Tier Two at CFMS Check-In/Check-Out (CICO)

Adapted from Rob Horner, et al

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.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

Individualized*Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Major Features of Targeted Interventions 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 Home/school linkage Flexible intervention based on assessment

Functional Assessment Adequate resources (admin, team)

Bi-weekly meeting, plus focus each week on data Student chooses to participate Continuous monitoring for decision-making

CICO Flow ChartChippewa Falls Middle School - Tier Two Committee Members: Liz Pukrop, Jerim DesJarlais, Mary Baldeshwiler and Caryl Kidd

Tier Two Check-In Check-Out (CICO) Flow Chart

Student with need identified based on at least one of the following decision making rules:

Two ODRS for same behavior or three ODRS for any behavior

Teacher nomination form Grades

All completed nomination forms need to go to Liz (Tier Two Coach) for PST/Tier Two team for approval

Problem Solving Team Meeting determines who the CICO Manager will be for the identified student

CICO Manager responsibilities include:

Greet student at the beginning and end of the day Send DPR summary form home with student Give DPR to Registrar (mailbox or directly) Attend parent meeting if CICO isn’t effective to help

determine next steps

Tier Two Team responsibilities include:

Mailing home parent introduction letter and Frequently Asked Questions document to start intervention

Update the PLP tab

Tier Two Committee meets bi-weekly to review progress

Tier Two Committee mails progress letters at progress report time and end of quarter

Goal for graduation from CICO is 80% for four straight weeks

Plan is to get students to self-manage Estimated time on CICO varies for each student

Data and feedback from Problem Solving Teams will determine whether students: continue, add, change, or monitor (graduate) CICO

Assistant principal notifies team of decision

Student begins Check-In/Check-Out Registrar sets up CICO in Infinite Campus Registrar enters data from Daily Progress Report at

least weekly

If not approved, more Tier One interventions are needed and this process stops here.

If approved, continue with next steps on flow chart

Teacher Nomination Form Teacher Nomination Form

Student Name: ___________________________________ Grade: _____________

Team/Referral Person: ______________________________ Date: ________________

Does the student have an IEP? (Circle one) yes no

What is the foremost concern for the student? (Circle one)

Externalizing Behavior Internalizing Behavior Academic

Is this student failing classes? (Circle all that apply) Yes No

Science Social Studies Math

Reading English Other ________________

Check all of the classroom interventions you have tried:

___Pre-teach/re-teach behavior ___Review Matrix

___Pre-teach/re-teach concepts ___Working Lunch (7th & 8th grade)

___Behavior Contract ___Fix It Plan

___Self-removal pass ___Fidget toy, wiggle seat, ball chair

___Verbal/visual cue system ___Quiet study carrel/area

___Use notes on quizzes/tests ___Preferential seating/assigned seat

___Review agenda book organization ___Conference with parent/guardian

___Other_____________________________________________________________

Which strategies have been successful?

Possible cause(s) of behavior:

___Power/Control ___Attention

___Acceptance/Affiliation ___Expression of self

___Protection/Escape/Avoidance/Lack of Skill ___Gratification

___Justice/Revenge

*****Please attach the Middle School RTI Tier I Log and Classroom Behavior Log. Return to Liz Pukrop.

Action taken by PST/Tier II team: Referred back for more Tier I interventions. Recommended for CICO, start date: _______

Building the Basic Cycles Morning Check-in Routine

Teach students when, where, how Check-in Check-Out manager

Assess – doing okay today? If not, send to counselor… Reward – with a Cardinal Credit Set-up – (encourage) or Redirect (let’s do better in …)

Afternoon Check-out Routine Teach students when, where, how Check-in Check-Out manager

Reward – Cardinal Credit (can be individualized) Set-up for success, positive momentum Evaluation – daily points and percentage, summary form

Daily Progress Report

Name ____________________________________________ Date _____________ Grade ______

