Tier II: Targeted Group Interventions and Check In Check Out (CICO)

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Tier II Targeted Group Interventions and Check
In Check Out (CICO)
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Michael Lombardo Director Interagency
Facilitation mlombardo_at_placercoe.k12.ca.us Rainbo
w Crane Behavior RtI Coordinator rcrane_at_placercoe.
k12.ca.us Celeste Rossetto-Dickey Student
Support Practitioner crossetto-dickey_at_placercoe.k1
2.ca.us Kerri Fulton Student Support
Practitioner kfulton_at_placercoe.k12.ca.us
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Training Behavior Expectation
  Be Hardworking Be Responsible Be Respectful
          Training Limit side conversations Work on PBIS tasks Active Participation   Return and leave for breaks and lunch on time Watch for power cords Keep lids on hot beverages Appropriate use of electronics     Treat other adults as you would expect your students to treat you
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Training Objectives

• Define your sites targeted group interventions
• Develop CICO System
• CICO team
• Referral process/ Universal Screening
• Initial meeting Agreements/contract
• Develop Point Card
• Rewards menu process
• Plan for fading/graduating
• CICO-SWIS readiness
• Refer to Worksheet 9

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Intensive Individualized Interventions Systems
for Students with High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Targeted Group Interventions Specialized
Group Systems for Students with At-Risk Behavior
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School-/Classroom- Wide Interventions All
Students, Staff, Settings
80 of Students
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Major Features of Targeted Interventions

• Assumes a Tier 1 School wide PBIS is in place
• Involves a problem-solving focused behavior
  support team
• 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
• Screening to identify a of students non
  responsive to Tier 1
• Flexible intervention based on assessment
• Functional Assessment
• Adequate resources (admin, team)
• Bi-weekly meeting
• Student chooses to participate
• Uses efficient, available evidence based
  practices
• Includes data-based progress monitoring
  decisions
• Have an entry exit criteria, with
  non-responders moving to Tier 3

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Characteristics of Targeted Interventions

1. Explicit teaching
2. Structured prompts
3. Opportunities to practice
4. Opportunities for positive feedback
5. Strategies for fading support
6. Communication with parents
7. Regularly reviewing data to monitor student
   progress

Keys to Changing Behavior
C. Borgmeier, 2011
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CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Team Task

• Identify Tier II Targeted Group Interventions
  within your district and site.
• Review Handout 4 and Complete Worksheet 9 Tier
  II Intervention Inventory

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Check In Check Out (CICO)
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Check-In/Check-OutResearch Support

• Pre schools
• Sandy Chafouleas, et al 2007
• Elementary Schools
• Amy Kauffman-Campbell, 2011
• Kent McIntosh, et al, 2009
• Anne Todd et al, 2008
• Sarah Fairbanks et al, 2007
• Doug Cheney et al, 2006 2007
• Leanne Hawken et al. 2007
• Filter et al., 2007
• Middle Schools
• Jessica Turturra, 2013
• Leanne Hawken et al 2003
• Rob March et al 2002
• High Schools
• Jessica Swain-Bradway, 2009

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

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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 move towards a
  self-management system
• Increased options for making choices
• Increased ability to self-monitor
  performance/progress

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BASIC CYCLE Check In Check Out (CICO)
Student Referred for CICO
CICO Plan/ Initial Meeting Teach/Role Play Skills
CICO Coordinator Summarizes Data For Decision
Making
Exit Program
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Is the CICO System Appropriate for you?

• Are there more than 10-15 of students with
  chronic patterns of problem behavior?
• Is a Tier I PBIS system in place?
• Is there faculty commitment to work with tougher
  kids?
• Are in-school resources available to implement?
• Are district resources available to support
  start-up?

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Team Task

• 1. Readiness PBIS Tier I in place
• Review your TIC and SET results (80)?
• Year 1 task completion in place?
• CICO Worksheet 1
• What do you need in place to make this
• happen?
• 2. Review your school SWIS Data by Student

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CICO Team Leading Systems Implementation
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Next Steps

• Identify CICO Team to build CICO system
  materials
• Administrator
• CICO Coordinator
• Check In/Out Specialist(s)
• Behavior Specialist (e.g. SPED/SPSY)
• PBIS ( CICO sub-team) will present CICO system
  to staff

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Organization and Structure
WHAT FITS YOUR SCHOOL? Combining these roles/
responsibilities across multiple staff or not?

