1. Bramble Buzzin’ Program
Bramble Bees
Bramble Buzzin’ Program
Bramble Staff Meeting
8/13/2019
Yellow text boxes have reminders and directions from TBSP that should be deleted after you draft your presentation.

2. Agenda Brief Review of Bramble Tier II System
Bramble CICO Program Overview
Roles and Responsibilities Within CICO
Mentors, Caregivers, Students, Teachers
Providing Feedback
Daily Progress Report: Buzzin’ Cards
Time for Questions
Materials to provide/show staff:
Teacher Nomination Form
Bramble CICO Program Overview
Caregiver Notification Form
Behavior Expectations Matrix
Buzzin’ Card
CICO ‘Things to Say’ Tips Sheet
Home Communication Card
CICO Teacher Checklist

3. Tier II
System for targeted or group-based interventions for some students needing additional support beyond the Tier I system.
The 10-15% of students we may be supporting are:
non-responsive to Tier I supports
identified using pre-determined data flags
engaging in problem behaviors are mild, repetitive, and occur in multiple settings throughout the day

4. Tier II at Bramble Middle
Tier II Team
Interventions include:
Check-In/Check-Out
Social Skills small groups
Lunch Bunch with school counselor
Team Lead
Intervention Coordinators
Additional
Members
CICO:
Social Skills:
Lunch Bunch:

5. Referring a Student to Tier II
Complete a Tier II Teacher Nomination Form
Tier II Team will determine if student meets entrance criteria
If yes, then team will determine which intervention is the best fit to meet that student’s needs.
If no, then team will help teacher consider ways to better help the student.
Decision rules are on next slide
Consider including where nomination forms can be found (i.e., physical location in school or electronic location) and procedure for submitting. If you have not reviewed this in the past, explain the purpose and components of your Teacher Nomination Form. Be sure to emphasize that a nomination form does not guarantee entry into Tier II.

6. Check-In/Check-Out: Why Start Here
Largest evidence base for Tier II interventions
Has built-in data collection system (daily progress report cards)
Incorporates all critical features of Tier II interventions

7. Who is CICO For? Unresponsive to Tier I supports
Mild to moderate acting out behaviors
Problem behavior occurs throughout the day AND in multiple settings
Finds adult attention rewarding
Student is NOT in crisis

8. Entrance Criteria for CICO
Student is not responding to Tier I supports and meets at least 2 of following data criteria:
ENTER YOUR DATA CUT SCORES (Day 1 Workbook, Activity #8).
Be sure to include teacher nomination form as an option in your intervention grid.

9. What is CICO?
Student is paired with a CICO Mentor. They briefly meet at the beginning and end of each school day.
School-wide behavioral expectations are defined & documented on a daily point card.
The student receives a regular cycle of brief feedback on behavior from teachers throughout the day.
Emphasize that they briefly meet with their CICO Mentor at beginning and end of the day for LESS THAN 5 MINUTES.

10. Procedure for Starting CICO
CICO Coordinator notifies classroom teacher
Teacher will collect baseline data for 3-5 days using a point card
CICO Coordinator calls home and sends Caregiver Notification Letter
Caregiver and student agree to begin program
Tier II Team sets goal based on baseline data
CICO Coordinator trains CICO Mentor, student’s teacher(s), and student

11. Caregiver Notification Letter
Have staff pull out form while talking about it.

12. Roles & Responsibilities
CICO Involvement
CICO Mentor
Teacher
Student
Caregiver(s)
Roles & Responsibilities
Going to talk about each person’s role in CICO

13. CICO Cycle – CICO Mentor’s Role
Highlighting that this is the Mentor’s role in the cycle. Will talk about the Mentor on the next page.

14. CICO Mentor
Lead morning check-ins and afternoon check-outs.
Give Bramble Buck for check-in, check-out, and meeting goal.
Complete Home Communication Card
Turn Buzzin’ Card to the office at the end of the day
Attend brief trainings/meetings about CICO and student progress.
Notify CICO coordinator and arrange for sub when absent

15. Buzzin’ Card
Enter picture of point card See presentation notes for details
Standardized point card (i.e., same number of feedback periods, same point scale, etc.) for all students on CICO
Same expectations for all students (school-wide expectations)
All staff are taught process for accepting, completing, and returning the card
Point cards are turned into the CICO Coordinator’s data bin at the end of every day
Data will be entered into Progress Monitoring Tool every Monday
Point Cards are printed on purple paper
Self-management point cards are printed on orange paper

16. CICO Cycle – Teacher’s Role
Highlighting that this is the Teacher’s role in the cycle. Talk about the teacher’s role on the next slide.

