO Implemented Morning Check in

• Greet each student individually • Collect the signed (by parents) DPR from the previous day • Check to see if student has necessary supplies needed for the day (provide extras to the student if necessary) • Student takes a new DPR, signs and dates it • Prompt student to have a great day and meet his or her CICO goals • Give student school-wide reward for checking in successfully (optional)

Student recommended for CICO (Behavior Education Program) Safe Responsible Respectful Check In CICO Implemented Morning Check in Teacher Feedback 1 0 2 1 0 Before Recess 2 1 0 Before Lunch 2 1 0 After Recess CICO System Developed 2 2 1 0 Check Out 2 1 0 Today’s goal Today’s total points

First contact each morning is positive Discuss and complete DPR with student during classroom transitions (30 seconds) » Elicit student’s opinion » Be Concise » Be Explicit » Be Positive

Example Phrases • “I was impressed today when…” • “This is really challenging stuff we did today and I especially appreciate that you…” • “I feel like such a lucky teacher to have a class/student that…” • “Wow, the progress I saw today when____ did ____ is really neat. ” • “____ you’ll have to leave class if ____ doesn’t stop. I hope you choose to stay because you are an important member of our class, but if you must leave, come back as soon as you are ready. ”

More Strategies • Ask for small things first • Maintain high expectations and a positive attitude • PEP (privacy, eye contact, proximity) • Use appreciative and corrective messages • Frame requirements as choices with consequences • “You are definitely in charge of this choice. Therefore are you going to finish it now or choose recess as your work time? You have complete power to decide. ”

Student recommended for CICO (Behavior Education Program) CICO System Developed CICO Implemented Morning Check in Teacher Feedback Afternoon Check out

• Collect the DPR and tally the student’s points for the day • Discuss student’s strengths and areas of improvement • Student receives a token (e. g. , school incentive) for checking-out successfully • If student meets his/her daily goal he/she earns… • Student takes home DPR and returns signed copy the next morning

Student recommended for CICO (Behavior Education Program) CICO System Developed CICO Implemented Morning Check in Parent Feedback Afternoon Check out Teacher Feedback 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 signature: __________

Parent Feedback • Sign the DPR to send back to the school the following day • Encourage parents to provide positive or neutral comments on the DPR • Discuss student’s strengths and areas of improvement • Recognize accomplishments and gains • Avoid using information on the DPR as a means to punish the student • Parents should be given opportunity to practice and ask questions

Student recommended for CICO (Behavior Education Program) CICO System Developed CICO Implemented CICO Coordinator Summarizes data for Decision Making Morning Check in Parent Feedback Teacher Feedback Weekly/Bi-Weekly CICO meeting to Assess Student Progress Afternoon Check out Follow-up Revise program Follow-up Exit program

Logistics for Setting up a CICO program • 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” with 67% of students. CICO does NOT replace need for individualized supports. • Team Available • Team leader/CICO coordinator • Morning and Afternoon CICO person(s) • Team (meets at least once every two weeks)

Logistics for Setting up a CICO program • School-wide Positive Behavior Support in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent 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.

Logistics for Setting up a CICO program • Daily CICO progress report card • Same expectations for all • Common schedule • All staff taught rules for accepting, completing and returning the card. • Home report process • Can be same as progress card • Can be a unique reporting form

A ‘Go-To’ Tier II intervention Put the basic program together ◦ Start slowly One size does not fit all ◦ Be prepared for adaptations Number of students Who are adults that do the morning and afternoon checks? More than one? Student choice? ◦ Motivation Access attention Access escape

CICO Self. Assess ment

Getting Going with CICO System 1. Identify personnel – restructuring, not add-on responsibilities.

