Team notes

• This template is a sample to guide planning/presentation of CICO overview to staff. Teams may also want to pull from the modules shared during Targeted/Tier II team professional learning.

Insert Your School Name, Information, Mascot…

ACHIEVING GOALS WITH PBIS

Learning Expectations

Learning Goals for Today

• Where have we been and where are we going with MTSS-B implementation?
• What is Check-In Check-Out (CICO)?
• What will it look like in our school?
• What questions do you have about this process?

What part of the triangle have we been working on?

Tier III/Tertiary Interventions 1-5%

• Individual student
• Assessment-based
• High intensity

1-5% Tier III/Tertiary Interventions

• Individual student
• Assessment-based
• Intense, durable procedures

Tier II/Targeted Interventions5-15%

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

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5-15 Tier II/Targeted Interventions

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

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Tier I/Universal Interventions 80-90%

• All student
• Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier I/Universal Interventions

• All settings, all student
• Preventive, proactive

Continue monitoring the health of Tier 1…

• 3-5 clearly defined behavioral expectations
• Matrix developed with data-informed plan for on-going teaching
• Acknowledgement system established and implemented with fidelity (short term, intermittent, and long term schedules)
• Data system established, data entered daily, analyzed at least monthly (minors and majors)
• Utilizing problem solving process to make continuous improvements based on data (TIPS)
• Communication in place to key stakeholders

What part of the triangle are we going to start working with?

Tier III/Tertiary Interventions 1-5%

• Individual student
• Assessment-based
• High intensity

1-5% Tier III/Tertiary Interventions

• Individual student
• Assessment-based
• Intense, durable procedures

Tier II/Targeted Interventions 5-15%

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

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5-15 Tier II/Targeted Interventions

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

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Tier I/Universal Interventions 80-90%

• All student
• Preventive, proactive

Academic Systems

Behavioral Systems

80- 90% Tier I/Universal Interventions

• All settings, all student
• Preventive, proactive

How are you organized to support MTSS-B?

• Tier I Team (behavior, academic)
• Tier II Team (behavior, academic)
• CICO Coordinator(s)
• CICO Facilitator(s)
• Back-up CICO Facilitator(s)

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

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

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

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Targeted/Tier II Behavior Supports

• Must prompt and teach new/alternative behavior
• Can be modified based on assessment (i.e., function of behavior)
• Continuous monitoring (data-used for decision making)
• All staff are informed of the details of the interventions
• Orientation materials provide information for staff/ substitutes who have students using the intervention

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12

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

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INAPPROPRIATE

• Serious or violent behaviors/ infractions
• Extreme chronic behavior

(8-10+ referrals)

• Require more individualized support
• functional assessment
• wrap around services

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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

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)

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(March & Horner, 1998)�

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)

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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)

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

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

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An Example:�https://www.youtube.com/watch?v=GMo5aAm2rVw �

CICO in Action: What did you notice?�

�

http://www.youtube.com/watch?v=f8Jhy_LxWDk

Critical Features

• Intervention linked directly to school wide � expectations and/or academic goals.�
• Intervention continuously available for student � participation.�
• Intervention is implemented within 3-5 school � days of determining the student is in need of � the intervention�
• Intervention can be modified based on � assessment and/or outcome data

Critical Features (continued)

5. Intervention includes structured prompts for what to do in relevant situations.�
6. Intervention results in students receiving positive and/or corrective feedback from staff.�
7. Intervention includes a school-home communication exchange system at least weekly.

Critical Features (continued)

8. Orientation process and introduction to materials � is provided for students as they begin the � intervention�

9. Orientation to and materials provided for staff/� sub’s/volunteers who have students using the � intervention. Ongoing information shared with � staff.�

10. Opportunities to practice new skills are provided � daily.

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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

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Insert and Share Copy of Your School’s DPR

Explain your DPR Rating System

SWIS: 3 point system (2,1,0)

• Define points (for example)
• 2 = Got it: Met expectations with positive behavior with no more than one reminder during a period
• 1 = Getting there: Needed 2-3 reminders/corrections during a period
• 0 = Still trying: Needed 3 or more reminders or corrections during a period

How is CICO Different Than Other “Behavior Card” Interventions

• CICO is implemented within a School-wide System of Behavior Support; whereas, Behavior Cards are typically individual classroom interventions
• 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!

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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).

What does this mean for me?

• Use the following resource to include information that is relevant to share with your staff.
• Refer to the MTSS-B Team Workbook and Resources pages 11-17 for
• Teacher supports (scripts) and use of Snapshots for Behavior Specific Praise and Error Correction (share)
• Student Training (optional)
• Parent/Guardian Support (optional)

A bit of research…

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

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• More positive reinforcement for appropriate school behaviors is needed

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

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

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• Reduces the need for engaging in time consuming disciplinary measures

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• Creates positive interactions and rapport with students

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

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(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

Identifying Students in Need

Be efficient: Use existing data sources to identify many students who need Tier II supports …

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Student Enrollment

• Decision rules for access
• Develop a Request for Assistance (RFA)
• Staff referral
• Parent referral
• Counselor referral
• Begin with a small sample of students
• Allows time to work through the process before scaling up

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Insert your School’s Decision Rules

• Classroom Managed (SWIS Minors)
• Office Managed (SWIS Majors)
• Attendance (if applicable)
• Nurse Visits
• Guidance Visits

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Insert and Share your Request for Assistance (RFA)

Insert Process in your school

• Decision made for student to receive support through CICO (data, referral)
• Coordinator communicates with Parent/Guardian, Teacher(s), and student (start date, goal, reinforcers, etc.)
• Coordinator provides training to student

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Insert Process in your school

• CICO begins
• Students check-in and check-out
• Students receive feedback from teacher(s) and scores on DPR for designated periods throughout the day
• Parents/guardians provide daily feedback to students
• Targeted/Tier II team progress monitors student progress towards goal and makes data-informed decisions about CICO for groups of students
• Coordinator/Team shares data with staff regularly

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Team Data monitoring

• Student level
• Daily percentage of points earned
• Use for decision making (continue, modify, intensify, fade) 80% = success

Data-based team progress monitoring

Progress monitoring data are necessary to answer important questions:

• Is the student making progress towards the goal?
• Is the intervention effective for most of the students receiving the intervention?
• Is the intervention being implemented with fidelity?

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Consideration for Teams

• Please use the following 3 slides at your discretion. You may want to just let staff know that you will make decisions to fade, continue, intensify based on progress monitoring data or you may want to use these slides and customize them to reflect the process in your school

DATA-INFORMED TEAM DECISIONS: �FADE�CONTINUE�INTENSIFY

Fade

• If student has met graduation criteria consider:
• Graduation celebration! Then…
• Checking in less frequently (i.e. every other day, or less times throughout the day, etc.)
• Move to student self-monitoring
• Student Leader- help the adults to check-in and check-out students
• Mentoring other students (student leader)
• Share story to key stakeholders

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Continue

• If student has NOT met graduation criteria (and further CICO could result in success), consider:
• Keeping the student in CICO
• Caution: Avoid leaving students in CICO without fading or intensifying for too long of a period of time.

Intensify

• If student has NOT met graduation criteria (and further CICO with no modifications would NOT result in success), consider:
• Adding an additional CICO time throughout the day
• Letting student bring a friend to check-in and check-out
• Student choosing specifically who he/she will check-in and check-out with
• Check in for a few more minutes (be careful here of getting too close to a mentoring model)

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What questions do you have for us?