• Coordinator
• Chair CICO meetings, staff contact, improvement
• Specialist
• Check-in, check-out, meeting, data entry, graphs
• Meeting 1 hour bi-weekly or 30 min. per week
• Coordinator, Specialist, Administrator, Sped
  faculty
• All staff commitment and training
• Simple data collection and reporting system

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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
• Be the contact person for caregivers
• Process requests for assistance
• Lead meetings
• Problem-solve

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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

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CICO Coordinator Planning for Sustainability

• Increasing sustainability
• Document all procedures
• Active participation from site administration
• Write coordinator duties into a job description
• Plan for turn-over in the coordinator position

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CICO Coordinator Selection Criteria and
Considerations

• Who would be a good coordinator?
• What other duties/responsibilities will he/she
  have?
• Do we need to adjust schedules/time/ workload for
  this person?
• How will we train the coordinator?
• Does the coordinator display effective behavior
  management skills?
• Who will be our back-up coordinator?
• What steps do we need to take to accomplish this?

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Checking In Checking Out Specialist A good
candidate is. . .

• In the building every day
• Available at the beginning and end of each day
• Someone students like and enjoy being around
• Enthusiastic
• Organized
• Positive

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Getting Creative CICO Specialists

• Consider these individuals to do check in check
  outs w/ students
• School custodian
• School office staff
• Campus supervisors
• Teachers
• Counselor

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Team Task

• Identify CICO staff Administrator, Coordinator,
  Specialists, Behavior Specialist (e.g.
  SPED/SPSY), other school staff
• CICO Worksheet 10

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Referral Process Student Selection
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What Factors put students at-risk

• Biology/physiology
• Socioeconomic status
• Family Conflict
• Family Composition
• Parenting Style

• Lack of health care
• Poor nutrition
• Frequent moves
• Temperament
• Academic failure
• School culture
• Peer Influence

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We cannot

• Prescribe medication
• Change the students previous experiences
• Change the parenting practices in the home
• There is a LOT we can do in the classroom to
  change student problem behavior

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Positive Evidence Demonstrates that

• Many techniques, strategies, are successful with
  these students
• Clear and specific requests
• Reinforcement (individual group)
• Teaching social skills
• Problem solving
• Self-monitoring
• Function-based intervention

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What Can We Do?

• Use existing evidence based approaches to develop
  Tier 2 system supports across school home
• Create positive adult-student relationships
• Teach desired social behavior
• Monitor and supervise students closely
• Reinforce, encourage, motivate students
• Support students when problems occur

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Identification and Referral

• 1. Multiple office referrals
• ID at-risk students at beginning of school year
  based on previous year data
• ID students based on cumulative ODR in school
  year
• And/Or
• 2. Request for Assistance
• by teacher
• by parent
• by student
• Time to action
• 30 min to 7 days (goal is lt 72 hours)

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Student Referred for CICO
BASIC CYCLE Check In Check Out (CICO)
CICO staff request for assistance ODR
Level Family or Student request
CICO Plan/ Initial Meeting Teach/Role Play Skills
CICO Coordinator CICO team
CICO Coordinator Summarizes Data For Decision
Making
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CICO Students who Benefit

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

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SWIS Referrals by Student
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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

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Students who may need other Interventions

• 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

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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

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SWIS Data 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 2nd major referral TEAM REVIEW
• Elem., MS and HS may have different criterion
• Review individual student SWIS data for each
  identified student to examine patterns (location,
  time, problem behavior, etc.)

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Staff Request for Assistance Process

• Develop a system
• Teach staff how to use the system
• Provide verbal and written instructions on the
  request for assistance system
• Respond to requests in a timely manner (72 hr.)
• System must be efficient

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CICO Request for Assistance Process
Considerations

• How will we examine ODRs?
• How will we integrate academic data?
• Is there other data that we will use for
  screening?
• What criteria will be used to determine if the
  student is appropriate for CICO?
• What will happen after we determine a student is
  identified as needing CICO? Time frame?

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CICO Request for AssistanceGuiding Questions

• How will teachers refer students (form, email,
  etc.) who will the referral go to?
• How will we inform teachers of this process?
• What is the students baseline?
• What will we do if a student does not appear to
  be a good fit?

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Team Task

• Define your schools criterion for CICO support.
• Develop a CICO request for assistance process and
  form.
• CICO Worksheet 3, CICO Worksheet 9.1 CICO
  Worksheet 9.2

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Morning Check-In
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Check-in Check-out Cycle
Student Recommended for CICO

• Morning Check-In
• Check student status
• Review home card
• Provide Daily Point Card
• Greet and praise

Class Check out
Teacher Checks
Class Check in
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(No Transcript)
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Teacher Checks
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Check-in Check-out Cycle
Student Recommended for CICO
Class Check out

• Teacher Checks
• Student give card to teacher
• Greet and praise
• Teacher praise/ prime
• Complete Daily Point Card
• End of class feedback

