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MBI CHECK-IN CHECK-OUT Tier II Intervention

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Title: CHECK IN/ CHECK OUT Author: Denise Last modified by: KPrody Created Date: 7/5/2012 6:57:18 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: MBI CHECK-IN CHECK-OUT Tier II Intervention


1
MBI CHECK-IN CHECK-OUT Tier II Intervention
  • September 27, 2012
  • Susanna Graves
  • Denise DesJarlais
  • Contact Information
  • gravessusanna_at_gmail.com
  • denisedesjarlais3_at_gmail.com

2
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

3
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
Be Prepared Use Action Plan throughout the day Ask questions Be an active participant
4
AGENDA   800 830 Check-In Continental
Breakfast 830 1015 Welcome
Introductions Elements 1, 2 3 1015
1030 Break 1030 1145 Video, Elements 4
5 1145 100 Lunch on Your Own 100 - 230
Elements 6, 7 8 230 - 245 Break 245
330 Elements 9, 10 11 330 - 400
Questions, Evaluation Forms  

5
Todays 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

6
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

7
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
5
15
SOME
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
8
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

9
(No Transcript)
10
Think Of It Like This
OUTCOMES
DATA
Supporting Decision-Making
  • PRACTICES

Supporting Students
SYSTEMS
Supporting Staff
11
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?

12
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

13
CICO Readiness Self-Assessment
  • Work Group Activity 1
  • Complete the CICO Readiness
  • Self-Assessment

14
Student Recommended for CICO
Morning check-in
Parent feedback
Regular teacher feedback
Afternoon check-out
15
Morning check-in
Parent feedback
Regular teacher feedback
Afternoon check-out
  • Teacher Feedback
  • Set schedule for feedback
  • Student gives card to teacher at start of class
  • End of class
  • Teacher provides points based on behavioral
    expectations
  • Provides verbal positive feedback
  • Afternoon check-out
  • Student comes to coordinator
  • Coordinator
  • Reviews point card
  • Provides feedback/acknowledgements
  • Prepares home report
  • Records points for day
  • Parent Feedback
  • Parent report goes home
  • Parents provide positive/ neutral feedback
  • Parents sign report
  • Morning Check-in
  • Student comes to coordinator
  • Coordinator
  • Reviews home note
  • Gives point card
  • Reviews expectations
  • Sets positive tone
  • Provides missing materials if needed

16
Student Recommended for CICO
CICO Coordinator summarizes data for decision
making
Fading to Exit program
17
Positive Behavior Interventions Supports A
Response to Intervention (RtI) Model
Tier 1/Universal School-Wide Prevention Systems
Assessment Classroom Systems

ODRs, Attendance, Tardies, Grades,
DIBELS, etc.
Tier 2/ Secondary Tier 3/ Tertiary
Check-in/ Check-out (CICO)
Intervention
Assessment
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR)
(Behavior and Academic Goals)
Group Intervention with Individualized Feature
FACTS Functional Assessment Checklist for
Teachers Staff Brief Functional Behavior
Assessment/ Behavior Intervention Planning
(FBA/BIP)
Competing Behavior Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Complex or Multiple-domain FBA/BIP
SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised October
2009 Adapted from T. Scott, 2004
18
Blank Tiers II III Reverse Triangle
  • Work Group Activity 2
  • Complete the Tiers II III Reverse Triangle
    Exercises

19
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

20
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

21
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

22
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
  • At least 5 peer reviewed studies
  • At least 3 different researchers/settings
  • At least 20 different participants

23
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

24
Getting CICO Started In Your School
25
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

26
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

27
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

28
Resources Time and Money
  • 8-10 hours per week for CICO coordinator
  • CICO forms
  • School supplies for CICO participants
  • Reinforcements for CICO participants

29
CICO Action Plan
Your guide to organizing and establishing systems
for CICO
Action Plan for CICO
30
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

31
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?

32
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

33
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

34
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?

35
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.

36
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

37
CICO Workbook Handouts
  • Elements 1 Coordinator identification
  • 1. Activity 3 Action Plan
  • 2. CICO Coordinator Job Description
  • 3. CICO Coordinator Training Suggested Topics

38
Work Group Activity
  • Complete Element 1, Activity 3 of the Action
    Plan in your workbook.

39
2. CICO Routine
  • Decisions for creating the routines of a CICO
    program.
  • Effective proactive school-wide system in
    place with sustainability plan

40
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

41
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

42
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?

43
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

44
Program Name
  • Whats 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

45
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

46
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

47
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

48
Implement Basic CICO
  • Continue with Basic CICO
  • Transition to self- management

Is
Is the Basic CICO Working?
Yes
No
  • Conduct Brief Functional Assessment
  • (e.g., use FACTS)
  • Where does the problem behavior occur/not occur?
  • Why does the problem behavior keep happening?

