ARIZONAMulti-Tier Behavior Support

Tier 2 & Continuing Tier 1Chris Borgmeier, PhD

Portland State Universitycborgmei@pdx.edu

www.tier2pbis.pbworks.com

Team Sharing SHOW & TELL

Review SW-PBIS Implementation

TIPS meeting process

◦ Successes◦ Surprises◦ Challenges/Questions

Who is Responsible?Action Person Responsible

Reserve Room FacilitatorRecruit items for Agenda FacilitatorReview data prior to the meeting

Data Analyst

Reserve projector and computer for meeting

Minute Taker

Keep discussion focused FacilitatorRecord Topics and Decisions on agenda/minutes

Minute taker

Ensure that problems are defined with precision

Facilitator

Ensure that solutions have action plans

Facilitator

Provide “drill down” data during discussion

Data Analyst

End on time FacilitatorPrepare minutes and send to all members

Minute taker

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Where in the Form would you place:

1.Staff will complete weekly fidelity checks

2. Three students are not meeting daily CICO goal

3. Parents are not signing CICO home report

4.ORF scores are too low for third graders

5. Plan for school board report

Go to www.pbisassessment.org Enter your school code

Reference the MATT handouts to guide you through questions◦ Coaches Interview Guide (pp. 2-5)◦ Team Scoring Guide (pp. 6-10)

Enter scores into www.pbisassessment.org

Complete the MATTSelf-Assess Tier 2/3

Tier 2 InterventionsCheck-In/Check-Out (CICO)

Chris Borgmeier, PhDPortland State University

cborgmei@pdx.edu

www.tier2pbis.pbworks.com

CICO within School-wide PBIS All specialized interventions are more

effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.

SCHOOL-WIDE POSITIVE behaviorSUPPORT

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

5%

Check-In/Check-OutResearch Support

Pre schools 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 Evidence-Based

Practice

1. At least 5 peer reviewed studies

2. At least 3 different researchers/settings

3. At least 20 different participants

OREGON2011-12CICO-SWIS

TIER 2

CICO-SWIS IN OREGON2011-12

Schools StudentsElem 114 2001MS 35 674HS 1 33

Pre-8th 6 97Others 1 66TOTAL 157 2871

>=80%

Elem 1750MS 510HS 20K-8 78

Other 57TOTAL 2415

Over 84% of CICO

students succeeding!

What constitutes a Tier 2 Intervention?◦ An intervention that:

Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time

Students can get started with almost immediately upon referral

Requires almost no legwork from referring staff to begin implementation of the intervention with a student

All school staff know about, understand their roll with, and know the referral process for

◦SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires

significant organization by referring staff… it’s not a targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

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 Flexible intervention based on assessment

◦ Functional Assessment Adequate resources (admin, team)

◦ weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making

Major Features of Targeted Interventions

Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why does CICO Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior

incorporate academic support Linking school and home support

Provide format for positive student/parent contact Program is organized to morph into a self-management

system Increased options for making choices Increased ability to self-monitor performance/progress

Why does CICO Work?

Student Referred for CICO

CICO Plan/ Initial Meeting

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Progress Monitoring

Meeting

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

Logistics for Setting up a CICO program

1. Faculty and staff commitment Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?

More than 5 students need extra support CICO is designed to work with 10-12% of kids in a school CICO typically “works” (50% reduction) with 67% of

students. CICO does NOT replace need for individualized supports.

Activity 1:a) Assessment of need (ODR rates, staff

assessment)b) Readiness:

Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80)Is there faculty commitment to work with tougher kids?Are in-school resources available to implement?Are district resources available to support start-up?

c) Team to manage CICO• Administrator; CICO Coordinator; Check In/Out staff

member(s), behavior Specialist (e.g. SPED/SPSY), Teacher

Complete the CICO Self-Assessment & Identify Actions for improved implementation

Check In & Check Out: Planning

Logistics

http://www.youtube.com/watch?v=UqMdy5-OSlQ

BEP/Check-in Check-out Cycle

Weekly CICO Meeting9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO Morning Check-In

•Check student “status”•Review home card•Provide Daily Progress Rpt•Greet and praise

Teacher Checks•Student give card to teacher•Teacher praise/ prime•Provide Daily Progress Rpt•Greet and praise•End of class feedback

Logistics: Check-In 5. Morning Check-in Routine

Teaching students when, when, how Teaching check-in coordinator

Assess Reward provided for checking-in; breakfast treat, etc. Set-up or Redirect

6. Teacher Check-in/Check-out Routine Teaching staff/faculty

Reward Set-up for success, positive momentum Evaluation

Activity 5:a) Identify Check-in staff & locationb) Define Check-in routine & how to train check-in

staffc) Teacher check-in/check-out routine defined

CICO CoordinatorLeading Systems Implementation

Coordinator Chair CICO meetings, faculty contact, improvement

Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk

Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services

All staff commitment and training Simple data collection and reporting system.

