1. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

2.  SHOW & TELL  Review SW-PBIS Implementation  TIPS meeting process ◦ Successes ◦ Surprises ◦ Challenges/Questions

3. ActionPerson Responsible Reserve RoomFacilitator Recruit items for AgendaFacilitator Review data prior to the meetingData Analyst Reserve projector and computer for meeting Minute Taker Keep discussion focusedFacilitator Record Topics and Decisions on agenda/minutes Minute taker Ensure that problems are defined with precision Facilitator Ensure that solutions have action plans Facilitator Provide “drill down” data during discussion Data Analyst End on timeFacilitator Prepare minutes and send to all members Minute taker TIPS II Training Manual (2013) www.uoecs.orgwww.uoecs.org 3

5. Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report

6. Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report Where in the Form would you place: 1.Staff will complete weekly fidelity checks 2. Three students are not meeting daily CICO goal 3. Parents are not signing CICO home report 4.ORF scores are too low for third graders 5. Plan for school board report

7.  Go to www.pbisassessment.orgwww.pbisassessment.org  Enter your school code  Reference the MATT handouts to guide you through questions ◦ Coaches Interview Guide (pp. 2-5) ◦ Team Scoring Guide (pp. 6-10)  Enter scores into www.pbisassessment.orgwww.pbisassessment.org

11. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.tier2pbis.pbworks.com

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

13. Check-In/Check-Out 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

14. OREGON 2011-12 CICO-SWIS TIER 2

15. CICO-SWIS IN OREGON 2011-12 SchoolsStudents Elem1142001 MS35674 HS133 Pre-8 th 697 Others166 TOTAL1572871

16. >=80% Elem1750 MS510 HS20 K-878 Other57 TOTAL2415 Over 84% of CICO students succeeding!

20.  What constitutes a Tier 2 Intervention? ◦ An intervention that:  Serves multiple students at one time (15-25 student at once)  More efficient use of resources that 1 student at a time  Students can get started with almost immediately upon referral  Requires almost no legwork from referring staff to begin implementation of the intervention with a student  All school staff know about, understand their roll with, and know the referral process for ◦ SYSTEMS NOTE: Resources Required:  If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

21.  Intervention is continuously available  Rapid access to intervention (72 hr)  Very low effort by teachers  Consistent with school-wide expectations  Implemented by all staff/faculty in a school  Flexible intervention based on assessment ◦ Functional Assessment  Adequate resources (admin, team) ◦ weekly meeting, plus 10 hours a week  Student chooses to participate  Continuous monitoring for decision-making

22.  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.

23.  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 morph into a self-management system  Increased options for making choices  Increased ability to self-monitor performance/progress

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

25.  1. Faculty and staff commitment  Is problem behavior a major concern?  Are staff willing to commit 5 min per day?  Is CICO a reasonable option for us?  More than 5 students need extra support  CICO is designed to work with 10-12% of kids in a school  CICO typically “works” (50% reduction) with 67% of students.  CICO does NOT replace need for individualized supports. Activity 1: a)Assessment of need (ODR rates, staff assessment) b)Readiness: Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80) Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up? c)Team to manage CICO Administrator; CICO Coordinator; Check In/Out staff member(s), behavior Specialist (e.g. SPED/SPSY), Teacher Activity 1: a)Assessment of need (ODR rates, staff assessment) b)Readiness: Is SWPBIS Tier 1 in place? (TIC = 80%; SET = 80/80) Is there faculty commitment to work with tougher kids? Are in-school resources available to implement? Are district resources available to support start-up? c)Team to manage CICO Administrator; CICO Coordinator; Check In/Out staff member(s), behavior Specialist (e.g. SPED/SPSY), Teacher

26.  Complete the CICO Self- Assessment & Identify Actions for improved implementatio n

27. http://www.youtube.com/watch?v=UqMdy5-OSlQ

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

29.  5. Morning Check-in Routine  Teaching students when, when, how  Teaching check-in coordinator  Assess  Reward  provided for checking-in; breakfast treat, etc.  Set-up or Redirect  6. Teacher Check-in/Check-out Routine  Teaching staff/faculty  Reward  Set-up for success, positive momentum  Evaluation Activity 5: a)Identify Check-in staff & location b)Define Check-in routine & how to train check-in staff c)Teacher check-in/check-out routine defined Activity 5: a)Identify Check-in staff & location b)Define Check-in routine & how to train check-in staff c)Teacher check-in/check-out routine defined

