Quick Sort Matrix 1 Check-In Check-Out Check & ConnectSocial Skills Group Organizational Skills Newcomers Club Adult Attention XXXXX Peer Attention XX Choice of alternatives/activities *X Teach replacement behavior XXXX Teach problem-solving skills XX Increase precorrects and prompts for behavior expectations XXX *Design reinforcement strategy that allows for escape/avoidance

Steps to Implementation Student Identification Consider program design for your school Develop a daily progress report (DPR) Design a reinforcement system Select a system for managing daily data Establish plans for fading Create staff training materials and time Provide information for students and parents

Evaluating Your CICO System Steps to Implementation

Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

Progress Monitoring CICO Systems Data

Evaluating the System of CICO Determine response: systems modification or individual change? SYSTEMS MODIFICATION

Progress Monitoring CICO Systems Data

Daily Points by Student: CICO 8 SYSTEMS MODIFICATION Determine response: systems modification or individual change?

Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

Evaluating Your CICO System Steps to Implementation

System Modifications: Why is it Happening? Are we implementing with fidelity? – Organizational assistance needed for students in managing DPR – Staff retraining for consistent DPR completion – Overall goals set too high/too low – Reassess student incentive plans for participating in CICO – Staff retraining on specific, positive praise when completing DPR

Implementation Script: Teacher Component & Features Regular Teacher Feedback  Prompt student to come to chart (if necessary). Y N NA  Provide a comment about whether expectations were or were not met for that activity. Y N  Award a sticker/points if expectations were met OR tell student what to do differently if expectation not met. Y N  Use a positive tone throughout interaction. Y N Total Number of Y Circled = Percent Implemented (total Y / total number of features x 100) =

Team Time: Systems Assessment for Check-in/ Check-out Go to: Analyze School-wide graph/Analyze Daily Points by Student Graph As a team score the elements of the CICO Self- Assessment 2-In place; 1-In progress; 0-Not in place For elements not scored as “in place” define the actions that will move you toward implementation. Who will do what, when? Update your Action Plan

Progress Monitoring CICO Systems Data

Evaluating the System of CICO Determine response: systems modification or individual change? ???

Progress Monitoring Individual Student Data

Daily Points by Student: CICO 17 Determine response: systems modification or individual change? Individual Change

Data Decision Rules What are data decision rules? – Decision rules for guiding data analysis and interventions – Information that is typically gathered (e.g., disciplinary office referrals, CICO Daily Progress Report data) for a specific purpose. (Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G., 2004).

Progress Monitor If data indicate adequate response to the intervention – Continue or Fade If 3-4 consecutive data points are below the goal line – Modify or Intensify Is the intervention being implemented with integrity? Does the intervention match the function of student behavior? Is the student making adequate progress in relation to the goal?

Student Progress Graph: CICO Daily 20 Determine intervention plan: continue/fade/modify/intensify? CONTINUE

Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify? FADE

Fading Procedures: Move Towards Self-Monitoring Increase the amount of time between feedback: am check/pm check Eliminate AM Check-In or Eliminate PM Check- Out Pair student rating with teacher rating, conduct reliability checks, fade teacher rating

MODIFY Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify?

Student Progress Graph: CICO Daily Determine intervention plan: continue/fade/modify/intensify? INTENSIFY

Student Progress Graph: CICO Weekly Determine intervention plan: continue/fade/modify/intensify? INTENSIFY

Team Activity: Evaluating Individual Progress Analyze individual student graphs for students enrolled in CICO Apply Data Decision Rules Determine intervention plan: continue/fade/modify/intensify

Customizing Tier 2 Interventions: When Tier 2 interventions do not appear to be effective

Student Progress Graph: CICO Weekly INTENSIFY

Problem-Solving Process Strengths/Concerns Identified What’s the problem? Why is it happening? What could we do about it? How will we know if it’s working? Should we keep or change the intervention? Collect and Use and UseData

Problem Identification The student’s performance indicates: (describe data and classroom observations – be as specific as possible) Strength Area(s): Need Area(s): *Facilitator check for understanding Problem Analysis/Intervention Selection We are using _____________ to address the skill areas. Match function? (Intervention) We use it _______ per week for ________ minutes per day. Sufficient and Consistent? *Facilitator check for understanding Evaluation When looking at behavior over time changes in skills are: Additional data are necessary to know what to change? *Facilitator check for understanding

Individual Modification Why is it Happening? Matching the function to need Creating student buy-in Particular class or time of day Matching the intervention to the intensity of the behavior

Function-based Individualized Student Plans Behavior increases…. To obtain something (attention, items) To escape from something (people, activities) 36

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Student Progress Graph: CICO Daily 41

Strengths: Peer and adult relations Needs: Morning check-in, task completion, attention to task, raise hand Intervention Summary Name: Tommy Talksalot Grade: 2 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

ElementsCustomization Morning check-in Mr. Checkinout will go to Tommy’s class if he doesn’t check in. They will review a check-off card created for the increase in task completion and set a goal for the day Put sheet in folder/notebook/planner The check-in/out sheet will be stapled in Tommy’s folder Give sheet to each teacher The teacher will meet Tommy at the door in the morning and he will hand her the folder Hourly feedback from each teacher Afternoon check-out Tommy will be released 5 min. early from class to check out with Mr. Checkinout. They will then review his task completion check-off card and goals for the day. If Tommy made his goal, he will receive a reward from the teachers list. Take feedback sheet home Tommy will put his feedback sheet in his red take home folder Additional Comments: The team will review Tommy’s progress in two weeks.

Strengths: Adult relations, organization Needs: Talks out in class, makes rude comments to peers Intervention Summary Name: Suzy Snippy Grade: 6 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

ElementsCustomization Morning check-in Mr. Checkinout will review a strategy card (how to make positive statements) as part of the check-in process Put sheet in folder/notebook/planner Give sheet to each teacher The teacher will meet Suzy at the door before class to discuss positive statements (strategy card) and when to raise her hand. Hourly feedback from each teacher Afternoon check-out Suzy will discuss the progress of her day with Mr. Checkinout by reviewing the check-in/out sheet and the strategy card. Take feedback sheet home Suzy will put her feedback sheet in her red take home folder. Additional Comments: Each teacher will be given a copy of the positive statements strategy card. Suzy will have the same strategy card stapled in her planner. Her parents will also be give a copy. The team will review Suzy’s progress in two weeks.

Now You Try!

Strengths: Good sense of humor, academics, wants to please adults Needs: Impulsive, talks out in class, makes noises, out of seat a lot, peer relations Intervention Summary Name: Fred Flipsalot Grade: 3 Intervention: Check in/check out Team Members: Bea Good, Charlie Checkinout, Sally Social Worker, Sara Structured, Sam Slacker

ElementsCustomization Morning check-in Put sheet in folder/notebook/planner Give sheet to each teacher Hourly feedback from each teacher Afternoon check-out Take feedback sheet home Additional Comments:

Team Activity: Customizing the Intervention Identify a student whose data led you to the decision to modify the intervention. Use the intervention elements sheet to lead your team to a customized intervention: Student Strengths and Needs learned to date. Evaluate each element and determine areas that would make sense to customize. Determine if additional information is necessary before implementing.