0 = multiple reminders 1 = few reminders 2 = met expectations

Goal: _________% Today: _________% Total Points _______ / 80

Be Safe

Be Respectful

Be Responsible

Be Productive

Total Initials Teacher Comments

1st

0 1 2 0 1 2 0 1 2 0 1 2

2nd

0 1 2 0 1 2 0 1 2 0 1 2

3rd

0 1 2 0 1 2 0 1 2 0 1 2

4th

0 1 2 0 1 2 0 1 2 0 1 2

5th

0 1 2 0 1 2 0 1 2 0 1 2

6th

0 1 2 0 1 2 0 1 2 0 1 2

7th

0 1 2 0 1 2 0 1 2 0 1 2

8th

0 1 2 0 1 2 0 1 2 0 1 2

9th

0 1 2 0 1 2 0 1 2 0 1 2

10th

0 1 2 0 1 2 0 1 2 0 1 2

Chippewa Falls Middle School Check-In / Check-Out Daily Progress Report

Daily Summary Form

Daily Progress Report Summary

Date ______________

Name: ______________________________

My goal: ___________________%

Today I earned: ______________%

Parent Signature: _____________________

Friday Summary FormDaily Progress Report Summary

Week of ______________ (Friday)

Name: _________________________________________ Date: ______________

My goal is __________% Today I earned ______________%

Something I did well this week was: _________________________________________________________________

______________________________________________________________________________________________

Something I may need to work on next week is: _______________________________________________________

______________________________________________________________________________________________

Comments: ____________________________________________________________________________________

______________________________________________________________________________________________

Parent/Guardian Signature: _______________________________________________ Date: _________________

Comments: _____________________________________________________________________________________

Progress Letters from Tier TwoChippewa Falls Middle School

Date_______________

Student Name______________________________

Grade____________________

Dear _______________________________

As you know, your child has been participating in the Check In/ Check Out (CICO) program here at the Chippewa Falls Middle School. The purpose of this letter is to inform you that your child has graduated from the program. You can see by the enclosed graph of your child’s progress that he/she has met his/her goal consistently. At this time, your child no longer needs to participate in Check-In/Check-Out. However, if the need arises in the future, CICO may be revisited. If you have any questions about this graph or about our Check In/ Check Out (CICO) program, please feel free to give me a call at (715)726-2400. Thank you very much for your continued support. Sincerely, CICO Manager

Cc: File - Monitor

Staff Resource Website http://cfsd.chipfalls.k12.wi.us/middle/staffres

ources.cfm Hard copies in each office

Daily Progress Reports (point sheets) Daily Summary Forms Teacher Nomination Forms

Why does CICO work?

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, and

sets up successful behavioral momentum.

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 Cardinal Credit) 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

Logistics for Setting up a CICO program 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” with 67% of students. CICO does NOT replace need for individualized supports.

Team available Team leader CICO manager (morning, afternoon) Tier Two Team (meets at least once every two weeks)

Logistics for Setting up a CICO program School-wide PBIS in place

School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior

Process for identifying a student who may be appropriate for CICO

Student is not responding to SWPBIS expectations Request for Assistance

Student finds adult attention rewarding Student is NOT in crisis.

Logistics for Setting up a CICO program CICO Daily Progress Report (DPR)

Same expectations for all Common schedule All staff taught rules for accepting, completing and

returning the DPR.

Home report process DPR Summary Form for Monday – Thursday DPR Summary Form for Friday Progress letters from Tier Two Committee

Logistics for Setting up a CICO program Trading menu

Reward for collecting and turning in daily progress card (Cardinal Credit [CC])

Reward for meeting daily goal (CC) Exchange system for points earned (CC drawings each

month)

Collecting, summarizing and using data Daily updates – at the end of the day Regular review by problem solving team Referral to PST for individualized interventions.

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Building the Basic Cycles Trading Menu/ Process

Reward for collecting and turning in daily progress report information

Reward for meeting daily goal Exchange system for points earned?

Plan for the future: We want self-managers Embed self-management strategies as driven by the

data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day

Maintain AM and PM times for awhile Manage own CICO account

More on self management in the future…..

Summary Targeted interventions

Highly Efficient, structured support CICO is one option

Assess for whom it will work Enlist whole faculty involvement