Check-In/Check-Out Coordinator • Oversees CICO program and daily operations • Schedules CICO team meetings and ensures they occur as planned • Ensures referred students access CICO program • Ensures CICO team receives supplemental information if/when needed • Maintains records • Monitors effectiveness of CICO system • Creates graphs for CICO team meetings • Serves on Secondary Interventions Team

Characteristics of an Effective CICO Coordinator • Flexibility within job responsibility (e. g. , educational assistant, counselor, behavior health aide) • • Positive and enthusiastic Someone the students enjoy and trust Organized and dependable Works at school every day

CICO Team Member Responsibilities • Conduct orientation meetings with students and families • Conduct morning check-in and afternoon check-out • Contribute to student/staff development workshops and feedback sessions on implementation of the CICO system • Enter DPR Data onto spreadsheet and maintain records • Process and prioritize CICO referrals • Gather supplemental information for CICO meetings • Attend CICO meetings • Contribute to decisions regarding individual students • Complete any tasks assigned at the CICO meetings

Based on Data, CICO Team Determines • What is “good” progress? • When to fade? • What is inadequate progress and therefore, when to refer back to Secondary Coordinating Team • If/When to graduate students

Variations in the CICO Personnel • One person to check in student in the morning • A second person to check students out in the afternoon • A third person records data • One person checks in students in the a. m. • A second person checks students out and records the data • One person checks students in and records all data • A second person checks students out • One person coordinator • One person check in students • One person checks out students • One person enters data

Issues of Concern • Consistency • Efficiency • One, two, or three persons • Freeing up time for person to do the job well

Based on the qualities and skills mentioned, brainstorm people in your building who might fulfill the role(s) of: Check-in person Check-out person Data-entry person Coordinator

Agenda With your team, determine WHO needs to do WHAT tasks and by WHEN related to identifying personnel to operate your school’s CICO system.

Getting Going with CICO System 1. Identify personnel – restructuring, not addon responsibilities. 2. Develop the Daily Progress Report form(s) to include section noting: – – School rules (may target specific behaviors connected to the school rules) Space for daily goals Points earned throughout the day Established time intervals between adult-student interactions

Benefits of DPR Cards For staff ◦ Reminder for specific feedback to student For student ◦ Reminder of schedule for day ◦ Reminder of specific behavioral expectations and goals for the day ◦ A ‘ticket’ for self-recruiting feedback from teachers and parents ◦ Progress monitoring tool For school ◦ Provides data for data entry for student monitoring and program monitoring ◦ Communication

Variations/ Options Numbers/words/smiley faces/light bulbs 0, 1, 2, 3 Issues of Concern Age appropriate I get a point for being honest/ trying (1, 2 , 3) great, OK, bad (difficult I get a point for checking in/out time)

CICO (Hello, Update, Goodbye) Name: ______________ Date: ________ Please indicate whether the student has met the goal during the time period indicated: Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts Daily Goal _____/_____ Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. AM to Recess Goals AM Recess to Lunch AM Recess Lunch Recess PM Be Safe J K L J K L Be Kind J K L J K L Be Responsible J K L J K L Total Points Teacher Initials Parent’s Signature __________________ Parent’s Comments __________________________________________________________________

Generic Point Card

Date: _________ Student: _________ Teacher: ________ 0 = No 1= Good 2= Excellent Be safe Be respectful Keep hands, feet and objects to self Use kind words and actions Be Your Personal Best Follow Directions Teacher Initials Working in class Class 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 Lunch 0 1 2 0 1 2 0 1 2 Class 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 Total Points= Points Possible= Today: _____ % Goal: _____ %

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:

Home Report Variations/ Options Issues of Concerns • Meet with parents • Parents might individually as part of the correct kid again CICO training • Student may forge • Provide ideas for parent signature comments to write back, things to say to student, how to deal with a bad day • Staff mentor signs off if family can’t

Draft a DPR card for your school.

Agenda With your team, determine who needs to do what tasks and by when related to your DPRs.

Getting Going with CICO System 1. Identify personnel – restructuring, not add-on responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement system & CICO Contract.

Variations & Issues of Concern • Spending schedule • Need a variation of items/activities to fit many situations • Discounted school activities work really well • Prizes/activities for whole class are great for kids who like peer attention • Too often • Not often enough • Student absent on spending day • Financial costs for rewards • Time costs for staff who are ‘earned’

Date Time Location Offense Motivation Who Admin. Dec. 09/07/2007 9: 30: AM Other Tardy Unknown None Detent 11/19/2007 1: 00: PM Bathroom Lying Ob a attn Peers In-sch susp 12/08/2007 11: 15 AM Common Agg/Fig ht Ob p attn Peers Out-sch susp 01/16/2008 1: 30: PM Class Disrespt Avoid task None Detent 01/28/2008 9: 30: AM Hall Tardy Detent Unknown None

