Jon Jagemann & Colleen Wey September 18 th, 2014 CICO- Teacher’s Role

WHY do CICO? One size does not fit all theory Can link to school wide expectations Efficient, cost effective Group based, standardized Researched has demonstrated effective practice Positive reinforcement Frequent feedback

Purpose of CICO Increase collaboration between school and home Increase opportunity for self-management and social skills (ability to practice daily) Increase opportunity for positive adult and student interaction (build relationships/culturally responsive practice)

CICO Daily Cycle Check-in with assigned adult upon arrival to school – Positively greet youth – Review SW expectations (daily goals) – Pick-up new Daily Progress Report card – Provide materials (pencil etc.) if needed Meet with teacher in each class – Teacher provides behavioral feedback – Teacher completes DPR Check-out at end of day – Receive reinforcer

Pop Quiz How long should it take to check-in with a single student in the morning? 1.1 minute 2.2 minutes 3.5 minutes 4.10 minutes 5.Way too long

Morning Check-In HS Morning Check-In Elementary

Your Role Student will not be missing instructional time – Intervention is conducted within the academic time Check-in with student during block of time on DPR – Not interrupting instruction Have POSITIVE interaction/ conversation with student – What are they doing well, what can they improve – Create opportunities to have positive interaction with student before class, during class, and at the end of class. Remind student to check in with you

Adult Role The intervention is the regular, positive interaction with the adult. The adult must meet with the student regularly and discuss the positives the student did around their behavior and then provide CORRECTIVE FEEDBACK around areas they can improve. – Don’t just focus on the negative, every student has something they are doing positive.

All adults are involved in the actual intervention, it is not just the support staff. Let’s focus on the Positives

Examples of teachers meeting with students- High School

Teacher Feedback Remind student to meet with you Discuss something positive the student did Give corrective feedback on areas they struggled in – Wouldn’t yell at yourself for gaining weight, would problem solve on how to lose the weight Is not a punishment for the student or adult

Things to say to point out positives student had… I appreciate how you were on time today. You did a great job as a group leader during our activity. Thank you for being respectful and staying silent during the quiz. Awesome job remembering all of your materials and homework for class. During class I noticed another student was calling you names but you showed great responsibility by not reacting to that and continued to work. Way to go, keep it up! I am proud of you!

Things to say to students in areas they struggle… Tomorrow let’s sit in the front of class so we are able to focus more. Let’s give you a new partner so you don’t talk to much while working. Instead of shouting out your answers, I need you to raise your hand and I will call on you. You were late today, so tomorrow I want you to first come to class and then ask to go to the bathroom. Etc….

Corrective Feedback Not Corrective You are always talking in the back of the classroom. You forgot your homework and supplies again. Corrective Feedback I noticed you are talking in the back of class, how about we move to the front of the room. Let’s write ourselves a note to remember our supplies and put this note in our shoe and when you put on your shoe you will see it.

Focus of conversation with students TWO Fold – When meeting with student throughout day focus on something positive – Then address an area of need

Pop Quiz Thumbs up or Thumbs down: All students must be progress monitored while receiving an intervention.

Progress Monitoring Used to continually monitor the effectiveness of an intervention Gauges how a student is responding to the intervention Used to make decisions for individual students and see effectiveness of intervention Daily Progress Report (DPR) is used Teacher needs to complete daily

Adults are Responsible THE INTERVENTION IS THE REGULARLY SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT – Show excitement over intervention – Remove excuses for students to not participate – Focus on positives

What messages are we sending our students?

Resources RtI/ PBIS website: – – PBIS Overview Guide (all tiers) PBIS Pinterest – MPS PBIS Youtube – MPS PBIS Twitter Feed – your PBIS External Coach

CICO- Teacher’s Role MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives