MBI CHECKIN CHECKOUT Tier II Intervention September 27

MBI CHECK-IN CHECK-OUT Tier II Intervention September 27, 2012 Susanna Graves Denise Des. Jarlais Contact Information: gravessusanna@gmail. com denisedesjarlais 3@gmail. com

CHECK-IN CHECK-OUT • • • Acknowledgment to: Susan Barrett, pbis. org Marla Dewhirst, pbisillinois. org Tim Lewis, Lori Newcomer pbismissouri. org Responding to Problem Behavior in Schools, Deanne Crone, Leann Hawken, & Rob Horner

Expectations Rules Be Respectful. Silence cell phones Listen to others attentively Contribute where possible Save talking with your neighbor/s until team time. Be Responsible Take turns Return promptly after breaks Make yourself comfortable & take care of your needs Address question/activity in group time before discussing “other” topics Use Action Plan throughout the day Ask questions Be an active participant Be Prepared

8: 00 – 8: 30 – 10: 15 AGENDA Check-In & Continental Breakfast Welcome & Introductions Elements 1, 2 & 3 10: 15 – 10: 30 Break 10: 30 – 11: 45 Video, Elements 4 & 5 11: 45 – 1: 00 Lunch on Your Own 1: 00 - 2: 30 Elements 6, 7 & 8 2: 30 - 2: 45 Break 2: 45 – 3: 30 - 4: 00 Elements 9, 10 & 11 Questions, Evaluation Forms

Today’s Goals • Understand the readiness & responsibilities of implementing the Tier II System of Check-In Check-Out • Define and apply the critical elements of CICO process • Create and design Tier II CICO System for your school • Use data for decision making and progress monitoring with Tier II team meetings

Using your Resources for Team Planning • Overview • Workbook – activities (yellow) –Action Plan (green) –forms (blue) • Resources –materials with examples/products on DVD • Time for Action Planning –after each element of the system • Team Goal: To complete CICO Action Plan

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% ~15% SOME Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ALL ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

CICO within School-Wide MBI • All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation. • High-quality academic instruction by itself can reduce problem behavior – Content match with student success level – Frequent opportunities to respond – Active engagement of students

Think Of It Like This… DATA Supporting Decision-Making PRACTICES Supporting Students SYSTEMS Supporting Staff

Assessing Need How do you know if you need a Check-In Check-Out program? • Attendance – 95% of students attending school? –What are the absentee patterns? • Academics – 85% academic benchmarks? • Social – 85% of your students with 0 -1 ODR? (location, problem behavior, time of day? ) How many students have 3 -7 ODRs?

Assessing Need Are you ready for Tier II System interventions? Effective & proactive SW system in place with sustainability plan • Implementation Data: TIC, SAS, SET, BOQ, BAT • Student Outcome Data: ODRs, Classroom Self. Assessment, Walk-Throughs, Academic data Team-based problem solving • Team: administrator, coordinator/data entry • Time Local (on-site) behavioral capacity • FBA support • Differentiated Instruction

CICO Readiness Self-Assessment Work Group Activity #1: Complete the CICO Readiness Self-Assessment

Student Recommended for CICO is Implemented Morning check-in Parent feedback Regular teacher feedback Afternoon check-out • MBI CICO RFA • ODR (MBI Team) • Parent recommendation • Administrator recommendation • CICO Coordinator

Morning check-in Parent feedback Regular teacher feedback Afternoon check-out Feedback Teacher Feedback Afternoon check-out Parent • Morning Check-in Student Set schedule for comes Parent to feedback coordinator report – Student comes to coordinator at – start Coordinator of class point Parents Reviews cardprovide Student givesgoes card home to teacher Coordinator • Reviews home note End of class positive/ neutral Provides • Gives point card Teacher provides feedbackpoints feedback/acknowledgements • Reviews expectations based on Parents behavioral sign • Prepares home report Sets positive tone expectations report • Records Provides missing materials if day Providespoints verbalfor positive needed feedback

Student Recommended for CICO is Implemented • CICO Coordinator summarizes data for decision making Morning check-in Parent feedback • Request for Assistance • ODR (MBI Team) • Parent recommendation • Administrator recommendation Regular teacher feedback Bi-weekly coordination Meeting to assess student progress Afternoon check-out Revise program Fading to Exit program