CICO Trading Post Maintaining Consequence Wants Attention Wants something Wants to escape attention Wants to avoid something Short break Alternative activity 100 pts Take note to office/teacher Ask a peer to play/read/draw Be a leader Principles recess Trip to treasure Computer chest time by self Choose a snack Choose a 5 min. activity School wide sticker Principles recess 250 pts Computer with a friend Extra sharing time More time for selected activity Free ticket to sporting event 400 pts Out to lunch with TBA Class recess, free time, or popcorn party Art supplies Time alone Alternative Independent assignment work space Get out of school early

Check In - Check Out Contract I, ________________, agree to work on these things: 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ I will work with __________ to keep track of my progress. Each day that I responsibly check in and check out I will receive a treasure ticket. I understand that I will have a chance to earn up to three stickers a day for meeting my daily goal. Each time I earn five stickers I will receive a reward. The rewards will include: 1 -5. __________________ 6 -10. __________________ 11 -15. __________________ 16 -20. __________________ I will try hard to do my best to meet these goals every day. ____________ Student Signature ____________ Date

I will do my best to help ____________ meet his/her goals every day. ____________ CICO Signature ____________ Parent Signature ____________ Classroom Teacher ____________ Cafeteria Supervisor ____________ Art Teacher ____________ Music Teacher ____________ Physical Education Teacher ____________ Additional Teachers

Wild Card Student Agreement Much of your success in Wild Card depends on you. The Wild Card Student Agreement is designed to ensure that you understand your role in Wild Card. Carefully read each statement. For you to succeed in Wild Card, we ask that you fulfill the Wild Card student requirements. We are striving for this to be a positive experience for you both at school and at home. Please initial each requirement to indicate that you have read and understand the requirement. A copy will be made for you. ____I will check in every morning in Room 14 between 7: 30 -7: 50 am. ____I will check out every afternoon in Room 14 between 2: 40 -3 pm. ____I will have all 7 of my teachers complete my Wild Card tracker in my classes everyday. ____I will take my Wild Card tracker home everyday to be signed by my parent/guardian. ____I will come prepared each day for school including returning a signed tracker, completed homework, pencil, organization folder (Wild Card folder) and other supplies as needed. ____I will let Ms. Smith know if I have any problems or concerns, so we can take care of them as soon as possible. I understand the Wild Card Student requirements, and will do all that is required for me to be a successful participant in the Wild Card program. Student______________ Coordinator___________

In your school teams, choose/ design a contract for your school. Ensure that the contract aligns with the Tier 1/ primary preventions system at your school. You will have 5 minutes for this activity.

Agenda With your team, determine who needs to do what tasks and by when related to your Contract.

High School Adaptations • Assumption – High school age students engage in problem behavior to avoid work, class, adults – CICO (traditional) has been developed for students who like adult attention

CICO in High Schools • Effectively combines academic, social, and organizational supports • Incorporates the interests and developmental needs of high school-age students into learning activities for core academic skills • Targets freshmen and sophomore students to minimize the length of time that a student struggles with academic and/or social difficulties

Skill set in high school • • • Academic skills defined for the semester Schedule of instruction (scope and sequence) established Student evaluation plan in place for each skill Students set goals for academic support class Foundation skills • Planner • Notebook • Graduation plan • Goal setting • Progress monitoring • Study skills • Test taking skills

Daily class cycle • Planner checked each day • Daily entry task assignment each day • At least two homework completion sessions per week • Daily agenda posted each day

Administration and Organization • Academic support teacher allocated with dedicated hours • Academic and behavioral support data updated within past 48 hours • Screening process used • HS support team meets every 2 weeks • HS support team reviews data within past two weeks

Getting Going with CICO System 1. Identify personnel – restructuring, not add-on responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement system & CICO Contract. 4. Develop structure for meetings.

