Transcript CHECK IN/ CHECK OUT

MBI
CHECK-IN CHECK-OUT
Tier II Intervention
September 27, 2012
Susanna Graves
Denise DesJarlais
Contact Information:
[email protected]
[email protected]
CHECK-IN CHECK-OUT
•
•
•
•
•
Acknowledgment to:
Susan Barrett, pbis.org
Marla Dewhirst, pbisillinois.org
Tim Lewis, Lori Newcomer pbismissouri.org
Responding to Problem Behavior in Schools, Deanne
Crone, Leann Hawken, & Rob Horner
Expectations Rules
Be Respectful.
Silence cell phones
Listen to others attentively
Contribute where possible
Save talking with your neighbor/s until
team time.
Be Responsible
Take turns
Return promptly after breaks
Make yourself comfortable & take care
of your needs
Address question/activity in group time
before discussing “other” topics
Be Prepared
Use Action Plan throughout the day
Ask questions
Be an active participant
AGENDA
8:00 – 8:30
8:30 – 10:15
Check-In & Continental Breakfast
Welcome & Introductions
Elements 1, 2 & 3
10:15 – 10:30
Break
10:30 – 11:45
Video, Elements 4 & 5
11:45 – 1:00
Lunch on Your Own
1:00 - 2:30
Elements 6, 7 & 8
2:30 - 2:45
Break
2:45 – 3:30
3:30 - 4:00
Elements 9, 10 & 11
Questions, Evaluation Forms
Today’s Goals
• Understand the readiness & responsibilities of
implementing the Tier II System of Check-In
Check-Out
• Define and apply the critical elements of
CICO process
• Create and design Tier II CICO System for
your school
• Use data for decision making and progress
monitoring with Tier II team meetings
Using your Resources for
Team Planning
•Overview
•Workbook
– activities
(yellow)
–Action Plan (green)
–forms (blue)
•Resources
–materials with examples/products on DVD
•Time for Action Planning
–after each element of the system
•Team Goal: To complete CICO Action Plan
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
CICO within School-Wide MBI
• All specialized interventions are more
effective, and more durable, if they are
done with school-wide behavioral
expectations as a foundation.
• High-quality academic instruction by itself
can reduce problem behavior
– Content match with student success level
– Frequent opportunities to respond
– Active engagement of students
Think Of It Like This…
DATA
Supporting Decision-Making
PRACTICES
Supporting Students
SYSTEMS
Supporting Staff
Assessing Need
How do you know if you need a Check-In
Check-Out program?
•Attendance
–95% of students attending school?
–What are the absentee patterns?
•Academics
–85% academic benchmarks?
•Social
–85% of your students with 0-1 ODR?
(location, problem behavior, time of day?)
How many students have 3-7 ODRs?
Assessing Need
Are you ready for Tier II System interventions?
Effective & proactive SW system in place with
sustainability plan
•Implementation Data: TIC, SAS, SET, BOQ, BAT
•Student Outcome Data: ODRs, Classroom SelfAssessment, Walk-Throughs, Academic data
Team-based problem solving
•Team: administrator, coordinator/data entry
•Time
Local (on-site) behavioral capacity
•FBA support
•Differentiated Instruction
CICO Readiness
Self-Assessment
Work Group Activity #1:
Complete the CICO Readiness
Self-Assessment
Student Recommended for CICO
CICO is Implemented
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
•MBI CICO RFA
•ODR (MBI Team)
•Parent recommendation
•Administrator recommendation
•CICO Coordinator
Morning
check-in
Parent
feedback
Regular teacher
feedback
Afternoon
check-out
Feedback
Teacher Feedback
 Afternoon check-out
 Parent
• Morning
Check-in
 Student
Set schedule
for
comes
 Parent
to feedback
coordinator
report

–Coordinator
Studentgives
comes
tohome
coordinator
goes
Student
card
to
teacher at
– start
Coordinator
of class
 Parents

Reviews point card
•
note
 EndReviews
of classhome
provide
 Provides
point
card
• Gives
Teacher
provides
points
positive/
feedback/acknowledgements
• Reviews
expectations
based on
behavioral
neutral
 • Prepares
home
Sets
positive
tonereport
expectations
feedback
• Records
Provides
missing
materials

points
day if
Provides
verbalfor
positive
 Parents sign
needed
feedback
report

Student Recommended for CICO
CICO is Implemented
•CICO Coordinator
CICO Coordinator
summarizes data
for decision making
Morning
check-in
Parent
feedback
•Request for Assistance
•ODR (MBI Team)
•Parent recommendation
•Administrator recommendation
Regular teacher
feedback
Bi-weekly coordination
Meeting to assess student
progress
Afternoon
check-out
Revise
program
Fading to Exit
program
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Prevention Systems & Assessment
Classroom Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/ Checkout (CICO)
Social/Academic
Instructional Groups (SAIG)
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Illinois PBIS Network, Revised October 2009
Adapted from T. Scott, 2004
Tier 3/
Tertiary
SIMEO Tools:
HSC-T, RD-T, EI-T
Group Intervention with
Individualized Feature
FACTS – Functional Assessment Checklist for
Teachers & Staff
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Blank Tiers II & III Reverse
Triangle
Work Group Activity #2:
Complete the Tiers II & III Reverse
Triangle Exercises
Check-In Check-Out
Overview
Relatively easy & quick to implement for up to 5-15%
of all students.