Positive Behavior Interventions & Supports: A Response to Intervention (Rt. I) Model Tier 1/Universal School-Wide Prevention Systems & Assessment Classroom Systems Tier 3/ Competing Behavior Tertiary nt er ve Int nt (Behavior and me ss se Daily Progress Report (DPR) ion Tier 2/ Secondary As ODRs, Attendance, Tardies, Grades, DIBELS, etc. Academic Goals) Pathway, Functional Assessment Interview, Scatter Plots, etc. Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Checkout (CICO) Social/Academic Instructional Groups (SAIG) Group Intervention with Individualized Feature FACTS – Functional Assessment Checklist for Teachers & Staff Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound

Blank Tiers II & III Reverse Triangle Work Group Activity #2: Complete the Tiers II & III Reverse Triangle Exercises

Check-In Check-Out Overview Relatively easy & quick to implement for up to 5 -15% of all students. Description: • Each coordinator checks in and out with 8 to 10 students • Intervention is the same for all youth • Same check in and out time • School-wide behavioral expectations as goals • Goals are same for all students • Rating is the same for all students • Same Daily Progress Report (DPR) • Daily performance data used to evaluate progress

Critical Features of CICO • • • Consistent with school-wide expectations Rapid access to intervention (72 hr) Intervention is continuously available Regular feedback and reinforcement from staff Very low effort by teachers Positive System of Support – Families, Staff, & Students agree to participate – Families, Staff, & Students are trained & engaged Implemented by all staff in a school Continuous monitoring for decision making based on data Flexible intervention based on assessment – Needs identified by data Adequate resources allocated (administration, team) – weekly meeting

Why does the CICO work? • Improved structure – Positive prompts throughout the day for correct behavior – System for positively linking student with at least one adult • Increase in contingent feedback – Feedback occurs more often and is tied to student behavior – Inappropriate behavior is less likely to be rewarded • Elevated reward for appropriate behavior – Adult and peer attention • Linking school and home support • Organized to morph into a self-management system

Research Support • Preschools 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

How is CICO Different Than Other “Behavior Card” Interventions • A targeted intervention implemented within a School-Wide System of Behavior Support – Behavior cards typically classroom interventions • Implemented in all settings throughout the school day • All teachers and staff are trained • Students identified proactively & receive support quickly • Team uses data for decision making to determine progress

Getting CICO Started In Your School

Is My School Ready to Implement a CICO System? From Readiness Self-Assessment, do you have the necessary structure in place to move forward? • Administrative support – Time & money allocated – CICO implementation a top priority • School-wide (including classroom) system of behavior support in place • Staff support for implementation of the CICO • Accurate data for problem-solving

Is My School Ready to Implement a CICO System? • Local (on-site) behavioral capacity – Functional assessment-based behavior support – Differentiated instruction and curricular adaptations • No major changes in school climate – e. g. , teacher strikes, administrative turnover, major changes in funding

Readiness Are you willing? Administration and core group of staff who have: • Willingness to study existing system, and the effectiveness of current Tier I MBI programming • Willingness to use progress monitoring tools to track fidelity of program and impact on student behavior/skill acquisition

Resources: Time and Money • 8 -10 hours per week for CICO coordinator • CICO forms • School supplies for CICO participants • Reinforcements for CICO participants

CICO Action Plan Your guide to organizing and establishing systems for CICO Action Plan for CICO

How Do You Build Student and Staff “buy-in” for the CICO? • Give CICO program a high profile in your school • Promote CICO as positive support not punishment • Collaboratively involve referring teachers in CICO process • Provide regular feedback to staff, students, and families

Team Identified Considerations: Who should serve on team? Subset of Tier 1 Team? Student Services or Problem-Solving Team? Who should coordinate? counselor, teacher assistant, behavior specialist, SRO One or two people? How will time/roles be allocated?

