Positive Behavioral Interventions and
Supports
Check in Check Out Presentation
Definition of CICO
CICO is an evidenced-based Tier II
intervention program designed to provide
students with regular, targeted feedback on
their behavior to increase positive choicemaking and prevent future behavior.
CICO Daily Activities
•
•
Student checks in with a CICO Mentor in the morning
Student carries a point card that is based on PBIS behavior expectations
– Student turns in previous day’s signed card
– Student picks up new card
•
Student presents card to teacher(s) at regularly scheduled intervals throughout
the day
– Teacher acknowledges student for checking in
– Teacher rates and provides behavioral feedback
•
Student check out with CICO Mentor at the end of the day
– CICO mentor reviews goals
– CICO mentor provides encouragement
•
Student brings card home for parent signature
– Parent signs card
– Parent acknowledges and encourages
CICO Video Presentation
CICO Key Features
• Increased positive adult contact
• Embedded social skills training
• Reinforcement of school-wide expectations
• Frequent behavioral feedback
• Daily home/school communication
CICO Works
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•
•
•
•
•
•
Provides structure
Sets student up for success
Mitigates effects of setting events
Creates mechanism for feedback
Ties reinforcement to specific behavior
Links home and school support
Encourages self-monitoring
Recruitment of CICO Mentors
• Send out informational invitation to all staff
• Market to PBIS team members
• Enlist administrators as CICO mentors
• Accept substitute CICO mentors
• Recognize the CICO mentors regularly
Training of CICO Mentors
• Hold morning or afterschool meeting with CICO
mentors
• Focus on building positive relationships
• Provide all needed tools
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–
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–
Point cards
Attendance log
Example dialogue
Reinforcement ideas/plan
Communication with Parents
• Send information on the CICO program and parent
responsibilities
• Obtain parent consent using CARE Youth Project
Request for School-based Services Form
• Maintain regular contact with parent on student
progress
Communication with Teachers
• Meet with classroom teacher(s)
• Customize point card
– Identify student goals
• Review teacher responsibilities
– Providing rating at designated times
– Provide reminders to check in and out
– Provide support and encouragement
CICO Point Sheet
Points Possible =
Daily Goal =
Student Goal =
Point Total =
2 – Every time
1 – With 1 reminder
0 – More than 1 reminder
Student:
Teacher:
Behavior
Expectations
Language
Arts
Math
Rotations
Science
Social
Studies
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
1.Be Safe
•
•
Kept hands
and feet to
yourself
Used break
card
2. Be
Respectful
•
•
Raised hand
Used
attention
signal
3. Be
Responsible
•
•
Completed
classwork
Completed
alternate
assignment
Parent Signature
30
24
_____
_____
Training of CICO Students
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•
•
•
Meet at scheduled time with new CICO students
Review point card
Practice examples/non-examples of meeting goals
Review responsibilities
–
–
–
–
Remember where and when to check in and out
Keep track of point card
Remind teacher to assign points
Bring point card home for parent signature
CICO Point Sheet
Points Possible =
Daily Goal =
Student Goal =
Point Total =
2 – Every time
1 – With 1 reminder
0 – More than 1 reminder
Student:
Teacher:
Behavior
Expectations
Language
Arts
Math
Rotations
Science
Social
Studies
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
1.Be Safe
•
•
Kept hands
and feet to
yourself
Used break
card
2. Be
Respectful
•
•
Raised hand
Used
attention
signal
3. Be
Responsible
•
•
Completed
classwork
Completed
alternate
assignment
Parent Signature
30
24
_____
_____
Contact Information
Tracy Schmidt
Clinical Coordinator
CARE Youth Project
trschmidt@eusd.org
www.careyouth.org