Description:
•Each coordinator checks in and out with 8 to 10
students
•Intervention is the same for all youth
•Same check in and out time
•School-wide behavioral expectations as goals
•Goals are same for all students
•Rating is the same for all students
•Same Daily Progress Report (DPR)
•Daily performance data used to evaluate progress
Critical Features of CICO
•
•
•
•
•
•
•
•
•
•
Consistent with school-wide expectations
Rapid access to intervention (72 hr)
Intervention is continuously available
Regular feedback and reinforcement from staff
Very low effort by teachers
Positive System of Support
– Families, Staff, & Students agree to participate
– Families, Staff, & Students are trained & engaged
Implemented by all staff in a school
Continuous monitoring for decision making based on data
Flexible intervention based on assessment
– Needs identified by data
Adequate resources allocated (administration, team)
– weekly meeting
Why does the CICO work?
• Improved structure
– Positive prompts throughout the day for correct
behavior
– System for positively linking student with at least
one adult
• Increase in contingent feedback
– Feedback occurs more often and is tied to student
behavior
– Inappropriate behavior is less likely to be rewarded
• Elevated reward for appropriate behavior
– Adult and peer attention
• Linking school and home support
• Organized to morph into a self-management
system
Research Support
• Preschools
 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 EvidenceBased Practice
1.At least 5 peer reviewed
studies
2.At least 3 different
researchers/settings
3.At least 20 different
participants
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
Getting CICO Started In
Your School
Is My School Ready to Implement a
CICO System?
From Readiness Self-Assessment, do you have the
necessary structure in place to move forward?
• Administrative support
– Time & money allocated
– CICO implementation a top priority
• School-wide (including classroom) system of behavior
support in place
• Staff support for implementation of the CICO
• Accurate data for problem-solving
Is My School Ready to
Implement a CICO System?
• Local (on-site) behavioral capacity
– Functional assessment-based behavior
support
– Differentiated instruction and curricular
adaptations
• No major changes in school climate
– e.g., teacher strikes, administrative
turnover, major changes in funding
Readiness
Are you willing?
Administration and core group of staff who
have:
• Willingness to study existing system, and the
effectiveness of current Tier I MBI
programming
• Willingness to use progress monitoring tools
to track fidelity of program and impact on
student behavior/skill acquisition
Resources: Time and Money
• 8-10 hours per week for CICO
coordinator
• CICO forms
• School supplies for CICO participants
• Reinforcements for CICO participants
CICO Action Plan
Your guide to organizing and establishing systems for CICO
Action Plan for
CICO
How Do You Build Student and
Staff “buy-in” for the CICO?
• Give CICO program a high profile in your
school
• Promote CICO as positive support not
punishment
• Collaboratively involve referring teachers in
CICO process
• Provide regular feedback to staff, students,
and families
Team Identified
Considerations:
Who should serve on team? Subset of Tier 1
Team? Student Services or Problem-Solving
Team?
Who should coordinate?
counselor, teacher assistant, behavior
specialist, SRO
One or two people?
How will time/roles be allocated?
CICO Team has Administrative
Support
• Administrator willing to dedicate time for:
– Identifying team members
– Attending meetings
– Data entry
– Program coordination (staff, students,
families)
– Program implementation & monitoring
MBI Tier II Team
Attend weekly or bi-weekly meetings
Contribute to decision making for CICO students
Help conduct “Orientation to CICO” meetings
Gather supplemental information
Contribute to student/staff development
workshops
• Contribute to feedback sessions
• Complete any assigned tasks from CICO meeting
•
•
•
•
•
MBI Tier II Team Identified
• Who is on your MBI Tier II team?
