1. Data, Systems and Practices in CICO
Ali Hearn, LCSW- Midwest PBIS Network, Technical Assistance Director
Steve Johnson- Elgin U-46 Highland Elementary School, Principal
National PBIS Forum, October 30th

2. Session Objectives:
Learn how to identify common challenges in CICO implementation that may be negatively impacting outcomes
Learn how to apply tips and strategies to overcome these common challenges
Identify ways to coach school teams in effective implementation of CICO

3. Agenda Where are we at in the triangle? What is CICO? Why put it here?
Using Data for decision-making
Tips and Strategies
Examples from the Field
Exemplar

4. Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

5. Where are you in the implementation process
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
Let’s give it a try & evaluate (demonstration)
Initial Implementation
That worked, let’s do it for real and implement all tiers across all schools (investment)
Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation

6. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

8. Where are we at in the Triangle?
Understanding The System(s)

9. WHERE ARE WE AT IN THE TRIANGLE?
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions %
Individual students
Assessment-based
High intensity
1-5% Tier 3/Tertiary Interventions
Individual students
Assessment-based
Intense, durable procedures
Tier 2/Secondary Interventions %
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
5-15% Tier 2/Secondary Interventions
Some students (at-risk)
High efficiency
Rapid response
Small group interventions
Some individualizing
Important points:
Family engagement at all three tiers (ex. Universal: parent volunteers using school reinforcer; Secondary: pushing teams to think about more than just consent but helping parents/families understand and be engaged in the intervention; Tertiary: Families need to be active member on the team
School population (race, free/reduced lunch, urban/rural, large/small buildings) Regardless of student population the percentage breakdowns remain the same. Any behavior that is impacting more than 20% of the student body is a universal issue.
Universal team/all students, Secondary team/small groups/generic problem solving team/Tertiary team/formed for individual student
Discuss importance of mental health, mental wellness
Tier 1/Universal Interventions %
All students
Preventive, proactive
80-90% Tier 1/Universal Interventions
All settings, all students
Preventive, proactive
Students receive supports based on their response to intervention
More intense as youth move up triangle (more teacher/family time, more data)
Available at all 3 tiers
Fidelity at Tier 1 improves Tiers 2/3 9

10. Positive Behavior Interventions & Supports: A Multi-Tiered System of Support Model (MTSS)
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,Credits, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/ Secondary
Tier 3/
Tertiary
Check-in Check-out (CICO)
Assessment
Intervention
Social/Academic Instructional Groups (SAIG)
Daily Progress Report (DPR) (Behavior and Academic Goals)
Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Individual Student
Information System (ISIS)
Complex or Multiple-domain FBA/BIP
Person Centered Planning: Wraparound/RENEW
Family Focus
SIMEO Tools: HSC-T, SD-T, EI-T
Illinois PBIS Network, Revised Aug Adapted from T. Scott, 2004

11. Layering Of Support
Tier 1
Tier 3
Tier 2

12. Layering Of Support CICO Groups with Individualized Features SAIGs
Check In Check Out
Groups with Individualized Features
SAIGs
Social / Academic Instructional Groups

13. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Secondary Systems Team
Problem Solving Team
Tertiary Systems Team
Uses Process data; determines overall intervention effectiveness
Uses Process data; determines overall intervention effectiveness
Plans SW & Class-wide supports
Standing team; uses FBA/BIP process for one youth at a time
CICO Check in Check Out
Universal Support
Brief
FBA/BIP
SAIG Social / Academic Instructional Groups
Complex
FBA/BIP
WRAP
Groups w. individualized
features
Brief FBA/BIP
Sept. 1, 2009 13 13

