Transcript School-wide Rules: Creating a Culture

Tier II: Targeted Group
Interventions and Check
In Check Out (CICO)
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Michael Lombardo
Director Interagency Facilitation
[email protected]
Rainbow Crane
Behavior RtI Coordinator
[email protected]
Celeste Rossetto-Dickey
Student Support Practitioner
[email protected]
Kerri Fulton
Student Support Practitioner
[email protected]
Training Behavior Expectation
Be Hardworking
Be Responsible
Be Respectful
Limit side
conversations
Active Participation
Appropriate use of
electronics
Work on PBIS
tasks
Return and leave for
breaks and lunch on
time
Training
Watch for power
cords
Keep lids on hot
beverages
Treat other adults as
you would expect
your students to
treat you
Training Objectives



Define your sites targeted group interventions
Develop CICO System
 CICO team
 Referral process/ Universal Screening
 Initial meeting & Agreements/contract
 Develop Point Card
 Rewards menu & process
 Plan for fading/graduating
 CICO-SWIS readiness
Refer to Worksheet 9
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
School-/ClassroomWide Interventions:
All Students,
Staff, & Settings
~80% of Students
Intensive Individualized
Interventions:
Systems for Students with
High-Risk Behavior
Targeted Group
Interventions:
Specialized Group
Systems for Students with
At-Risk Behavior
Major Features of Targeted
Interventions






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Assumes a Tier 1 School wide PBIS is in place
Involves a problem-solving focused behavior support team
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
Screening to identify a % of students non responsive to Tier 1
Flexible intervention based on assessment
 Functional Assessment
Adequate resources (admin, team)
 Bi-weekly meeting
Student chooses to participate
Uses efficient, available evidence based practices
Includes data-based progress monitoring & decisions
Have an entry & exit criteria, with non-responders moving to Tier 3
Characteristics of Targeted Interventions
2)
3)
4)
5)
6)
7)
Explicit teaching
Structured prompts
Opportunities to practice
Opportunities for positive feedback
Strategies for fading support
Keys to Changing Behavior
1)
Communication with parents
Regularly reviewing data to monitor student
progress
C. Borgmeier, 2011
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL &
POSITIVE BEHAVIOR SUPPORT
Academic Systems
Behavioral Systems
Tertiary Supports
•_Independent Student __
•504 plan
•Student Success Team
•Referral to Special Education Assessment
______________________
Tertiary Supports
1-5%
•Practical Behavior Support Plan
5-10%
Secondary Supports
•_Small Group push in or pull out
______________________
______________________
Universal Supports
•Common Core_____
•State Standards__
•_Practical Functional Behavior
Assessment
1-5%
5-10%
•Wraparound ________________
_________________
Secondary Supports
•Check in Check Out
80-90%
•Social Skills Group
___________________
80-90 -%
Universal Supports
•Rules and Expectation
•General Studies
•Acknowledgments
___________________________
___________________________
•Consequence Systems
_________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Team Task

Identify Tier II Targeted Group
Interventions within your district and site.
 Review
Handout 4 and Complete Worksheet
9: Tier II Intervention Inventory
Check In Check Out
(CICO)
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Check-In/Check-Out
Research Support

Pre schools


Elementary Schools
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
Jessica Turturra, 2013
Leanne Hawken et al 2003
Rob March et al 2002
High Schools


Amy Kauffman-Campbell, 2011
Kent McIntosh, et al, 2009
Anne Todd et al, 2008
Sarah Fairbanks et al, 2007
Doug Cheney et al, 2006; 2007
Leanne Hawken et al. 2007
Filter et al., 2007
Middle Schools

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

Sandy Chafouleas, et al 2007
Jessica Swain-Bradway, 2009
Residential

Swoszowski, Nicole Cain, et al, 2012
Why does CICO Work?

Improved structure
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Student is “set up for success”
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Prompts are provided throughout the day for correct
behavior
System for linking student with at least one positive adult
Student chooses to participate
First contact each morning is positive
“Blow-out” days are pre-empted
First contact each class period (or activity period) is positive
Increase in contingent feedback



Feedback occurs more often
Feedback is tied to student behavior
Inappropriate behavior is less likely to be ignored or
rewarded
Why does CICO Work?