Organization and Structure

WHAT FITS YOUR

SCHOOL?

Combining these roles/

responsibilities across

multiple staff or not?

CICO Coordinator: Selection Criteria and Considerations

1. Who would be a good coordinator?2. What duties/responsibilities will he/she have?3. Do we need to adjust schedules/time/

workload for this person?4. How will we train the coordinator?5. How will we evaluate the coordinators

effectiveness?6. Who will be our back-up coordinator?7. What steps do we need to take to accomplish

this?

CICO Coordinator Responsibilities

Establish rapport with students Provide training to all students before they begin

CICO Coordinate check-in and check-out

◦ Possibly do Check-in & check-outs Enter data daily (or monitor daily data entry) Organize and summarize student data for meetings Contact person for caregivers Process requests for assistance Lead meetings Problem-solve

CICO CoordinatorExamples Social worker Counselor Special Education

teacher Paraprofessional

Non-Examples Principal Classroom teacher Any individual

responsible for discipline

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

Plan for turn-over in the coordinator position Increasing sustainability

◦Document all procedures◦Active management from the leadership team

◦Write coordinator duties into a job description

◦Devote FTE to the coordinator position

Getting Creative: CICO Specialists

These individuals only do check-in/check-outs w/ students only (data and organization is the CICO Coordinator’s responsibility)

- School custodian- School office staff members- “Specials” teachers

Checking In & Checking Out:A good candidate is. . .

In the building everyday Available at the beginning and end of

each day Someone students like and enjoy being

around Enthusiastic Organized Positive

CICO Coordinator: Ensuring “Best Fit” & Fidelity

The effectiveness of implementation should be examined on a regular basisEvaluation Questions:1. Does the coordinator establish positive rapport with

students?2. Does the coordinator display effective behavior

management skills?3. Does the coordinator’s position allow all tasks to be

completed in a timely manner?4. Is the coordinator implementing the intervention with

fidelity? ◦ CICO Self Assessment, Benchmarks of Advanced Tiers, etc.◦ Integrate CICO implementation fidelity within a district evaluation plan

Roles & Responsibilities

2. Team available / Coordinator available

CICO Coordinator CICO Specialists (checking in & out w/ students

daily) Team (meets at least once every two weeks)Activity 2:

Plan CICO Roles & Responsibilitiesa) CICO Coordinatorb) CICO Specialist(s)

• Who is doing daily Check-ins & Check-outs?

c) behavior: Individual Student Systems Data Team meetings

• Training Day 2

Developing a Point Card

Use a School name, mascot, motto

◦ Sunshine Club◦ Hawk Report ◦ HUG – Hello, Update, Goodbye◦ CnC – Check-n-Connect◦ CICO – Check-In/Check-Out◦ BEP – behavior Education Program

Fit your Context:Make the program/card your own

Try to use 1 card for the program◦ Use common schedule if possible ◦ Use School-wide Rules

Keep it simple◦ Card needs to be quick & easy for staff to

complete◦ Card needs to be small (half sheet) & easy to

carry around

Point Card Guidelines

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 talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Too complicated…

Too many ratings

High School/Middle School Example

Example Middle School Point Card

Modifying CICO Younger children (K-1st grade)

◦ Less words, more pictures◦ More frequent checks during day◦ Earn rewards more often

CICO Home Report

Name: _____________________ Date: _____________

______ I met my goal today ______ I had a hard day

One thing I did really well today was:_______________________

Something I will work on tomorrow is: _______________________

Comments:

Parent/Guardian Signature: ________________________________________________________Comments:

Developing the Daily Progress Report Card

7. Daily CICO progress report card Same expectations for all Common schedule All staff taught rules for accepting, completing and

returning the card.

8. Home report process Can be same as progress card or a separate reporting

formActivity 6:

a) Daily Progress Report developedb) Home report routine developedc) Define how families will be informed of

process

Referral Process & Student Selection

Student Referred for CICO

CICO Plan/ Initial Meeting

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Progress Monitoring

Meeting

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

Request for AssistanceODR LevelFamily or Student requestCICO Coordinatorbehavior support team

Multiple office referrals◦ ID at-risk students at beginning of school year based on previous years

data◦ ID students based on cumulative ODR in school year

Referral◦ by teacher

Teacher Request for Assistance◦ by parent

Time to action:◦ 30 min to 7 days (goal is < 72 hours)

Identification and Referral

CICO: Who Qualifies

More than a minimum number of referrals Across several different settings Not dangerous to self/others Several minor referrals Adult attention is rewarding

Example behaviors

◦Disruptive◦Talks out◦Unprepared◦Talks back to

teacher◦Uses inappropriate

language

◦Tardy◦Defiant◦Refuses to do work◦Difficulty taking

turns◦Refuses to share◦Out of seat

Do Not Include:

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

• Disruption, defiance, fighting

• Caught with box opener

Richard• 5 referrals• From

playground• Defiance,

inappropriate language

John• 5 referrals• 2 from

classroom, 2 from hall, 1 from bus

• Disruption, defiance, tardy, harassment

SWIS: Referrals by Student

Start the year by reviewing last years data:

CICO can help to start the year off on the right foot

Referral ProcessOffice Discipline Referrals- Typically referrals are examined every 2

weeks in a team meeting (school-wide, CICO team, etc.)