Variations & Issues of Concern • Weekly data review • Call a meeting as needed • Email check in with teachers/families • Coordinator not available/ no meeting… no meeting/ no data review…. No data review. . program and/or kid get a bad name if it doesn’t work

Use of Agenda Rotating Roles Decision-Making Strategies Ground Rules & Norms

Date: _________________ Scribe: ________________ Task Master: ______________ Ground rules: ____________ 1. Review current CICO students A. Examine and interpret DPR data B. Review Referral Reports (SWIS) C. Make Decision a. student is progressing; continue with CICO b. student moves to self-management phase c. student has successfully completed self-management stage and is ready to be removed d. student is having some problems; create additional supports or modify (What? Who is responsible? Timeline? ) e. student is not progressing or is having larger problem; refer to other Secondary Intervention or SAT Student Notes Decision Code

2. Discuss New Referrals A. Review PBS referral form completed by teacher B. Analyze Referral data (SWIS) C. Logistics for getting student(s) set up and going 1. Design of DPR 2. Contact parent 3. Talk to student 4. Set up meeting Student Notes 3. Task Master reviews tasks and timelines Decision

Date: _________________ Taskmaster: ______________ Who? What? When?

Getting Going with CICO System 1. Identify personnel – restructuring, not add-on responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement system and the CICO contract. 4. Develop structure for meetings. 5. Ensure CICO system is SWIS ready.

Check In Check Out - SWIS • CICO-SWIS data collection and reporting application • Must have a SWIS account – Will cost additional $50 annually for CICOSWIS

CICO-SWIS Readiness 1. School has a SWIS Facilitator, a SWIS Account, and a signed CICO-SWIS License Agreement. 2. School is implementing school-wide PBS as indicated by SET (>80) or Bo. Q (>80) scores. 3. School has access to a SWPBS coach and/or trainer coordinating implementation of CICO procedures.

CICO-SWIS Readiness 4. School is implementing CICO with the following features in place: – Description of program – CICO Coordinator – Process for identifying students for CICO – Process/materials for training adults, students and families

Variations in the CICO Procedure • Come to school early • Leave class early • Same location/different locations Issues of Concern • Missing instruction time • How does it work for bus riders, walkers, car riders? • What about tardy students?

CICO-SWIS Readiness 5. School has a standard Daily Progress Report/ CICO point card with the following information: – Defined # of check-in periods (up to ten) – Defined # of school rules (up to five) – A three point rating scale

Name: Date: Block 1 Block 2 Block 3 1. Standard for all students? 2. 3 point rating scale? 3. No more than ten check in periods? Block 4 Safety 0 1 2 Organization 0 1 2 Achievement 0 1 2 Respect 0 1 2 Name: Date: Pencil sharpened Homework completed Raise hand to talk Be on time Keep hands to self 1. Check in 2. 3. Music on MWF 4. PE on T TH 5. Math 6. Lunch 7. Recess 8. 9. Language arts 10. Snack 11. Research projects 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 1 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 1 2 3 4 1 2 3 4 2 2 2 3 3 3 4 4 4 1 2 3 4 Too individualized

Name: _____ Date: _____ 1. Standard for all students? 2. 3 point rating scale? 3. No more than ten check in periods? 2 = great 1 = OK 0 = hard time Red/ Blue Perseveran Respect ce 1 2 1 0 Integrity Discipline Excellence 2 1 0 2 1 0 2 1 0 3 2 1 0 2 1 0 4 2 1 0 2 1 0

Data Entry What it will look like in CICO-SWIS Student Progress Data

Data Entry What it will look like in CICO-SWIS Student Progress Data

4 expectations are defined in Preferences 3 expectations are defined

1. As a team, review your DRAFT daily progress report (DPR). Determine if the DPR is SWIS-CICO compatible (based on previous discussion). 2. If the DPR is not SWIS-CICO compatible, make necessary

CICO-SWIS Readiness 6. A 90 minute Swift at SWIS CICO-SWIS training session is scheduled for the CICO-SWIS users (2 -3 people) and Coach, conducted by the SWIS Facilitator 7. CICO-SWIS data entry person and data entry time are defined

CICO-SWIS Readiness 8. Schedule and assignments for CICO report generation are defined 9. The Tier 1/Primary Preventions Team, Tier 2/Secondary Interventions Support Team, and CICO Team have scheduled meetings to use the CICO-SWIS data for problem solving and decision making. CICO Coordinator, Coach/SWIS Facilitator are scheduled to work with teams for at least three follow up meetings

Completing CICO-Readiness & Licensing • All readiness requirements completed • Data entry format is defined for CICO-SWIS – Number of periods – Title for periods – # of points possible period – Order of periods for data entry • CICO-SWIS License Agreement signed and sent to SWIS Management (UO, same address) • Notification received that CICO-SWIS is activated in school account

Agenda With your team, determine who needs to do what tasks and by when related to accessing SWIS-CICO.

