Tier Two at CFMS Check-In/Check-Out (CICO)
Adapted from Rob Horner, et al
CICO within School-wide PBIS All specialized interventions are more
effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Targeted Interventions*Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
Individualized*Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Major Features of Targeted Interventions Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment
Functional Assessment Adequate resources (admin, team)
Bi-weekly meeting, plus focus each week on data Student chooses to participate Continuous monitoring for decision-making
CICO Flow ChartChippewa Falls Middle School - Tier Two Committee Members: Liz Pukrop, Jerim DesJarlais, Mary Baldeshwiler and Caryl Kidd
Tier Two Check-In Check-Out (CICO) Flow Chart
Student with need identified based on at least one of the following decision making rules:
Two ODRS for same behavior or three ODRS for any behavior
Teacher nomination form Grades
All completed nomination forms need to go to Liz (Tier Two Coach) for PST/Tier Two team for approval
Problem Solving Team Meeting determines who the CICO Manager will be for the identified student
CICO Manager responsibilities include:
Greet student at the beginning and end of the day Send DPR summary form home with student Give DPR to Registrar (mailbox or directly) Attend parent meeting if CICO isn’t effective to help
determine next steps
Tier Two Team responsibilities include:
Mailing home parent introduction letter and Frequently Asked Questions document to start intervention
Update the PLP tab
Tier Two Committee meets bi-weekly to review progress
Tier Two Committee mails progress letters at progress report time and end of quarter
Goal for graduation from CICO is 80% for four straight weeks
Plan is to get students to self-manage Estimated time on CICO varies for each student
Data and feedback from Problem Solving Teams will determine whether students: continue, add, change, or monitor (graduate) CICO
Assistant principal notifies team of decision
Student begins Check-In/Check-Out Registrar sets up CICO in Infinite Campus Registrar enters data from Daily Progress Report at
least weekly
If not approved, more Tier One interventions are needed and this process stops here.
If approved, continue with next steps on flow chart
Teacher Nomination Form Teacher Nomination Form
Student Name: ___________________________________ Grade: _____________
Team/Referral Person: ______________________________ Date: ________________
Does the student have an IEP? (Circle one) yes no
What is the foremost concern for the student? (Circle one)
Externalizing Behavior Internalizing Behavior Academic
Is this student failing classes? (Circle all that apply) Yes No
Science Social Studies Math
Reading English Other ________________
Check all of the classroom interventions you have tried:
___Pre-teach/re-teach behavior ___Review Matrix
___Pre-teach/re-teach concepts ___Working Lunch (7th & 8th grade)
___Behavior Contract ___Fix It Plan
___Self-removal pass ___Fidget toy, wiggle seat, ball chair
___Verbal/visual cue system ___Quiet study carrel/area
___Use notes on quizzes/tests ___Preferential seating/assigned seat
___Review agenda book organization ___Conference with parent/guardian
___Other_____________________________________________________________
Which strategies have been successful?
Possible cause(s) of behavior:
