10/19/2012
Defining Features of Tier II
Interventions
• Typically group based
• Consistent, standardized implementation across
students
• Easily accessible (within a few days of referral)
• Continuous availability
• Implemented by all school staff
• Consistent with and provide extra exposure to
school wide behavioral expectations
*Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March &
Horner, 2002
Targeted Group Interventions
Muscott (2007)
“Targeted Group Interventions are
most effective if students are
identified EARLY in the at-risk
process before failure is ingrained in
the student and before the teacher
has had it with the student and
his/her behavior”
Targeted Group Interventions
Increased
Opportunities for
Positive
Reinforcement
Increased Adult
Monitoring
Continuous Progress
Monitoring
Increased Practice
Team & Data
Driven
Behavior Expertise
Tier II
Pre-corrections
• Ensures efficient and effective supports are
made available for students that DO NOT
require a lot of time & resources
• Group intervention is matched to ‘functions’
of behavior and need
• Prevent or decrease problem behaviors
School-wide
Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March &
Horner, 2002
Effective Practices for Evidence Based
Tier II interventions
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•
•
•
•
Targeted and explicit skill instruction
Acknowledgements of appropriate behavior
Increased adult support
Frequent performance feedback
Plans for generalization and maintenance
*Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner,
2002
The Big Ideas
• Efficient and Effective
Group Intervention
– Students can enter in a few
days from referral point
– Can accommodate a number
of students
• Designed for students
who are not responding
to school wide supports
• Frequent reinforcement
• Gives students immediate
positive feedback
• Increased home
communication
• Tool for positive teacherstudent feedback
• Observed across a multiple
of settings
• Well research, standardized
practice
• Built in data collection
system to monitor student’s
progress
• Provide transition to a selfmanaged program
This is not suitable for those who
avoid adult attention
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Critical Features of CICO
•
•
•
•
•
Increased positive adult attention
Direct link to school-wide behavioral expectations
Frequent performance feedback
Increased home-school communication
Positive reinforcement/acknowledgement on
meeting goals
• Positive daily morning greeting and end of the
day exit
• Evidence based practice
Daily Activities
• Daily check in with CICO coordinator in the
morning
• Score card that is aligned with school-wide
expectations
• Receive frequent and regular feedback on their
behavior throughout the day
• Review of student goals at the end of the day
with CICO coordinator
• Score card goes home to review with parent,
obtain signature and gain positive feedback
Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March &
Horner, 2002
Teachers Role
• Give both verbal and written feedback
everyday at pre-determined times
• The feedback is quick and instructional
Coordinators are KEY!
“The coordinator must be someone who the
students respect, enjoy, and trust. This person
should be enthusiastic, positive, and friendly”
-Crone, Hawken, & Horner, 2010
Family’s Role
• Letter home to parent(s) to initiate process
• Student is encouraged to show score card to
parent
• Families are encouraged to acknowledge
child’s efforts
• Regularly check in with is highly encouraged
Characteristics of CICO Coordinators
• Respected as a positive adult by students and
faculty
• Effective communication skills
• Consistent and dependable
• Effective in understanding and using data to
make decisions
• Knowledgeable with CICO procedures
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Coordinator Responsibility
• Introduce CICO intervention to students and train them on
the system
• Check students in and out daily
– give reminders for the beginning and end of day
– time to practice
– positive reinforcement
•
•
•
•
•
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Send out forms to parents
Communicate with staff , parents, and Tier II Team
Reinforce students for meeting behavioral goals
Collect daily score cards
Enter data daily in the system
Summarize data
Data Based Decision Making in CICO
Critical Component of CICO is data based
decision making:
• Student selection when considering CICO
• Monitor student progress
• Make intervention adjustments
• Communicate to others
• Evaluate implementation fidelity
Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March &
Horner, 2002
Coordination & Support
The model is flexible:
• Coordination is responsibility of 1 trained staff
member
BUT... specific functions and responsibilities can be
shared & duplicated with others
Advantages in shared approach are:
• Coverage
• Support for multiple students
• Sustainability
Student Selection
Develop criteria for student selection when
considering CICO:
• ODR’s for disruption, disrespect, noncompliance,
language
• Nurse visits
• Attendance & tardies
• Homework completion & organizational skills
• Other
Keep in mind that this is not for every student.
