Session 16: CICO

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Session 16 CICO

• Michele Capio-Collins, Technical Assistance
  Coordinator
• Ann Donaghy, Counselor Lakewood School
• Bob Hain, External Secondary/Tertiary Coach D300
• Nate Jarot, Assistant Principal Lakewood School

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School-Wide Systems for Student SuccessA
Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems

• Tier 3/Tertiary Interventions 1-5
• Individual students
• Assessment-based
• High intensity

• 1-5 Tier 3/Tertiary Interventions
• Individual students
• Assessment-based
• Intense, durable procedures

• Tier 2/Secondary Interventions 5-15
• 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

• Tier 1/Universal Interventions 80-90
• All students
• Preventive, proactive

• 80-90 Tier 1/Universal Interventions
• All settings, all students
• Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008.
Adapted from What is school-wide PBS? OSEP
Technical Assistance Center on Positive
Behavioral Interventions and Supports. Accessed
at http//pbis.org/schoolwide.htm
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Positive Behavior Interventions SupportsA
Response to Intervention (RtI) Model

• Tier 2/Secondary
• Tier 3/
• Tertiary

Small Group Interventions (CICO, SAIG, etc)
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Group Interventions with Individualized Focus
(CnC, etc)
Daily Progress Report (DPR) (Behavior and
Academic Goals)

Simple Individual Interventions (Simple FBA/BIP,
Schedule/ Curriculum Changes, etc)
Competing Behavior Pathway, Functional
Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP

SIMEO Tools HSC-T, RD-T, EI-T
Wraparound
Illinois PBIS Network, Revised May 15,
2008 Adapted from T. Scott, 2004
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?
Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Adapted from What is a systems Approach in
school-wide PBS? OSEP Technical Assistance
on Positive Behavioral Interventions
and Supports. Accessed at http//www. Pbis.org/sch
oolwide.htm
Supporting Student Behavior
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Matrix of Secondary/Tertiary Interventions
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Check-In/Check-Out

• Level One Simple Secondary intervention within
  continuum of behavior support
• Requires the least resources, least intrusive
• The majority of kids will start with a CICO
• One adult supports multiple youth
• Progress-monitoring with Daily Progress Report
  (DPR)
• Same intervention for all kids (same DPR with
  school-wide expectations, etc)

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Simple Secondary CICO Intervention(March
Horner, 1998)

• CICO Daily Cycle
• Check-in with assigned adult upon arrival to
  school
• reminder binder
• precorrections
• turn in previous days signed form
• pick-up new form
• review daily goals

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continued

• CICO Daily Cycle
• At each class
• teacher completes card, or
• student completes self-monitoring
  card/teacher checks and initials card
• Check-out at end of day
• review days points goals
• receive reinforcer if goal met
• take successful card home
• precorrections

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continued

• CICO Daily Cycle
• Give successful day card to parent
• receive reinforcer from parent
• have parent sign card
• Return signed card next day celebrate (if not
  returned, simply go on)
• Secondary meeting with data graphs

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BEP Cycle
Source Crone, D.A., Horner , R.H. and Hawken,
L.S., 2004
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Daily Progress Report
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  Daily Goal _____/______ Daily Score
_____/_____   Teacher Comments Please state
briefly any specific behaviors or achievements
that demonstrate Joshs progress.   AM to
Midmorning _______________________________________
____   Midmorning to Lunch _______________________
__________________   Lunch _______________________
_____________________________ ETC
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Data-based Decision-rules Sample to Consider

• Identification for Simple Secondary supports
• Youth is identified by Universal Screener or has
  3 or more ODRs.
• Progress-monitoring
• DPR data is collected daily reviewed every
  other week. Data is collected for 4-6 weeks.
• Exiting/transitioning
• Youth received a total of 80 of DPR points
  averaged per day/week for 4 weeks and has had no
  new ODRs. Youth will be transitioned into being a
  CICO student mentor.

