Check In/Check Out

T2 Process

Susan Barrett

sbarrett@pbismaryland.org

www.pbis.org

www.pbismaryland.org

Agenda

Overview & Essential Features CICO

Example: Matthew Henson Middle School

Are you Ready?

Getting Started and Action Planning Personnel

Referral Process

Daily Progress Report and Determining Goals

Progress Monitoring

Acknowledgement System

In-service and ongoing communication for staff, parents, students

Acknowledgements

Rob Horner, Cindy Anderson, Leanne Hawken, Rob March, Anne Todd

Charles County MD Indian Head, Matthew Henson MS

Fern Ridge Middle School

Clear Lake Elementary

Bohemia Elementary

Kennedy Middle School

Effective Behavior Support Team- University of Oregon

SW PBS Defined in 2009

SW PBS is a decision making framework that guides

selection, integration, and implementation of the best

evidence-based academic and behavioral practices for

improving important academic and behavior outcomes for

all students.

5

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions• Address individual needs of student

• Assessment-based• High Intensity

Intensive, Individually Designed Interventions• Strategies to address needs of individual

students with intensive needs• Function-based assessments• Intense, durable strategies

Targeted, Group Interventions• Small, needs-based groups for

at risk students who do not respondto universal strategies

• High efficiency• Rapid response

Targeted, Group Interventions• Small, needs-based groups for at-risk students who do not respond to

universal strategies• High efficiency/ Rapid response

• Function-based logic

Core Curriculum andDifferentiated Instruction

• All students• Preventive, proactive

•School-wide or classroomsystems for ALL students

Core Curriculum and Universal Interventions

• All settings, all students• Preventive, proactive

• School-wide or classroom systems for ALL students and

staff

PBS Tiered Instructional and Behavioral

Supports Framework

6

Tier 1 of SWPBS•Code of Conduct

•Character Education•Bully Prevention Program

•Violence Prevention Program•Drop Out Prevention

Group Interventions- Increase teaching, structure and feedback

•CICO Basic •Newcomers Club

•Skills groups•Anger Management

•Victims•Bullies

Group Interventions w/function-based modificationsCICO Plus Skill

Function-based Support-

Comprehensive Supports

Universal

Targeted

Intensive

Continuum of

Support for

ALL

Dec 7, 2007

Invest in

Labeling behavior…not people

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre-K K-6 6-9 9-12 K8-12

2.4 - Mean Percentage Students (2006-07 Reg Ed) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

89% 74% 75%

N = 1288 N = 377 N = 124

3% 9% 8%

94%

1%

73%

10%

Pre K K-6 6-9 9-12 K- 8/12

33% 47% 46% 48%35%

Systems/Process

Supporting

Staff Behavior

Practices

Supporting Student Behavior

OUTCOMES

Data/Outcomes

Supporting

Decision Making

PositiveBehaviorSupport

PBSPractices: (what we do for students)

Outcomes/Objectives

Research Supported

Technical assistance input

Stakeholder input

Process (how we support adults)•Administration Active Participation and involvement

•Staff Buy In/ownership•Common language/approach/community of practice

•Evaluate current systems – modify current system, develop new system•Training

•Coaching- ongoing support•Information Dissemination- Marketing

•Performance feedback- provide frequent positive and instructional feedback

Data (how we make decisions) student outcomes, staff perception, system analysis, cost benefit

•Process/procedures/agreement /decision rules on how to respond to appropriate and inappropriate behaviors in all area of the building

•Computer application•Decision making/problem solving process

Sustaining the Process

Policy (how to maintain change)