49
CICO Workbook Handouts
  • Element 2 Routine
  • 1. Activity 4 Action Plan
  • 2. CICO Sample Checklist
  • 3. CICO Baseline Data Collection Tool

50
Work Group Activity
  • Complete Element 2, Activity 4 of the Action
    Plan in your workbook.

51
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

52
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

53
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

54
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 2 1 0 2 1 0
Before Recess 2 1 0 2 1 0 2 1 0
Before Lunch 2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check-Out 2 1 0 2 1 0 2 1 0
Todays goal Todays goal Todays total points Todays total points
Comments
55
Daily Progress Report
56

Point Sheet
Name Date


Morning Work Reading Math
Afternoon
Keep my hands, feet, body and objects to myself. 3 2 1 3 2 1 3 2 1 3 2 1
Say nice things or no things to other people. 3 2 1 3 2 1 3 2 1 3 2 1
Follow adult directions the first time. 3 2 1 3 2 1 3 2 1 3 2 1
Goal met?
57
HAWK Report Date ________ Student
_______________Teacher___________________
0 No 1 Good 2 Excellent Be Safe Be Respectful Be Your Personal Best Be Your Personal Best Teacher initials
0 No 1 Good 2 Excellent Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class Teacher initials
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points Points Possible 50 Total Points Points Possible 50 Today ______________ Today ______________ Goal ______________ Goal ______________
58
POINT SHEET
Name__________________ Date______________ Points received________________ Points possible________________ Daily goal reached? YES NO
GOALS Morning Reading Math Afternoon
Keep my hands, feet, body, and objects to myself.
Say nice things or no things to other people.
Follow adult directions the first time.
59
Sample Daily Progress Report Check-In/Check-Out
EXPECTATIONS 1st block 2nd block 3rd block 4th block
Be Safe 2 1 T 2 1 T 2 1 T 2 1 T
Be Respectful 2 1 T 2 1 T 2 1 T 2 1 T
Be Responsible 2 1 T 2 1 T 2 1 T 2 1 T
Total Points
Teacher Initials
Adapted from Responding to Problem Behavior in
Schools The Behavior Education Program by Crone,
Horner, and Hawken
60
KENNEDY CARD
Name _____________________________________________________
Materials To Class Worked and Let Others Work Follow Directions the First Time Teacher Parent
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
2 1 No 2 1 No 2 1 No Assignments
2 1 No 2 1 No 2 1 No Wow,
_____ Goal 36
61
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

62
Work Group Activity
  • Complete Element 3, Activity 5 in your workbook.

63
(No Transcript)
64
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

65
Behavior Education Program video
66
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

67
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

68
Point Trading System
69
__________________________ CICO Account Page
Date Points earned Total Points spent Total balance



















70
Document Trading System
  • Include process in CICO Manual

71
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.

72
CICO Trading Post- Focus on Building
Relationships- School Connectedness
Points Required Wants attention Wants item/activity Wants to escape attention Wants to avoid something
100 pts Take note to office/teacher Ask a peer to play/read/draw Be a leader Principals recess Teacher Helper Choose HW Choose a 5 min. activity School-wide sticker Principals recess Computer time by self Short break Alternative activity
250 pts Computer with a friend Extra sharing time More time for selected activity Free ticket to sporting event Time alone Independent work space Alternative assignment
400 pts Out to lunch with TBA Class recess, free time, or popcorn party New school /art supplies Get out of school early
73
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.

74
Sample Student Goal Sheet
Trevor School Example
  • High School Example

_____________________________ s
GOALS (Name)   Long Term (rest of my life)
___________________________ ____________________
________________________________ _________________
______________________   Mid-Range (high school
career) ___________________________ ____________
________________________________________ Short
Term (this year) ________________________________
___ _____________________________________________
_______
75
CICO Student Account Record
  • SWIS or Excel Spreadsheet

76
(No Transcript)
77
CICO Workbook Handouts
  • Element 4 Point Trading System
  • 1. Activity 6 - Action Plan
  • 2. Goal Sheet Examples
  • Trevors School (short version)
  • Trevors School (long version)

78
Work Group Activity
  • Complete Element 4, Activity 6 in your workbook.

79
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)

80
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,

81
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 ___

82
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

83
Request For Assistance Form
84
Sample Request for Assistance Form
85
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

86
Work Group Activity
  • Complete Element 5, Activity 7 in your workbook.

87
(No Transcript)
88
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 dont want/
    cannot be involved?

89
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

90
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 dont want
    to/cannot participate (staff mentor signs off
    instead)
  • Parent/guardian information sheet developed

91
CICO Home Report Name __________________________
___ Date _____________ ______ I met my goal
today ______ I had a hard day One thing I did
really well today was _______________________ S
omething I will work on tomorrow is
______________________ Comments
Parent/Guardian Signature _____________________
_______ Comments
92
CICO Workbook Handouts
  • Element 6 Family Partnership
  • 1. Activity 8 Action Plan
  • 2. CICO Home Reports
  • Elementary
  • Elementary/Middle
  • High School
  • 3. Parent/guardian Letter Example
  • 4. Parent/guardian Lesson Plan CICO Program
    Review

93
Work Group Activity
  • Complete Element 6, Activity 8 in your workbook.

94
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

95
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

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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

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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

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

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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 schools 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 schools 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.

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NONexamples (Please do NOT do these!) Student
does not earn full points teacher is negative
I cant 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 its 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 cant 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 2s 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 0s 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 2s if you remember to work hard,
keep your hands to yourself and use kind words.
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Reverse Referral for Assistance
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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

103
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

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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

105
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

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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

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

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

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

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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

116
Student Training
  • Considerations
  • Goal-setting
  • Student gets an ODR
  • Substitute Teacher/Volunteers
  • Home component
  • Model and Practice
  • Accepting Feedback

117
CICO Workbook Handouts
  • Element 9 Student Training
  • 1. Activity 11 - Action Plan
  • 2. Student Lesson Plan Example
  • 3. Second Student Lesson Plan Example

118
Work Group Activity
  • Complete Element 9, Activity 12 of the Action
    Plan in your workbook.
  • Lesson plan activity.

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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

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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

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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.)

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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

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

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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 TrackingTool

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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

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

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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

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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

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

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Any last minute questions
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Todays 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

132
Evaluations
Please fill out evaluations Leave on the
table when you pick up your CEU
133
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