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Data-Based Decision-Making

• Student outcome data is used
• To identify students in need of support and to
  identify appropriate intervention
• For on-going progress-monitoring of response to
  intervention
• To transition youth out of interventions at the
  appropriate time
• Intervention integrity or process data is used
• To monitor the effectiveness of the intervention
  itself
• To make decisions regarding the continuum/menu of
  interventions/supports

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Recommended Time-frames for Data Review

• Simple Secondary
• CICO, SSI, CnC Simple FBA/BIP
• Student data should be reviewed at least once a
  month by Secondary Team (and/or Simple FBA/BIP
  team)
• Tertiary/Complex FBA/BIP Wraparound
• Student data should be reviewed at least every 2
  weeks by FBA/BIP or Wrap team

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Identify Students

• Enter Decision Rule for entry
• Parent Request
• Teacher Request
• Data based decision rules (ODR, Attendance,
  retention, etc.)
• Student should have access to intervention within
  72 hours of request

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Progress Monitor

• Review data twice a month
• Review Intervention integrity/data
• All students data on one graph
• Review Student outcome data for students that are
  not making progress
• Individual graph

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Example of SWIS-CICO Report
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Daily Data Used for Decision Making
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Fading Intervention

• After at least 4-6 weeks of success (defined by
  team data decision rule) student can begin to
  exit intervention
• Self-monitor
• Continue to monitor student data after they exit
• Allow student to touch base with CICO contact
• Celebrate

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Secondary Team Meeting

• Simple Secondary Interventions support
  implementation
• Number of youth in CICO and potentially upcoming?
  Number of youth responding?
• Number of youth in Social/Academic Instructional
  Groups and potentially upcoming? Number of youth
  responding?
• Number of youth in Simple Secondary Intervention
  with Individualized Features and potentially
  upcoming? Number of youth responding?
•  

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Lakewood School (5th-6th Grade)Community Unit
School District 300
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Replication Project

• District 300 hired a second/tertiary Coach
• 4 schools
• Training and TA throughout the year

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Lakewood Demographics

• 5th and 6th grade only
• 725 of students
• 88 Free/Reduced Lunch

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Secondary Team (Academic)

• Counselor
• Special Education Teacher
• Psychologist
• Administrator
• Gen. Ed. Teacher

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Secondary Team Academic Meetings

• Meets twice a month
• Meets during the school day
• Determines which academic interventions students
  need
• Progress monitors the interventions
• Makes changes in any interventions if necessary

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Secondary Team (Behavioral)

• Administrator
• Counselor
• Psychologist
• Regular and Special Ed. Teacher
• Social Workers
• External Coach

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Secondary Team Behavioral Meetings

• Meets twice a month
• Meets after school
• Reviews CICO data (from SWIS), CnC data, and
  small group data
• Makes necessary changes in behavioral
  interventions

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Administrators Role

• Support the interventions
• Check for fidelity of the program
• Reinforce the importance of PBIS and the
  supporting interventions
• When all else fails, bring Chocolate!

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Check In Check Out

• CICO Admittance
• Students who have 3 or more office referrals
  within a ten week period will be automatically
  placed on CICO.
• OR
• Students who have been recommended by the teacher
  by completing a yellow folder for behavior
  concerns will be automatically placed on CICO.
• Failing Grades, Poor Attendance, Poor Homework
  completion, Poor Classroom Performance will be
  considered for CICO

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Progress Monitoring CICO

• Every other week the Yellow Team looks at each
  students data and determines if a change is
  needed.

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Exiting CICO

• Students will be exited from CICO when they have
  had 4-6 consecutive weeks of meeting their daily
  goal of 80, 90 of the time.
• They will next be placed on self monitor CICO for
  a minimum of 2 weeks.
• The first week they meet with their advisor every
  day
• The second week they meet with their advisor
  Monday, Wednesday, and Friday.
• After 2 weeks the student will be exited from the
  program
• Some students remain on CICO after meeting all
  exit criteria.