Getting Going with CICO System 1. Identify personnel – restructuring, not addon responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement systems and the CICO Contract. 4. Develop structure for meetings. 5. Ensure CICO system is SWIS-CICO ready. 6. Present to staff. Get feedback. Revise if/as needed. 7. Train staff, students, substitutes.

I Making a referral to Secondary Interventions Team I Staff responsibility in providing specific and effective feedback to student I Assessing student’s behavior on DPR I Staff responsibility in praising and encouraging the student for appropriate behavior

Variations/ Options Issues of Concern • A few at a time • Efficiency in teaching (start small to build time routine & success) • Won’t remember unless • All at once using CICO • What happens when a student gets an office discipline referral?

Initial Training… • Staff Meetings • Faculty Handbook Continuous Training… • Booster Sessions • E-mails • Newsletters

Variations/ Options & Issues of Concern Student Training • As a group • Individually • Daily prompts for routine the first five days • What to do if staff/teacher isn’t available Substitute • Train a back up check in Staff and check out person • Rotate roles so many people can contribute as needed • Administrator • Front office staff for tardy students • CICO cheat sheet for substitute teacher folder • Teach students to remind staff/ teachers to use program • Loss of card during the day • Lack of opportunity to maintain fluency, positive practice, consistency • Prevent punitive approach

In your teams, generate an outline about WHAT to present to your faculty and staff about CICO. Be sure to document WHO is going to do WHAT and by WHEN. WHO WHAT WHEN

Getting Going with CICO System 1. Identify personnel – restructuring, not addon responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement system and the CICO Contract. 4. Develop structure for meetings (taskmaster). 5. Ensure CICO system is SWIS-CICO ready. 6. Present CICO system to staff. Get feedback. Revise system based on feedback if necessary. 7. Train staff, students, substitutes. 8. Implement the system. 9. Use data to make decisions.

Data for Decision-Making Must Be…. 3 Collected - Points earned each day - ODRs - Grades

Monitoring Points Earned Each Day Consider: • % possible points earned • Failure to return DPR • School absences • Progress toward goal(s) ~Do modifications need to be made?

Data for Decision-Making Must Be…. 3 3 Collected - Points earned each day (event) - ODRs (event) - Grades (percent correct) Summarized - Percent points earned - Total number events - Grades

Tracking Student Progress on Check In/Check Out Number = % of total daily points Date Jason Leanne Juan Kiran Alexa 1/16/06 85 95 100 80 65 1/17/06 100 100 75 77 1/18/06 77 0 100 85 63 1/19/06 45 75 95 92 85 1/20/06 88 89 77 89 90 1/23/06 79 0 100 95 95 1/24/06 95 67 85 100 78

Data for Decision-Making Must Be…. 3 3 3 Collected - Points earned each day - ODRs - Grades Summarized - Percent points earned - Total number events - Grades Visually Displayed - Graphs, graphs

Daily Data Used for Decision Making

Maximum # of school days in reporting period Period # Number of days student has data for each period of report period

Data for Decision-Making Must Be…. 3 3 Collected - Points earned each day - ODRs - Grades Summarized - Percent points earned - Total number events - Grades Visually Displayed - Graphs, graphs Used for Decision-Making - Regular use of data by CICO team

Decision Guidelines – Student progress monitoring • Guidelines for concern: – 5 consecutive data points under goal that make a flat line or – three consecutive days of decreasing point earned percentage under goal. – Teacher, parent, student testimonies – Fidelity and effectiveness of targeted intervention • Use CICO- SWIS reports • Get teacher satisfaction data three times a year

Data Analyst • Before the meeting – Review student data and use decision rules to • Determine students who are doing well • Determine students of concern • During the meeting – Provide summary of # of students doing well – Provide data for students of concern

Referrals per Student

Number of students with CICO data on a day Top of vertical bar is highest % of points one of the students got, bottom of vertical bar is the lowest % points one of the students got. The horizontal (whisker) is the average points for all students on a specific day

Support Plan Change 2/10: Check-out with Joe B 2/19: Give choice to spend points daily

Plan Change 2/10/2010: Check out with preferred adult

Goal line is revised

Line Up 1. Place yourself along the line according to the question posed by the presenter. Please do so without talking. (Number of pets you have) 2. The presenter will split the line and put you with a partner. You will then be paired with another pair to form a group of four.