CICO Team has Administrative Support • Administrator willing to dedicate time for: – Identifying team members – Attending meetings – Data entry – Program coordination (staff, students, families) – Program implementation & monitoring

MBI Tier II Team Attend weekly or bi-weekly meetings Contribute to decision making for CICO students Help conduct “Orientation to CICO” meetings Gather supplemental information Contribute to student/staff development workshops • Contribute to feedback sessions • Complete any assigned tasks from CICO meeting • • •

MBI Tier II Team Identified • Who is on your MBI Tier II team? – Members familiar with CICO and data-based decision making • How often will you meet? – Time for meeting at least 2/month set aside • What is your timeline for implementation? • Marketing plan for getting started? – Getting teacher buy in • TIPs Tier II meeting agenda used to guide process • Identify roles and responsibilities • How many kids will start? • Coordinator identified Considerations: CICO team subset of existing team, newly formed team?

1. Coordinator Identified • Take care of CICO requests for assistance • Lead morning check-in/afternoon check-out • Maintain CICO data on spreadsheet/SWIS daily • Organize and maintain records/reports • Create graphs for CICO meetings • Gather supplemental information for CICO meetings • Prioritize CICO students for team meetings • Has a backup plan/person designated in case of absence.

Characteristics of an Effective CICO Coordinator • Flexibility within job responsibility (e. g. , counselor, educational assistant, behavior specialist) • Positive and enthusiastic • Someone the students enjoy and trust • Organized and dependable • Works at school every day

CICO Workbook Handouts • Elements #1 – Coordinator identification – 1. Activity #3 – Action Plan – 2. CICO Coordinator Job Description – 3. CICO Coordinator Training: Suggested Topics

Work Group Activity Complete Element 1, Activity # 3 of the Action Plan in your workbook.

2. CICO Routine Decisions for creating the routines of a CICO program. Effective & proactive school-wide system in place with sustainability plan

CICO Routine Develop Program Manual (including program name) • Description of program • Decision Rules – For starting a student – For reviewing a student – For fading/exiting a student • Define students who would do well in the program • Develop referral process for parents, staff, and students

CICO Routine • Define teacher, parent & student participation • Develop, and schedule training for substitute teachers, volunteers, staff, all students, CICO students and parents/guardians of CICO students • Decide if your program will collect baseline data for decision making

CICO Routine Appropriate location: • Students will need a place to “check-in” each morning and afternoon. -Do students check in and out at different places? Or same place? -Will there be a central location or multiple locations? Or will the coordinator use a CICO cart to go to the student?

Develop Plan for Students Who • Need to arrive early or be dismissed early at the end of the day • Students who use bus, walk/bike, or car riders

Program Name What’s in a name? • Behavior Education Program – Daily Progress Report • Kennedy Card Program – Kennedy Card • Hello, Update, & Goodbye (HUG program) – Hug Card • Student Leadership Academy– Leadership Skills Training

Plan for the Future • Planning for success • How does student move off CICO? • Adding self-management options to CICO • Moving from CICO to individualized behavior support. • Functional behavioral assessment • Comprehensive behavior support • Extending CICO to playground, cafeteria, bus area

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

Types of Student Outcome Data used to progress monitoring and assess for transition… • • Points earned on Daily Progress Report (DPR) Reduction in ODRs Attendance improvement Reduction in In-School Suspensions Reduction in Out-of-School Suspensions Improvement in grades Reduction of tardies

CICO Workbook Handouts • Element #2 – Routine – 1. Activity #4 – Action Plan – 2. CICO Sample Checklist – 3. CICO Baseline Data Collection Tool

Work Group Activity Complete Element 2, Activity #4 of the Action Plan in your workbook.

3. DPR – Daily Progress Report Point Card System Same card for all students, use SW expectations, age appropriate, positively stated, teacher friendly • Determine behavioral expectations – School-wide expectations – Academic vs. behavioral expectations • Expectations stated positively • Range of scores vs. dichotomous scoring – Rating scales should be age appropriate • Teacher friendly – circling vs. writing & place for teacher initials – consistent expectations vs. individual expectations • Data easy to summarize and determine if goal is met

DPR - Designing Daily Progress Reports Same card for all students, use SW expectations, age appropriate, positively stated, teacher friendly • Range of scores vs. dichotomous scoring – Rating scales should be age appropriate – Scale is either 0 -2 or 1 -3 – Number of check-ins are set – Total points possible are identified • Teacher friendly – circling vs. writing & place for teacher initials – consistent expectations vs. individual expectations – Point cards are copied and readily available for students everyday • Data easy to summarize and determine if goal is met

Daily Progress Report (DPR) and System Considerations: *Caution with Using “Behavior Card” or “Behavior Plan” *Instructional Support Card *Will your school use CICO-SWIS? - Refer to CICO-SWIS Readiness Checklist • Up to 10 check-in periods • Up to 5 expectations (SW Expectations) • A three-point rating scale

Daily Progress Report Consistent with SW Expectations CICO Record Name: ______________ Date: _______ 2 = great 1 = OK 0= hard time Safe Responsible Respectful Check-In 2 1 0 Before Recess 2 1 0 Before Lunch 2 1 0 After Recess 2 1 0 Check-Out 2 1 0 Today’s goal Comments: Today’s total points

Daily Progress Report

Point Sheet Name: Date: Morning Work Reading Math Afternoon 3 2 1 Say nice things or no things to other people. 3 2 1 Follow adult directions the first time. 3 2 1 Keep my hands, feet, body and objects to myself. Goal met?

HAWK Report Date ____ Student ________Teacher__________ Be Safe 0 = No 1= Good 2= Excellent Keep hands, feet, and objects to self Be Respectful Use kind words and actions Be Your Personal Best Follow directions Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 Class 0 1 2 Recess 0 1 2 Class 0 1 2 Total Points = Points Possible = Today _______% 50 Teacher initials Working in class 0 1 2 Goal _______%

POINT SHEET Name: _________ Date: _______ = 2 points = 1 point = 0 points GOALS Keep my hands, feet, body, and objects to myself. Say nice things or no things to other people. Follow adult directions the first time. Morning Reading Points received________ Points possible________ Daily goal reached? YES NO Math Afternoon

Sample: Daily Progress Report Check-In/Check-Out EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block Be Safe 2 1 T Be Respectful 2 1 T Be Responsible 2 1 T Total Points Teacher Initials

KENNEDY CARD Name ___________________________ Materials To Class Worked and Let Others Work Follow Directions the First Time Teacher 2 1 No 2 1 No 2 1 No Assignments: 2 1 No 2 1 No Assignments: Wow, Wow, = _____ 36 Goal = Parent

CICO Workbook Handouts Element #3 – Point Card System & Daily Progress (DPR) Card – 1. Activity #5 – Action Plan – 2. Point Card Examples • Elementary Examples • Middle School Examples • High School Examples

Work Group Activity Complete Element 3, Activity #5 in your workbook.

Activity: View the Training DVD • Take a few notes on each section of the DVD – Student Selection – Systems Set up – Morning Check-in – Teacher Check-in – End of Day Check-out – Home connection – Data – Evaluation and Revision or Graduation

Behavior Education Program video

4. Point Trading System Will trading system be used? Or will unexpected or intermittent reinforcement for: - “being brave” and handing in a DPR with a low score be used? -for doing the right thing, … If team decides to use trading system- • Develop Account Record -Metric – 3 -point rating scale and number of check-in periods will determine total number of points students may earn each day. -Points may be accumulated and used at the “Trading Post”

Point Trading System • Schedule for frequency /timing of trading -Determine what will happen if student is absent on trading day • Identify & record tangible rewards -Are finances established to purchase tangible incentives/school supplies? • Identify & record intangible rewards

Point Trading System

_____________ CICO Account Page Date Points earned Total Points spent Total balance

Document Trading System Include process in CICO Manual

HUSKIES REPORT Program • Students will have a daily point goal set for them when they start the program that helps determine rewards earned. • Students earn praise and other non-tangible rewards for the HUSKIES REPORT program for demonstrating appropriate behavior throughout the day. • Other rewards are included when they meet their daily goals. • Students may earn additional long-term rewards as they participate and continue to meet their goals.

CICO Trading Post- Focus on Building Relationships- “School Connectedness” Points Required Wants attention Wants item/activity Wants to escape attention 100 pts u. Take note to office/teacher u. Ask a peer to play/read/draw u. Be a leader u. Principals recess u. Teacher Helper u. Choose HW u. Choose a 5 min. activity u. School-wide sticker u. Principals recess u. Computer 250 pts u. Computer u. More u. Time 400 pts u. Out with a friend u. Extra sharing time to lunch with TBA u. Class recess, free time, or popcorn party time for selected activity u. Free ticket to sporting event u. New school /art supplies by self time alone u. Independent work space Wants to avoid something u. Short break u. Alternative activity u. Alternative assignment u. Get out of school early

