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Insert Your School Name, Information, Mascot…

ACHIEVING GOALS WITH CICO

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Learning Expectations

EXPECTATION	BEHAVIOR
Be�Responsible	Make yourself comfortable Take care of your needs (water, food, restroom, etc.) Share your questions with the group
Be Respectful	Turn cell phones off or to “vibrate” Listen to others attentively by staying quiet while they are speaking Follow up, and complete assigned tasks
Be Engaged	Ask what you need to know to understand and contribute Contribute to the team by sharing relevant information and ideas

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Learning Goals for Today

What is Check-In Check-Out (CICO)?
What will it look like in our school?
What questions do you have about this process?

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WHERE ARE WE IN THE TRIANGLE?

Tier 3/Tertiary Interventions 1-5%

Individual students
Assessment-based
High intensity

1-5% Tier 3/Tertiary Interventions

Individual students
Assessment-based
Intense, durable procedures

Tier 2/Targeted Interventions 5-15%

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

5-15% Tier 2/Targeted Interventions

Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing

Tier 1/Universal Interventions 80-90%

All students
Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier 1/Universal Interventions

All settings, all students
Preventive, proactive

Overview: Tier II Systems

ALL

SOME

FEW

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Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems

Perception Tools: �Home, School, Community Tool,�Education Tool, Etc.

Check-in/ Check-out (CICO)

Brief Functional Behavior Assessment/

Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound / RENEW

ODRs, Credits,� Attendance, �Grades�Time Out of Class, � DIBELS, etc.

Daily Progress � Report (DPR) � (Behavior and � Academic Goals)

Competing Behavior � Pathway, Functional � Assessment Interview, � Scatter Plots, etc.

Continuum of Groups

A Multi-Tiered System of Support for Behavior

Tier 2/�Secondary

Tier 3/

Tertiary

Intervention

Assessment

Modified CICO

Classroom Practices

PBIS

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General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

Overview: Tier II Systems

PBIS

“Some schools think there is general education for students, and then special education for students who need more.

We rethink that, so all students have access to all three tiers of support.

The first thing we do is try CICO for students who need more.

It is for up to 10% of your population.

Once we try that, and if they are not responding, we try other interventions, such as Modified CICO, SAIGs, etc.

What other interventions do you have in your building you consider to be Tier 2? (5 min)

Just like in RtI, if a student has tried 2 interventions and they are still not responding, we want to consider a brief FBA.

Sheri has not responded, so lets think and talk about the function of her behavior. What is she trying to get or get a way from?

Then we get to Tier 3: Individualized FBA, Wrap, or RENEW plan for HS youth.

At least 2 Tier 2 Interventions before moving to FBA/BIP
It is always our goal to move kids back down to Tier 1 with their level of supports

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Multi-Tiered Framework

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

Students
Staff
Families

(USDOE OSEP PBIS TA Center, 2010)

PBIS

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Multi-Tiered Practices means…

Tier 1 Prevention:

The core practices all staff use with all students…

Tier 2 Prevention:

Intensifying the Core Tier 1 practices (increased frequency, structure, and feedback) when more support is needed for specific skills…

Tier 3 Prevention:

Individualizing the core Tier 1 and Tier 2 practices…

Midwest PBIS Network 5-14-21

Adapted from: USDOE OSEP PBIS TA Center

… in order to achieve our [insert school-wide expectations here] and the social-emotional-behavioral success of our students and staff.

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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Tiered Fidelity Inventory (TFI) Measures of Tier 1

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

Overview: Tier I Team Training

PBIS

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Student Profile

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Science

Math

Lang Arts.

PE

Music

Attend.

Ask assist.

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Overview: Tier II Systems

Overview Activity 1: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like? Where do you need Tier II Supports?

PBIS

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STARTING WITH THE WHY?

WHAT IS OUR CURRENT REALITY? …

SWIS Data
SAS Survey Results
District School Climate Surveys
Attendance
Nurse and Guidance Visit Logs
Strategic Planning goals addressed through MTSS-B, particularly Tier II

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Audit of Current Social Emotional Behavioral Supports

TFI 1.1-1.2 Activity 1: Audit/Resource Map of Current Practices within Three-Tiered Model of Support

Rev 4.1.21

Overview Activity 2:

Let’s Connect

PRACTICES List the Current Practices provided to all, groups, or individual students for support: e.g. Community-wide reinforcer for expectations, Check-in Check-out, etc.	FIDELITY Date and data last time the practice was checked for fidelity e.g. 9/14: 83% items in place	OUTCOMES Date and data last time student outcomes were reported e.g. 10/3: 78% (18/23) students achieving goal
Tier 1 – All settings and classrooms have positive rules aligned to SW expectations and posted	10/24 walk-through; 92% in place	10/24 84% of students knew the expectations, and could point to the rules
Tier 1 – Teachers teach the skill of the week 3 mornings each week	11/4 self-report: 72% in place	11/21: 18% reduction in behaviors related to the previous skill of the week (SWIS data)
Tier 1 – Teachers use specific praise for behavior at a 5:1 ratio to corrections	9/30 peer-observation: 54% in place	9/30: 12% of students earned an ODR in past 30 days
Tier 1 – Teachers use the 5 skills from our responding to problem behaviors routine	We haven’t
Tier 1 -
Tier 2 – Check-in Check-out	None	10/25: 40% on CICO earned goal
Tier 2 -
Tier 3 -
Tier 3 -

Plan to Report out:

A summary of what is in place and possible action steps.

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Tier 2 Team

Footer

13

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Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

Plan School-wide & Class-wide supports for students and staff:

Data Systems
Teaching Systems
Acknowledgement Systems
Communication Systems

�Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

CICO

Continuum of SEB Groups

Modified�CICO

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, �community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Universal Support

Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

Integrated Teams Include Family Voice, Community Members, Mental Health Partners

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Big Ideas about implementing a system of Tier 2 Interventions

Select Evidence-Based Interventions (practices)
Connect all interventions to Tier 1
Monitor the fidelity of each intervention
Monitor the use of all interventions
Monitor the outcomes of all interventions

The role of the �Tier 2 Systems Team!

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Who makes up your team?

Roles Needed:

Team leader / Tier 2 Coach
Administrator
Intervention coordinators

CICO

Data? Communication?

SAIG

Data? Communication?

Mentoring

Data? Communication?

FBA/BIP

Data? Communication?

Family representative
Student representative
Community partner(s)

Who might this be?

General Education Teachers
Special Education Teachers
Paraprofessionals
Specials teachers (music, PE, librarian, etc.)
Administrators
Volunteers
Mental Health Agency partners
Social Workers, psychologists, school counselors, psychotherapists, etc.

TFI 2.1: Team Composition

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Building Leadership Team

Tier 2 Coach/Team Lead

Intervention Coordinator

Facilitator

TFI 2.1: Team Composition

Intervention Coordinator

Our System

Facilitator

PBIS

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DATA

Which students are supported by Tier 2?

PBIS

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Data-Based Decision Making�Numbers to Keep in Mind

80-90%: Percent of total population whose needs will be met by Tier I alone

5-15%: Percent of total population expected to need and be supported by Tier II interventions

7 -12% supported in CICO�

1-5%: Percent of total population expected to need and be supported by Tier III interventions�

PBIS

We know that 80-90% of students will respond to Tier 1 (teaching SW expectations, acknowledging students with high frequency, intermittent, and long term celebrations)

Research tells us that 5-15% of students will need additional supports. Within the 5-15%, 7-12% of students will benefit and research indicates will need an additional low lever Tier II support. If your numbers for CICO are low (5-6% or less), CICO will struggle to take hold and take off because not enough staff will be exposed to the intervention. All staff should know about and probably have a student who is identified to need the support of CICO. CICO is an extension of Tier I so quick and easy to deliver and gives students a boost of support from an adult.

We know that about 1-5% of students will need Tier III supports also. Students who need higher level interventions can benefit from CICO as a part of their more intensive intervention plan.

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Why do you want 7-12% on CICO?

Students in the past who would not have gotten any support “until things got worse” will now get a positive boost of support

All teachers will expect that every day they will have students cross their threshold who need higher rate of positive contact

Quicker/easier to support student who need Tier III

PBIS

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What are your decision rules?

a) Identification for CICO (IN):

Student is identified by 2 or more ODRs, 2 unexcused absences, 2 incomplete homework assignments, referral from family or school staff, etc.

b) Progress-monitoring (ON):

DPR data is collected daily & reviewed every other week. Data is collected for 4-6 weeks (individual buildings decide whether 4 or 6 weeks will be better for their students).

c) Exiting/transitioning (OUT):

Student received a total of 80% of DPR points averaged per day/week for 4 weeks and has had no new ODRs or attendance or homework concern. Student may be transitioned into being a CICO student mentor.

PBIS

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Insert and Share your Request for Assistance (RFA)

PBIS

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CONSIDER THE NEED FOR� DECISION RULE EXCEPTIONS

Remember there is a need to have exceptions for extenuating circumstances (we have to have rules so we can have exceptions, otherwise everything ends up being an exception).

