cico-swis: intervention & data system

CICO-SWIS: Intervention & Data

SystemMarch 15, 2012

APBS, Atlanta, GeorgiaMegan Cave & Celeste Rossetto Dickey

University of Oregon

Today’s Agenda

What is CICO? Check & Connect? Behavior Education Program? Hello, Update & Goodbye?

The CICO-SWIS Application Using Data for Decision Making Questions

Check In Check Out:A Targeted Intervention

Dr. Rob Horner, Anne Todd & Celeste Rossetto Dickey

University of Oregon

CICO within a Universal SystemAll specialized interventions are more effective, and more durable, if they are done with school-wide behavioral expectations as a foundation.◦ Check & Connect◦ Hello, Update & Goodbye (HUG)◦ Behavior Education Program◦ Other names

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

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

TODAY

Major Features of most Tier 2 Interventions Everyone on staff knows about it

◦ Easy access and quick implementation◦ Substitute teachers and volunteers included

Always available◦ no individual changes necessary

Home school connection◦ Regular reporting of progress

Skills are taught and used◦ Shape into self management skills

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 tangible) 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 move towards 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 Tier 2 interventions are designed to work with 10-15% of

kids in a school CICO typically “works” with 67% of students needing Tier 2

interventions.. CICO does NOT replace need for individualized supports.

Team available Team leader CICO coordinator (morning, afternoon) 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 SWPBS expectations Request for Assistance

Student finds adult attention rewarding Student is NOT in crisis.

Logistics for Setting up a CICO program Daily CICO progress report card

Same expectations for all Common schedule All staff taught rules for accepting, completing

and returning the card. Home report process

Can be same as progress card Can be a unique reporting form

CICO-SWIS

Application within SWIS Targeted Intervention Data Entry & Report Generation Daily Progress Report standard for all students in CICO Intervention

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Practices and Systems for CICO

Practices◦ Define procedures◦ Teach procedures◦ Use daily point card for

progress monitoring◦ Communicate with home on

student progress◦ Acknowledge expected

behavior◦ Correct behavioral error

(continuum of consequences)◦ Use information for decision-

making

Systems◦ Admin. Leadership◦ Team-based implementation◦ Defined commitment◦ Allocation of FTE

&Coordinator◦ Budgeted support◦ Development of decision-

driven information system

Data:◦ Data entry◦ Report Generation◦ Decision Making

Student Recommended for Check In Check Out

CICO is Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out (CICO-SWIS)

Comments:_____________________________________________________

Name: ____________________________ Date: ______________

2 = great 1 = OK 0= hard time

Goals 8:30-10 10-11:30 Lunch 12-1:30 1:30-3:00

Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Respectful

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Responsible

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL

CICO-SWIS Readiness Nine readiness requirements

◦One of which is a SWIS account◦CICO program description◦Daily point card compatible with CICO-

SWIS data entry format

CICO-SWIS Readiness Requirement 4:Targeted Intervention Description

1. Purpose of Targeted Intervention and expected student outcomes

2. Student screening and selection to program decision rules and procedures

3. Procedures for participating in the targeted intervention

4. Procedures for training staff, students, families, transportation, substitute staff, others

5. Data system for monitoring student progress

6. Decision making cycle and people responsible

Example

Daily Point Card & CICO-SWIS data entry compatibility

Criteria for compatibility1.Standard for all students?2.3-5 school-wide expectations3.3 point rating scale?4.No more than ten check in periods?

Apply these criteria to the following examples

CICO Record

Name: ____________________________ Date: ______________ 3 = great 2 = OK 1 = hard time

Safe Responsible Respectful TotalPoints

Period 1: Reading

3 2 1 3 2 1 3 2 1

Period 2: Math 3 2 1 3 2 1 3 2 1

Period 3: Writing

3 2 1 3 2 1 3 2 1

Lunch 3 2 1 3 2 1 3 2 1

Period 4: Soc. St. 3 2 1 3 2 1 3 2 1

Period 5: Art/Music/PB

3 2 1 3 2 1 3 2 1

Today’s goal Today’s total points:

Comments:

1. Standard for all students?

2. 3-5 Expectations?

3. 3 point rating scale?

4. No more than ten check in periods?

Example A

Name:Date: Block 1 Block 2 Block 3 Block 4

Safety 0 1 2 0 1 2 0 1 2 0 1 2

Organization 0 1 2 0 1 2 0 1 2 0 1 2

Achievement 0 1 2 0 1 2 0 1 2 0 1 2

Respect 0 1 2 0 1 2 0 1 2 0 1 2

Name:Date:

Pencil sharpened

Homework completed

Raise hand to talk

Be on time Keep hands to self

1. Check in 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 42. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 43. Music on MWF

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

4. PE on T TH

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

5. Math 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 46. Lunch 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 47. Recess 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 48. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 49. Language arts

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

10. Snack 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 411. Research projects

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1. Standard for all students?

2. 3-5 Expectations?

3. 3 point rating scale?

4. No more than ten check in periods?

Example B

Example C

1. Standard for all students?2. 3-5 Expectations?3. 3 point rating scale?4. No more than ten check in

periods?

GOALS 8:30-10 Recess 10:15-11:30

Lunch 12:15-1:15

1:15-3:00

Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Respectful

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Responsible

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL

1. Standard for all students?2. 3-5 Expectations?3. 3 point rating scale?4. No more than ten check in periods?

Name: Points received Date:

Daily Goal _____ Daily goal reached? Yes No

1. Standard for all students?2. 3-5 Expectations?3. 3 point rating scale?4. No more than ten check in periods?

GOALS 8:30-10 Recess 10:15-11:30

Lunch 12:15-1:15

1:15-3:00

Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Respectful

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

Be Responsible

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL 5

Name: Points received Date:

Daily Goal _____ Daily goal reached? Yes No

The Total can make it easier for data entry. (Note: Convert if 1-2-3 scale)

Using the Data for Decision Making

CICO-SWIS

Five Available Reports

Individual Student Count Report

Individual Student Count Report - Table

CICO-SWIS Practice Activities

Individual Student Count Report

You are the CICO Team. What does the data suggest? Jose

What Questions? What Decisions?

You are the CICO Team. What does the data suggest? Susannah

What Questions? What Decisions?

You are the CICO Team. What does the data suggest? Matthew

What Questions? What Decisions?

Individual Student Period Report

CICO-SWIS Practice Activities

Individual Student Period Report

You are the CICO Team. What does the data suggest? Dakeesha

What Questions? What Decisions?

You are the CICO Team. What does the data suggest? Dylan

What Questions? What Decisions?

Individual Student Single Period Report

CICO-SWIS Practice Activities

Individual Student Single Period Report

You are the CICO Team. What does the data suggest? Jason

What Questions? What Decisions?

You are the CICO Team. What does the Data tell you? Juanita

Average Daily Points by Student

CICO-SWIS Practice Activities

Average Daily Points by Student Report

You are the School-wide/CICO Team. What does the data suggest? SCHOOL A

You are the School-wide/CICO Team. What does the data suggest? SCHOOL B

School-Wide Report

School-Wide Report Table

CICO-SWIS Practice Activities

School- Wide Report

You are the School-wide Team: What would the data suggest? SCHOOL C

What additional questions would you have?

Check In Check Out: The Intervention CICO-SWIS: Readiness & Application Using CICO-SWIS data to make decisions

CICO-SWIS Presentation Summary

support@swis.orgaccounts@swis.org

Questions & Comments

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