14. PBIS 3 Tiered System of Support
(Model #1- LARGE number of resources)
BOB
Tier 2 School-Based Coach
SARAH
CICO Intervention Coordinator
SAIG Intervention Coordinator
Mentoring Intervention Coordinator
JESS
BETTY
SAM
Mentoring Facilitator
CICO Facilitator
SAIG Facilitator
WENDY
MARCO
CICO Facilitator
CICO Facilitator
PHIL
SAIG Facilitator
BRIAN
SALLY
PAUL
JESSICA
SAIG Facilitator
Mentoring Facilitator
JEFF

15. Reverse Request for Assistance Form (example)

16. What is CICO?
The Essentials

17. CICO (BEP) Cycle Weekly BEP Meeting 9 Week Graph Sent Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Source: Crone, D.A., Horner , R.H. and Hawken, L.S., 2004 17

18. How intense is YOUR CICO?

19. 10 Critical Features: Considerations- CICO
1) Continuously available for student participation
2) Implemented within 3 school days of determination that the student should receive the intervention
3) Can be modified based on assessment/outcome data
4) Orientation: All staff, students, & families are informed of the details of the intervention

20. Using Data for Decision-Making
Student Outcome Data
Process Data

21. Do you know if what you are doing is working?
Gathering Data

22. 3-Tiered System of Support Necessary Conversations (Teams)
Universal Team
Meeting
Secondary Systems Team
Meeting
Problem Solving Team Meeting
Tertiary Systems Team Meeting
Standing team; uses FBA/BIP process for one student at a time
Uses process data; determines overall intervention effectiveness
Plans schoolwide & classroom supports
Uses process data; determines overall intervention effectiveness
Check-In Check-Out
Universal Support
Skills Groups
Complex
FBA/BIP
Wraparound
Brief
FBA/BIP
Group w. individual
feature
Brief FBA/BIP
Illinois PBIS Network
Rev 22 22

24. Do you know if your student(s) is responding?
Is it a student issue or a systems issue?

25. Daily Progress Report (DPR) Sample
“Social & Academic Instructional Groups” (sample academic skills group)
Daily Progress Report (DPR) Sample
NAME:______________________ DATE:__________________
“Individualized Student Card for Mark” (FBA/BIP)
EXPECTATIONS
1st block
2nd block
3rd block
4th block
5th block
6th block
7th block
Be Safe
Be Respectful
Be Responsible
Total Points
Teacher Initials
Walk to class Keep hands to self
Mark will keep hands to self
Use appropriate language Raise hand to speak
Possible behaviors taught in previous SAIG groups
Mark will hold up a yellow card to indicate needing a break
Replacement behavior
Bring materials Fill out assignment notebook
Mark will fill out assignment notebook
Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken 25

26. The card is NOT the intervention!
Positive adult interactions
Constructive corrective feedback

27. What if what you are doing is NOT working?
Troubleshooting

28. CICO what you need to know Finding the challenges before they find you
Tips and Strategies
CICO what you need to know Finding the challenges before they find you
Who
What
When
Where
Why

29. CICO – what makes it work Finding the challenges before they find you
Make sure students, staff, families know why! The WHY we do it/need it:
Added layer of support for youth who need more
Take time during staff meetings, newsletters, etc. to explain the “why” (layering/triangle)
Do it now so you don’t need to re-boost later!
Can help to compare academic and behavioral interventions – same 3 tiered philosophy
Not forever – no shaming or blaming

30. CICO – what makes it work Finding the challenges before they find you
Make sure students, staff, families know what it is (and what it is not)!
The What it is NOT:
Not a Tier 3 intervention
Not an intervention to tell the naughty kids more about why they are naughty
Not an opportunity for staff to point out why students are irresponsible, disrespectful, and unsafe
Another thing that teachers HAVE to do

31. CICO – what makes it work Finding the challenges before they find you
The What it IS
An extension of Tier 1
Able to help support about 10% of your school
A re-boost of Tier 1 messages
Opportunity for staff to communicate with youth who “need a little bit more”
An intervention that should take less than 1 min.
An intervention that provides positive adult contact and direct feedback
Do practice sessions with staff and allow them to actually experience CICO with one another

