March 15, 2012
APBS, Atlanta, Georgia
Megan Cave & Celeste Rossetto Dickey
University of Oregon
What is CICO? Check & Connect?
Behavior Education Program? Hello,
Update & Goodbye?
 The CICO-SWIS Application
 Using Data for Decision Making
 Questions

Dr. Rob Horner, Anne Todd &
Celeste Rossetto Dickey
University of Oregon
 All
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
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
*Systems for Students
with High-Risk
Behavior
Secondary Prevention:
Targeted
Interventions
*Systems for Students
with At-Risk Behavior

~80% of Students
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
*Systems for Students
with High-Risk
Behavior
Secondary Prevention:
Targeted
Interventions
*Systems for Students
with At-Risk Behavior

TODAY
~80% of Students

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



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.

Program can be applied in all school locations

Elevated reward for appropriate behavior

Linking behavior support and academic support

Linking school and home support

Program is organized to move towards a selfmanagement system
 Classroom, playground, cafeteria (anywhere there is a
supervisor)
 Adult and peer attention delivered each target period
 Adult attention (and tangible) delivered at end of day
 For academic-based, escape-maintained problem
behavior incorporate academic support
 Provide format for positive student/parent contact
 Increased options for making choices
 Increased ability to self-monitor
performance/progress

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)

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.

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
Application within SWIS
 Targeted Intervention
 Data Entry & Report Generation
 Daily Progress Report standard for all
students in CICO Intervention

Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior

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 decisionmaking

Systems
Admin. Leadership
Team-based implementation
Defined commitment
Allocation of FTE
&Coordinator
◦ Budgeted support
◦ Development of decisiondriven information system
◦
◦
◦
◦

Data:
◦ Data entry
◦ Report Generation
◦ Decision Making
Student Recommended for Check In Check Out
Check In Check Out (CICO-SWIS)
CICO is Implemented
CICO Coordinator
Summarizes Data
For Decision Making
Morning
Check-in
Parent
Feedback
Regular Teacher
Feedback
Bi-weekly Meeting
to Assess Student
Progress
Afternoon
Check-out
Revise
Program
Exit
Program
Goals
8:30-10
1011:30
Lunch
12-1:30
1:303:00
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
Comments:_____________________________________________________

Nine readiness requirements
◦ One of which is a SWIS account
◦ CICO program description
◦ Daily point card compatible with CICOSWIS data entry format
1.
2.
3.
4.
5.
6.
Purpose of Targeted Intervention and expected
student outcomes
Student screening and selection to program
decision rules and procedures
Procedures for participating in the targeted
intervention
Procedures for training staff, students,
families, transportation, substitute staff, others
Data system for monitoring student progress
Decision making cycle and people responsible
Example
Criteria for compatibility
1.Standard for all students?
2.3-5 school-wide expectations
3.3 point rating scale?
4.No more than ten check in periods?
Apply these criteria to the following examples
Example A
1. Standard for all
students?
CICO Record
2. 3-5
Name: ____________________________
Date: ______________
Expectations?
3 = great 2 = OK 1 = hard time
3. 3 point rating
scale?
Total
Safe
Responsible
Respectful
4. No more than
Points
ten check in
Period 1:
3
2
1
3
2
1
3
2
1
periods?
Reading
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
Comments:
Today’s total points:
Example B
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
Example C
Name:
Date:
Pencil
sharpened
Homework
completed
Raise hand to Be on time
talk
Keep hands
to self
1. Check in
2.
3. Music on
MWF
4. PE on T
TH
5. Math
6. Lunch
7. Recess
8.
9. Language
arts
10. Snack
11. Research
projects
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1 2 3 4
1 2 3 4
2
2
2
2
2
3
3
3
3
3
4
4
4
4
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?
1.
2.
3.
4.
Standard for all students?
3-5 Expectations?
3 point rating scale?
No more than ten check in
periods?
Name:
Date:
Daily Goal
GOALS
Points received
_____
Daily goal reached? Yes
No
8:30-10
Recess
10:1511:30
Lunch
12:151:15
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.
2.
3.
4.
Standard for all students?
3-5 Expectations?
3 point rating scale?
No more than ten check in periods?
Name:
Date:
Daily Goal
GOALS
Points received
_____
Daily goal reached? Yes
No
8:30-10
Recess
10:1511:30
Lunch
12:151:15
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.
2.
3.
4.
5
Standard for all students?
3-5 Expectations?
3 point rating scale?
No more than ten check in periods?
The Total can make it easier
for data entry.
(Note: Convert if 1-2-3 scale)
CICO-SWIS
Individual Student Count Report
What Questions? What Decisions?
What Questions? What Decisions?
What Questions? What Decisions?
Individual Student Period Report
What Questions? What Decisions?
What Questions? What Decisions?
Individual Student Single Period Report
What Questions? What Decisions?
Average Daily Points by Student Report
School- Wide Report
What additional questions would you
have?



Check In Check Out: The Intervention
CICO-SWIS: Readiness & Application
Using CICO-SWIS data to make decisions
 support@swis.org
 accounts@swis.org