Program can be applied in all school locations
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Elevated reward for appropriate behavior
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For academic-based, escape-maintained problem behavior,
incorporate academic support
Linking school and home support
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Adult and peer attention delivered each target period
Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support

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Classroom, playground, cafeteria (anywhere there is a
supervisor)
Provide format for positive student/parent contact
Program is organized to move towards a selfmanagement system
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Increased options for making choices
Increased ability to self-monitor performance/progress
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
Check In Check Out
(CICO)
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
BASIC
CYCLE
Regular Teacher
Feedback
Bi-weekly
Progress Monitoring
Meeting
Afternoon
Check-out
Revise
Program
Exit
Program
Is the CICO
System Appropriate for you?
Are there more than 10-15% of students
with chronic patterns of problem behavior?
 Is a Tier I PBIS system in place?
 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 Task
1. Readiness: PBIS Tier I in place
Review your TIC and SET results (80%)?
Year 1 task completion in place?
CICO Worksheet 1
What do you need in place to make this
happen?
2. Review your school SWIS Data by
Student
CICO Team
Leading Systems Implementation
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Next Steps

Identify CICO Team to build CICO system &
materials
 Administrator
 CICO
Coordinator
 Check In/Out Specialist(s)
 Behavior Specialist (e.g. SPED/SPSY)

PBIS (& CICO sub-team) will present CICO
system to staff
Organization and Structure
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Coordinator
 Chair CICO meetings, staff contact, improvement
Specialist
 Check-in, check-out, meeting, data entry, graphs
Meeting 1 hour bi-weekly or 30 min. per week
 Coordinator, Specialist, Administrator, Sped faculty
All staff commitment and training
Simple data collection and reporting system
WHAT FITS
YOUR
SCHOOL?
Combining these
roles/
responsibilities
across multiple
staff or not?
CICO Coordinator
Responsibilities
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Establish rapport with students
Provide training to all students before they begin
CICO
Coordinate check-in and check-out
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Possibly do check-in & check-outs
Enter data daily (or monitor daily data entry)
Organize and summarize student data for meetings
Be the contact person for caregivers
Process requests for assistance
Lead meetings
Problem-solve
Coordinator: Training

The coordinator should receive training
in the systems, practices, and the use of
data in the CICO program.

Connect w/ your District & Regional
Coaches

Be sure to train a “back-up” coordinator
CICO Coordinator:
Planning for Sustainability

Increasing sustainability
Document all procedures
Active participation from site
administration
Write coordinator duties into a job
description
Plan for turn-over in the coordinator
position
CICO Coordinator:
Selection Criteria and Considerations
1.
2.
3.
4.
5.
6.
7.
Who would be a good coordinator?
What other duties/responsibilities will he/she
have?
Do we need to adjust schedules/time/ workload
for this person?
How will we train the coordinator?
Does the coordinator display effective behavior
management skills?
Who will be our back-up coordinator?
What steps do we need to take to accomplish
this?
Checking In & Checking Out
Specialist:
A good candidate is. . .
In the building every day
 Available at the beginning and end of
each day
 Someone students like and enjoy being
around
 Enthusiastic
 Organized
 Positive

Getting Creative: CICO Specialists
Consider these individuals to do check in
check outs w/ students
-
School custodian
-
School office staff
-
Campus supervisors
-
Teachers
-
Counselor
Team Task

Identify CICO staff: Administrator,
Coordinator, Specialists, Behavior
Specialist (e.g. SPED/SPSY), other school
staff
CICO Worksheet 10
Referral Process &
Student Selection
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
What Factors put students atrisk
• Biology/physiology
•
•
•
•
Socioeconomic status
Family Conflict
Family Composition
Parenting Style
• Lack of health care
• Poor nutrition
• Frequent moves
• Temperament
• Academic failure
• School culture
• Peer Influence
We cannot…

Prescribe medication

Change the students previous experiences

Change the parenting practices in the home
There is a LOT we can do in the classroom
to change student problem behavior
29
Positive Evidence
Demonstrates that:
Many techniques, strategies,
are successful with these
students
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Clear and specific requests
Reinforcement (individual &
group)
Teaching social skills
Problem solving
Self-monitoring
Function-based intervention
What Can We Do?