30. Leading Systems Implementation

31.  Coordinator  Chair CICO meetings, faculty contact, improvement  Specialist  Check-in, check-out, meeting, data entry, graphs  Together (Coordinator + Specialist) = 10 hours/wk  Meeting 45 min per week  Coordinator, Specialist, Sped faculty, Related Services  All staff commitment and training  Simple data collection and reporting system. WHAT FITS YOUR SCHOOL? Combining these roles/ responsibilities across multiple staff or not?

32. 1.Who would be a good coordinator? 2.What duties/responsibilities will he/she have? 3.Do we need to adjust schedules/time/ workload for this person? 4.How will we train the coordinator? 5.How will we evaluate the coordinators effectiveness? 6.Who will be our back-up coordinator? 7.What steps do we need to take to accomplish this?

33.  Establish rapport with students  Provide training to all students before they begin CICO  Coordinate check-in and check-out ◦ Possibly do Check-in & check-outs  Enter data daily (or monitor daily data entry)  Organize and summarize student data for meetings  Contact person for caregivers  Process requests for assistance  Lead meetings  Problem-solve

34. Examples  Social worker  Counselor  Special Education teacher  Paraprofessional Non-Examples  Principal  Classroom teacher  Any individual responsible for discipline

35.  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

36.  Plan for turn-over in the coordinator position  Increasing sustainability ◦ Document all procedures ◦ Active management from the leadership team ◦ Write coordinator duties into a job description ◦ Devote FTE to the coordinator position

37. These individuals only do check-in/check-outs w/ students only (data and organization is the CICO Coordinator’s responsibility) - School custodian - School office staff members - “Specials” teachers

38.  In the building everyday  Available at the beginning and end of each day  Someone students like and enjoy being around  Enthusiastic  Organized  Positive

39. The effectiveness of implementation should be examined on a regular basis Evaluation Questions: 1. Does the coordinator establish positive rapport with students? 2. Does the coordinator display effective behavior management skills? 3. Does the coordinator’s position allow all tasks to be completed in a timely manner? 4. Is the coordinator implementing the intervention with fidelity? ◦ CICO Self Assessment, Benchmarks of Advanced Tiers, etc. ◦ Integrate CICO implementation fidelity within a district evaluation plan

40.  2. Team available / Coordinator available  CICO Coordinator  CICO Specialists (checking in & out w/ students daily)  Team (meets at least once every two weeks) Activity 2: Plan CICO Roles & Responsibilities a)CICO Coordinator b)CICO Specialist(s) Who is doing daily Check-ins & Check-outs? c)behavior: Individual Student Systems Data Team meetings Training Day 2 Activity 2: Plan CICO Roles & Responsibilities a)CICO Coordinator b)CICO Specialist(s) Who is doing daily Check-ins & Check-outs? c)behavior: Individual Student Systems Data Team meetings Training Day 2

42.  Use a School name, mascot, motto ◦ Sunshine Club ◦ Hawk Report ◦ HUG – Hello, Update, Goodbye ◦ CnC – Check-n-Connect ◦ CICO – Check-In/Check-Out ◦ BEP – behavior Education Program

43.  Try to use 1 card for the program ◦ Use common schedule if possible ◦ Use School-wide Rules  Keep it simple ◦ Card needs to be quick & easy for staff to complete ◦ Card needs to be small (half sheet) & easy to carry around

47. Name: Date:Block 1Block 2Block 3Block 4 Safety0 1 2 Organization0 1 2 Achievement0 1 2 Respect0 1 2 Name: Date: Pencil sharpened Homework completed Raise hand to talk Be on timeKeep hands to self 1. Check in1 2 3 4 2.1 2 3 4 3. Music on MWF 1 2 3 4 4. PE on T TH 1 2 3 4 5. Math1 2 3 4 6. Lunch1 2 3 4 7. Recess1 2 3 4 8.1 2 3 4 9. Language arts 1 2 3 4 10. Snack1 2 3 4 11. Research projects 1 2 3 4 Too complicated… Too many ratings

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

51. 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:

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

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

56.  Multiple office referrals ◦ ID at-risk students at beginning of school year based on previous years data ◦ ID students based on cumulative ODR in school year  Referral ◦ by teacher  Teacher Request for Assistance ◦ by parent  Time to action: ◦ 30 min to 7 days (goal is < 72 hours)

57.  More than a minimum number of referrals  Across several different settings  Not dangerous to self/others  Several minor referrals  Adult attention is rewarding

58. ◦ 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

59.  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

60. George 17 referrals From multiple classrooms, cafeteria, hall, and bus Disruption, defiance, fighting Caught with box opener 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 Richard 5 referrals From playground Defiance, inappropriate language John 5 referrals 2 from classroom, 2 from hall, 1 from bus Disruption, defiance, tardy, harassment John 5 referrals 2 from classroom, 2 from hall, 1 from bus Disruption, defiance, tardy, harassment

61. Start the year by reviewing last years data: CICO can help to start the year off on the right foot

62. Office Discipline Referrals - Typically referrals are examined every 2 weeks in a team meeting (school-wide, CICO team, etc.) - Set Decision Rules -Students with 2 nd referral = TEAM REVIEW -MS & Elem may have different criterion -Print out an individual student report (SWIS) for each identified student to examine patterns (location, time, problem behavior, etc.)

63.  Develop a system  Teach staff how to use the system  Provide verbal and written instructions on the referral system  Respond to referrals in a timely manner  System must be efficient

66. 1.How will we examine ODRs? 2.How will we integrate academic data? 3.How often? 4.Is there other data that we will use for screening? 5.What criteria will be use to determine if the student is appropriate for CICO? 6.What will happen after we determine a student is identified as needing CICO?

67. 1.How will teachers refer students (form, email, etc.) & who will the referral go to? 2.What data is needed after the referral is received & who will gather it? 3.How will we determine if a student is appropriate for CICO? 4.How will we inform teachers of this process? 5.What is our anticipated time frame for examining and acting upon referrals? 6.What will we do if a student does not appear to be a good fit?

68.  3. Process for identifying a student who may be appropriate for CICO  Student is not responding to SWPBS expectations  Request for Assistance  Student finds adult attention rewarding  Student is NOT in crisis. Activity 3: a)Develop a Request for assistance process defined. b)Define criterion for CICO support (Decision Rules) Activity 3: a)Develop a Request for assistance process defined. b)Define criterion for CICO support (Decision Rules)

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

71.  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?

76.  School team ◦ Identify students who may benefit ◦ Monitor implementation ◦ Evaluate effects and modify/fade as needed  Coordinator ◦ Facilitate morning and afternoon checks (in & out) ◦ Get signed form from students, give new form ◦ Maintain positive, constructive environment ◦ Acknowledge successes  Teachers ◦ Obtain form from student each day ◦ Monitor student 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

77.  Be interested, encouraging & supportive  Identify Incentives your child can earn at home for performing well on CICO (daily &/or weekly) ◦ Incentives need to be reasonable and something parents can regularly deliver  VERY IMPORTANT!!!  Do NOT use punishers if your child does not meet his/her goal ◦ if you do your child will not continue with the program… or will not bring reports home to parents ◦ Just encourage your child: “Too bad today, but if you try hard you’ll do better tomorrow!”  Before School ◦ Try to reduce “Tough Mornings” before school ◦ Encourage & Support  behavior & School Readiness  After School – ◦ Request to see student’s home report! ◦ Provide incentives (if the student has earned it), or encouragement

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

81.  Teach program logistics ◦ Responsibilities: Student, Teacher, Coordinator ◦ 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

82.  4. Establishing Agreements & Communicating Roles & Responsibilities  Permission to Participate  Communicating Roles & Responsibilities  Parent, Student  Teaching Student Program Logistics  Teaching Student Expected behaviors & Point Card Activity 4: a)Develop a plan for communicating agreements, roles & responsibilities w/ parent & student Will you hold an initial meeting? Develop a contract? b)Identify how student will be taught program logistics & behavioral Expectations Activity 4: a)Develop a plan for communicating agreements, roles & responsibilities w/ parent & student Will you hold an initial meeting? Develop a contract? b)Identify how student will be taught program logistics & behavioral Expectations

