Tier 2 Interventions CheckInCheckOut CICO Chris Borgmeier Ph

Tier 2 Interventions Check-In/Check-Out (CICO) Chris Borgmeier, Ph. D Portland State University cborgmei@pdx. edu

CICO Resources �www. tier 2 pbis. pbworks. com

CICO within School-wide PBIS � All specialized interventions are more effective, and more durable, if they are done with school-wide Behavioural expectations as a foundation. 5% Primary Prevention: School/Classroom. Wide Systems for All Students, Staff, & Settings ~15% SCHOOL-WIDE POSITIVE Behaviour SUPPORT ~80% of Students

Questions about Tier 2 Interventions Systems Considerations � 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

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 � 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

Check-In/Check-Out Research Support � Pre schools Sandy Chafouleas, et al 2007 � Elementary Schools ◦ ◦ ◦ � Middle 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 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

Why does CICO Work? � Improved structure �Prompts are provided throughout the day for correct Behaviour. �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 Behaviour. �Inappropriate Behaviour 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 Behaviour �Adult and peer attention delivered each target period �Adult attention (and tangible) delivered at end of day � Linking Behaviour support and academic support �For academic-based, escape-maintained problem Behaviour incorporate academic support � Linking school and home support �Provide format for positive student/parent contact � Program system is organized to morph into a self-management �Increased options for making choices �Increased ability to self-monitor performance/progress

Student Referred for CICO Plan/ Initial Meeting Teach/Role Play Skills Check In Check Out (CICO) CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback BASIC CYCLE Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Exit Program

Logistics for Setting up a CICO program � 1. Faculty and staff commitment �Is problem Behaviour a major concern? �Are staff willing to commit 5 min per day? �Is CICO a reasonable option for us? �More �CICO than 5 students need extra support is designed to work with 10 -12% of kids in a school typically “works” (50% reduction) with 67% of students. does NOT replace need for Activity 1: individualized supports. 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), Behaviour Specialist (e. g. SPED/SPSY), Teacher

CICO Coordinator Leading Systems Implementation

Organization and Structure � 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. 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 Coordinator Examples � 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 Coaches � Be w/ your District & Regional 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 basis Evaluation Questions: 1. Does the coordinator establish positive rapport with students? 2. Does the coordinator display effective Behaviour 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 & Responsibilities a) CICO Coordinator b) CICO Specialist(s) • Who is doing daily Check-ins & Check-outs? c) Behaviour: Individual Student Systems Data Team meetings • Training Day 2

Referral Process & Student Selection

Student Referred for CICO Plan/ Initial Meeting Teach/Role Play Skills BASIC CYCLE Request for Assistance ODR Level Family or Student request Check In Check Out CICO Coordinator (CICO) Behaviour support team CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Exit Program

Identification and Referral � 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)

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

Example Behaviours ◦ 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 with a high number of referrals � Students who injure/may injure themselves 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 Richard • 5 referrals John • 5 referrals • From playground • 2 from classroom, 2 • Defiance, from hall, 1 from inappropriate bus language • Disruption, defiance, fighting defiance, tardy, harassment • Caught with box opener

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 Process Office Discipline Referrals - Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc. ) - Set Decision Rules - Students with 2 nd 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 Behaviour, 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

Referral Form: Example

CICO Referral Process Considerations 1. 2. 3. 4. 5. How will we examine ODRs? How will we integrate academic data? How often? Is there other data that we will use for screening? 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

BASIC CYCLE Student Referred for CICO Plan/ Initial Meeting Teach/Role Play Skills Check In. Agreements Check Out Initial Meeting/ -Roles & Responsibilities (CICO) -Teaching CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Progress Monitoring Meeting Afternoon Check-out Revise Program Exit Program

Initial “Meeting” / Communicating Agreements � 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?

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 Behaviour 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

Parent: Role & Responsibilities � � 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 Behaviour & School Readiness � After School – ◦ Request to see student’s home report! ◦ Provide incentives (if the student has earned it), or encouragement

Contract/Agreement � Agreement ◦ ◦ to succeed Student: Student chooses to participate Parent CICO coordinator Teachers � Contract may be written or verbal ◦ Better if written

Teaching CICO to Student � Teach program logistics � Teach Desired Behaviours � Teach Point Card & Rating ◦ Responsibilities: Student, Teacher, Coordinator ◦ Where & with Whom to Check-in & Check-out ◦ What Behaviours = 0/1/2 ◦ Role Play w/ student ◦ Have student be teacher & score your Behavioural examples

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 Behaviours & Point Card Activity 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 & Behavioural Expectations

Check In & Check Out: Planning Logistics http: //www. youtube. com/watch? v=Uq. Mdy 5 -OSl. Q

BEP/Check-in Check-out Cycle Student Recommended for CICO Plan Morning Check-In Class Check out Morning Check-In • Check student “status” • Review home card Weekly CICO • Provide Daily Progress Rpt • Greet and. Meeting praise Teacher Checks Home Check-In Class Check in Afternoon Checkout 9 Week Graph Sent Program Checks • Student give. Update card to teacher • Teacher praise/ prime • Provide Daily Progress Rpt • Greet and praise • End of class feedback EXIT