– Members familiar with CICO and data-based decision making
• How often will you meet?
– Time for meeting at least 2/month set aside
• What is your timeline for implementation?
• Marketing plan for getting started?
– Getting teacher buy in
• TIPs Tier II meeting agenda used to guide process
• Identify roles and responsibilities
• How many kids will start?
• Coordinator identified
Considerations: CICO team subset of existing team, newly formed
team?
1. Coordinator Identified
• Take care of CICO requests for assistance
• Lead morning check-in/afternoon check-out
• Maintain CICO data on spreadsheet/SWIS
daily
• Organize and maintain records/reports
• Create graphs for CICO meetings
• Gather supplemental information for CICO
meetings
• Prioritize CICO students for team meetings
• Has a backup plan/person designated in case
of absence.
Characteristics of an
Effective CICO Coordinator
• Flexibility within job responsibility (e.g.,
counselor, educational assistant, behavior
specialist)
• Positive and enthusiastic
• Someone the students enjoy and trust
• Organized and dependable
• Works at school every day
CICO Workbook Handouts
• Elements #1 – Coordinator identification
– 1. Activity #3 – Action Plan
– 2. CICO Coordinator Job Description
– 3. CICO Coordinator Training: Suggested
Topics
Work Group Activity
Complete Element 1, Activity # 3 of the
Action Plan in your workbook.
2. CICO Routine
Decisions for creating the routines of a
CICO program.
Effective & proactive school-wide system
in place with sustainability plan
CICO Routine
Develop Program Manual (including program name)
• Description of program
• Decision Rules
– For starting a student
– For reviewing a student
– For fading/exiting a student
• Define students who would do well in the
program
• Develop referral process for parents, staff, and
students
CICO Routine
•Define teacher, parent & student
participation
•Develop, and schedule training for
substitute teachers, volunteers, staff, all
students, CICO students and
parents/guardians of CICO students
•Decide if your program will collect baseline
data for decision making
CICO Routine
Appropriate location:
•Students will need a place to “check-in” each
morning and afternoon.
-Do students check in and out at different
places? Or same place?
-Will there be a central location or
multiple locations? Or will the coordinator
use a CICO cart to go to the student?
Develop Plan for Students
Who
• Need to arrive early or be dismissed early at
the end of the day
• Students who use bus, walk/bike, or car
riders
Program Name
What’s in a name?
• Behavior Education Program
– Daily Progress Report
• Kennedy Card Program
– Kennedy Card
• Hello, Update, & Goodbye (HUG program)
– Hug Card
• Student Leadership Academy– Leadership Skills Training
Plan for the Future
• Planning for success
• How does student move off CICO?
• Adding self-management options to CICO
• Moving from CICO to individualized
behavior support.
• Functional behavioral assessment
• Comprehensive behavior support
• Extending CICO to playground, cafeteria,
bus area
Plan for the future:
We want self-managers
Embed self-management strategies as driven by
the data
– Use natural signals for monitoring as much
as possible
– Self-monitor
– Self-record, check for accuracy
– Fewer check points during the day
• Maintain AM and PM times for awhile
– Manage own CICO account
Types of Student Outcome Data
used to progress monitoring and
assess for transition…
•
•
•
•
•
•
•
Points earned on Daily Progress Report (DPR)
Reduction in ODRs
Attendance improvement
Reduction in In-School Suspensions
Reduction in Out-of-School Suspensions
Improvement in grades
Reduction of tardies
CICO Workbook Handouts
• Element #2 – Routine
– 1. Activity #4 – Action Plan
– 2. CICO Sample Checklist
– 3. CICO Baseline Data Collection Tool
Work Group Activity
Complete Element 2, Activity #4 of the
Action Plan in your workbook.
3. DPR – Daily Progress Report
Point Card System
Same card for all students, use SW expectations,
age appropriate, positively stated, teacher friendly
• Determine behavioral expectations
– School-wide expectations
– Academic vs. behavioral expectations
• Expectations stated positively
• Range of scores vs. dichotomous scoring
– Rating scales should be age appropriate
• Teacher friendly
– circling vs. writing & place for teacher initials
– consistent expectations vs. individual expectations
• Data easy to summarize and determine if goal is met
DPR - Designing Daily Progress
Reports
Same card for all students, use SW expectations, age
appropriate, positively stated, teacher friendly
• Range of scores vs. dichotomous scoring
– Rating scales should be age appropriate
– Scale is either 0-2 or 1-3
– Number of check-ins are set
– Total points possible are identified
• Teacher friendly
– circling vs. writing & place for teacher initials
– consistent expectations vs. individual expectations
– Point cards are copied and readily available for
students everyday
• Data easy to summarize and determine if goal is met
Daily Progress Report (DPR)
and System
Considerations:
*Caution with Using “Behavior Card” or
“Behavior Plan”
*Instructional Support Card
*Will your school use CICO-SWIS?