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

84.  Levels of Rewards: o Reward student for: Checking-In  positive adult interaction & a breakfast snack? Checking-out & turning in daily progress card  positive adult interaction & bonus point on card or a piece of licorice? ◦ Earning points & making goal  Make sure rewards are feasible & valued  Might start with daily rewards for success… then fade to turning in points earned

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

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

87.  9. Afternoon Check-out Routine  Identify Check-out Staff, Location & How to Check-out  Teach Check-out staff to collect data, acknowledge success, encourage improvement.  Consider self-recording system for older students  10. Trading menu  Reward for collecting and turning in daily progress card  Reward for meeting daily goal  Exchange system for points earned Activity 7: a)End of day check-out routine, location, staff defined. b) Plan Rewards for: Check-in & out; meeting goal, etc. Activity 7: a)End of day check-out routine, location, staff defined. b) Plan Rewards for: Check-in & out; meeting goal, etc.

89.  An effective Data System is CRITICAL  Highly recommend CICO-SWIS ◦ www.swis.org www.swis.org ◦ Additional $50/year with SWIS account ◦ Cannot get CICO add-on without having SWIS account  Alternative = managing excel spreadsheets ◦ Gets challenging with many students ◦ CICO Coordinator must have substantial expertise in Excel

90.  Identify who will enter the data daily ◦ CICO Coordinator or CICO Specialist ◦ Train in CICO-SWIS accordingly & provide w/ account passwords  Can show student updated graph during check-out

92.  11. Collecting, summarizing and using data  Daily updates  Coordinator does regular data checks to make sure data is being entered promptly & correctly Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined Activity 8: a)Process for collecting, entering, summarizing and reporting data is defined

94.  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

96.  The GOAL is always to “Graduate” students from our supports or Fade supports ◦ Do so gradually & Support the Transition 1)Increasing student responsibility  Transition into a Self-Management/ Self-Monitoring program 2)Then, gradually removing or “Fading” components of the intervention

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

98. 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

99.  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

100.  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

101.  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

102.  12. Fading Supports for Successful Students ◦ Transition to Self Management program ◦ Continued monitoring & celebrations for “Grads”  13. Substitute Teacher routine ◦ How to inform and orient new teachers Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials Activity 9: a)Define self-management process. Use card, but no teacher review No, card, but still check in b) Substitute teacher orientation materials

104.  Provide an introduction to CICO and the referral process at a staff meeting  Sample PowerPoint presentation available  Communicate: ◦ Description of CICO ◦ Why it is important ◦ Roles & Responsibilities ◦ Rating the Point Card ◦ Importance of being positive

105.  School team ◦ Identify students who may benefit ◦ Monitor implementation ◦ Evaluate effects and modify/fade as needed  Coordinator ◦ Facilitate morning and afternoon checks (in & out) ◦ Get signed form from students, give new form ◦ Maintain positive, constructive environment ◦ Acknowledge successes  Teachers ◦ Obtain form from student each day ◦ Monitor student 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

106.  14. Provide training to all staff on CICO ◦ School-wide system = train ALL staff  Rationale  Roles & Responsibilities  How to score the point card ◦ Identify how to train assistants & duty staff (recess, cafeteria, etc.) who are often not at staff meetings ◦ Provide ongoing updates to staff re: CICO implementation & outcome data Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff Activity 10: a)Develop Staff Training/Orientation to CICO b)Develop a plan for training assistants & duty staff

107.  Fidelity ◦ Assess teacher commitment/enthusiasm ◦ Re-teach ◦ Teacher self monitoring  Student won’t carry card ◦ Student checks in and out ◦ Coordinator provides card to teacher and picks up  Student continues to receive feedback from teacher ◦ Self monitoring ◦ Computerized system  Student isn’t checking in or out ◦ Determine reason ◦ Identify preferred person to check in/out with ◦ Is this component needed?

108.  Develop CICO System ◦ Referral process ◦ Initial meeting & Agreements/contract ◦ Check-In - procedures & personnel ◦ Check-Out – procedures & personnel ◦ Develop Point Card ◦ Rewards menu & process ◦ Data System & Data entry (training & personnel) ◦ Plan for fading/graduating ◦ Training for Staff  Pilot Implementation