32. CICO – what makes it work Finding the challenges before they find you
The WHO is this for:
Consider students with internalizing characteristics when designing CICO
Nurses office visits, attendance, time with SW, time out of class, etc.
Once staff learn that “check-ins” and “point sheets” are for “naughty kids”, hard to change that mindset
Make sure to integrate internalizing characteristics into your matrix
Students who need a little “nudge”
Consider what “at-risk” means in your building

33. CICO – what makes it work Finding the challenges before they find you
The WHERE – will all of the SYSTEMS go?!
Where will kids check in
With who
Who will send letters home
Who does data entry
Who looks at the data
Who informs the staff of CICO updates
Who is looking at the fidelity of intervention
Who invites the youth
Who sets up graduation/celebrations

34. CICO – Tricks of the trade A few of the biggest “hang-up” areas
Consider how, when, and who will train ALL staff, families, and students
Think about location of check-ins
Consider who will be facilitating
Consider OPEN request (families, student, teacher) for entrance
Positive, positive, positive
All aboard! (including administration)
Some schools even have check-in times during class!
Knowledge is key to success. The more they know!

35. TRAINING IS HALF THE BATTLE

36. Examples from the Field
Huntley High School
Streamwood High School

37. Making CICO work for you
And it can work….for all of you 

38. The New Card Huntley High School

40. The New Card Streamwood High School: U- 46

41. Figure out your criteria and your program
What CICO looks like at your school?
Linked to Expectations
Continuously Available
Quick Identification
Modified based on Data
Structured Prompts for Student Behavior
Positive Feedback
School-Home Contact
Intervention Info for Student
Intervention Info for Staff
Practice New Skills

42. Exemplar Steve Johnson Principal- Highland Elementary School
Elgin U-46

43. Team Roles Think wide Be strategic Support Be there
Thought on mentor selection
Think beyond teachers or staff you think should be involved. Our data manager is the lead lunch supervisor, and our MTSS program is significantly supported by a para-professional
Stratgize who needs to be on the team. Who will “get it” and who can influence others
As leaders we need to be supportive of the leaders and be present.

44. Remember the “why” Discipline is part of what we teach
Support increases with consequences
Building on success
Remember the 5:1 (or is it 7 or 10:1?)
Build connections and relationships
Develop competence

45. Keeping it Simple Do not over complicate Allow the system to work
CICO is not a point sheet
Not a place to list all the “bad”
If it is not working, look at program fidelity
The reason much of PBIS works is in the simplicity. Staff members use what can be done easily but gets results. Yet we tend to want to make it complex, when it does not need to be.
CICO is not a point sheet like is used in some BD type programs.
Allow they system to work before we change the recommended process.
Give the example of magic.
Mentor selection should be random, although we use building location to minimize movement.

46. Parental Communication
Letter home at start
Follow-up phone call if needed
Do you require the sheet signed and returned?
Not a way to communicate what went wrong
Data can be used for further support
Some parents do not understand it is not a punishment.
Do you want to track the return of sheets? Is there another way to share that information?
Data can be given to parents when outside intervention occurs.

47. Tools Use the tools that support implementation Tracking Tool
MAP agendas
Data Rules

48. When it is not working Who had a bad day?
Is the Universal System fully implemented?
Do we need to re-train?
Use of the data rules to move to the next level of support
You can use the data to see if a teacher or other staff member needs support or re-training.
I think much of what we do with programs for discipline is to change adult behavior.
Do we need to look at the Universal System to increase success?

49. Cultural Change This is for life-long change
Move students to self-regulation of behavior
Creating a supportive culture
Developing competence for all in the school

50. Contact Information
Steve Johnson
Ali Hearn

51. Before you leave the session...
Take a moment to reflect on the session
Record your thoughts in the back of your program booklet
These notes will assist you in completing the online evaluation after the conference
Your comments are valued and assist in developing future conference sessions