- Refer to CICO-SWIS Readiness Checklist
•Up to 10 check-in periods
•Up to 5 expectations (SW Expectations)
•A three-point rating scale
Daily Progress Report
Consistent with SW Expectations
CICO Record
Name: ____________________________
2 = great 1 = OK 0= hard time
Date: ______________
Safe
Responsible
Respectful
Check-In
2
1
0
2
1
0
2
1
0
Before
Recess
2
1
0
2
1
0
2
1
0
Before
Lunch
2
1
0
2
1
0
2
1
0
After Recess
2
1
0
2
1
0
2
1
0
Check-Out
2
1
0
2
1
0
2
1
0
Today’s goal
Comments:
Today’s total points
Daily Progress Report
4/8
HR
3/7
2/6
1/5
Goals
Be respectful
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Keep Hands &
Feet to Self
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
Point Sheet
Name:
Date:
Morning Work
Reading
Math
Afternoon
3
2
1
3
2
1
3
2
1
3
2
1
Say nice things or
no things to other
people.
3
2
1
3
2
1
3
2
1
3
2
1
Follow adult
directions the first
time.
3
2
1
3
2
1
3
2
1
3
2
1
Keep my hands,
feet, body and
objects to myself.
Goal met?
HAWK Report
Date ________
Student _______________Teacher___________________
Be Safe
0 = No
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Use kind
words
and actions
Be Your Personal
Best
Follow
directions
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 ______________%
50
Teacher
initials
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
POINT SHEET
Name:__________________
Date:______________
= 2 points
= 1 point
= 0 points
GOALS
Keep my hands,
feet, body, and
objects to myself.
Say nice things or
no things to other
people.
Follow adult
directions the first
time.
Morning
Reading
Points
received________________
Points
possible________________
Daily goal reached? YES NO
Math
Afternoon
Sample: Daily Progress Report
Check-In/Check-Out
EXPECTATIONS
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
1st block
2nd block
3rd block
4th block
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
2
1
T
KENNEDY CARD
Name _____________________________________________________
Materials
To Class
Worked
and Let
Others
Work
Follow
Directions
the First
Time
Teacher
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
36
Goal =
Parent
CICO Workbook Handouts
Element #3 – Point Card System & Daily
Progress (DPR) Card
– 1. Activity #5 – Action Plan
– 2. Point Card Examples
• Elementary Examples
• Middle School Examples
• High School Examples
Work Group Activity
Complete Element 3, Activity #5 in your
workbook.
Activity: View the Training DVD
• Take a few notes on each section of the
DVD
–
–
–
–
–
–
–
–
Student Selection
Systems Set up
Morning Check-in
Teacher Check-in
End of Day Check-out
Home connection
Data
Evaluation and Revision or Graduation
Behavior Education Program
video
4. Point Trading System
Will trading system be used?
Or will unexpected or intermittent
reinforcement for:
- “being brave” and handing in a DPR with
a low score be used?
-for doing the right thing, …
If team decides to use trading system-
•Develop Account Record
-Metric – 3-point rating scale and number of
check-in periods will determine total number of points
students may earn each day.
-Points may be accumulated and used at the
“Trading Post”
Point Trading System
•Schedule for frequency /timing of
trading
-Determine what will happen if student is
absent on trading day
• Identify & record tangible rewards
-Are finances established to purchase
tangible incentives/school supplies?
• Identify & record intangible rewards
Point Trading System
CICO Student Account Record
Week of: _______________
Student
Day
of
week
M
Tu
W
Th
F
M
Tu
W
Th
F
M
Tu
W
Th
F
M
Tu
W
Th
F
M
Tu
W
Th
F
M
Tu
W
Th
F
M
Tu
W
Th
F
Check in?
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Signed
home
report?
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Today’s
goal range
Check out
goal met?
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
N
Total pts
earned
today
__________________________ CICO Account Page
Date
Points earned
Total
Points spent
Total balance
Document Trading System
Include process in CICO Manual
HUSKIES REPORT Program
• Students will have a daily point goal set for them
when they start the program that helps determine
rewards earned.
• Students earn praise and other non-tangible rewards
for the HUSKIES REPORT program for
demonstrating appropriate behavior throughout the
day.