Operationalize all processes

Codify within existing policy or create new policy

Dissemination to multiple audiences

All Tiers

• Administration Active Involvement

• Integrated in School Improvement Plan

– Measurable outcomes, systems to support staff ,data to track

fidelity and outcomes, and evidence based practices

• Staff Buy-In

• Marketing Plan for dissemination to all stakeholders

• Coach

• Decision Rules to vary response and support for all

students

• Advanced Tiers are natural extension of core curriculum

Training Outcomes Related to Training Components

Training Outcomes

Training

Components

Knowledge of

Content

Skill

Implementation

Classroom

Application

Presentation/

Lecture

Plus

Demonstration

Plus

Practice

Plus Coaching/

Admin Support

Data Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Tier 2- Targeted Group

Matches needs of school

Similar across students

Staff trained in intervention

Implemented within 5-days of identified need

Data collected to monitor outcomes

Function-based

Tier 2- Basic

Using CICO as the “Organizer”

Outcomes:

•Intervention •Screening Tool•Data Collection•Teacher Support

•Formal Documentation

Student Recommended for CICO

CICO is Implemented

CICO CoordinatorSummarizes Data

For Decision Making

Exit Program

Bi-weekly IPBS Meetingto Assess Student

Progress

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

ReviseProgram

•RFA

•ODR (SWPBS Team)

•Parent recommendation

•Administrator recommendation

•CICO Coordinator

Core features

Behavioral Priming/ Behavioral Momentum Start school off positively

Start each class off positively

Student recruitment of contingent adult attention Approach adults (teachers/ family)

Predictability

Self-management

Data-based decision-making

Excruciating Efficiency

Research Support

Pre schools Sandy Chafouleas, et al 2007

Elementary Schools Anne Todd et al in press Sarah Fairbanks et al, 2007 Amy Kauffman-Campbell, dissertation Doug Cheney et al, 2006; 2007 Leanne Hawken et al. 2007 Filter et al., 2007

Middle Schools Leanne Hawken et al 2003 Rob March et al 2002

High Schools Jessica Swain-Bradway, in progress

CICO is an

Evidence-Based

Practice

1.At least 5 peer

reviewed studies

2.At least 3 different

researchers/settings

3.At least 20 different

participants

What is different about CICO?

Uses Systems Logic

Team approach

Social marketing

Administration makes priority

Easy for teachers to implement- teach staff the process to access help

Uses Data

Tracks specific students- continuous feedback-

Feedback and celebrations with all staff

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

CICO

Features: Students identified and receive support within a week

Check-in and check-out daily with an adult at school

Regular feedback and reinforcement from teachers

Family component

Daily performance data used to evaluate progress

Daily Progress Report

Goals 1/5 2/6 3/7 HR 4/8

Be respectful 2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions 2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

CICO Process (cont.)

Weekly or Bi-weekly Principal Recognition

CICO coupon with graph attached

Data shared with all staff at least quarterly

9-Week graph sent to parents

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 directs

the first time.

3 2 1 3 2 1 3 2 1 3 2 1

Goal met?

= 2 points

= 1 point

= 0 points

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.

Critical Features of CICO

Intervention is continuously available

Rapid access to intervention (72 hr)

Very low effort by teachers

Positive System of Support

Students agree to participate

Implemented by all staff/faculty in a school

Flexible intervention based on assessment

Functional Assessment

Adequate resources allocated (admin, team)

weekly meeting, plus 10 hours a week

Continuous monitoring for decision-making

Why does the CICO work?

Improved structure Prompts throughout the day for correct behavior

System for 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

BEP at Matthew Henson Middle

School

Indian Head Elementary

Charles County

SET

The Systems-wide Evaluation Tool (SET) is designed to

assess and evaluate the critical features of school-wide

PBIS across each academic school year.