Use existing evidence based approaches to develop
Tier 2 system supports across school & home
 Create positive adult-student relationships
 Teach desired social behavior
 Monitor and supervise students closely
 Reinforce, encourage, motivate students
 Support students when problems occur
Identification and Referral
1. Multiple office referrals


ID at-risk students at beginning of school year based on previous
year data
ID students based on cumulative ODR in school year
And/Or
2. Request for Assistance
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


by teacher
by parent
by student
Time to action:

30 min to 7 days (goal is < 72 hours)
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
BASIC CYCLE
CICO staff request for assistance
ODR Level
Family or Student request
Check In Check
CICO Coordinator
Out (CICO)
CICO team
CICO Coordinator
Summarizes Data
For Decision Making
Bi-weekly
Progress Monitoring
Meeting
CICO: Students who Benefit

More than a minimum number of
referrals

Across several different settings

Not dangerous to self/others

Adult attention is rewarding
SWIS: Referrals by Student
Example Behaviors
 Disruptive
 Tardy
 Talks
 Defiant
out
 Unprepared
 Refuses
to do work
 Talks
 Difficulty
taking
back to
teacher
 Uses
inappropriate
language
turns
 Refuses
 Out
to share
of seat
Students who may need
other Interventions
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Dangerous/violent students
Students who bring a weapon to school
Students who injure/may injure themselves
Students with a high number of referrals
Students with referrals from only one setting,
teacher, or time
Students who find adult attention aversive
Pick Your Candidate…
George
• 17 referrals
• From multiple
classrooms,
cafeteria, hall,
and bus
Richard
• 5 referrals
John
• 5 referrals
• From playground • 2 from
classroom, 2
• Defiance,
from hall, 1 from
inappropriate
bus
language
• Disruption,
• Disruption,
defiance, fighting
defiance, tardy,
harassment
• Caught with box
opener
SWIS Data Referral Process
Office Discipline Referrals
- Typically referrals are examined every 2 weeks
in a team meeting (school-wide, CICO team,
etc.)
-
Set Decision Rules
-
Students with 2nd major referral = TEAM REVIEW
-
-
Elem., MS and HS may have different criterion
Review individual student SWIS data for each
identified student to examine patterns (location, time,
problem behavior, etc.)
Staff Request for Assistance
Process
Develop a system
 Teach staff how to use the system
 Provide verbal and written instructions
on the request for assistance system
 Respond to requests in a timely manner
(72 hr.)
 System must be efficient

CICO Request for Assistance
Process Considerations
1.
2.
3.
4.
5.
How will we examine ODRs?
How will we integrate academic data?
Is there other data that we will use for
screening?
What criteria will be used to determine if the
student is appropriate for CICO?
What will happen after we determine a
student is identified as needing CICO? Time
frame?
CICO Request for Assistance:
Guiding Questions
How will teachers refer students (form,
email, etc.) & who will the referral go to?
2. How will we inform teachers of this
process?
3. What is the student’s baseline?
4. What will we do if a student does not
appear to be a good fit?
1.
Team Task
1.
2.
Define your school’s criterion for CICO
support.
Develop a CICO request for assistance
process and form.
CICO Worksheet 3, CICO Worksheet 9.1
& CICO Worksheet 9.2
Morning Check-In
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Plan
Morning
Check-In
Morning Check-In
•Check student “status”
•Review home card
•Provide Daily
Point Card
Weekly CICO
•Greet andMeeting
praise
Class
Check out
9 Week Graph
Sent
Teacher
Checks
Home
Check-In
Program
Update
Class
Check in
Afternoon
Checkout
EXIT
Teacher Checks
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Plan
Morning
Check-In
Weekly CICO
Meeting
Class
Check out
9 Week Graph
Sent
Teacher
Teacher
Checks
Home
Check-In
Class
Check in
Afternoon
Checkout
Program
Checks
•Student giveUpdate
card to teacher
•Greet and praise
•Teacher praise/ prime
•Complete Daily Point Card
•End of class feedback
EXIT
Show Teacher Checks
Afternoon Check
Out
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Plan
Morning
Check-In
Weekly CICO
Meeting
Class
Check out
Home
Check-In
Class
Afternoon checkout
Check in
•Review day
•Retrieve card
Afternoon
Check•Send copy to family
out
•Record points in SWIS
•Provide incentive if earned
9 Week Graph
Sent
Teacher
Checks
Program
Update
EXIT
Show Afternoon Check Out
video
Home Check
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Check-in Check-out Cycle
Student Recommended for
CICO
CICO
Home Check
•Student Plan
give card to parent
Morning
Check-In
•Parent praise/ prime
•No negatives
Class
•Parent signs
Weekly CICO
Meeting
9 Week Graph
Sent
Check out
Teacher
Checks
Home
Check-In
Program
Update
Class
Check in
Afternoon
Checkout
EXIT
Parent Roles & Responsibilities