___Power/Control ___Attention
___Acceptance/Affiliation ___Expression of self
___Protection/Escape/Avoidance/Lack of Skill ___Gratification
___Justice/Revenge
*****Please attach the Middle School RTI Tier I Log and Classroom Behavior Log. Return to Liz Pukrop.
Action taken by PST/Tier II team: Referred back for more Tier I interventions. Recommended for CICO, start date: _______
Building the Basic Cycles Morning Check-in Routine
Teach students when, where, how Check-in Check-Out manager
Assess – doing okay today? If not, send to counselor… Reward – with a Cardinal Credit Set-up – (encourage) or Redirect (let’s do better in …)
Afternoon Check-out Routine Teach students when, where, how Check-in Check-Out manager
Reward – Cardinal Credit (can be individualized) Set-up for success, positive momentum Evaluation – daily points and percentage, summary form
Daily Progress Report
Name ____________________________________________ Date _____________ Grade ______
0 = multiple reminders 1 = few reminders 2 = met expectations
Goal: _________% Today: _________% Total Points _______ / 80
Be Safe
Be Respectful
Be Responsible
Be Productive
Total Initials Teacher Comments
1st
0 1 2 0 1 2 0 1 2 0 1 2
2nd
0 1 2 0 1 2 0 1 2 0 1 2
3rd
0 1 2 0 1 2 0 1 2 0 1 2
4th
0 1 2 0 1 2 0 1 2 0 1 2
5th
0 1 2 0 1 2 0 1 2 0 1 2
6th
0 1 2 0 1 2 0 1 2 0 1 2
7th
0 1 2 0 1 2 0 1 2 0 1 2
8th
0 1 2 0 1 2 0 1 2 0 1 2
9th
0 1 2 0 1 2 0 1 2 0 1 2
10th
0 1 2 0 1 2 0 1 2 0 1 2
Chippewa Falls Middle School Check-In / Check-Out Daily Progress Report
Daily Summary Form
Daily Progress Report Summary
Date ______________
Name: ______________________________
My goal: ___________________%
Today I earned: ______________%
Parent Signature: _____________________
Friday Summary FormDaily Progress Report Summary
Week of ______________ (Friday)
Name: _________________________________________ Date: ______________
My goal is __________% Today I earned ______________%
Something I did well this week was: _________________________________________________________________
______________________________________________________________________________________________
Something I may need to work on next week is: _______________________________________________________
______________________________________________________________________________________________
Comments: ____________________________________________________________________________________
______________________________________________________________________________________________
Parent/Guardian Signature: _______________________________________________ Date: _________________
Comments: _____________________________________________________________________________________
Progress Letters from Tier TwoChippewa Falls Middle School
Date_______________
Student Name______________________________
Grade____________________
Dear _______________________________
As you know, your child has been participating in the Check In/ Check Out (CICO) program here at the Chippewa Falls Middle School. The purpose of this letter is to inform you that your child has graduated from the program. You can see by the enclosed graph of your child’s progress that he/she has met his/her goal consistently. At this time, your child no longer needs to participate in Check-In/Check-Out. However, if the need arises in the future, CICO may be revisited. If you have any questions about this graph or about our Check In/ Check Out (CICO) program, please feel free to give me a call at (715)726-2400. Thank you very much for your continued support. Sincerely, CICO Manager
Cc: File - Monitor
Staff Resource Website http://cfsd.chipfalls.k12.wi.us/middle/staffres
ources.cfm Hard copies in each office
Daily Progress Reports (point sheets) Daily Summary Forms Teacher Nomination Forms
Why does CICO work?
Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive, and
sets up successful behavioral momentum.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a supervisor)
Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and Cardinal Credit) delivered at end of day
Linking behavior support and academic support For academic-based, escape-maintained problem behavior incorporate
academic support
Linking school and home support Provide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choices Increased ability to self-monitor performance/progress
Logistics for Setting up a CICO program Faculty and staff commitment
Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?
More than 5 students need extra support CICO is designed to work with 10-12% of kids in a school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized supports.
Team available Team leader CICO manager (morning, afternoon) Tier Two Team (meets at least once every two weeks)
Logistics for Setting up a CICO program School-wide PBIS in place
School-wide expectations defined and taught Reward system operating Clear and consistent consequences for problem behavior
Process for identifying a student who may be appropriate for CICO
Student is not responding to SWPBIS expectations Request for Assistance
Student finds adult attention rewarding Student is NOT in crisis.
Logistics for Setting up a CICO program CICO Daily Progress Report (DPR)
Same expectations for all Common schedule All staff taught rules for accepting, completing and
returning the DPR.
Home report process DPR Summary Form for Monday – Thursday DPR Summary Form for Friday Progress letters from Tier Two Committee
Logistics for Setting up a CICO program Trading menu
Reward for collecting and turning in daily progress card (Cardinal Credit [CC])
Reward for meeting daily goal (CC) Exchange system for points earned (CC drawings each
month)
Collecting, summarizing and using data Daily updates – at the end of the day Regular review by problem solving team Referral to PST for individualized interventions.
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Building the Basic Cycles Trading Menu/ Process
Reward for collecting and turning in daily progress report information
Reward for meeting daily goal Exchange system for points earned?
Plan for the future: We want self-managers Embed self-management strategies as driven by the
data Use natural signals for monitoring as much as possible Self-monitor Self-record, check for accuracy Fewer check points during the day
Maintain AM and PM times for awhile Manage own CICO account
More on self management in the future…..
Summary Targeted interventions
Highly Efficient, structured support CICO is one option
Assess for whom it will work Enlist whole faculty involvement