Indian Head received Exemplar Status

SET Score 85%

Indian Head ES

100

50

83

75

100

88

100

0

10

20

30

40

50

60

70

80

90

100

Expectations

Defined

Behavioral

Expectations

Taught

On-Going

Reward System

System for

Responding to

Behavioral

Violations

Monitioring and

Decision Making

Leadership District-Level

Support

Sco

re

2004-05

Sustaining

Preparation Initiation Implementation Maintenance *Minimal Critical Elements

Fall 100% 100% 100% 95% 100%

Spring 100% 100% 100% 95% 100%

100% 100% 100%95%

100%100% 100% 100%95%

100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall Spring

Targeted Team

Identification and Training of Team

PBIS Summer Institute 2005 –

Dr. Leanne Hawken

Identified 2 BEP Coordinators

Staff trained August 2005

BEP initiated with 25 students

BEP-Fidelity of Implementation Measure 88%

Total Referrals by Year

September-November

63

202

0

50

100

150

200

250

2004-05 2005-06

69% decrease

Average Referrals

September- November

2004-05 SY = 3.5 referrals/day

2005-06 SY = 1 referral/day

Referrals by Location

Referrals by Student

2004-05

Referrals by Student

2005-06

69% decrease

Referrals by Problem Behavior

75% Decrease

In Number of

Physical

Contacts

89%

decrease in

number of

incidents of

Bullying and

Harassment

Out of School Suspensions

September- November

41

5

0

5

10

15

20

25

30

35

40

45

2004-05 2005-06

86%

decrease

Cost Benefit

Referrals decreased by 139

If administrators spent 15 minutes processing each

referral then administrators recovered 285 minutes.

If students miss 45 minutes of instructional time for each

referral, then 6,255 minutes of instruction have been

regained.

Cost Benefit

If administrators spend 3 hours to process each

suspension, then administrators have recovered 18 days

of time.

If students miss 6 hours for each suspension, students

have recovered 36 days of instruction!!!!

Getting the CICO Started In Your

School

Things to Consider First…

Establishment of a Universal System (School-Wide) Does

Not Guarantee Individual Teachers are Implementing with

High Integrity

Students Who Appear ―At-Risk‖ May Benefit More When

Teacher Improves Skills in Behavior Management Then

Participate in Targeted Interventions

Is It Really Resistance For

Intervention?Before Implementing a Secondary Intervention, You

Must Ask:

Is the Student Receiving an

Adequate “DOSE” of the Universal

Intervention?

Components often overlooked:

Positive Parent Contact

Random Reinforcement Strategies

Positive Public Posting

Continuous Behavioral Feedback for Students

Data on Positive Reinforcement

Other Enhancements…

Tracking the Positive

Analysis of number of positive behavior tickets to discipline tickets to insure maintenance of at least 4:1 ratio

Analysis of number of positive behavior tickets by group (e.g., at-risk & high risk groups)

Analysis of number of positive behavior tickets by teacher

Keep a Positive Ratio

Is My School Ready to Implement a

CICO System?

School-wide system of behavior support in place

(SET Score 80% or higher)

Staff buy-in for implementation of the CICO

Administrative support

Time & money allocated

No major changes in school climate

e.g. teacher strikes, administrative turnover, major

changes in funding

CICO implementation a top priority

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

1. Coordinator Identified

Considerations:

Who? Teacher assistant, behavior specialist, SRO

One or Two people?

How will time be allocated?

Personnel: CICO Coordinator

Take care of CICO requests for assistance

Lead morning check-in/ afternoon check-out

Enter CICO data on spreadsheet – daily

Organize and maintain records

Create graphs for CICO meetings

Gather supplemental information for CICO meetings

Prioritize CICO students for team meetings

Characteristics of an effective CICO

coordinator

Flexibility within job responsibility (e.g.,

educational assistant, counselor, behavior health aide)

Positive and enthusiastic

Someone the students enjoy and trust

Organized and dependable

Works at school every day

Personnel: CICO 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

Resources: Time and Money

8-10 hours per week for CICO

coordinator

CICO forms on NCR paper

School supplies for CICO participants

Reinforcements for CICO participants

2. CICO Routine

Considerations:

Do students check in and out at different places? Or same

place?

Do students need to come early and leave last class early?

Develop Name, manual with teacher expectations

What’s in a Name?