Give parents strategies to be interested, encouraging & supportive

Identify Incentives your child can earn at home for performing well on
CICO (daily &/or weekly)
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Incentives need to be reasonable and something parents can regularly deliver
VERY IMPORTANT!!!  Do NOT use punishers if your child does
not meet his/her goal

if you do your child will not continue with the program… or will not bring reports
home to parents

Just encourage your child: “Too bad today, but if you try hard you’ll do better
tomorrow!”


Before School

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
CICO Handout 9.1 and 9.2 Home Report
Try to reduce “Tough Mornings” before school
Encourage & Support  Behavior & School Readiness
After School –


Request to see student’s home report!
Provide incentives (if the student has earned it), or encouragement
Initial Meeting
Agreements/Contract
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
BASIC CYCLE
Student Referred for CICO
CICO Plan/ Initial Meeting
Teach/Role Play Skills
Check
In Check
Out
Initial
Meeting/
Agreements
-Roles & Responsibilities
(CICO)
-Teaching
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Afternoon
Check-out
Initial “Meeting” / Communicating
Agreements

How do you want to accomplish this?


Formal meeting? – other communication?
Needs before starting the program

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
Parental permission
Student agreement
Clear understanding of the program & agreement to
individual Roles/ Responsibilities

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Parents
Student
CICO Coordinator or Specialist(s)
Teacher/Staff?


Handout 1: Sample Permission Forms
Worksheet 4: Guidelines/ Contract
Roles & Responsibilities
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
Coordinator/Specialists

Facilitate morning and afternoon checks (in & out)

Get signed form from students, give new form

Maintain positive, constructive environment

Acknowledge successes
Teachers

Obtain form from student each day

Monitor student behavior and mark card accurately

Provide feedback to student in positive and constructive manner
Students

Check in and out each day

Give form to teacher

Meet expectations

Take form home and have parents sign, bring to school the next day
Contract/Agreement

Agreement to succeed
 Student:
Student chooses to participate
 Parent
 CICO
coordinator
 CICO Specialists
 Teachers/Staff
Worksheet 4: Guidelines/Contract

Contract may be written or verbal
 Better
if written
Teaching CICO to the Student

Teach program logistics


Responsibilities: Student, Teacher, Coordinator, Specialists,
Parents
Where & with Whom to Check-in & Check-out

Teach Desired Behaviors

Teach Point Card & Rating



What Behaviors = 0/1/2
Role Play w/ student
Have student be teacher & score your behavioral examples
Team Task
Develop a plan for communicating
agreements
2. Logistics
CICO Worksheet 4 add to CICO
Program Description 9.1 or 9.2
1.
Developing a Point
Card
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Fit your Context:
Make the program/card your own

Use a School name, mascot, motto
 Sunshine
Club
 Hawk Report
 HUG – Hello, Update, Goodbye
Point Card Guidelines