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CICO Procedures

• The student will meet with their CICO advisor at
  the start of school each morning at the same time
  and location.
• Students will turn in the yellow carbon copy of
  their previous days PALS Points sheet.
  Hopefully signed by their parents.
• If signed they receive a Bulldog Gram.
• The student and advisor will have a 1 minute
  conversation and the advisor will give them a
  pep talk to start their day. (Goals, HW,
  positive behavior challenge)
• The student will head to class and start their
  day!

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CICO Procedures continued

• After each subject the student will take their
  PALS Points sheet to their teacher and ask them
  to fill out and initial their section
• It is OK and encouraged to remind the student if
  they forget to give their teacher their point
  sheet.
• The teacher will award the appropriate points,
  and give praise where deserved.
• If there were problem behaviors the teacher will
  encourage the student to improve.
• The student will also take their PALS Point sheet
  to lunch, PE, Specials, and ask their teachers to
  complete it.
• At the end of the day the student will meet with
  their CICO advisor once again and turn in their
  PALS Point sheet.
• It is OK and encouraged to remind the student
  that they need to leave to go see their advisor.
• It is OK and encouraged for the advisor to remind
  the student to check out.
• They will have a 1 minute conversation about
  their daily goal attainment and give praise where
  deserved.

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CICO Procedures continued

• The student will receive a Bulldog Gram if they
  have met their daily goal, typically 80.
• No consequence is given if they do not make their
  goal.
• The students daily goal is determined by the
  Yellow Team through the students data.
• The advisor will give the student the yellow
  carbon copy of the PALS Point sheet to take home
  to get signed.
• The advisor will turn in the point sheet to the
  designated person.
• The data will be entered into SWIS.

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Training Lakewood Staff

• What we did
• Basic, fast overview, and assumed
• What we should have done and what were going to
  do
• Re-teach, Reinforce, Review the CICO system
  throughout the school year.
• Communicate updates with all staff.
• Share data will all staff.

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Orientation to families/advisors /students

• Families
• One short phone call is not enough
• Positive reinforcement, support, from home is
  foundational
• Meeting with parents, postcards, introduction
  letter, data updates.

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Orientation tofamilies/advisors /students

• Advisors
• Hand selected volunteers
• Monthly gatherings (review data, share successes,
  discuss ways to improve)
• Informal positive reinforcement of advisors
• Celebrate success with their students
• Backbone of the CICO process
• Students First and Last influence every day

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Orientation tofamilies/advisors /students

• Students
• Notify (nominate) students
• Positive, clear, concrete, role-play
• Communicate / Establish the goal
• Explain the purpose and process
• Show them the rewards
• What does success look like in CICO
• Bulldog grams, letters home, Point sheets, Data
  Graphs.

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Getting Students Oriented

• Dos
• Positive
• Connect with students needs
• Promote improvement in student behavior
• Simple

• Donts
• Negative
• CICO is not a consequence or punishment
• Confusing

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CICO Card (PALS Point Sheet)

Name _________________________________
Date___________
Homeroom Teacher _______________________________
______
Daily Goal _______/56
Daily Score ________/56   Comments State
briefly any achievements that demonstrate
progress.    Parent Signature ___________________
______________________________
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Management of CICO

• Data Entry
• Everyday the advisors turn in the white copy of
  the CICO point sheet to the designated person.
• She enters the data in to SWIS as she receives
  the papers.
• Changes are also noted
• Point changes
• Attendance
• Not getting sheet filled out
• Behavior changes
• ASD
• Suspension

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Management continued

• Reword and Did, dont, doing
• Teachers are informed that their student will
  begin CICO prior to them starting.
• The Social Worker talks one on one with the
  teacher and explains the program and reason why
  the student is starting CICO

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Other Lakewood Details

• Number of students
• Moved to CnC and/or Social Skills Training

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Success

• 76 students participated in CICO
• 70 of the students exited the program
  successfully
• Early identification of students for 09-10 school
  year
• Passed info to students new school

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Challenges

• Separate Academic and Behavior Teams
• Student buy in
• Teacher buy in (Understanding of Positive)
• Paperwork

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QA