1. Check In, Check Out Presented by: Jenny Rohrbaugh, IST Facilitator Noelle McCarthy, School Counselor Scotts Branch Elementary School

2. Presentation Topics Choosing Students Executing the Intervention Analyzing the Data What Comes Next? Student Reflections Questions and Comments

3. Choosing Students CICO is only effective for certain students.

4. Choosing the Right Students This is a tough task... You need to be particular in who you choose and it can be difficult to know which students will respond to this intervention and which need other strategies

5. Who is CICO for? Students who are in the yellow zone are good candidates for CICO Students whose daily behaviors are erratic or severe are usually not good candidates

6. Age of Students Kindergarteners and 1 st graders - Needed more assistance from teachers completing charts - Verbal Praise and small rewards were more effective

7. Age of Students 3 rd graders - requested and maintained charts 5 th graders - needed more than verbal praise and prizes to be effective

8. Age of Students What about 2 nd and 4 th ? Enjoyed maintaining charts Reflected on their successes CICO was most effective with these grades according to the data!

9. Is It Working? Two weeks is enough time to determine whether CICO is going to be effective Students who lose or simply do not get their charts filled out should be phased out of the intervention

10. Executing the Intervention Steps to keep in mind when considering CICO.

11. Executing the Intervention Contact parent/guardian if necessary Consult with teacher, student and SST team Choose an appropriate provider teacher, counselor, social worker, resource teacher Someone the student would like to see twice a day to discuss and review daily goals and progress

12. Executing the Intervention Decide on a meeting time. Go to the student or have the student come to you? Scores should align with school wide behavior charts.

13. Ownership of CICO Chart Students should be... active in creating the goals placed on their charts encouraged to ask for changes to their charts when needed expect to replace achieved goals with new ones which are more challenging discuss with their teacher regarding changes to their charts

14. Analyzing the Data Data collection is important!

15. Importance of Data The data determines if CICO is effective or not for an individual student Data can be shared with parents and used for goals on SST plans Data should be collected daily based on their daily performance Keep data collection SIMPLE!

16. CICO Chart Goals should be listed on each students CICO chart 1-4 goals depending on age of students Goals should be “graded” based on the school-wide behavior plan

17. Charting the Data

18. When it works...

20. When it doesn’t work...

22. What Comes Next? How do you end successful or ineffective interventions?

23. Ending a Successful Intervention Have a party! Have a special lunch to celebrate their achievement Let them invite a friend to play a game, watch a movie, or hang out together Remember, this is a happy and proud time for them, we don’t want to feel they are losing something but have accomplished a lot!

24. Ending a Successful Intervention Make a Certificate of completion Graduate to Mentor Students who succeed with their goals and no longer need CICO can become mentors to other students

25. Ending an Ineffective Intervention Students should be aware in the beginning that CICO is temporary Student should be told before CICO starts that if the program doesn’t work, it will cease and something else will be tried At the end of the two weeks to a month if the student does not respond to the intervention they should be included in the decision to stop and try something else have a discussion with the student why you think this intervention is not appropriate What could we try instead? (brainstorm with student, teacher, parent or SST team)

26. Student Reflections Here’s what student’s had to say that were involved in CICO this past school year...

27. Thoughts on CICO at Scotts Branch “It (the chart) helps me remember what I am supposed to do” - Eligah, grade 3 “When I have it, I can look and it and remember my goals” - Ronnie, grade 3

28. Thoughts on CICO at Scotts Branch “I need to add a goal to my chart, I am having trouble remembering to keep my hands on my own things.” – Aaron, grade 2 “The chart helps me remember to keep my hands to myself and follow directions” – Davieon, kindergarten

29. Questions and Comments We hope our experiences give you ideas for your own implementation of CICO. When used correctly, it is extremely effective!