Student Goal Sheet Make up with Coordinator Student sets own goal Achieve goal, receive reward Go to the “Trading Post” or “Store” for reward • Student sets new goal with increase in % and time. • •

Sample Student Goal Sheet High School Example: _______________ ‘s GOALS (Name) Long Term (“rest of my life”): _______________________________________ Mid-Range (high school career): _________________________________ Short Term (this year): _______________________________________ Trevor School Example:

CICO Student Account Record SWIS or Excel Spreadsheet

CICO Workbook Handouts • Element #4 – Point Trading System – 1. Activity #6 - Action Plan – 2. Goal Sheet Examples • Trevor’s School (short version) • Trevor’s School (long version)

Work Group Activity Complete Element 4, Activity #6 in your workbook.

5. Student Identification Considerations: • How will students be identified? What are the decision rules? Students should be able to access support in multiple ways. • Identify resources needed for maximum number of students your program can serve (initially, at full capacity)

Student Identification • How will students be identified? – Appropriate Student Referrals • New Students entering building mid-year • Low-level problem behavior (not severe) – 3 -7 referrals – Behavior occurs across multiple locations » Examples – Talking out, minor disruption, work completion -Inappropriate Student Referrals • Serious or violent behaviors/infractions • Extreme chronic behavior (8 -10 +referrals) Require more individualized support – FBA-BIP, Wrap-Around Services, …

Team Develops Decision Rules for Accessing CICO • • • ODRs (2 major) 2 unexcused absences, tardies, skipping In-School Suspensions 1 Out-of-School Suspension Homework/class work consistently late Failing grades More than ? minutes out of instruction GPA by more than ? ? Benchmark testing is below ___

Request for Assistance Form Developed • Referral Procedures- What does the form look like? Who gets the form once completed? _Everyone is informed about intervention and referral procedure!! Who can refer the student? – Nurse or Counselor – Teacher or Administrator – Parent – Student

Request For Assistance Form

Sample Request for Assistance Form

CICO Workbook Handouts • Element #5 – Student Identification – 1. Activity #7 – Action Plan – 2. Request for Assistance Form/Referral Form – 3. Request for Assistance Form – 4. Teacher Nomination for Assistance Form

Work Group Activity Complete Element 5, Activity #7 in your workbook.

6. Family Partnership Considerations How will all parents/guardians be informed? When? How are parents/guardians encouraged to participate/refer their child if needed? For parents/guardians whose child is referred, how are parents informed and involved? Individual meeting? What happens if parents/guardians don’t want/ cannot be involved?

Family Participation • All parents/guardians notified about CICO program – Open House – Newsletter • Plan developed for obtaining consent – Letters to parent(s)/guardians (see examples) – Consent form complete • System developed to notify parent/guardian when a student is about to begin – Parent/guardian training component developed and scheduled

Family Participation • Plan to get family feedback developed – Home Report developed • Plan developed for students who do not return Home Report • Steps developed to run program without Home Report • Plan if card is used punitively by parent(s)/guardian(s) • Plan for when parents/guardians don’t want to/cannot participate (staff mentor signs off instead) – Parent/guardian information sheet developed

CICO Home Report 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:

CICO Workbook Handouts • Element #6 – Family Partnership – 1. Activity # 8 – Action Plan – 2. CICO Home Reports • Elementary/Middle • High School – 3. Parent/guardian Letter Example – 4. Parent/guardian Lesson Plan – CICO Program Review

Work Group Activity Complete Element 6, Activity #8 in your workbook.

7. Staff Training Considerations: What will be the name of your CICO System? -Involve staff & students when possible Will staff be trained all at once or in increments? -Decision for individual districts

Staff Training Considerations: How will team get initial buy in? -Collaboratively involve referring teachers in CICO process -Provide immediate feedback to staff on behavior (type of statements, what the ratings mean, examples of feedback) -Collect baseline data from referring teachers -Collect teacher/parent satisfaction data 3 times a year

Staff Training Develop & Schedule CICO Staff Training • • • Collection of baseline data (if using) How to use Request for Assistance form DPR card – – Lost card/card not available Arguing about points

Staff Training Develop & Schedule CICO Staff Training • Appropriate feedback to students – – Student gets an ODR Dealing with negotiators Prompting students during the first week Student engaged in very disruptive behavior • Follow-up Forum to discuss concerns scheduled