Who do you think would respond to it?
Which Students Do Well on with CICO?
Data Collected From CICO
• Students who the Tier 2 is concerned about
and beginning to not respond to Tier 1
supports
• Students who are NOT engaged in dangerous
or severely disruptive behavior
• Students who have problems across the day in
multiple settings.
• CICO data based collection system embedded
in Swis
• Produces percentage of daily individual points
earned and individual student period reports
to monitor progress
• Produces an average daily point per student
report
• School-report to monitor fidelity and
implementation
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Progress Monitoring
• A designated Tier 2 staff member keeps track of
the daily points earned and charts progress of
each student
• The CICO Data entry person will enter 2 data
points/day/student in CICO, which includes:
– % of possible pointed
– Cumulative graph for meeting goal
• Designated Tier 2 Staff person reviews data at
each Targeted Team meeting to determine if
CICO should continue, be adjusted, end, or
replaced with another interventions
Decision Rules
• Have data drive decisions!
• At end of 6 weeks, the Tier 2 team looks at
data to see if student is ready to “fade off”
from CICO intervention as they become more
independent in managing their own behavior
• Discuss as team what this will look like
Individual Student Report
Progress Monitoring
Program Report for a Multiple
Students
8 weeks later…
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How data helps impact decisions
CICO School Wide Report: Monitoring
Fidelity of Implementation
• ODR’s and staff recommendation help screen students who might
benefit from CICO
• Baseline data is utilized prior to implementation
• Daily Data Entry – individual student data is entered
• Weekly/Bi Weekly Data Review at Behavior Support Team Meetings
• Progress Monitoring:
–
–
–
–
Continue CICO?
Modify and continue?
Fade and graduate from program?
Exit and evaluate for alternative supports?
• Monthly updates to entire faculty
* Adapted from SWIS facilitator Guide, Version 4.3
Data Informing the Overall Practice of
CICO
• Used to inform resource use and fidelity of
implementation
• Number of students in the program
– Research suggests in full implementation CICO and other
secondary supports should support 7-15% of students
school-wide.
• Intervention Effectiveness
– Approximately 70% of students in CICO are responding
• Intervention Implementation
The Tools You Need Along the Way
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CICO Coordinator(s) Checklist
CICO-Swis Self Assessment Checklist
CICO Implementation Checklist
Daily Score Card
CICO Referral Form
Parent Letter
– Program steps are implemented accurately daily & weeklu
The Score Card
Name_____________________
Date ___________
2= zero or 1 reminder
0= major referral
1 = two or more reminders
Block
1
2
3
Be Cooperative
Earned Points
4
TOTAL
/8
Participates in class activities
Be Responsible
/8
Turned in Homework
Be Respectful
Respond appropriately to
Teacher
interactions
Teacher
Feedback:
/8
Parent Signature:
Be Safe
/8
Appropriate use of equipment
Total for the Day
Teacher Feedback:
• Points are totaled at check out time
• Points are deposited in student account
everyday
• Points ARE NOT taken way due to problem
situations
• Pre-determined acknowledgements are set
with student ahead of time
/32
Parent Signature:
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CICO Cycle
From Referral to Evaluation:
Student Recommended for CICO
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Select CICO coordinator(s)
CICO Referral System – team needs develop criteria
Roll out to faculty
Meet with Students
Parent Notification Letter
Design and Distribute Score Cards
Develop Evaluation Tool and enter data every 2 weeks
BST Team meets at biweekly tpreview student outcomes
Complete CICO Checklist
CICO is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly SST Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002
Cultural Fit
• Once system is established, the BST team
needs to tailor CICO to fit the culture and
needs of the school
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