Behavior Education Program Daily Progress Report

Kennedy Card Program Kennedy Card

Hello, Update, & Goodbye (HUG program) Hug Card

Student Leadership Academy-

Leadership Skills Training

*Caution with Using ―Behavior Card‖ or ―Behavior Plan‖

3. Point Card and System

Considerations:

Refer to SWIS CICO readiness – Assessment Tools

* Up to 10 check in periods

* Up to 5 expectations

* A three point rating scale

Same card for all students, use SW expectations, age

appropriate, positively stated, teach friendly

Designing Daily Progress Reports

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 versus writing & place for teacher initials

consistent expectations versus individual expectations

Data easy to summarize and determine if goal is met

HAWK Report

Date ________ Student _______________Teacher___________________

0 = No

1= Good

2= Excellent

Be Safe Be

Respectful

Be Your Personal

Best

Teacher

initials

Keep hands,

feet, and

objects to self

Use kind

words

and actions

Follow

directions

Working in

class

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

Today ______________% Goal ______________%

KENNEDY CARD

Name _____________________________________________________

Material

s

To Class

Worked

and Let

Others

Work

Follow

Directions

the First

Time

Teacher Parent

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

2

1

No

2

1

No

2

1

No

Assignments:

Wow,

= _____ Goal =

36

4. Point Trading System

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‖

When will trading occur? Variety of rewards with social

focus, what happens if a student misses ―Trading post

day?‖

Points Required

Wants attention Wants item/activity

Wants to escape attention

Wants to avoid something

100 pts Take note to office/teacherAsk a peer to play/read/drawBe a leaderPrincipals recessTeacher Helper

Choose HWChoose a 5 min. activitySchool wide stickerPrincipals recess

Computer time by self

Short breakAlternativeactivity

250 pts Computer with a friendExtra sharing time

More time forselected activityFree ticket tosporting event

Time aloneIndependentwork 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

CICO Trading Post- Focus on Building Relationships-“School Connectedness”

5. Student Identification

Considerations:

How will students be identified? What are the decision

rules? Students should be able to access support in

multiple ways.

How will students be identified?

Everyone is informed about intervention and referral procedure!!

Referral Procedures-What does the form look like?

Who gets the form once completed?

Decision Rules about ODR

Nurse or Counselor referral

Teacher Referral

Parent Referral

How to identify students for CICO

Other Data to Consider

Absences & Tardies

In school detentions (lunch-time or after school)

Other

6. Family Partnerships

Considerations

How will all parents be informed? When?

How are parents encouraged to participate/ refer their

child if needed?

For parents whose child is referred, how are parents

informed and involved? Individual meeting vs cohort

meeting?

Develop home report

What happens if parent don’t want/ can not be involved?

CICO Home Report

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:

7. Staff Training

Considerations:

Will staff be trained all at once or in increments?

How will team get initial buy in?

How will staff provide feedback?

How will impact be shared with staff, school system and

community?

What is the plan for teaching new staff, substitutes?

Training Teachers on

CICO System

In-service on the ―spirit‖ of program

supportive, not punitive

immediate feedback on behavior (type of

statements, what the ratings mean,

examples of feedback)

follow-up forum to express concerns

individual coaching

boosters needed at least yearly

8. Coordination Team

Who is on your team?

How often will you meet?

What is your timeline for implementation?

Marketing plan for getting started?

Meeting agenda

Id roles and responsibilities

How many kids will start?

9. Informing Students

Training all students

Will students be involved in planning name, point card,

development of program?

10. Data Monitoring

Will your team use CICO SWIS?

If not, how will data be collected, analyzed?