Staff Training Develop & Schedule CICO Staff Training • Training for substitutes • Reverse Referral for Assistance form • Boosters needed at least yearly

Staff Training Sample Lesson Plan TEACHER TRAINING FOR CICO Materials needed: o CICO cards for your school o Procedures, examples/non-examples sheet Rationale for CICO: “‘Check In, Check Out’ (the name of your school’s program) is a school-wide intervention for students who may need more positive adult attention and structured feedback to be successful in school. Students who are displaying frequent minor rule violations across numerous settings are often successful using this program. It is very important that this is a POSITIVE experience for the student to give them an opportunity to improve their behavior. ” Procedure: “Everyday, students using CICO will check in at the beginning of the day with _____ (CICO coordinator) at the _____ (location of CICO), where they will receive their CICO card (name of your school’s card here). They will carry the card with them during the day. We ask you to give them points after each period or activity and brief, descriptive, positive feedback every time. If they do not earn full points, we ask that you include a brief descriptive corrective statement describing why they did not earn the point(s), and positive feedback about what they did well. At the end of the day, students will check out with _____ (CICO coordinator), who will also give positive feedback, and calculate their points for the day. The students may receive some type of reward based on the percentage of points they earn. 1. Ensure that the student has their CICO sheet with them. (If not, have extras on hand so the student can continue the CICO program with minimal interruption. ) 2. After each period, circle the points the student has earned. 3. Give the student brief, specific, primarily positive feedback about their behavior related to the school-wide expectations (see examples below). 4. If not all points were earned, give brief feedback about what needs to be done better next time.

NONexamples (Please do NOT do these!): Student does not earn full points; teacher is negative: “I can’t believe how you were talking in class today. I told you five times to stop. You are not earning any points for that period. That was terrible. ” Student does not earn full points; teacher uses sarcasm: “What were you thinking? So, you think it’s ok to poke other students with pencils. ” Teacher penalizes student for behavior for a previous period or activity that has already passed and been rated: “I can’t give you full points for your good behavior in reading, because you were not following directions earlier in math. ” Student earns full points; teacher does not give specific feedback on what the student did well: “Good work. ” Teacher circles all points at the end of the day, instead of after each period or activity. Examples: Student earns full points; teacher enthusiastically gives brief, specific, positive feedback: “Wow! You did such a nice job of following directions, keeping your hands and materials to yourself, and using kind words. I am impressed!” Student earns full points for all but one area; teacher gives positive and brief corrective feedback: “You really kept your hands and materials to yourself, and worked hard today. You received 2 s for those. I am giving you a 1 for following directions because I had to remind you three times to put your materials away. You can earn a 2 next time if you follow directions the first time. ” Student does not earn full points in any area: teacher gives brief corrective feedback, and reminds the student of the rules: “You are earning 0 s today because I had to remind you many times to keep working, to keep your hands to yourself when sitting next to Jorge, and to use kind words with Janet. I know you can earn 2 s if you remember to work hard, keep your hands to yourself and use kind words. ”

Reverse Referral for Assistance

CICO Workbook Handouts • Element #7 – Staff Training – 1. Activity #9 – Action Plan – 2. Reverse Request for Assistance – 3. Tips for the First Five Days of CICO Program – 4. CICO Teacher Information – 5. CICO Frequently Asked Questions – 6. CICO Agreement Example – 7. Teacher Training Lesson Plan – 8. North High School Referral Process – Example

Work Group Activity • Complete Section #7 in your workbook. • As a team, read through and score the 3 vignettes • Discuss how you would communicate earned points to the student. • Be prepared to share your results

8. Team Training • Considerations: – Administrative Support • Willing to block out time • Financial Support • Attends MBI Tier II meetings & professional development • Outcomes are linked to School Improvement Goals – Strategies developed and implemented regularly for assessing fidelity • Reviews aggregate student data at least once a month

Team Training • Considerations: – Plan CICO training for the Coordinator • Identify a CICO Coordinator -Able to summarize data graphically for students on CICO – Plan CICO training for the MBI Tier II team members

Team Training • Considerations: – Schedule CICO meetings at least twice a month? • Effective operating procedures in place • TIPS problem-solving agenda used to guide Tier II efforts • Roles and responsibilities established • Timeline for implementation developed

Team Training Using Tier II Minutes With CICO Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H. , & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training 108 Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

JM Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H. , & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training 109 Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

Newton, J. S. , Todd, A. W. , Algozzine, K. , Horner, R. H. , & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and 110

CICO Workbook Handouts • Element #8 – Tier II Team Training – 1. Activity #10 – Action Plan – 2. MBI Tier II Team Electronic Minutes Form

Work Group Activity Complete Element #8, Activity #10 in your workbook.