Teacher Checks
Class Check in
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Show Teacher Checks
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Afternoon Check Out
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Check-in Check-out Cycle
Student Recommended for CICO
Class Check out
Teacher Checks
Class Check in

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

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Show Afternoon Check Out video
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Home Check
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Check-in Check-out Cycle
Student Recommended for CICO

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

Class Check out
Teacher Checks
Class Check in
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Parent Roles Responsibilities

• Give parents strategies to 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 youll do better tomorrow!
• CICO Handout 9.1 and 9.2 Home Report
• Before School
• Try to reduce Tough Mornings before school
• Encourage Support ? Behavior School
  Readiness
• After School
• Request to see students home report!
• Provide incentives (if the student has earned
  it), or encouragement

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Initial Meeting Agreements/Contract
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Student Referred for CICO
BASIC CYCLE Check In Check Out (CICO)
Initial Meeting/ Agreements -Roles
Responsibilities -Teaching
CICO Plan/ Initial Meeting Teach/Role Play Skills
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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?
• Handout 1 Sample Permission Forms
• Worksheet 4 Guidelines/ Contract

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Roles Responsibilities

• Coordinator/Specialists
• 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

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Contract/Agreement

• Agreement to succeed
• Student Student chooses to participate
• Parent
• CICO coordinator
• CICO Specialists
• Teachers/Staff
• Worksheet 4 Guidelines/Contract
• Contract may be written or verbal
• Better if written

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Teaching CICO to the Student

• Teach program logistics
• Responsibilities Student, Teacher, Coordinator,
  Specialists, Parents
• 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

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Team Task

• Develop a plan for communicating agreements
• Logistics
• CICO Worksheet 4 add to CICO Program Description
  9.1 or 9.2

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Developing a Point Card
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Fit your Context Make the program/card your own

• Use a School name, mascot, motto
• Sunshine Club
• Hawk Report
• HUG Hello, Update, Goodbye

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Point Card Guidelines

• SWIS Daily Point Sheet requirements
• Standard for all students
• 3-5 school wide rules
• 3 point rating scale
• No more than 10 check in periods
• Keep it simple
• Card needs to be quick easy for staff to
  complete
• Card needs to be small (half sheet) easy to
  carry around
• Worksheet 5

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Name Date Safety Organization Achievement Respect
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
Individualize this way, if you need to provide
specific prompts
CICO Worksheet 5
Name Safety Organization Achievement Respect
Date Keep hands to self Turn in homework Do my own work Raise hand to talk
Block 1 0 1 2 0 1 2 0 1 2 0 1 2
Block 2 0 1 2 0 1 2 0 1 2 0 1 2
Block 3 0 1 2 0 1 2 0 1 2 0 1 2
Block 4 0 1 2 0 1 2 0 1 2 0 1 2
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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 4
2. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
3. 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 4
6. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
7. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
8. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
9. 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 4
11. Research projects 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Too individualized
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Modifying CICO

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

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Communication with Parents

• How will we communicate with parents the child's
  daily progress?
• Will we include it on our daily point sheet or
  will we have a separate form?

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CICO Home Report Worksheet 6 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
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Team Task

• 1. Develop Daily Point Card
• CICO Worksheet 5
• CICO Handout 2
• 2. Develop home report routine
• CICO Worksheet 6

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Acknowledge Expected Behavior
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Rewards

• Levels of Rewards
• Reward student for
• Checking-In ? positive adult interaction
• Checking-out turning in daily progress card ?
  positive adult interaction
• Earning points making goal
• Make sure rewards are feasible valued
• Might start with daily rewards for success then
  fade to turning in points earned

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Targeted Intervention Example Rewards
Attention Seeking Task Avoidant Attention avoidant Obtain Item/ activity
-Take note to office/ teacher -Ask a peer to play/ read/ draw -Be a leader -Special recess -Short break -Alternative Activity -Computer time by self. -Trip to treasure chest -Choose a snack -Chose a 5min. activity -School wide sticker -Special recess
-Computer with a friend -Extra sharing time -Alternative assignment -Homework pass -Time alone -Independent workspace -More time for selected activity -Free ticket to sporting event
-Out to lunch with selected adult -class recess, free time, or popcorn party -New school/ art supplies
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Team Task

• Discuss potential rewards
• -Remember this will be different based on
  behavior motivation.