Logistics: Check-In � 5. Morning Check-in Routine �Teaching students 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 �Teaching staff/faculty Routine �Reward �Set-up for success, positive momentum �Evaluation Activity 5: a) Identify Check-in staff & location b) Define Check-in routine & how to train check-in staff c) Teacher check-in/check-out routine defined

Developing a Point Card

Fit your Context: Make the program/card your own � Use ◦ ◦ ◦ a School name, mascot, motto Sunshine Club Hawk Report HUG – Hello, Update, Goodbye Cn. C – Check-n-Connect CICO – Check-In/Check-Out BEP – Behaviour Education Program

Point Card Guidelines � 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

Name: Date: Safety Organization Achievement Respect Block 1 0 1 2 Block 2 0 1 2 Block 3 0 1 2 Block 4 0 1 2 Individualize this way, if you need to provide specific prompts Name: Date: Safety Organization Achievement Respect Keep hands to self Turn in homework Do my own work Raise hand to talk Block 1 0 1 2 Block 2 0 1 2 Block 3 0 1 2 Block 4 0 1 2

Name: Date: Block 1 Block 2 Block 3 Block 4 Safety 0 1 2 Organization 0 1 2 Achievement 0 1 2 Respect 0 1 2 Name: Date: Pencil sharpened Homework completed Raise hand to talk Be on time Keep hands to self 1. Check in 2. 3. Music on MWF 4. PE on T TH 5. Math 6. Lunch 7. Recess 8. 9. Language arts 10. Snack 11. Research projects 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 1 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 1 2 3 4 1 2 3 4 2 2 2 3 3 3 4 4 4 1 2 3 4 Too individualized

CICO Record Name: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job Date: _______ Safe Responsible Respectful Check In 0 1 2 Before Recess 0 1 2 Before Lunch 0 1 2 After Recess 0 1 2 Check Out 0 1 2 Today’s goal Comments: Today’s total points

HAWK Report Date ____ Student ________Teacher__________ Be Safe 0 = Not Yet 1= Good 2= Excellent Be Respectful Keep hands, feet, and objects to self Be Your Personal Best Use kind words and actions 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 _______%

Daily Progress Report

Example Middle School Point Card

Modifying CICO � Younger children (K-1 st grade) ◦ Less words, more pictures ◦ More frequent checks during day ◦ Earn rewards more often

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:

Developing the Daily Progress Report Card � 7. Daily CICO progress report card � 8. Home report process �Same expectations for all �Common schedule �All staff taught rules for accepting, completing and returning the card. �Can be same as progress card or a separate reporting form Activity 6: a) Daily Progress Report developed b) Home report routine developed c) Define how families will be informed of process

BEP/Check-in Check-out Cycle Student Recommended for CICO Home Check • Student Plan give card to parent Morning • Parent praise/ prime Check-In • No negatives Class • Parent signs Weekly CICO Meeting Check out Home Check-In Class Afternoon checkout Check in • Review day • Retrieve card Afternoon Check • Send copy to family out • Record points in SWIS • Provide incentive if earned Teacher Checks 9 Week Graph Sent Program Update EXIT

Rewards � Levels o of Rewards: 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

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

CICO Trading Post Maintaining Consequence 100 pts 250 pts Wants Attention Complete assignment with a peer Wants something Wants to escape attention Wants to something Choose a snack / tangible Computer time by self Short break Choose a 5 min. activity Work in separate part of room Alternative activity Time alone Alternative assignment Chose order of class activities School wide reward card Class teaching assistant for a period. More time for selected activity Free ticket to sporting event / dance / etc. 400 pts Lunch for peer and student for FREE Class reward: free time, or pizza party New school /art supplies avoid Independent work space Get out of school early

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

Data System CICO-SWIS � 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

Daily Data Entry � 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

SWIS-CICO Report Daily 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

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 Behaviour � Student “checks in” with teacher to review self -ratings and receive feedback 1. 2. 3. 4. 5. Expected Behaviours stay the same Reinforcers stay the same Student checks in same amount of times Student monitors Behaviour using CICO card Plan for teaching accuracy in monitoring

Transition to Self Monitoring 1. 2. 3. 4. 5. Student and teacher record separately Compare records; reinforce accuracy Over time, compare less often Reinforce appropriate Behaviour only 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 nonexamples ◦ When program begins, Lucy’s teacher goes over examples and nonexamples ◦ 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 Behaviour ◦ Coordinator � Feedback based on accuracy (with teacher records) � When Lucy monitors independently, feedback based on Behaviour

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

After “Graduation” from CICO � Continue to monitor student Behaviour 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

CICO: Fading Supports � 12. Fading Supports for Successful Students � 13. Substitute Teacher routine ◦ Transition to Self Management program ◦ Continued monitoring & celebrations for “Grads” ◦ 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 Power. Point 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 Behaviour 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 data Activity 10: a) Develop Staff Training/Orientation to CICO b) 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?

Tasks � 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