Identify person to be ―data manager‖

Develop schedule for summarizing data

Develop schedule for sharing data with team, students,

staff, parents

Determine length of time students on CICO

Progress Monitoring

www.swis.org

Readiness Checklist

Check-in Check-out Embedded

Within SWIS

Check-in Check-out Embedded

Within SWIS

Tracking Student CICO Progress(number = % of total daily points)

Date Jason Leanne Juan Kiran Alexa

1/16/03 85 95 100 80 65

1/17/03 100 100 100 75 77

1/18/03 77 0 100 85 63

1/19/03 45 75 95 92 85

1/20/03 88 89 77 89 90

1/23/03 79 0 100 95 95

1/24/03 95 67 85 100 78

CICO Check-in/Check-Out Record

Date:__________________ CICO Coordinator:_________________

Check-In Check-Out

Student Name Paper Pencil Notebook CICO

parent

copy

CICO Score

Jason √ √ √ √ 90

Leanne √ √ 85

Juan √ √ √ √ 60

Kiran √ √ 100

Alexa √ √ √ √ 95

Jacey √ √ √ 90

Decision Rules

Rapid Responder

Honeymoon Responder

Slow and Steady Responder

What will be the General Decision Rules around rates

kids will respond?

Training Students on

CICO System

Meet with parents and students

Modeling and Practice

Accepting Feedback

Decision-Making

Goal

Ongoing Communication

Staff, Parents

Remember Indian Head

New staff, students, parents

Sustaining CICO

Action Planning Form

Activity

Use your CD to guide you through the checklist

“Advanced” CICO

Modifying CICO to meet specific needs

Responding to problems

Graduating from CICO

Student Leadership Skills Training

Level 1- Student starts CICO- goal established- Leadership Skill Training 101 (basic Social Skills- data determines which skill to focus on)

Level 2-Student Mentor Group- fade to 2/day ―co -leads‖ morning and afternoon time with staff) Leadership Skill Training 200

Level 3- Student Ambassador Group- responsible for providing school tours to visitors, serves as actor in video library for SW lesson plans (takes social skills 100,200 classes and stars in skits)

Frequently Asked Questions Regarding

CICO Implementation

What if the student does not check-in in the

morning?

What if the student is not checking-out in the

afternoon?

What if a student is consistently not checking in

and/or checking out?

What if the student loses his/her CICO Card?

What if the student is consistently participating in

the CICO and his/her behavior gets worse?

Modifying CICO

Peer attention: Provide peer attention for meeting expectations Check out with friend

Sit with friend(s) at lunch

Brief free time with friend at end or class

Task avoidance: breaks, shorten work requirement

Access to assistance

Preferred work modality (e.g., groups)

Schedule of reinforcement More frequent check-ins

Highly preferred coordinator

Pair attention with other rewards

CICO can be Modified to

Address Different Functions

Think about the function of problem behavior

How can CICO be changed so that function is addressed?

Next Steps

Functional behavior assessment

Simple to complex

Building function-based interventions

Matching CICO to Student Needs

Basic CICO: goals related to cooperative, respectful behavior; reinforced through daily positive adult contact (attention-related)

CICO + Academic Support: goals, prompts, and encouragement for organizational and routine-following behaviors or increase in academic support

Escape CICO: goals related to cooperative, respectful behavior: students reinforced through chance to earn a break from aversive activity or aversive social contact

Effective School–Wide System in Place

Student not responding to school-wide

Expectations

Implement Basic CICO

•Increased structure, check-in, checkout

•Frequent feedback

•Connection with key adult

•Modify to fit specific need/function

CICO Plus

Social or Academic Instructional Group

Implement Basic CICO

IsIs the Basic

CICO Working?

•Continue with Basic

CICO

• Transition to self-

management

Yes

No

Conduct Brief Functional Assessment

•What is the problem behavior?

•Where does the problem behavior occur/not occur?

•Why does the problem behavior keep happening?

What if that’s not Enough?

Move on to more complex assessment and intervention

process

Goal: Keep it as efficient and realistic as possible.

Conduct Brief Functional Assessment

Is the behavior

maintained by escape

from social

interaction?

Is the behavior

related to lack of

academic skills?

Is the behavior

severe, complex,

intensive?