SWIS Daily Point Sheet requirements
 Standard for all students
 3-5 school wide rules
 3 point rating scale
 No more than 10 check in periods
Keep it simple
 Card needs to be quick & easy for staff to
complete
 Card needs to be small (half sheet) & easy to
carry around
Worksheet 5
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
Individualize this way,
if you need to provide
specific prompts
Name:
Date:
CICO Worksheet 5
Safety
Organization Achievement
Respect
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
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 Be on time
talk
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
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Too individualized
Modifying CICO

Younger children (K-1st grade)
 Less
words, more pictures
 More frequent checks during day
 Earn rewards more often
Communication with Parents
How will we communicate with parents the
child's daily progress?
 Will we include it on our daily point sheet
or will we have a separate form?

CICO Home Report: Worksheet 6
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:
Team Task
1. Develop Daily Point Card
CICO Worksheet 5
CICO Handout 2
2. Develop home report routine
CICO Worksheet 6
Acknowledge
Expected Behavior
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Rewards

Levels of Rewards:


Reward student for:
 Checking-In  positive adult interaction
 Checking-out & turning in daily progress card  positive adult
interaction
Earning points & making goal


Make sure rewards are feasible & valued
Might start with daily rewards for success… then fade
to turning in points earned
Targeted Intervention Example Rewards
Attention
Seeking
-Take note to
office/ teacher
-Ask a peer to
play/ read/ draw
-Be a leader
-Special recess
-Computer with
a friend
-Extra sharing
time
-Out to lunch
with selected
adult
-class recess,
free time, or
popcorn party
Task Avoidant
-Short break
-Alternative
Activity
Attention
avoidant
-Computer time
by self.
-Alternative
-Time alone
assignment
-Independent
-Homework pass workspace
Obtain Item/ activity
-Trip to treasure chest
-Choose a snack
-Chose a 5min. activity
-School wide sticker
-Special recess
-More time for selected activity
-Free ticket to sporting event
-New school/ art supplies
Team Task
Discuss potential rewards:
-Remember this will be different based on
behavior motivation.
Data Systems &
Tracking Progress
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Data System  CICO-SWIS

An effective Data System is CRITICAL

Required CICO-SWIS
 Web
based
 www.pbisapps.org
 2 applications $400
Daily Data Entry

Identify who will enter the data daily
 CICO

Coordinator or CICO Specialist
CICO Specialists could show student
updated graph during check-out
Team Task
Define the process for collecting,
summarizing and using data. Use Self
Assessment Action Plan (Worksheet 8)
SWIS-CICO
Readiness
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
SWIS-CICO readiness
CICO Worksheet 7
Status
CICO-SWIS Requirements
Data Source
1. Building administrator supports the implementation and use of the Check In Check Out Intervention and
CICO-SWIS.
Administrator Interview
2. A school/facility-wide behavior support team exists with access to training and support for the CICO-SWIS
Intervention and reviews CICO-SWIS data at least twice monthly.
Team Roster & Meeting
Schedule
3. The school/facility has a CICO point card with the following information:
a.
Standard for all students
b.
Defined number of check-in periods (up to ten)
c.
Defined number of expectations/goals (3-5)
d.
A three-point rating scale
4. Within three months of CICO-SWIS licensing, the school/facility is committed to having a clearly
documented CICO system. Procedures include:
a.
Description of program
b.
CICO Coordinator
c.
Process for identifying students for CICO
d.
Process/materials for training adults, students, and families
CICO Point Card
Written Guidelines
5. Data entry time and staffing are scheduled to ensure that point card data will be current to within three days
at all times. Data entry staff have access to all necessary information (e.g., student records).
Data Entry & Report
Generation Schedule
6. A small number of people within the school/facility are identified to gain CICO-SWIS access and are
scheduled to attend a 90-minute Swift at CICO-SWIS Training conducted by a certified CICO-SWIS
Facilitator.
Specific Date, Time,
Location, Computers,
Internet
7. The school/facility agrees to maintain technology (i.e., internet browsers, district permissions) compatible
with CICO-SWIS.
Administrator/ Coordinator
Interview
8. The school/facility has access to coaching on the use of CICO-SWIS data for decision making.
Administrator/ Coordinator
Interview
9. The school/facility agrees to maintain CICO-SWIS compatibility and maintain the role of a certified CICOSWIS Facilitator who will work with the school/facility on the use of CICO-SWIS.
Administrator/ Coordinator
Interview
Not in
place
Partial
In Place
Next Check
Team Task

Complete CICO-SWIS Readiness.
CICO Worksheet 7
Fading CICO
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Monitoring

Team will use data to monitor student progress
Some students will “graduate” from the program
Some students will require the support on a continuing
basis
 Some students will not respond to the program & need
more or something different



Set up processes for:



Fading students off of the program
Escalating intensity of intervention
Maintain & monitor
Things Are Going Well… What
Now?

The GOAL is always to “Graduate” students
from our supports or Fade supports
 Do
Increasing student responsibility
1)

2)
so gradually & Support the Transition
Transition into a Self-Management/ Self-Monitoring
program
Then, gradually removing or “Fading”
components of the intervention
Self Monitoring After CICO
Student monitors own behavior
 Student “checks in” with teacher to review
self-ratings and receive feedback

1.
2.
3.
4.
5.
Expected behaviors stay the same
Reinforcers stay the same
Student checks in same amount of times
Student monitors behavior using CICO card
Plan for teaching accuracy in monitoring
Transition to Self Monitoring
1.
2.
3.
4.
5.
6.
7.
Student and teacher record separately
Compare records; reinforce accuracy
Over time, compare less often
Reinforce appropriate behavior only
Periodically reinforce accuracy
Use teacher record for CICO-SWIS data entry
Decide at what point you will graduate from
entry of CICO-SWIS
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 nonexamples
 When program begins, Lucy’s teacher goes over examples and
non-examples

First week: Lucy and teacher monitor and compare records



Second week



Teacher provides acknowledgement and feedback based on accuracy
Ratings agree 95% of time
Teacher monitors appx. 60% of time; feedback based on accuracy
Feedback at other times based on Lucy’s monitoring of behavior
Coordinator


Feedback based on accuracy (with teacher records)
When Lucy monitors independently, feedback based on behavior
Removing Components of CICO

After Student is Successfully Self-Monitoring

Can begin removing components of the
program (removing staff responsibility)
 Gradually
decrease # of check-ins during the day
w/ teachers; Student Self Checks (keep check in
and out)
 Fade from Daily check out to every other day
then 1/week
 Remove check in
After “Graduation” from CICO


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
All Staff Orientation
to CICO
Placer County Office of Education
Positive Behavioral Interventions and Supports - Universal System
Communicating with Staff



Provide an introduction to CICO and the
request for assistance process at a staff
meeting
Sample PowerPoint presentation available
Communicate: CICO Worksheets 9.1 and
9.2
 Description of CICO
 Why it is important
 Roles & Responsibilities
 Rating the Point Card
 Importance of being positive
Team Task
Use Critical Elements Action
(Worksheet 10) Plan Form
1. Develop staff training/orientation to
CICO
- Include classified staff
CICO Handout 3, CICO Worksheets
9.1 and 9.2
2. Develop substitute teacher
orientation materials.
Common Concerns

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
 Student continues to receive feedback from teacher
 Self monitoring
 Computerized system

Student isn’t checking in or out
 Determine reason
 Identify preferred person to
 Is this component needed?
check in/out with
up
Resources



Crone, D., Hawken L., & Horner, R.,
Responding to Problem Behavior in Schools,
2nd Edition. New York: The Guilford Press,
2010.
Stormont, M., Reinke, W., Herman, K., Lembke,
E., Academic and Behavior Supports for AtRisk Students, Tier II Interventions. New York:
The Guilford Press, 2012
DVD: The Behavior Education Program.
(Hawken, Pettersson, Mootz, Anderson).
Guilford Press, 2005.
Tasks

Develop CICO System
 Review
Worksheet 9: CICO Self Assessment
 Develop a CICO program description

Examples: Worksheet 9.1 and 9.2