March 15, 2012 APBS, Atlanta, Georgia Megan Cave & Celeste Rossetto Dickey University of Oregon

 What is CICO? Check & Connect? Behavior Education Program? Hello, Update & Goodbye?  The CICO-SWIS Application  Using Data for Decision Making  Questions

Dr. Rob Horner, Anne Todd & Celeste Rossetto Dickey University of Oregon

 All specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation. ◦ Check & Connect ◦ Hello, Update & Goodbye (HUG) ◦ Behavior Education Program ◦ Other names

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Targeted Interventions *Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized *Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  TODAY

 Everyone on staff knows about it ◦ Easy access and quick implementation ◦ Substitute teachers and volunteers included  Always available ◦ no individual changes necessary  Home school connection ◦ Regular reporting of progress  Skills are taught and used ◦ Shape into self management skills

 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, and sets up successful behavioral momentum.  Increase in contingent feedback  Feedback occurs more often.  Feedback is tied to student behavior.  Inappropriate behavior is less likely to be ignored or rewarded.

 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 move towards a self- management system  Increased options for making choices  Increased ability to self-monitor performance/progress

 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  Tier 2 interventions are designed to work with 10-15% of kids in a school  CICO typically “works” with 67% of students needing Tier 2 interventions..  CICO does NOT replace need for individualized supports.  Team available  Team leader  CICO coordinator (morning, afternoon)  Team (meets at least once every two weeks)

 School-wide PBIS in place  School-wide expectations defined and taught  Reward system operating  Clear and consistent consequences for problem behavior  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.

 Daily CICO progress report card  Same expectations for all  Common schedule  All staff taught rules for accepting, completing and returning the card.  Home report process  Can be same as progress card  Can be a unique reporting form

 Application within SWIS  Targeted Intervention  Data Entry & Report Generation  Daily Progress Report standard for all students in CICO Intervention

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making

 Practices ◦ Define procedures ◦ Teach procedures ◦ Use daily point card for progress monitoring ◦ Communicate with home on student progress ◦ Acknowledge expected behavior ◦ Correct behavioral error (continuum of consequences) ◦ Use information for decision- making  Systems ◦ Admin. Leadership ◦ Team-based implementation ◦ Defined commitment ◦ Allocation of FTE &Coordinator ◦ Budgeted support ◦ Development of decision- driven information system  Data: ◦ Data entry ◦ Report Generation ◦ Decision Making

Student Recommended for Check In Check Out CICO is Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Exit Program Revise Program Check In Check Out (CICO-SWIS)

Comments:_____________________________________________________ Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time Goals8: :30 Lunch12-1:301:30- 3:00 Be Safe0 1 2 Be Respectful Be Responsible TOTAL

 Nine readiness requirements ◦ One of which is a SWIS account ◦ CICO program description ◦ Daily point card compatible with CICO- SWIS data entry format

1. Purpose of Targeted Intervention and expected student outcomes 2. Student screening and selection to program decision rules and procedures 3. Procedures for participating in the targeted intervention 4. Procedures for training staff, students, families, transportation, substitute staff, others 5. Data system for monitoring student progress 6. Decision making cycle and people responsible

Example

Criteria for compatibility 1.Standard for all students? school-wide expectations 3.3 point rating scale? 4.No more than ten check in periods? Apply these criteria to the following examples

CICO Record Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time SafeResponsibleRespectful Total Points Period 1: Reading Period 2: Math Period 3: Writing Lunch Period 4: Soc. St Period 5: Art/Music/PB Today’s goalToday’s total points: Comments: 1.Standard for all students? Expectations? 3.3 point rating scale? 4.No more than ten check in periods? Example A

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 in Music on MWF PE on T TH Math Lunch Recess Language arts Snack Research projects Standard for all students? Expectations? 3.3 point rating scale? 4.No more than ten check in periods? Example B Example C

1.Standard for all students? Expectations? 3.3 point rating scale? 4.No more than ten check in periods?

GOALS8:30-10Recess 10:15- 11:30 Lunch 12:15- 1:15 1:15-3:00 Be Safe0 1 2 Be Respectful Be Responsible TOTAL 1.Standard for all students? Expectations? 3.3 point rating scale? 4.No more than ten check in periods? Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No

1.Standard for all students? Expectations? 3.3 point rating scale? 4.No more than ten check in periods? GOALS8:30-10Recess 10:15- 11:30 Lunch 12:15- 1:15 1:15-3:00 Be Safe0 1 2 Be Respectful Be Responsible TOTAL5 Name: Points received Date: Daily Goal _____ Daily goal reached? Yes No The Total can make it easier for data entry. (Note: Convert if scale)

CICO-SWIS

Five Available Reports

Individual Student Count Report

What Questions? What Decisions?

Individual Student Period Report

What Questions? What Decisions?

Individual Student Single Period Report

What Questions? What Decisions?

Average Daily Points by Student Report

School- Wide Report

What additional questions would you have?

 Check In Check Out: The Intervention  CICO-SWIS: Readiness & Application  Using CICO-SWIS data to make decisions

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