Student Success with CICO:
Fading Support
Chris Borgmeier, PhD
Portland State University
www.tier2pbis.pbworks.com

Team will use data to monitor student
progress
◦ Some students will “graduate” from the program
◦ Some students will require the support on a
continuing basis
◦ Some students will not respond to the program
& need more or something different

Set up processes for:
◦ Fading students off of the program
◦ Escalating intensity of intervention
◦ Maintain & monitor
Guidelines for Fading CICO

Use Data to inform decision making
◦ Biggest mistake = removing supports too quickly
without a transition plan

Building habits takes time
◦ Encourage at least 6 weeks of consistent
success (80%+) before considering fading CICO
 Then… transition to Self Manager for at least 2
successful weeks
 Then… fade components of CICO for at least 2
successful weeks
 Then…. Graduation and “Alumni Club” follow-up
Things Are Going Well… What Now?

The GOAL is always to “Graduate”
students from our supports or Fade
supports
◦ Do so gradually & Support the Transition
1) Increasing student responsibility

Transition into a Self-Management/ Self-Monitoring
program
2) Then, gradually removing or “Fading”
components of the intervention
Example Self Manager: Lucy

Lucy has been on CICO for 3.5 months; she has earned 90% of points
each week for the last 10 weeks

Coordinator provides rationale for “Self Manager” to Lucy
◦ Coordinator teaches Lucy to self monitor using examples and non-examples
◦ When program begins, Lucy’s teacher goes over examples and non-examples
◦ First week: Lucy and teacher monitor and compare records
 Teacher provides acknowledgement and feedback based on accuracy
 Ratings agree 95% of time
◦ Second week
 Teacher monitors appx. 60% of time; feedback based on accuracy
 Feedback at other times based on Lucy’s monitoring of behavior
◦ Coordinator
 Feedback based on accuracy (with teacher records)
 When Lucy monitors independently, feedback based on behavior
CICO - Self Manager
Increase student monitoring of own
behavior
 Student “checks in” with teacher to
review self-ratings and receive feedback

1.
2.
3.
4.
5.
Expected behaviors stay the same
Reinforcers stay the same
Student checks in same amount of times
Student monitors behavior using CICO card
Plan for teaching accuracy in monitoring
Transition to Self Manager
1.
Coordinator teaches student
responsibilities of being a ‘Self Manager’ and
practice:
a)
b)
c)
2.
3.
4.
5.
6.
Self Scoring
Comparing w/ Teacher/Staff
Responding appropriately if ratings differ
Student and teacher record separately
Compare records; reinforce accuracy
Over time, compare less often
Reinforce appropriate behavior only
Periodically reinforce accuracy
Removing Components of CICO

After Student is Successfully SelfMonitoring for at least 2 weeks

Can begin removing components of the
program (removing staff responsibility)
◦ Gradually decrease # of check-ins during the day
w/ teachers; Student Self Checks (keep check in
and out)
◦ Fade from Daily check out to every other day
then 1/week
◦ Remove check in
After “Graduation” from CICO

After at least 2 weeks of progressively fading CICO
components with consistent student success, can begin to
consider Graduation

Graduation = no more CICO card, no more CICO
check-ins or support

May to have a ceremony &/or certificate

Continue to monitor student behavior through discipline
referrals & teacher report (just like other students)

Celebrate continued success
◦ Hold a monthly celebration for students who are maintaining
success after Graduating from CICO
 Monthly “Alumni Club” Lunch
Sample
from
CICO
Handbook
Sample
from
CICO
Handbook
Team Tasks

Consider & Develop
1) Decision Rules for progressing to Self
Manager, Fading & Graduation
2) Self Manager guidelines & materials
3) Fading progression & materials
4) Graduation & “Alumni Club” procedures &
materials