9. Student Training Considerations: • Overview for all students – Developed & scheduled • Steps for introducing CICO to specific students – Delineated

Student Training Considerations: • Student/Parent Training Student – Expectations – Goal Setting – Where & Who will be checking in & out – Plan for a lost card – Arguing about a lost card – Trading post

Student Training Considerations: – Goal-setting – Student gets an ODR – Substitute Teacher/Volunteers – Home component • Model and Practice • Accepting Feedback

CICO Workbook Handouts • Element #9 – Student Training – 1. Activity #11 - Action Plan – 2. Student Lesson Plan Example – 3. Second Student Lesson Plan Example

Work Group Activity • Complete Element # 9, Activity # 12 of the Action Plan in your workbook. • Lesson plan activity.

10. Monitoring Student Outcomes Considerations: • Are we implementing with fidelity? • How do we know? • Do we examine both student data and data patterns? • Is the MBI Tier II team making good decision for students based on data? – Use Making Good Decisions Form

Monitoring Student Outcomes Considerations: • Progress Monitoring tool identified – Action Plan for CICO 2012 -13 • Develop schedule for summarizing data – Use Data Entry & Report Generation Schedule Form • Develop schedule for sharing data with team, students, staff, parents

Monitoring Student Outcomes Considerations: • Develop schedule for sharing data with team/staff/school community – MBI Tier II Team • Weekly – Staff • At least quarterly – Parents • 9 -week graphs sent home – School Community • Twice a year (Open House, Newsletter, etc. )

CICO Workbook Handouts • Element #10 – Monitoring Student Outcomes – 1. Activity #12 – Action Plan – 2. Making Decisions – 3. Using Office Discipline for Decision Making – School – 4. Activity #13 – Blank – Using Office Discipline for Decision Making – School – 5. SWIS Data Entry & Report Generation Schedule

Work Group Activity Complete Element #10, Activity #13 – Action Plan in your workbook and Activity #13 – Blank – Using Office Discipline for Decision Making - School

11. Monitoring School-Wide Program Outcomes Considerations: • Develop Plan for examining ODR & DPR patterns annually – ODR and DPR patterns examined – # of students on CICO compared to # of students responding to intervention *Tier II Intervention Tracking. Tool

Monitoring School-Wide Program Outcomes Considerations: • Develop Schedule for sharing CICO data at MBI Tier II meetings • Distribution of minutes & agenda • Develop process for getting feedback

Monitoring School-Wide Program Outcomes Considerations: • Develop schedule for sharing CICO data quarterly – Staff @ faculty meetings • Minutes & agenda • Develop process for getting feedback

Monitoring School-Wide Program Outcomes Considerations: • Develop plan for assessing fidelity of implementation – Team uses CICO Program Fidelity of Implementation Measure & Scoring Guide to Measure CICO – Tier II Program Intervention Audit Tool – CICO Self-Rating for Fidelity of Implementation Tool

CICO Workbook Handouts • Element #11 – Monitoring School-Wide Program Outcomes – 1. Activity #14 – Action Plan – 2. CICO Program Fidelity Implementation Measure & Scoring Guide Example – 3. Tier II Program Intervention Audit Tool – 4. Activity #15 CICO Self-Rating for Fidelity of Implementation

Work Group Activity Complete Element #11, Activity #14 – Action Plan in your workbook and Activity #15 – CICO Self-Rating for Fidelity of Implementation

Any last minute questions…

Today’s Goals • Understand the readiness & responsibilities of implementing the Tier II System of Check. In Check-Out • Define and apply the critical elements of CICO process • Create and design Tier II CICO System for your school • Use data for decision making and progress monitoring with Tier II team meetings

Evaluations Please fill out evaluations Leave on the table when you pick up your CEU

Thank you!