• Other rewards are included when they meet their
daily goals.
• Students may earn additional long-term rewards as
they participate and continue to meet their goals.
CICO Trading Post- Focus on Building
Relationships- “School Connectedness”
Points
Required
Wants attention
Wants
item/activity
Wants to escape
attention
100 pts
Take
note to
office/teacher
Ask a peer to
play/read/draw
Be a leader
Principals
recess
Teacher Helper
Choose
HW
Choose a 5 min.
activity
School-wide
sticker
Principals
recess
Computer
250 pts
Computer
More
Time
400 pts
Out
with
a friend
Extra sharing
time
to lunch
with TBA
Class recess,
free time, or
popcorn party
time for
selected activity
Free ticket to
sporting event
New
school
/art supplies
by self
time
alone
Independent
work space
Wants to avoid
something
Short
break
Alternative
activity
Alternative
assignment
Get
out of
school early
Student Goal Sheet
Make up with Coordinator
Student sets own goal
Achieve goal, receive reward
Go to the “Trading Post” or “Store” for
reward
• Student sets new goal with increase in
% and time.
•
•
•
•
Sample Student Goal Sheet
High School Example:
_____________________________ ‘s GOALS
(Name)
Sample Goal Sheet
Trevor’s School
Trevor School Example:
Student’s Name: ____________________________________________________________________________
Teacher’(s) Name(s): _______________________________________________________________________
________________________________________________________________________________________________
Long Term (“rest of my life”):
___________________________
_______________________________________
_____________
_______________________________________
Mid-Range (high school career):
___________________________
_______________________________________
_____________
Short Term (this year):
___________________________________
_______________________________________
_____________
Coordinator’s Name: ________________________________________________________________________
Goal #1 – Meet Target of 75% for 3 days:
Reward: _____________________________________________________________________________________
Date Achieved: _________________________
Goal #2 – Meet Target of 80% for 5 days:
Reward: _____________________________________________________________________________________
Date Achieved: _________________________
Goal #3 – Meet Target of 85% for 10 days:
Reward: _____________________________________________________________________________________
Date Achieved: _________________________
Goal #4 – Meet Target of 85% for 15 days:
Reward: _____________________________________________________________________________________
Date Achieved: _________________________
CICO Student Account Record
SWIS or Excel Spreadsheet
CICO Workbook Handouts
• Element #4 – Point Trading System
– 1. Activity #6 - Action Plan
– 2. Goal Sheet Examples
• Trevor’s School (short version)
• Trevor’s School (long version)
Work Group Activity
Complete Element 4, Activity #6 in your
workbook.
5. Student Identification
Considerations:
• How will students be identified? What
are the decision rules? Students should
be able to access support in multiple
ways.
• Identify resources needed for maximum
number of students your program can
serve (initially, at full capacity)
Student Identification
• How will students be identified?
– Appropriate Student Referrals
• New Students entering building mid-year
• Low-level problem behavior (not severe)
– 3-7 referrals
– Behavior occurs across multiple locations
» Examples – Talking out, minor disruption,
work completion
-Inappropriate Student Referrals
•Serious or violent behaviors/infractions
•Extreme chronic behavior (8-10 +referrals)
Require more individualized support – FBA-BIP,
Wrap-Around Services, …
Team Develops Decision Rules for
Accessing CICO
•
•
•
•
•
•
•
•
•
ODRs (2 major)
2 unexcused absences, tardies, skipping
In-School Suspensions
1 Out-of-School Suspension
Homework/class work consistently late
Failing grades
More than ? minutes out of instruction
GPA by more than ??
Benchmark testing is below ___
Request for Assistance Form
Developed
• Referral Procedures-
What does the form look like?
Who gets the form once completed?
_Everyone is informed about intervention and
referral procedure!!
Who can refer the student?
– Nurse or Counselor
– Teacher or Administrator
– Parent
– Student
Request For Assistance Form
Sample Request for Assistance
Form
Request for Assistance Form
Adapted from Tier II Getting Started Workbook, p. 56
Date: _____________
Student’s Name: _________________________________
Teacher/Team: _________________________________
Grade: _______ IEP: Yes No
Please identify the student’s strengths. Some possible strengths include academic interests, social
skills, hobbies, sports, etc.,
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
Problem Behaviors: (please check all that are areas of concern)
o Verbally Harasses Others
o Disrupts Class Activities
o Noncompliant
o Difficulty Completing Work
o Withdrawn
o Tardy
o Inattentive
Other ______________________________________________________________________
Academic Concerns: (please check all that are areas of concern)
o Math
o Reading
o Writing
o Study Skills/Organization
o All Academic Areas
Why do you believe this student is engaging in problem behavior? (please check all that are areas of
concern)
o Adult Attention
o Peer Attention
o Escape from Difficult Work/Tasks
o Escape from Adult/Peer Attention
o Gain Access to Preferred Activity/Item
Teacher Gathers:
o Academic Performance Data
o Behavior Data and Strategies Tried
Office Gathers:
o SWIS/ODR Data
o Attendance Data
CICO Workbook Handouts
• Element #5 – Student Identification
– 1. Activity #7 – Action Plan
– 2. Request for Assistance Form/Referral
Form
– 3. Request for Assistance Form
– 4. Teacher Nomination for Assistance Form
Work Group Activity
Complete Element 5, Activity #7 in your
workbook.
6. Family Partnership
Considerations
How will all parents/guardians be informed?
When?
How are parents/guardians encouraged to
participate/refer their child if needed?
For parents/guardians whose child is referred,
how are parents informed and involved?
Individual meeting?
What happens if parents/guardians don’t want/
cannot be involved?
Family Participation
• All parents/guardians notified about CICO
program
– Open House
– Newsletter
• Plan developed for obtaining consent
– Letters to parent(s)/guardians (see examples)
– Consent form complete
• System developed to notify parent/guardian
when a student is about to begin
– Parent/guardian training component developed and
scheduled
Family Participation
• Plan to get family feedback developed
– Home Report developed
• Plan developed for students who do not return
Home Report
• Steps developed to run program without Home
Report
• Plan if card is used punitively by
parent(s)/guardian(s)
• Plan for when parents/guardians don’t want
to/cannot participate (staff mentor signs off
instead)
– Parent/guardian information sheet developed
CICO Home Report
Name: _____________________________
______
I met my goal today
Date: _____________
______ 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:
CICO Workbook Handouts
• Element #6 – Family Partnership
– 1. Activity # 8 – Action Plan
– 2. CICO Home Reports
• Elementary
• Elementary/Middle
• High School
– 3. Parent/guardian Letter Example
– 4. Parent/guardian Lesson Plan – CICO
Program Review
Work Group Activity
Complete Element 6, Activity #8 in your
workbook.
7. Staff Training
Considerations:
What will be the name of your CICO System?
-Involve staff & students when possible
Will staff be trained all at once or in
increments?
-Decision for individual districts
Staff Training
Considerations:
How will team get initial buy in?
-Collaboratively involve referring teachers in CICO
process
-Provide immediate feedback to staff on behavior
(type of statements, what the ratings mean, examples
of feedback)
-Collect baseline data from referring teachers
-Collect teacher/parent satisfaction data 3 times a
year
Staff Training
Develop & Schedule CICO Staff Training
•
•
•
Collection of baseline data (if using)
How to use Request for Assistance form
DPR card
–
–
Lost card/card not available
Arguing about points
Staff Training
Develop & Schedule CICO Staff Training
• Appropriate feedback to students
–
–
–
–
Student gets an ODR
Dealing with negotiators
Prompting students during the first week
Student engaged in very disruptive
behavior
• Follow-up Forum to discuss concerns
scheduled
Staff Training
Develop & Schedule CICO Staff Training
• Training for substitutes
• Reverse Referral for Assistance form
• Boosters needed at least yearly
Staff Training
Sample Lesson Plan
TEACHER TRAINING FOR CICO
Materials needed:
o CICO cards for your school
o Procedures, examples/non-examples sheet
Rationale for CICO: “‘Check In, Check Out’ (the name of your school’s program) is a school-wide intervention for
students who may need more positive adult attention and structured feedback to be successful in school.
Students who are displaying frequent minor rule violations across numerous settings are often successful using
this program. It is very important that this is a POSITIVE experience for the student to give them an opportunity
to improve their behavior.”
Procedure: “Everyday, students using CICO will check in at the beginning of the day with _____ (CICO coordinator) at
the _____ (location of CICO), where they will receive their CICO card (name of your school’s card here). They will
carry the card with them during the day. We ask you to give them points after each period or activity and brief,
descriptive, positive feedback every time. If they do not earn full points, we ask that you include a brief
descriptive corrective statement describing why they did not earn the point(s), and positive feedback about
what they did well. At the end of the day, students will check out with _____ (CICO coordinator), who will also
give positive feedback, and calculate their points for the day. The students may receive some type of reward
based on the percentage of points they earn.