Escape Motivated

CICO

•Reduce adult

interaction

•Use escape as a

reinforcer

CICO + Academic

Support

•Increase Academic

support

Intensive,

Individualized Behavior Support

(e.g., Full FBA-BSP

Building on Efficiency:

“Simple FBA”

Full FBAs: Record review, interviews, observations

Specify problem behavior and contingencies within routines for purpose of individualized intervention design

Simple FBAs: Interviews

Specify problem behavior, routines surrounding problem behavior, and function of behavior for purpose of selecting type of CICO

Case Example

Jake is a 4th-grader on CICO to decrease talking out

and increase on-task behavior.

CICO has been in place for 4 weeks and he has made

modest improvements.

His teacher has noticed that Jake seems much more

―into‖ attention from his friend Trent, who also is on

CICO; he doesn’t seem as motivated by her attention.

Case Example

Carlotta is a gifted and talented student in 3rd grade.

She is an exceptional reader yet often engages in disruptive behavior that seems to be maintained by teacher attention during reading tasks.

She is always on task when she gets to work 1:1 with the teacher or in a group. Also, she is very good at helping other students who struggle with reading.

She has been on CICO for 5 weeks and has made only modest improvements in on-task behavior.

Modifying CICO: Rewards to

Consider Peer attention: Provide peer attention for meeting

expectations Check out with friend

Sit with friend(s) at lunch

Brief free time with friend at end of class

Task avoidance: breaks, shorten work requirement

Access to assistance

Access to preferred work modality (e.g., groups)

Schedule of reinforcement More frequent check-ins

Highly preferred coordinator

Pair attention with other rewards

Case Example

Marcos, a 2nd grader has been on CICO for 2 months and made moderate improvements.

He exhibits disruptive behavior maintained by teacher attention.

He checks in with the teacher 3 times per day and also checks in and out with the coordinator and seems to enjoy this.

His teacher has noticed that disruption most often occurs about 2/3 of the way through each time block—about 45 minutes before a check-in.

Potential Pitfall: Fidelity

Ms. Jaynes has two students in her class on CICO.

Although she initially implemented the system, lately she

has been completing the cards without meeting with the

students. Both boys are no longer meeting their point

goals and seem less interested in the program.

• Ms.Jaynes tells you that she thought she was

supposed to fill it out for the students

• Ms. Jaynes tells you, ―these boys are old enough to know better; I shouldn’t have to do this!‖

• Ms. Jaynes tells you that she doesn’t have time

to meet with the students because it takes about

10 minutes per student.

Potential Pitfall: Student Isn’t

Carrying Card

8th grader Melissa is on CICO and tells you she likes

the system. For the past month she has ―forgotten‖

her card and doesn’t give it to most of her teachers.

• Melissa tells you that she doesn’t bring her card

because she is embarrassed by it—other kids

tease her.

• Melissa tells you that she honestly just forgets it—

this seems reasonable because she is fairly

disorganized and her schedule is packed.

Potential Pitfall: Student Isn’t

Checking In or Out

4th grader Tony is on CICO but only checks out

irregularly.

• Tony always checks in and seems to like the check-in

person. He meets with Mr. Lee in the afternoons; Mr.

Lee says that Tony doesn’t seem to enjoy talking with

him.

• Tony tells you he is worried he will miss his bus.

Potential Pitfalls Fidelity Assess teacher commitment/enthusiasm

Re-teach

Teacher self monitoring

Student won’t carry card Student checks in and out privately

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?

Success: Now What?

Fade to self monitoring

Fade components of CICO

Self-Monitoring Interventions

Student monitors own behavior

Student ―checks in‖ with teacher periodically to review

ratings and receive feedback

Self Monitoring After CICO

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

Teaching Accuracy

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

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, Lucy’s 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 Lucy’s monitoring of behavior

Coordinator

Feedback based on accuracy (with teacher records)

When Lucy monitors independently, feedback based on behavior

Fading CICO components

Systematically remove components

Use data to guide your decisions

Removing components

Remove check-ins during the day

Remove initial check-in OR final check-out

Remove final component

Have graduation party