Using the Daily Data graphs in your packet, answer the following questions: 1. Is the Check In – Check Out system being effective for each student? 2. If it is not being effective, does the Check In – Check Out system designed for the student need to be more personalized? Does the system need to be revised? 3. What other data might you need to use when modifying the Check In – Check Out system? 4. If it is being effective, does the student need to be faded off of the Check In – Check Out system? If so, when?

Daily Data Used for Decision Making

Daily Data Used for Decision Making 1/16 1/17 1/18 1/19 1/20 1/23 1/24 1/25 1/26 1/27 1/28 1/29

Daily Data Used for Decision Making 2/23 2/24 2/25 2/26 2/27 3/1 3/2 3/3 3/4 3/5

Getting Going with CICO System 1. Identify personnel – restructuring, not addon responsibilities. 2. Develop the Daily Progress Report form(s). 3. Develop reinforcement system & the CICO Contract. 4. Develop structure for meetings (taskmaster). 5. Ensure CICO system is SWIS-CICO ready. 6. Present CICO system to staff. Get feedback. Revise system based on feedback if necessary. 7. Train staff. 8. Implement the system. 9. Use data to make decisions. 10. Codify the system.

CICO Fidelity Checklist

Why does the CICO System Work? • Clarified Expectations Related to School Rules • 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. • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor).

Why does the CICO System Work? (con’t) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Links behavior 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 selfmanagement system • Increased options for making choices • Increased ability to self-monitor performance/progress

Is your school ready to implement the CICO System? R Tier 1/Primary Preventions are in place with fidelity (e. g. , 80/80 SET) R Administrative support for CICO R Buy-in for implementation is secured R No major changes in the school system that would prevent successful implementation of CICO

ª Take out the CICO Blueprint.

ª Take out the CICO Blueprint. ª In your teams answer the questions under the blueprint headings: • How will CICO be implemented in your school? • Develop a Daily Progress Report. • Develop a Reinforcement System for students on CICO. • Develop a Referral System. • System for managing the daily data. • Plan for fading students off of the intervention. • Develop staff training. • Develop student and parent training.

With your team, determine who needs to do what tasks and by when related to: 1. Sharing information and soliciting feedback from faculty and staff, and 2. Implementing the CICO at your school based on the CICO Blueprint questions. Agenda

Some other Research Articles Hawken, L. S. & Horner R. H. , (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education, 12, 225 -240. March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10, 158 -70.

Resources for Implementing the BEP • Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press • Hawken, Pettersson, Mootz, & Anderson (2006). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press © 2005 by The

1. The presenter will ask you to find specific information from the Power Point in your presentation thumbnails (e. g. pages 610…. ). Using the pages the presenter directs you to, write one question from the workshop on the front of an index card and the answer on the back of the index card. 2. Inside Outside Circle. Please attend to the quiet cue for this activity.

1. Form two concentric circles (the same number of people in each circle). The inside circle will be facing out, and the outside circle facing in such that each of you has a partner. 2. Facing your partner, you will ask your partner to answer the question on your index card. You will do the same for him/her. Praise or correct each other as needed. 3. The presenter will direct either the inside or the outside circle to turn to the left or right, and then tells them to move “x” number of spaces. 4. Repeat step 3 until the presenter ends the activity.

For More Information on SWPBS • Ed. Pro Development Inc. : http: //www. edprodevelopment. com/ • The Technical Assistance Center on Positive Behavior Interventions and Supports (PBIS): http: //www. pbis. org • School-Wide Information System: http: //www. swis. org • Illinois PBIS Network: http: //www. ebdnetwork-il. org/ • PBIS Maryland: http: //www. pbismaryland. org/ • Missouri School-Wide Positive Behavior Supports Network http: //pbismissouri. org/ • Le. Anne Hawken’s website www. ed. utah. edu/~hawken_l/

1. Post test 2. Ed. Pro Development Evaluation 3. TASL Evaluation seekers only) (for TASL

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