1. Hello….Update….Good-bye CICO in Early Childhood
Fox C-6 School District
Don Earl Early Childhood Center
Arnold, MO
2018

2. Don Earl Early Childhood Center

3. Expectations

4. Student Selection How students red flag:
Major Incident Reports (3 or more in one month period)
Universal Screener- SDQ
FAIRS (Functional Assessment Interview & Reinforcement Survey)
If function of behavior is determined to be attention seeking, the student will be referred for H.U.G. intervention

5. Procedures
A check-in/check-out Facilitator will be assigned to the student based on student preference and staff availability
Teacher will inform parents through phone call (see script) or face to face that their child was nominated to participate and explain the intervention and its purpose
Student will have a folder that will be used to communicate with parents and will include:
A letter to the parent explaining the importance of their role in the intervention
Parent Implementation Script
Feedback examples – when goal is met and not met
Sample of Daily Progress Report

6. Parent Phone Call Script

7. Parent Folder

8. Facilitators On FAIRS form, preferred adults are listed
Custodian, teachers, paraprofessionals, family support facilitator, behavior specialist, principal, speech therapist, etc.
All staff has been trained on intervention
Facilitators are given refresher trainings as needed
Presentation and videos are available on shared Google drive

9. Implementation Script – Facilitator
Daily Check-In
Greet student
Remind student of expectations and/or goal for the day
Daily Check-Out
Help student identify whether daily goal was met
Offer success reinforce if goal was met OR deliver corrective feedback (what to do differently), encouragement (you can do better tomorrow) ad offer participation reinforce
Data Collection & Progress Monitoring
Help student count the number of points earned
Calculate percentage of points earned

10. Implementation Script – Classroom Teacher
Feedback
Initiate 5 feedback opportunities throughout the day
Provide a comment about whether the expectations were met or not by saying “thumbs up” or “thumbs down”
Mark student chart (i.e., points) and provide explanation for rating system
Provide encouragement for meeting expectations during next opportunity and/or reinforce for following expectations or making improvement
Use a positive tone throughout interaction

11. Check-In (Hello) Morning Check-In Procedures (Facilitator)
Facilitator will meet with student at a consistent location and time each morning
Should begin by greeting the student in a positive manner
Review the Daily Progress Report (DPR) with the student and remind them of expectations and goal for the day (i.e. how they earn thumbs up)
Highlight any targeted problem behaviors and discuss replacement behaviors (i.e. instead of hitting when your friend makes you mad…you should use your words, talk with the teacher, etc.)
Send clipboard and DPR with student/staff

12. Monitoring (Update) Checks Throughout the Day (Classroom Staff)
Clipboard should be kept with staff/student throughout the daily routine
Classroom staff should initiate at least 5 feedback opportunities throughout the day to review expectations and whether or not they were met
Rate the student’s behavior on the DPR for each designated activity with thumbs up/”always”, thumb sideways/”sometimes”, thumbs down/”try again” and provide student with explanation of their rating
Provide encouragement for meeting expectations during next activity in schedule and/or reinforce for following expectations or making improvement
Use a positive and encouraging tone throughout interactions

13. Check-out (Good-bye) Check-Out Procedures (Facilitator)
Facilitator will meet with student at a consistent location and time each afternoon
Should begin by greeting the student in a positive manner
Review the Daily Progress Report (DPR) and total up the score
If goal is made, the student will roll the dice
If goal is not made, then facilitator provides encouragement to meet goal for next day

14. Daily Progress Report

15. Progress Monitoring
Return Daily Progress Reports to Rm. 10 at the end of EVERY week so that the data can be graphed
Tier 2 Team will meet bi-weekly to review data, graphs, monitor student progress and make changes to goal or intervention if necessary
Student graphs will be shared with team every 2 weeks
If student is not making progress, fidelity of implementation will be checked before any intervention or changes in goal are made

16. Data Review

17. Fading Goal is for this to be a short term 6-8 week intervention
When student meets their daily goal for 4 consecutive weeks it will be recommended that they begin the fading process
A fading form letter will be sent home to the parents highlighting the student’s success in the program and will explain the fading process
Fading = 3 days check-in/out, 2 days, then 1 day
Maintenance = Check-ins every 2 weeks for 1 quarter, then monthly, then quarterly (may change depending on student progress in the maintenance phase) or Self-Monitoring

18. Fading Letter

19. Self-Monitoring
After fading, some students will continue to use the clipboard and the DPR each day and self-monitor their behavior
The student will be responsible for circling thumbs up, sideways, or down for each area of the day
The facilitator will randomly check-in with the student to see how they are doing

20. Contact Information
Jen Wallis, Family Support Facilitator
Phone: ext. 2406