1. Module 5: Overview of CICO and other Tier II Interventions
Module 5: Overview of CICO and other Tier II Interventions
Trainer Notes:
There should be a break from 10:30 a.m. to 10:45 a.m. This module should start at 10:45 a.m. and end at 2:00 p.m. with a 45 minute break for lunch (from 12:00 p.m. to 12:45 p.m).

2. inadequate Tier I (Core) and Tier III supports alone.
The 11th Commandment
Thou shall not address
inadequate Tier I (Core)
through Tier II
and Tier III supports alone.
As a project we have learned that a common mistake is to start adding Tier II and Tier III supports even though Universal Prevention (core) is not in place. This mistake results in overtaxing the system and resources available for Tier II and Tier III.
D. Tilly

3. Why do Targeted Interventions Work?
Improved structure
Prompts throughout the day for correct behavior
Provides a replacement skill
System for linking student with at least one supportive adult
Student does not resist participation
Increased feedback
Feedback occurs more often
Feedback is tied to student behavior
Inappropriate behavior is less likely to be ignored or rewarded
Trainer Talk:
“There are some common features to targeted behavioral interventions that are related to the success of the intervention. These interventions provide improved structure and increased feedback to students.”

4. Read the Handout “Examples of Tier II Interventions”
Activity
Read the Handout “Examples of Tier II Interventions”
What are you currently using in your school?
What could you implement?
Trainer Notes:
After this team time, break for lunch from 12:00 p.m. to 12:45 p.m. 4

5. One intervention with several different names.
Introduction To CICO
One intervention with several different names.
The CICO is also referred to as:
The Behavior Education Program (BEP)
Check, Connect, and Expect
Hello, Update, Goodbye (HUG)

6. Student Recommended for CICO
The CICO Process
CICO Implemented
CICO Coordinator
Summarizes Data
for Decision Making
Morning
Check-In
Parent
Feedback
Regular Teacher
Feedback
2 x Month CICO
Meeting to Assess
Student Progress
Student recommended for BEP by Teacher, parent, other school personnel?
Prior to BEP implementation- meeting with Counselor, parent and student
Go over expectations for each party (parent, school, and student)
Set goal
Sometimes contract is signed (I don’t know if you this was ever used Kelly)
3) BEP Implemented
4) Morning check-in
What did you check for? Pencil, binder, agenda, BEP form from day before
Gave students supplies if they did not have them to help them be successful
BEP Daily progress report given (can flip to next slide to show)
Teacher Feedback
Student carries card to teachers
Teachers have been trained to provide some sort of positive interaction upon receiving the card
-Teachers have also been trained not to use the system as punishment- no nagging
Afternoon check-out
BEP coordinator checks for goal
Reinforcement for checking out (High 5)
Bigger reinforcement for checking out and meeting goal (snack)
Parent Feedback
Send home- student gets feedback from parent
Student brings back form signed the next day
BEP Coordinator Summarizes Data for Decision Making
Using Quattro pro Spread sheet program- graphs data
Weekly BEP Meeting
½ hour to assess progress
who attends meeting
decisions made in meeting
Afternoon
Check-Out
Revise
Program
Exit
Program

7. Characteristics of Students Appropriate for the CICO
Disorganized
Sensitive to change, stress
History of low levels of reinforcement
History of poor relationships
Low self-esteem

8. Identifying Students: Who Qualifies?
3-5 referrals
Across several different settings
Not dangerous to self/others
Adult attention is rewarding (at least not aversive)

9. Who Does Not Qualify? Dangerous/violent students
Students who bring a weapon to school
Students who injure/may injure themselves
Students with a high number of referrals
Students with referrals from only one setting, teacher, or time
Students who find adult attention aversive

10. Critical Features of CICO:
Students are identified and receive support within a week.
Intervention is continuously available
Available for all staff/faculty in a school to access
Adequate resources allocated (facilitator, team)
Twice-monthly meeting, coordinator, reinforcers
Positive system of support
Students generally agree to participate

11. Critical Features of CICO, cont’d:
Daily performance data used for decision making and evaluation of progress
Check-in and check-out daily with an adult at school
Regular feedback and reinforcement from teachers
Family involvement

12. Team Time
As a team, discuss the critical features of CICO. Do you have students that meet the criteria? Full day training will be provided in May. Be prepared to send a principal, team member and an identified CICO coordinator.
Trainer Notes:
After this team time, break for lunch from 12:00 p.m. to 12:45 p.m. 12