CICO continues to be the first line of defense, however there are exceptions/times when it’s not enough

We are sharing examples, considerations, things to think about, ways to think about exceptions

There are sometimes kids who already have IEP’s but haven’t had access to interventions outside of the IEP system/structure.

Not about creating new decision rules

Consider using multiple data points

Footer

PBIS

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OVERVIEW OF TARGETED/TIER II SUPPORTS AND CHECK-IN CHECK-OUT (CICO)�

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What’s at the Core of CICO?

Higher doses of PRAISE (Behavior Specific Praise)
Error correction (specific and brief feedback)
Higher doses of positive adult attention

It is Tier 1 at a higher dose.

Overview: Tier II Systems

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Targeted/Tier II Behavior Supports

Continuously available
Rapid access to intervention (less than one week)
Low effort by teachers
Consistent with/linked to school-wide expectations

26

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Who is the CICO Appropriate for?

APPROPRIATE

Low-level problem behavior (reoccurring minor incidents)
2-5 referrals (office referrals)
Behavior occurs across multiple locations
Examples

talking out
minor disruption
work completion

INAPPROPRIATE

Serious or violent behaviors/ infractions
Extreme chronic behavior

(8-10+ referrals)

Require more individualized support

functional assessment
wrap around services

27

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(Hawken, L., 2015)

Student Recommended for CICO

CICO Implemented

Parent

Feedback

Regular Teacher

Feedback

Afternoon

Check-out

Morning Check-In/

DPR Pick-up

CICO Coordinator

Summarizes Data

For Decision Making

Bi-weekly CICO Meeting

to Assess Student

Progress

Exit

Program

Revise

Program

CICO Implementation Process

Continue

Program

Student recommended for CICO by Teacher, parent, other school personnel?
Prior to CICO implementation- meeting with Counselor, parent and student

Go over expectations for each party (parent, school, and student)

Set goal

Sometimes contract is signed

3) CICO Implemented

4) Morning check-in

What did you check for? Pencil, binder, agenda, CICO form from day before

Gave students supplies if they did not have them to help them be successful

CICO Daily progress report given (can flip to next slide to show)

Teacher Feedback

Student carries card to teachers

Teachers have been trained to provide some sort of positive interaction upon receiving the card

-Teachers have also been trained not to use the system as punishment- no nagging

Afternoon check-out

CICO coordinator checks for goal

Reinforcement for checking out (High 5)

Bigger reinforcement for checking out and meeting goal (snack)

Parent Feedback

Send home- student gets feedback from parent

Student brings back form signed the next day

CICO Coordinator Summarizes Data for Decision Making

Using CICO-SWIS - graphs data

Weekly or bi-weekly CICO Meeting

½ hour to assess progress

who attends meeting

decisions made in meeting

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CICO Daily Cycle �

1. Check-in with assigned adult upon arrival to school

* Adult positively greets student

* Review School-wide expectations (daily goals)

* Students pick up new Daily Progress Report card

* Provide materials (pencil etc.) if needed

* Turn in previous day’s signed form (optional)

* Provide reinforcer for check-in (optional)

(March & Horner, 1998)�

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CICO Daily Cycle continued…

2. At each class:

* Teacher provides positive and/or corrective behavioral feedback

* Teacher completes Daily Progress Report (DPR) or

* Student completes self-monitoring DPR/teacher checks and initials card (self-monitoring normally happens as students begin to successfully exit the intervention)

3. Check-out at end of day:

* Review points & goals

* Reinforce students for checking-out (token/recognition

optional, think beyond school-wide token)

* Receive reinforcer if goal met (optional, but good idea)

* Take DPR card home (optional)

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CICO Daily Cycle continued…

4. Family communication (optional)

* Receive reinforcer from parent

* Have parent sign card

* Students are not “punished” if their parents don’t cooperate

5. Return signed card next day – celebrate (if not returned, simply go on)

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What does CICO look like? Video Examples:

SchoolSocialWork.net �https://youtu.be/vP7GJ72UxsA�

1’35” – morning check-in
3’25” – teacher feedback
4’58” – check-out

HS/MS Examples

Morning Check-in: 1 min or less https://www.youtube.com/watch?v=7rSNMC14Rq0
Teacher prompting student during class (@ 1’16”): https://www.youtube.com/watch?v=KT-S8wQrjUg
Teacher Giving Feedback at end of period (@ 2’15”): https://www.youtube.com/watch?v=AKwMbLNl_zI

Overview: Tier II Systems

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Insert Name of CICO for your School

Name
Location for CICO morning and afternoon

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Daily Progress Report (DPR)

Linked to the 3-5 school-wide expectations
Teacher and student friendly
Baseline data (if necessary)
Same for all students (standard)
Three point scale (SWIS)
Up to 10 Check in times
Used to collect progress monitoring data

Include school-wide expectations on the DPR or

Include school-wide expectations with individualized rules(same for all students)

Expectations and rules should be positively stated

No more than 5 expectations should be listed on the DPR

Use of DPR should be teacher-friendly

Allow for circling of ratings rather than narrative feedback

Include a narrow range of scores

3 point system recommended; 1-3, 0-2

Include a rating key on the DPR

Staff should clarify & agree on the difference between ratings

Include a place to record “success” rather than “comments”

DPR could be made to fit on a half sheet if copying costs are a concern

Include a minimum of 4 rating periods

Correspond with natural transitions of the day

Optimally marking periods are no longer than 75 minutes

Include a column/place for teacher to initial ratings

Include a line for parent signature and place to record “success”

Include an area for total points earned

Determine whether the percentage goal will be listed

Some provide a range & student circles his/her goal:

50% 55% 60% 65% 70% 75% 80%

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Insert and Share Copy of Your School’s DPR

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DPR Rating System

SWIS: 3 point system (2,1,0)
Define points (for example)

2 = Met expectations with positive behavior with no more than one reminder during a period
1 = Needed 2-3 reminders/corrections during a period
0 = Needed 3 or more reminders or corrections during a period

TFI 2.11 Student Performance Data

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What’s in a 2 ?!

Remember:

You want your staff to be as consistent as possible about what behavior warrants a 0,1, and 2 (try using vignettes at a staff meeting to have them practice- inter-rater reliability)�
A 2 should be- similar behavior that is expected of other same aged youth. Not “better behavior” than what is expected for others.�
Staff still need to give positive praise/feedback for what a student did RIGHT to earn a 2. This will help the student do it again, and will help others in the class learn what is right/expected as well.

TFI 2.11 Student Performance Data

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The card is NOT the intervention…

Positive adult interactions
Specific positive and corrective feedback

TFI 2.11 Student Performance Data

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Feedback Needs to Be Specific

Whether a student earns a “0, 1 or 2”, he/she needs to know exactly why the points are being given.

Even students who receive 2’s need to know what to do again!�

Someone should be able to ask a student “why did you get that 1 point today?” and the student will clearly understand why (not that you will necessarily ask ☺)

This goes for receiving acknowledgments as well. The interaction about why the points or the tickets are being delivered IS the intervention!

Overview: Tier II Systems

PBIS

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Behavior Specific Praise

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

Non-examples:

“Brian is sitting in his seat.”
Saying “good job” without connecting to school-rule.
Giving ticket without saying anything
Only giving a ticket for “above and beyond” behavior

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

The Wilson Way	Classroom Rules
The Wilson Way	Classroom Rules
Be Responsible	Stay on task Clean up area Apologize for mistakes
Be Respectful	Raise hand Listen to speaker Follow directions
Be Safe	Walk quietly Keep hands and feet to self

MS Before & After Video Example: �https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

PBIS

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Steps to Specific and Contingent �Error Correction:

1. Respectfully address student

2. Describe inappropriate behavior

3. Describe expected behavior/rule

4. Link to school-wide expectation on Matrix

5. End with encouragement

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

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How is CICO Different Than Other “Behavior Card” Interventions

CICO is implemented within a School-wide System of Behavior Support and connected to school-wide expectations
CICO is implemented in all settings, throughout the school day
All teachers and staff are trained
Students are identified early & receive support quickly
Team uses data for decision making to determine progress

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TEAMS AND TEACHERS ARE CRITICAL FOR SUCCESS!

A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – it is important to stress that these interventions will require high level of involvement among ALL staff within the school building (Lewis, 2009).

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A bit of research…

Without formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

More positive reinforcement for appropriate school behaviors is needed

Students needing additional support benefit from clear, salient, formal feedback

Increases the likelihood that desired behaviors will be repeated and focuses attention on desired behaviors and fosters a positive school climate

Reduces the need for engaging in time consuming disciplinary measures

Creates positive interactions and rapport with students

Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!

(Cameron, 2002; Cameron & Pierce, 1994, 2002; Cameron, Banko, & Pierce, 2001; OSEP)

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Considerations …

This is not meant to be a Response Cost approach- we do not take points away
Consequences for behavioral infractions are driven by the separate system
Think natural consequences: If students are not in the classroom, then they do not have the opportunity to earn points for that time period
Minors and majors are data sources that can be used to inform feedback from the facilitator and team decisions

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What questions do you have for us?