17. Teacher
Positively acknowledge student when they enter the classroom (verbal boost)
example: “Thank you for coming in with your Buzzin’ Card! Looks like you are all set to go! Remember to work on being safe, respectful, and responsible.”
Give specific feedback on student behavior after designated time periods and marks points on Buzzin’ card (~30 seconds or less)
If student does not prompt teacher to fill in points at designated times, provide a reminder prompt
If a check-in time is missed, mark out that time period and readjust total points available
Remind student there are more opportunities during the day to work toward their goal

18. CICO Cycle – Student’s Role
Highlighting that the student is involved through the whole cycle. Student’s role is outlined on next slide.

19. Student
Participate willingly in intervention
Understand CICO is a positive, temporary step for behavior improvement
The goal is to build self-regulation skills and then exit intervention
Participate in training with CICO Coordinator
Check in and out with mentor daily
Follow procedures for receiving feedback from teachers
Share the Home Communication Card with caregiver

20. Home Communication Card

21. CICO Cycle – Caregiver’s Role
Caregiver’s roles are defined on next slide.

22. Caregiver(s)
Sign and return Caregiver Notification Letter if agree for child to participate in CICO
Review Home Communication Card with child each day and provide feedback
Talk positively about school and the importance of performing well in school
Optional: set up home incentive for student when they meet their point goal

23. CICO Cycle – Tier II Team
Highlighting tier 2 team’s role.

24. Tier II Team Review student progress
Adjust support plan as needed (i.e., adjust goal, modify intervention, begin fading and self-management phases)
Facilitate exit process when criteria has been met
Report progress to school at faculty meetings

25. I’m ready for my check-in!
CICO Is Not Permanent!
Once progress monitoring data shows consistent success with the intervention, the student will begin a three-phase fading process before exiting CICO
Specific criteria for all of these phases can be found in our Tier II Manual located in the Office Conference Room
Once “graduated” from the program, the student will be invited to a graduation celebration and receive a CICO certificate of completion.
Alumni CICO students will check in monthly and be invited to attend graduation celebrations if they have continued behavioral success.
I’m ready for my check-in!
Can provide your school’s exit and fading criteria, but for the initial overview general information is sufficient.

26. Feedback: Stars and Stairs Language
Focus on the positives. What did the student do well? Give specific praise referring to the point card. For example, you might say, “Wow! It looks like you did an awesome job being Safe and Responsible all day today! You rock!”
Pick one thing to review with the student about what steps they can take to improve for tomorrow. For example, you might say, “It looks like during music you had a tough time being respectful. What can you do next time to make sure you are being respectful during music?”

27. How to Score The Buzzin’ Card
student did not meet the expectation
Example: repeated instances (three or more) of blurting out during the instructional block, so the student receives a 1 for the “be respectful” expectation
student engaged in minor misbehavior or was reminded twice to follow the expectation
Example: student grabs another student’s eraser without asking, causing a minor disruption and teacher reminds the student to be respectful of others’ property
student met the expectation with no prompting or reminders
Example: student got out his math worksheet and started working on it with no reminders, so for Responsibility the teacher will circle a 3 for math block

28. Choose an activity to practice providing feedback with your staff.
Let’s Practice!
Choose a few videos from the “Helpful Check-In/Check-Out Videos List” to watch and discuss. Discussion activity options are listed in the notes section below.
Helpful Check-In/Check-Out Video list found in the ”Training Stakeholders” section of your CICO Example Binder (which can also be accessed on our website .
Activity Options:
(a) “Say Something Activity”
- original slide
- remind partners to each say unique things
(b) Give One, Get One *would need blank or half sheet of paper for each person
- participants fold a piece of paper in half and write “Give One” one one side and “Get One” on the other
- on the “Give One” side, ask them to write an insight at each stopping point
- have them stand up and find a partner
- each person shares one idea from their “Give One’ side of the paper and writes down one idea on the “Get One” side
- find a new partner until the “Get One” side is full of new ideas
(c) Carousel Brainstorming *would need a blank or half sheet of paper for each person
- everyone in the group writes out an initial comment of question after each stopping point
- then passes their paper to the left
- each person records one response or answer to the initial thought
- then continues to pass at each stopping point or until the paper is returned to the original owner

29. Recreate the feedback activity completed at training
Recreate the feedback activity completed at training. Draft scenarios using common behaviors from your school. Write 2-3 scenarios to practice positive feedback and another set to practice corrective feedback.
Let’s Practice!
Form two lines facing each others.
Presenter will read a scenario.
Line 1 will response as the teacher to partner in Line 2.
Presenter will sound when it is time to switch roles and again when time is up.
Line 1 will step to the left.
Present will read another scenario.

30. Questions?