- Set Decision Rules- Students with 2nd referral = TEAM REVIEW

- MS & Elem may have different criterion- Print out an individual student report (SWIS)

for each identified student to examine patterns (location, time, problem behavior, etc.)

Teacher Referral Process

Develop a system Teach staff how to use the system Provide verbal and written instructions on

the referral system Respond to referrals in a timely manner System must be efficient

Teacher Referral Process: Example

CICO Referral Process Considerations

1. How will we examine ODRs?2. How will we integrate academic data?3. How often?4. Is there other data that we will use for

screening?5. What criteria will be use to determine if the

student is appropriate for CICO?6. What will happen after we determine a student

is identified as needing CICO?

CICO Teacher Referrals:Guiding Questions

1. How will teachers refer students (form, email, etc.) & who will the referral go to?

2. What data is needed after the referral is received & who will gather it?

3. How will we determine if a student is appropriate for CICO?

4. How will we inform teachers of this process?5. What is our anticipated time frame for

examining and acting upon referrals?6. What will we do if a student does not appear

to be a good fit?

Student Screening & Request for Assistance

3. Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBS expectations Request for Assistance

Student finds adult attention rewarding Student is NOT in crisis.

Activity 3:a) Develop a Request for assistance

process defined.b) Define criterion for CICO support

(Decision Rules)

Initial Meeting Agreements/Contract

Student Referred for CICO

CICO Plan/ Initial Meeting

Teach/Role Play Skills

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly Progress Monitoring

Meeting

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

BASIC CYCLE

Check In Check Out (CICO)

Initial Meeting/ Agreements -Roles & Responsibilities -Teaching

How do you want to accomplish this?◦ Formal meeting? – other communication?

Needs before starting the program◦ Parental permission◦ Student agreement◦ Clear understanding of the program & agreement to

individual Roles/ Responsibilities Parents Student CICO Coordinator or Specialist(s) Teacher/Staff?

Initial “Meeting” / Communicating Agreements

Owls Club tri-fold brochure

Inside of brochure

Roles & Responsibilities School team

◦ Identify students who may benefit◦ Monitor implementation◦ Evaluate effects and modify/fade as needed

Coordinator◦ 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

Be interested, encouraging & supportive

Identify Incentives your child can earn at home for performing well on CICO (daily &/or weekly)◦ 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◦ 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

Parent: Role & Responsibilities

Agreement to succeed◦ Student: Student chooses to participate◦ Parent◦ CICO coordinator◦ Teachers

Contract may be written or verbal◦ Better if written

Contract/Agreement

Teach program logistics◦ Responsibilities: Student, Teacher, Coordinator◦ 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

Teaching CICO to Student

Agreements & Teaching Student Program and Expectations

4. Establishing Agreements & Communicating Roles & Responsibilities

Permission to Participate Communicating Roles & Responsibilities

Parent, Student Teaching Student Program Logistics Teaching Student Expected behaviors & Point CardActivity 4:

a) Develop a plan for communicating agreements, roles & responsibilities w/ parent & student• Will you hold an initial meeting? Develop a

contract?b) Identify how student will be taught program

logistics & behavioral Expectations

BEP/Check-in Check-out Cycle

Weekly CICO Meeting9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Student Recommended for CICO

Afternoon checkout•Review day•Retrieve card•Send copy to family•Record points in SWIS•Provide incentive if earned

Home Check•Student give card to parent•Parent praise/ prime•No negatives•Parent signs

Levels of Rewards:o Reward student for:

• Checking-In positive adult interaction & a breakfast snack?

• Checking-out & turning in daily progress card positive adult interaction & bonus point on card or a piece of licorice?

◦ Earning points & making goal Make sure rewards are feasible & valued Might start with daily rewards for success… then

fade to turning in points earned

Rewards

Points Required

Wants attention Wants item/activity

Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrinciples recess

Trip to treasure chestChoose a snackChoose a 5 min. activitySchool wide stickerPrinciples recess

Computer time by self

Short breakAlternative activity

250 pts Computer with a friendExtra sharing time

More time for selected activityFree ticket to sporting event

Time aloneIndependent work space

Alternative assignment

400 pts Out to lunch with TBA Class recess, free time, or popcorn party

New school /art supplies

Get out of school early

CICO Trading Post

Maintaining Consequence

Wants Attention Wants something Wants to escape attention

Wants to avoid something

100 ptsComplete assignment with a peer

Chose order of class activities

Choose a snack / tangibleChoose a 5 min. activity

School wide reward card

Computer time by self

Work in separate part of room

Short break

Alternative activity

250 pts Class teaching assistant for a period.