1. Ensure that the student has their CICO sheet with them. (If not, have extras on hand so the student can continue the
CICO program with minimal interruption.)
2. After each period, circle the points the student has earned.
3. Give the student brief, specific, primarily positive feedback about their behavior related to the school-wide
expectations (see examples below).
4. If not all points were earned, give brief feedback about what needs to be done better next time.
NONexamples (Please do NOT do these!):
Student does not earn full points; teacher is negative: “I can’t believe how you were talking
in class today. I told you five times to stop. You are not earning any points for that period.
That was terrible.”
Student does not earn full points; teacher uses sarcasm: “What were you thinking? So, you
think it’s ok to poke other students with pencils.”
Teacher penalizes student for behavior for a previous period or activity that has already
passed and been rated: “I can’t give you full points for your good behavior in reading,
because you were not following directions earlier in math.”
Student earns full points; teacher does not give specific feedback on what the student did
well: “Good work.”
Teacher circles all points at the end of the day, instead of after each period or activity.
Examples:
Student earns full points; teacher enthusiastically gives brief, specific, positive feedback:
“Wow! You did such a nice job of following directions, keeping your hands and materials to
yourself, and using kind words. I am impressed!”
Student earns full points for all but one area; teacher gives positive and brief corrective
feedback: “You really kept your hands and materials to yourself, and worked hard today. You
received 2s for those. I am giving you a 1 for following directions because I had to remind
you three times to put your materials away. You can earn a 2 next time if you follow
directions the first time.”
Student does not earn full points in any area: teacher gives brief corrective feedback, and
reminds the student of the rules: “You are earning 0s today because I had to remind you
many times to keep working, to keep your hands to yourself when sitting next to Jorge, and
to use kind words with Janet. I know you can earn 2s if you remember to work hard, keep
your hands to yourself and use kind words.”
Reverse Referral for Assistance
Reverse Request for Assistance: Interventions Change
(Addressed to Student’s Teacher)
Student Name: ________________________________________
Date: __________________
Grade: _________
IEP (circle one)
Yes
No
Teacher: _____________________________________
________________________________________________________________________
Based on preliminary data, it has come to our attention that the _____________________
Intervention (CICO) is NOT having a significantly positive effect on your student (i.e.
he/she “is not responding” well to the intervention). Please identify which additional
support/s, you feel, would be the best fit for this youth.
1) ____No change in behavior support requested at this time, please continue CICO.
2) Social/Academic Instructional Groups:
____Problem-Solving: To learn replacement behaviors for fighting, arguing
etc. (externalizing behaviors)
____Pro-social Skills: To learn replacement behaviors for avoidance,
withdrawal etc. (internalizing behaviors)
Academic:
____Academic Behavior: To learn replacement behaviors for calling out,
getting out of seat, behaviors related to homework etc.
____Academic skills/content area
3) Individualized Check-In/Check-Out: Same CICO with one or more of the
following changes:
____Change location of Check-In and/or Check-Out
____Change Check-In/Check-Out person (change adult or use a peer instead)
____Change Check-In and/or Check-Out time (or add addition time/s)
4) ____ Mentoring (Focus is on connection/relationship between one adult and youth,
designed/individualized based on youth needs)
Thank you!
CICO Workbook Handouts
• Element #7 – Staff Training
– 1. Activity #9 – Action Plan
– 2. Reverse Request for Assistance
– 3. Tips for the First Five Days of CICO
Program
– 4. CICO Teacher Information
– 5. CICO Frequently Asked Questions
– 6. CICO Agreement Example
– 7. Teacher Training Lesson Plan
– 8. North High School Referral Process –
Example
Work Group Activity
• Complete Section #7 in your workbook.
• As a team, read through and score the 3
vignettes
• Discuss how you would communicate earned
points to the student.
• Be prepared to share your results
8. Team Training
• Considerations:
– Administrative Support
• Willing to block out time
• Financial Support
• Attends MBI Tier II meetings &
professional development
• Outcomes are linked to School Improvement
Goals
– Strategies developed and implemented
regularly for assessing fidelity
• Reviews aggregate student data at least
once a month
Team Training
• Considerations:
– Plan CICO training for the Coordinator
• Identify a CICO Coordinator
-Able to summarize data graphically for
students on CICO
– Plan CICO training for the MBI Tier II
team members
Team Training
• Considerations:
– Schedule CICO meetings at least twice a
month?
