Student Success with CICO: Fading Support

1. Student Success with CICO:Fading Support Chris Borgmeier, PhD Portland State University www.tier2pbis.pbworks.com

2. 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

3. 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

4. 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 • Increasing student responsibility • Transition into a Self-Management/ Self-Monitoring program • Then, gradually removing or “Fading” components of the intervention

5. 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

6. CICO - Self Manager • Increase student monitoring of own behavior • Student “checks in” with teacher to review self-ratings and receive feedback • 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

7. Transition to Self Manager • Coordinator teaches student responsibilities of being a ‘Self Manager’ and practice: • 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

8. Removing Components of CICO • After Student is Successfully Self-Monitoring 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

9. 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

10. Sample from CICO Handbook

11. Sample from CICO Handbook

12. Team Tasks • Consider & Develop • Decision Rules for progressing to Self Manager, Fading & Graduation • Self Manager guidelines & materials • Fading progression & materials • Graduation & “Alumni Club” procedures & materials