More time for selected activityFree ticket to sporting event / dance / etc.

Time aloneIndependent work space

Alternative assignment

400 pts Lunch for peer and student for FREEClass reward: free time, or pizza party

New school /art supplies

Get out of school early

CICO Trading Post

Logistics: Check-Out

9. Afternoon Check-out Routine Identify Check-out Staff, Location & How to Check-out Teach Check-out staff to collect data, acknowledge

success, encourage improvement. Consider self-recording system for older students

10. Trading menu Reward for collecting and turning in daily progress

card Reward for meeting daily goal Exchange system for points earned

Activity 7:a) End of day check-out routine, location, staff

defined.b) Plan Rewards for: Check-in & out; meeting goal, etc.

Data Systems & Tracking Progress

An effective Data System is CRITICAL

Highly recommend CICO-SWIS◦ www.swis.org◦ Additional $50/year with SWIS account◦ Cannot get CICO add-on without having SWIS account

Alternative = managing excel spreadsheets◦ Gets challenging with many students◦ CICO Coordinator must have substantial expertise in

Excel

Data System CICO-SWIS

Identify who will enter the data daily◦ CICO Coordinator or CICO Specialist◦ Train in CICO-SWIS accordingly & provide w/

account passwords

Can show student updated graph during check-out

Daily Data Entry

SWIS-CICO ReportDaily Points Graph

Logistics for Setting up a CICO program

11. Collecting, summarizing and using data

Daily updates Coordinator does regular data checks to make sure

data is being entered promptly & correctly

Activity 8:a) Process for collecting, entering, summarizing

and reporting data is defined

What happens after they are on CICO?

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

SWIS-CICO ReportDaily Points Graph

Things Are Going Well… What Now? The GOAL is always to “Graduate” students

from our supports or Fade supports◦ Do so gradually & Support the Transition

1) Increasing student responsibility Transition into a Self-Management/ Self-Monitoring

program

2) 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. Expected behaviors stay the same2. Reinforcers stay the same3. Student checks in same amount of times4. Student monitors behavior using CICO card5. Plan for teaching accuracy in monitoring

Transition to Self Monitoring1. Student and teacher record separately2. Compare records; reinforce accuracy3. Over time, compare less often4. Reinforce appropriate behavior only5. Periodically reinforce accuracy

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 non-examples◦ When program begins, Lucy’s teacher goes over examples and non-

examples

◦ First week: Lucy and teacher monitor and compare records Teacher provides acknowledgement and feedback based on accuracy Ratings agree 95% of time

◦ Second week 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

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

After “Graduation” from CICO

CICO: Fading Supports

12. Fading Supports for Successful Students◦ Transition to Self Management program◦ Continued monitoring & celebrations for “Grads”

13. Substitute Teacher routine◦ How to inform and orient new teachers

Activity 9:a) Define self-management process.

• Use card, but no teacher review• No, card, but still check in

b) Substitute teacher orientation materials

All Staff Orientation to CICO

Communicating with Staff Provide an introduction to CICO and the

referral process at a staff meeting Sample PowerPoint presentation

available Communicate:

◦Description of CICO◦Why it is important◦Roles & Responsibilities◦Rating the Point Card◦Importance of being positive

Roles & Responsibilities School team

◦ Identify students who may benefit◦ Monitor implementation◦ Evaluate effects and modify/fade as needed

Coordinator◦ 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

CICO: Staff-wide Training/ Orientation

14. Provide training to all staff on CICO◦ School-wide system = train ALL staff

Rationale Roles & Responsibilities How to score the point card

◦ Identify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetings

◦ Provide ongoing updates to staff re: CICO implementation & outcome dataActivity 10:

a) Develop Staff Training/Orientation to CICOb) Develop a plan for training assistants &

duty staff

Potential Pitfalls 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 up

Student continues to receive feedback from teacher◦ Self monitoring◦ Computerized system

Student isn’t checking in or out◦ Determine reason◦ Identify preferred person to check in/out with◦ Is this component needed?

Develop CICO System◦ Referral process◦ Initial meeting & Agreements/contract◦ Check-In - procedures & personnel◦ Check-Out – procedures & personnel◦ Develop Point Card◦ Rewards menu & process◦ Data System & Data entry (training & personnel)◦ Plan for fading/graduating◦ Training for Staff

Pilot Implementation

Tasks