• Effective operating procedures in place
• TIPS problem-solving agenda used to
guide Tier II efforts
• Roles and responsibilities established
• Timeline for implementation developed
Team Training
Using Tier II Minutes With CICO
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training
108
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
JM
Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training
109
Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Newton, J. S., Todd, A. W., Algozzine, K.,
Horner, R. H., & Algozzine, B. (2009). The
Team Initiated Problem Solving (TIPS)
Training Manual. Educational and
110
CICO Workbook Handouts
• Element #8 – Tier II Team Training
– 1. Activity #10 – Action Plan
– 2. MBI Tier II Team Electronic
Minutes Form
Work Group Activity
Complete Element #8, Activity #10 in
your workbook.
9. Student Training
Considerations:
• Overview for all students
– Developed & scheduled
• Steps for introducing CICO to specific
students
– Delineated
Student Training
Considerations:
• Student/Parent Training Student
– Expectations
– Goal Setting
– Where & Who will be checking in & out
– Plan for a lost card
– Arguing about a lost card
– Trading post
Student Training
Considerations:
– Goal-setting
– Student gets an ODR
– Substitute Teacher/Volunteers
– Home component
• Model and Practice
• Accepting Feedback
CICO Workbook Handouts
• Element #9 – Student Training
– 1. Activity #11 - Action Plan
– 2. Student Lesson Plan Example
– 3. Second Student Lesson Plan
Example
Work Group Activity
• Complete Element # 9, Activity # 12 of
the Action Plan in your workbook.
• Lesson plan activity.
10. Monitoring Student Outcomes
Considerations:
• Are we implementing with fidelity?
• How do we know?
• Do we examine both student data and data
patterns?
• Is the MBI Tier II team making good decision
for students based on data?
– Use Making Good Decisions Form
Monitoring Student Outcomes
Considerations:
• Progress Monitoring tool identified
– Action Plan for CICO 2012-13
• Develop schedule for summarizing data
– Use Data Entry & Report Generation
Schedule Form
• Develop schedule for sharing data with
team, students, staff, parents
Monitoring Student Outcomes
Considerations:
• Develop schedule for sharing data with
team/staff/school community
– MBI Tier II Team
• Weekly
– Staff
• At least quarterly
– Parents
• 9-week graphs sent home
– School Community
• Twice a year (Open House, Newsletter, etc.)
CICO Workbook Handouts
• Element #10 – Monitoring Student Outcomes
– 1. Activity #12 – Action Plan
– 2. Making Decisions
– 3. Using Office Discipline for Decision
Making – School
– 4. Activity #13 – Blank – Using Office
Discipline for Decision Making – School
– 5. SWIS Data Entry & Report Generation
Schedule
Work Group Activity
Complete Element #10, Activity #13 –
Action Plan in your workbook and
Activity #13 – Blank – Using Office
Discipline for Decision Making - School
11.Monitoring School-Wide
Program Outcomes
Considerations:
• Develop Plan for examining ODR & DPR
patterns annually
– ODR and DPR patterns examined
– # of students on CICO compared to # of
students responding to intervention
*Tier II Intervention TrackingTool
Monitoring School-Wide
Program Outcomes
Considerations:
• Develop Schedule for sharing CICO data at
MBI Tier II meetings
• Distribution of minutes & agenda
• Develop process for getting feedback
Monitoring School-Wide
Program Outcomes
Considerations:
• Develop schedule for sharing CICO data
quarterly
– Staff @ faculty meetings
• Minutes & agenda
• Develop process for getting feedback
Monitoring School-Wide
Program Outcomes
Considerations:
• Develop plan for assessing fidelity of
implementation
– Team uses CICO Program Fidelity of
Implementation Measure & Scoring Guide
to Measure CICO
– Tier II Program Intervention Audit Tool
– CICO Self-Rating for Fidelity of
Implementation Tool
CICO Workbook Handouts
• Element #11 – Monitoring School-Wide
Program Outcomes
– 1. Activity #14 – Action Plan
– 2. CICO Program Fidelity Implementation
Measure & Scoring Guide Example
– 3. Tier II Program Intervention Audit Tool
– 4. Activity #15 CICO Self-Rating for
Fidelity of Implementation
Work Group Activity
Complete Element #11, Activity #14 – Action
Plan in your workbook and Activity #15 –
CICO Self-Rating for Fidelity of
Implementation
Any last minute questions…
Today’s Goals
• Understand the readiness & responsibilities
of implementing the Tier II System of CheckIn Check-Out
• Define and apply the critical elements of
CICO process
• Create and design Tier II CICO System
for your school
• Use data for decision making and progress
monitoring with Tier II team meetings
Evaluations
Please fill out evaluations
Leave on the table when you pick up
your CEU
Thank you!