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Data Systems Tracking Progress
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Data System ? CICO-SWIS

• An effective Data System is CRITICAL
• Required CICO-SWIS
• Web based
• www.pbisapps.org
• 2 applications 400

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Daily Data Entry

• Identify who will enter the data daily
• CICO Coordinator or CICO Specialist
• CICO Specialists could show student updated graph
  during check-out

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Team Task

• Define the process for collecting, summarizing
  and using data. Use Self Assessment Action Plan
  (Worksheet 8)

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SWIS-CICO Readiness
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SWIS-CICO readiness
CICO Worksheet 7
CICO-SWIS Requirements Data Source Status Status Status Next Check
CICO-SWIS Requirements Data Source Not in place Partial In Place Next Check
1. Building administrator supports the implementation and use of the Check In Check Out Intervention and CICO-SWIS. Administrator Interview        
2. A school/facility-wide behavior support team exists with access to training and support for the CICO-SWIS Intervention and reviews CICO-SWIS data at least twice monthly. Team Roster Meeting Schedule        
3. The school/facility has a CICO point card with the following information Standard for all students Defined number of check-in periods (up to ten) Defined number of expectations/goals (3-5) A three-point rating scale CICO Point Card        
4. Within three months of CICO-SWIS licensing, the school/facility is committed to having a clearly documented CICO system. Procedures include Description of program CICO Coordinator Process for identifying students for CICO Process/materials for training adults, students, and families Written Guidelines        
5. Data entry time and staffing are scheduled to ensure that point card data will be current to within three days at all times. Data entry staff have access to all necessary information (e.g., student records). Data Entry Report Generation Schedule        
6. A small number of people within the school/facility are identified to gain CICO-SWIS access and are scheduled to attend a 90-minute Swift at CICO-SWIS Training conducted by a certified CICO-SWIS Facilitator. Specific Date, Time, Location, Computers, Internet        
7. The school/facility agrees to maintain technology (i.e., internet browsers, district permissions) compatible with CICO-SWIS. Administrator/ Coordinator Interview        
8. The school/facility has access to coaching on the use of CICO-SWIS data for decision making. Administrator/ Coordinator Interview        
9. The school/facility agrees to maintain CICO-SWIS compatibility and maintain the role of a certified CICO-SWIS Facilitator who will work with the school/facility on the use of CICO-SWIS. Administrator/ Coordinator Interview        
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Team Task

• Complete CICO-SWIS Readiness.
• CICO Worksheet 7

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Fading CICO
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Monitoring

• 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

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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
• Increasing student responsibility
• Transition into a Self-Management/
  Self-Monitoring program
• Then, gradually removing or Fading components
  of the intervention

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Self Monitoring After CICO

• Student monitors own behavior
• Student checks in with teacher to review
  self-ratings and receive feedback
• Expected behaviors stay the same
• Reinforcers stay the same
• Student checks in same amount of times
• Student monitors behavior using CICO card
• Plan for teaching accuracy in monitoring

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Transition to Self Monitoring

1. Student and teacher record separately
2. Compare records reinforce accuracy
3. Over time, compare less often
4. Reinforce appropriate behavior only
5. Periodically reinforce accuracy
6. Use teacher record for CICO-SWIS data entry
7. Decide at what point you will graduate from entry
   of CICO-SWIS

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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, Lucys 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 Lucys
  monitoring of behavior
• Coordinator
• Feedback based on accuracy (with teacher records)
• When Lucy monitors independently, feedback based
  on behavior

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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

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After Graduation from CICO

• 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

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All Staff Orientation to CICO
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Communicating with Staff

• Provide an introduction to CICO and the request
  for assistance process at a staff meeting
• Sample PowerPoint presentation available
• Communicate CICO Worksheets 9.1 and 9.2
• Description of CICO
• Why it is important
• Roles Responsibilities
• Rating the Point Card
• Importance of being positive

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Team Task

• Use Critical Elements Action (Worksheet 10) Plan
  Form
• Develop staff training/orientation to CICO
• Include classified staff
• CICO Handout 3, CICO Worksheets 9.1 and 9.2
• Develop substitute teacher orientation materials.
  

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Common Concerns

• Fidelity
• Assess teacher commitment/enthusiasm
• Re-teach
• Teacher self monitoring
• Student wont 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 isnt checking in or out
• Determine reason
• Identify preferred person to check in/out with
• Is this component needed?

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Resources

• Crone, D., Hawken L., Horner, R., Responding to
  Problem Behavior in Schools, 2nd Edition. New
  York The Guilford Press, 2010.
• Stormont, M., Reinke, W., Herman, K., Lembke, E.,
  Academic and Behavior Supports for At-Risk
  Students, Tier II Interventions. New York The
  Guilford Press, 2012
• DVD The Behavior Education Program. (Hawken,
  Pettersson, Mootz, Anderson). Guilford Press,
  2005.

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Tasks

• Develop CICO System
• Review Worksheet 9 CICO Self Assessment
• Develop a CICO program description
• Examples Worksheet 9.1 and 9.2